Class 9: Personal Philosophy of Educational Technology
June 24, 2010
Activities:
Exemplar Presentations
Review Personal Philosophy Projects
General Review
1. Transforming Teaching and Learning
Students, World, Literacy, Tools
Current Technology Deployment Model
21st Century Skills
Entertainment, Engagement, Empowerment
*John Taylor Gatto - Education and Responsibility Video
*edtechjourneys wiki- Student Empowerment
2. Professional Learning Communities
Nets Standards for Students, Teachers, Administrators
Web 2.0 v Web 1.0
*How would you transform the following Web Resources so that they become more Web 2.0 ish?
- www.mapquest.com
- www.marriott.com
www.nyt.com
www.bestbuy.com
Tom Snyder's Timeliner
Blogs, Wikis, RSS feeds, Delicious, Flickr (tagging)
Professional Learning Community
Teacher Designed PD
3. Educational Applications
Deep Searching (non-web pages)
Primary Source Materials
Screencasting
Timelines 2.0
*Comic Life
4. Educational Applications Part 2
Technology Integration Matrix
Rubrics for Assessing Project Based Learning
Google Earth
Comic Life
5. Educational Software
Explore Educational Software
The Impact of Technology on Teaching and Learning List
6. Video Applications
Virtualization, Cloud Computing, One to One Computing
YouTube
Online Editing
Podcasts/Vodcasts - iTunes University
VoiceThread
Broadcasting - uStream
7. Online Learning
Online Universities
K-12 Online
Online Textbooks
Conclusions:
Lessons from the Heart
Cyberbullying
Vision of Students Today Video
Ed Tech Leadership Discussion
Leadership Elements (Exercise) & Team Elements (Exercise)
Accountability - Leading from the Inside Out (Domino's/Books)
Purpose
Beliefs - About ourselves and others (Dulcinea video)
Embodiment & Courage/Heart (Demonstration) & (Norma Rae video)
Center: Alignment of Purpose, Beliefs, Actions
Practices - For Change
Trust - Maintaining & Building
Gratitude (1st person thank you)
Gifts (Exercise)
Task Stream Issues
Assignment:
Personal Philosophy
Engage in the process of deep reflective research and study to create a thoughtful, guiding philosophy that demonstrates an appreciation of the dramatic changes in culture and society brought about by technology including its impact on learning. Your philosophy should integrate your knowledge, understandings and beliefs resulting from course readings, research and discussions. It should be an explicit explanation of the core beliefs and practices that will guide your use of instructional technology in your professional practice.
In your philosophy consider addressing your instructional goals, methods, strategies, student population and most importantly some core educational constructs that guide your professional practice. A quotation, idea, analogy, or metaphor could serve as the foundation of your philosophy. The philosophy should be personal and reflective; it should be understandable by a broad audience, thereby avoiding technical terms and jargon where possible. The following criteria will be used to assess your philosophy:
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The philosophy is a reflective, first person narrative that explains the author’s ideas and beliefs about teaching, learning, and the use of technology in an educational setting.
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The philosophy is founded on some core constructs.
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The philosophy cites educational theorists who inspire or reflect the author’s core beliefs and includes hyperlinks to relevant Internet site on them.
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The philosophy is two to three word processed pages in length.
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The philosophy includes digital images and hyperlinks to supporting research and literature.
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The philosophy is submitted to the course site and published to the author’s classs Wiki.
Assignment:
Field Experience Log and Journal
A minimum of five hours of field experience is required for this course. This experience should take the form of observation and participation in technology-rich classrooms and schools to the extent that the host teacher is comfortable. It may include:
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Offering professional development to teachers in the use of instructional technology.
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Collaboration with a computer teacher to offer instruction to students.
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Model lessons that differentiate instruction using technology.
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Plan and implement a collaborative technology-based project in your school or district.
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Complete other projects approved by the instructor.
Field experience time must be documented with appropriate signatures on the time log. The documentation, including the journal entries must be submitted to the instructor no later than the last class session. No grade will be issued to a student who has not submitted the required documentation. A minimum of five journal entries, one for each hour of the field experience, must be completed in a field experience journal and posted to the course site. These reflective journal entries should capture the thoughts, ideas, and feelings of the candidate, relating the field experience to the course content and learning experiences. The journal entries should not be a simple account of what transpired during the field experience. The reflective journal entries should be done in Microsoft Word as one document and posted to the course site. The entries should be posted to the author’s blog site and to their class Wiki’s.
Where Will Life Take You?
The Journey
by Mary Oliver
One day you finally knew
What you had to do, and began,
Though the voices around you
Kept shouting
Their bad advice-
Though the whole house
Began to tremble
And you felt the old tug
At your ankles.
“Mend my life!”
Each voice cried.
But you didn’t stop.
You knew what you had to do,
Though the wind pried
With its stiff fingers
At the very foundations-
Though their melancholy
Was terrible.
It was already late
Enough, and a wild night,
And the road full of fallen
Branches and stones.
But little by little,
As you left their voices behind,
The stars began to burn
Through the sheets of clouds,
And there was a new voice,
Which you slowly
Recognized as your own,
That kept you company
As you strode deeper and deeper
Into the world,
Determined to do
The only thing you could do-
Determined to save
The only life you could save.
A New Earth
The Way It Is
by William Stafford
There is a thread you follow
It goes among things that change,
but it does not change.
People wonder what you are pursuing.
You have to explain about the thread,
but it is hard for others to see.
While you hold it, you can’t get lost.
Tragedies happen,
people get hurt,
or die,
And you suffer and get old.
Nothing you can do can stop time
unfolding.
But you don’t ever let go of the thread.
In School-Days
Still sits the school-house by the road,
A ragged beggar sleeping;
Around it still the sumachs grow,
And blackberry-vines are creeping.
Within, the master's desk is seen,
Deep-scarred by raps official;
The warping floor, the battered seats,
The jack-knife's carved initial;
The charcoal frescoes on its wall;
Its door's worn sill, betraying
The feet that, creeping slow to school,
Went storming out to playing!
Long years ago a winter sun
Shone over it at setting;
Lit up its western window-panes,
And low eaves' icy fretting.
It touched the tangled golden curls,
And brown eyes full of grieving,
Of one who still her steps delayed
When all the school were leaving.
For near it stood the little boy
Her childish favor singled;
His cap pulled low upon a face
Where pride and shame were mingled.
Pushing with restless feet the snow
To right and left, he lingered;---
As restlessly her tiny hands
The blue-checked apron fingered.
He saw her lift her eyes; he felt
The soft hand's light caressing,
And heard the tremble of her voice,
As if a fault confessing.
"I'm sorry that I spelt the word:
I hate to go above you,
Because,"---the brown eyes lower fell,---
"Because, you see, I love you!"
Still memory to a gray-haired man
That sweet child-face is showing.
Dear girl! the grasses on her grave
Have forty years been growing!
He lives to learn, in life's hard school,
How few who pass above him
Lament their triumph and his loss,
Like her, because they love him.
John Greenleaf Whittier
When Death Comes
By Mary Oliver