Between 2003-2006 my father ran 5 marathons. I never once heard him tell me a story about hitting the wall. He finished every race he started. Never in record time. Never with a complaint. But almost always in visible pain. Still, never a story about the wall.
A few weeks ago I had a dream. I started running. Soon I was running a race. I was running faster than I have ever ran before. I was piling up 6:00 minute mile after 6:00 minute mile. I've never even run a 5k in under 30 minutes. My best half marathon pace is an 11 minute mile. As each mile passed I thought to myself, "How long is this race? Can I keep up this pace? Am I running a marathon? How long is this going to go on?" Despite my uncertainty I continued along the route of, what turned out to be a marathon, in a time that I never believed I could achieve.
All of the sudden I was called elsewhere. Some day matter from work broke its way into my fantasy. I had to coach someone how to turn on a computer, find their way to a web browser, create an account at a blog service and then type their first blog post. This process took a long time, but I felt unphased.
By the time I returned to the race my personal record pace was all but eliminated. My finish with the elite runners unachievable. I finished the last 9 miles at the 6 minute mile pace but given my delay by the time I finished my final average was an 11:00 minute mile pace.
I have been struggling for two weeks to discover the meaning of this dream. At first I thought that I am not following my dreams and I need to retreat from the world, abandon all obligations and focus on my distance running. Believe me, I would really love to interpret the dream this way. My latest interpretation is two fold.
First, we never know when and where we will receive the call to go beyond our selfish fantasies and be asked to become a part of something bigger than ourselves. I support pre-service teachers as they venture into the world of technology. I love what I do. Each day is a new adventure and I anticipate every opportunity to teach, lead, serve and learn from the future educators of the world.
My second conclusion is that, a dream does not need to be some unachievable thing to be a dream. I had a dream that I ran an 11 min. mile marathon. At first I felt disappointed, that if only this or if only that I would have finished the race in this time or that time. After careful reflection I have come to relish in that idea that my dream is to run an 11 min. mile marathon. I know I can do it!
So what to make of the wall? Having never hit one I can still imagine that they don't exist. But if I hit one? Then, I guess I will just keep going because I know that my biggest hero has already broken through 5 of them before me.
Flipping the Classroom with Video
Given that my last several blog posts were conducted via video, I thought it would be fittingly ironic (I never know how to use ironic correctly) to compose this weekly reflection in text during our module on video sharing in education. So, here goes nothing...
This week I read a post by Wes Fryer at the Speed of Creativity blog. First, Wes described an instructional phenomenon that is sweeping the nation. Some (read Daniel Pink) are calling it the "Fisch Flip" although, Karl Fisch himself humbly denies any credit for the approach. Instead Fisch attributes the origin of the concept to Jonathan Bergmann and Aaron Sams work on educational vodcasting.
The basic premiss of the flipped classroom is that a teacher develops their lessons and posts them on a video sharing site or classroom management site prior to face to face class time. Students' homework is to watch the video presentation and then in class they discuss the topics in greater detail. They also participate in independent and group practice of relevant exercises related to the learning task.
Next, Fryer documents a recent interview he had with Dale Eizenga, a chemistry teacher at Holland Christian Schools in Holland, Michigan. Eizenga talks about his experience using the flipped classroom model....
I was struck by Eizengal's use of a sports practice analogy to really bring to light the powerful potential of using web video as an instructional practice. This is certainly a concept I want to explore further as I journey out into the field.
The remainder of Freyer's post outlines his insightful analysis of the interview. I will let you read it for yourself.
This week I read a post by Wes Fryer at the Speed of Creativity blog. First, Wes described an instructional phenomenon that is sweeping the nation. Some (read Daniel Pink) are calling it the "Fisch Flip" although, Karl Fisch himself humbly denies any credit for the approach. Instead Fisch attributes the origin of the concept to Jonathan Bergmann and Aaron Sams work on educational vodcasting.
The basic premiss of the flipped classroom is that a teacher develops their lessons and posts them on a video sharing site or classroom management site prior to face to face class time. Students' homework is to watch the video presentation and then in class they discuss the topics in greater detail. They also participate in independent and group practice of relevant exercises related to the learning task.
Next, Fryer documents a recent interview he had with Dale Eizenga, a chemistry teacher at Holland Christian Schools in Holland, Michigan. Eizenga talks about his experience using the flipped classroom model....
I was struck by Eizengal's use of a sports practice analogy to really bring to light the powerful potential of using web video as an instructional practice. This is certainly a concept I want to explore further as I journey out into the field.
The remainder of Freyer's post outlines his insightful analysis of the interview. I will let you read it for yourself.
Does Everything Make us Stupid?
Is Google Making us Stupid? a 2008 article in Atlantic Magazine, author Nicholas Carr examines the impact of the internet on our brains
Carr relates his experiences related to concentration and attention in a world dominated by instant access to information. Anecdotal evidence suggests that the human brain is changing to adapt to the medium of the internet. Focusing on long drawn out arguments and reading complex texts is more difficult event for accomplished readers and writers.
Carr argues that throughout history changes in information media have changed the information we transmit. Carr sites neuro-scientific research that the human mind is more “plastic” or malleable than once thought. Historical changes in media and the concept of plasticity lead Carr to be concerned about the future of the human race. How will humans behave in a world of neurological prosthetics?
Carr tempers his skepticism with a story from Plato’s Phaedrus that details Socrates opinion on the advent of the written word as a medium for communication. Clearly Socrates concerns have been unfounded. Critics throughout history raise warning flags about the consequences of changes in media on the human race, most have not been alarming as imagined. Carr upholds his skepticism by describing a scene from Stanley Kubrick’s 2001: A Space Oddysey when an artificially intelligent machine feels pain as it is disassembled.
While Carr’s analysis is thoughtful and detailed, I am left feeling that the article was just a sensational piece written to inspire disdain from the literary audience of the Atlantic towards the educational technology field.
Carr relates his experiences related to concentration and attention in a world dominated by instant access to information. Anecdotal evidence suggests that the human brain is changing to adapt to the medium of the internet. Focusing on long drawn out arguments and reading complex texts is more difficult event for accomplished readers and writers.
Carr argues that throughout history changes in information media have changed the information we transmit. Carr sites neuro-scientific research that the human mind is more “plastic” or malleable than once thought. Historical changes in media and the concept of plasticity lead Carr to be concerned about the future of the human race. How will humans behave in a world of neurological prosthetics?
Carr tempers his skepticism with a story from Plato’s Phaedrus that details Socrates opinion on the advent of the written word as a medium for communication. Clearly Socrates concerns have been unfounded. Critics throughout history raise warning flags about the consequences of changes in media on the human race, most have not been alarming as imagined. Carr upholds his skepticism by describing a scene from Stanley Kubrick’s 2001: A Space Oddysey when an artificially intelligent machine feels pain as it is disassembled.
While Carr’s analysis is thoughtful and detailed, I am left feeling that the article was just a sensational piece written to inspire disdain from the literary audience of the Atlantic towards the educational technology field.
Juggling Projects
The semester is getting started and it is time for me to start thinking about how to juggle multiple projects and get some things done. My first big task in my online learning course is to interview a practicing teacher regarding their use of Web 2.0 in the classroom.
My timeline is as follows:
9/9 Topic Selection
9/16 Resource Selection
9/23 Interviewee Information
9/30 Interview
10/14 Analysis and Writing
Online Learning
Last fall I used this blog, my Twitter account and the apollo project podcast blog. To reflect on my learning in an independent study course titled Emerging Media Technologies. The results of this jump into connected learning were pretty fantastic.As I documented in my last post I have made connections with teachers and administrators from around the world.
My readership went from almost a complete flat line in August to a series of blips and bumps throughout the semester. Some of my most read posts occur during last fall's emerging media technologies experiment.
What will happen this year as I use my blog to reflect on my studies into the world of online learning? To the extent that the blogs and reflections of my cohorts extend beyond the walled garden of D2L we might see something transformational happen. To the extent that my cohorts and I develop a solid Personal Learning Network we might see amazing connected learning.
One Year of Blogging
My first full year of blogging has come and gone. I have written about 30 posts and have received somewhere around 40 comments. I am very thankful for my faithful 6-7 readers who have taken the time to read my posts over the last year.
I have learned so many more things than I have taken the time to share. My goal for this year is to document more closely some of my projects. Whether it is ideas and tips on how to use Picasa to help speed up your digital storytelling project, or how to get Windows Movie Maker to do what you want it to do and when to let go and learn a more sophisticated program. There is so much more that I can share.
I am happy with my blogging experience to date and hope to keep sharing and posting more often. I hope you enjoy.
Since my last post about my CSA. I have been busy. I have completed several big projects both at school and at home. I haven't taken the time to post anything yet. Here is a brief outline of what is going on:
- I completed an intense June summer school session that called me to complete over 40 pages of writing. One big project was to synthesize my thoughts and opinions on the administration of a library media program. You can read what I have to say online at my Library Media Notebook.
- My summer assistantship has been filled up with multimedia development for the Saint Cloud State University College of Education. I documented a teacher preparation conference and have edited over 6 hours of video associated with the event. More will be posted online soon.
- Another big project for me this summer has been creating my cousin's wedding slideshow. It has been so much fun. Check out this short clip:
- Tomorrow I will be meeting with my connection at St. Cloud Apollo High School to sketch out a draft of a digital storytelling project with ELL students. Check out some of the research I have been doing with regards to digital storytelling to help struggling writers.
My first CSA box from Ploughshare farms.
My very first CSA box from Ploughshare farm arrived today. I picked it up after class and rode home to prepare the goodies.
First, I laid all the vegetables out on the kitchen counter.
Next, I washed them thoroughly; wrapped them in plastic wrap; clearly labeled them all and stored them in the refrigerator.
After getting all the goodies cleaned up and stored away
I chopped up the garlic scapes. Then, I spun them through the food processor with a little shredded cheese and olive oil to make a pesto sauce.
Finally, I mixed the pesto with some halibut I baked the night before and plated it with a mixed greens salad topped with a raspberry vinaigrette.
I wonder what I will eat for dinner.
Next, I washed them thoroughly; wrapped them in plastic wrap; clearly labeled them all and stored them in the refrigerator.
I chopped up the garlic scapes. Then, I spun them through the food processor with a little shredded cheese and olive oil to make a pesto sauce.
Finally, I mixed the pesto with some halibut I baked the night before and plated it with a mixed greens salad topped with a raspberry vinaigrette.
I wonder what I will eat for dinner.
Interactive White Boards in Special Education - Free Webinar
Kelly Kautz, star of the above award winning video, sent me some information regarding an upcoming (and free) SMART Webinar. She will be participating in a panel discussion regarding:
"How Interactive Technology can Improve Learning Outcomes for Students with Special Needs"
on Wednesday May 19th from 2:00-3:00 CDT
More information about the webinar can be found here:
http://www.bulldogsolutions.net/SmartHardware/SMH1003/creative/SMH1003_pop_eventdesc.html
You can register for the webinar by following this link:
http://www.bulldogsolutions.net/SMARTHardware/SMH1004/frmSeries.aspx?
Adventures in Twitter
I came across a few interesting IWB links today on twitter.
A series of challenges for educators and their students to try and then post on their blogs or online for other educators to see and do. The challenges were created by IWB users from around the world. Most of the challenges are pretty low level and stuff you already do, but I thought you might want to check it out.
Second is a link from one of the challengers, Tom Barrett:
http://docs.google.com/present/view?id=dhn2vcv5_106c9fm8j
Tom, a UK educator, created a google doc that he is sharing with the world called, "46 Interesting Ways to use an IWB" a few fun tools including a description of crayon physics at #40.
They are both worth a look.
They are both worth a look.
The Dumbest Generation on Earth
Thanks to my literary and intellectual superior, I put the Kool-Aid aside and started reading -
The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes Our Future (Or, Don't Trust Anyone Under 30)
I am about half way through the book right now. It is a nice methodical argument and Bauerlein does his due diligence in breaking down the claims of new media enthusiasts by repeating test result after test result to the contrary.
My initial question... Does Bauerlein address the breakdown between educational technology theory and practice? Educational technology theory is designed to embed traditional literacy skills into technology integration. So in the case of library media instruction, a media specialist would read students a book or have them read a book and then have them create digital media artifacts after the reading experience. This type of thoughtful planning doesn't always happen. Bauerlein discusses how "screen" media is used at home to babysit kids. Does he take educators to task for doing the same thing?
The problem runs deep. Recently, I have observed my 3 year old nephew become obsessed with a hunting video game. There is no persuading him away from the game. We are going to have to find a way to reach the children of our generational cohort.
One foot into their attentional door might be to embed "traditional literacy" skills into entertainment systems. Or possibly to create authentic and relevant games that require students to read a book to be successful at the game.
I admit that my last paragraph really misses the point. Bauerlein argues that less reading is the problem and no amount of educational media bait and switch will take the place of sustained silent reading.
Bauerlein mentions how the rush to read Harry Potter was motivated by the need to obtain social capital. I don't believe that paying kids with pizza or parties will motivate them to read. Will he give clues to motivational potentials or will he just bash technology?
I guess I will have to read it to find out.
Educational Philosophy
Below is the first draft of the latest incarnation of my educational philosophy. I encourage and appreciate your thoughts:
Dewey writes that, "education is a social process. Education is growth. Education is, not a preparation for life; education is life itself". In my view the primary objective of education is to enrich lives by preparing students for empowered participation in the conversations and decisions of the local community, the greater society and in an increasingly global and interconnected world. I believe students already posses an essential and innate ability to make meaning from their experiences. Teachers, however, play a critical role in how students develop and hone those abilities.
To prepare our students to those ends, I create learning opportunities that meet the essential goal of education. These opportunities are centered around developing, encouraging and promoting literacy. Regardless of context educational or otherwise, the ability to identify, understand, interpret, create, communicate, compute and use printed, written and electronic materials, is tantamount to achieving the ends of education. I believe that the keys to unlocking the physical, emotional, economic and creative doors of potential for each and every one of my students are best obtained in a variety of literary pursuits.
I am driven to design instruction with an interactive approach that reflects the ongoing interactive discussions that take place in our communities. I incorporate methods such as Think-Pair-Share, Cooperative Learning, Structured Academic controversy and Jigsaw into my lesson plans. With this type of instruction learning can only take place in a warm, safe, honest and communicative classroom community where both teacher and learner take responsibility for managing their personal conduct.
I have a strong interest in the use of technology to transform literacy. When applied with the same rigor that goes into instructional design, technology will transform our relationships with the community, greater society and our interconnected global world. Web 2.0 or new media technologies decentralize media production away from a privileged elite and give the power of multimedia storytelling to our students. Modern digital tools make it easy and affordable for classrooms to produce media rich compositions. I am influenced by the technological pedagogical content knowledge framework and a social constructivist approach to technology integration. This theoretical tilt lends itself to promoting literacy across a variety of media and across all content areas.
Paulo Friere notes, "The future is something to be constructed through trial and error rather than an inexorable vice that determines all our actions." I believe, literacy or the construction of meaning is the tool that prepares our students for the world they are negotiating to inherit. Our future will be determined through our students ability to communicate the meanings they gather from their lived experience.
One too many mornings
I'm just one too many mornings and a thousand miles behind...
The end of the semester grind is in full force. I don't have anything in particular to say, but I thought putting some words down might be just the motivation I need to finish up the final projects of the year.
I am closing pretty quickly on my first year of blogging. I definitely learned a few things. If this were a good post I would go into analysis of my one year reflections, but its not.
I'm just one too many mornings and a thousand miles behind:
The end of the semester grind is in full force. I don't have anything in particular to say, but I thought putting some words down might be just the motivation I need to finish up the final projects of the year.
I am closing pretty quickly on my first year of blogging. I definitely learned a few things. If this were a good post I would go into analysis of my one year reflections, but its not.
I'm just one too many mornings and a thousand miles behind:
The Weary Kind
This week I made a return to Facebook after a two month break. The place hasn’t changed much, still the same old group of h.s. and college friends posting the same old stuff. No deep thoughts like the last time I went on Facebook hiatus. I thought maybe my break would inspire me because, I haven’t written anything in a while. No dice!
On the school front, I have a number of looming projects:
At work, the Vera W. Russell Curriculum and Technology Center is proud to announce its new text messaging service. Additionally, we have plans in the works to launch a Twitter and Facebook profile as soon as possible. Progress on the web page redesign is picking up. Look forward to more posts soon!
Lots of work to be done, but this blog has no space for the weary kind. I am excited to work on the upcoming projects, blog my process and share what I learn.
Finally, Dean Shareski suggested all of our presentations this year have the title of a song. I will take that meme into titles of blog posts, I hope you enjoy.
Jeff Bridges performing, “Weary Kind” by Ryan Bingham from the film, "Crazy Heart":
On the school front, I have a number of looming projects:
- A "must-have" booklist of titles released in the last 4 years for grades k-5, 6-8 and 9-12
- A technology site visit-which I plan to do at a locally owned burger joint, an essay and presentation on digital storytelling.
- A presentation on selecting educational games in the K-12 environment
- A multimedia presentation designed to introduce and orient students to the Vera W. Russell Curriculum and Technology center (website in re-design).
At work, the Vera W. Russell Curriculum and Technology Center is proud to announce its new text messaging service. Additionally, we have plans in the works to launch a Twitter and Facebook profile as soon as possible. Progress on the web page redesign is picking up. Look forward to more posts soon!
Lots of work to be done, but this blog has no space for the weary kind. I am excited to work on the upcoming projects, blog my process and share what I learn.
Finally, Dean Shareski suggested all of our presentations this year have the title of a song. I will take that meme into titles of blog posts, I hope you enjoy.
Jeff Bridges performing, “Weary Kind” by Ryan Bingham from the film, "Crazy Heart":
From the notebook
We had a fantastic week at the Vera W. Russell Curriculum Technology Center. I am very thankful for the hard work and leadership of the entire staff. The Dean, our coordinator and the advisory committee have been incredibly supportive of day to day tasks of being a graduate assistant in the curriculum library. Additionally, I would like to thank my outstanding student workers for their commitment to the program.
Below is a short recap of some of the projects we have going on:
As a team, the graduate assistants and student workers combined to prepare for an open house to occur next week.
Below is a short recap of some of the projects we have going on:
- Promotion
As a team, the graduate assistants and student workers combined to prepare for an open house to occur next week.
- Workshops
- Web Presence
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