As I drove home from class last evening, I was mostly distracted, but MPR’s “The Story” was playing in the background. I noted that the topic of last night’s edition was in regards to the failing of Denver, Colorado’s newspaper. I wasn’t actively engaged, but tuned in when a female reporter was being interviewed. She mentioned how the newspaper staff is currently working for free and recreating the newspaper online. They are hoping to make enough money charging people for an online subscription. She believes this enterprise can be successful as the newspaper won’t have the overhead of printing, delivering etc. I tuned in when she mentioned that she also taught journalism at the college.
I was particularly interested because of this class. I wondered about her students because, as newspapers seem to be failing all over the country, it seems that journalism is not a very lucrative career choice.
She mentioned that it is rare for any of her journalism students to even have a subscription to any paper. It seemed shocking to her that student s interested in journalism wouldn’t commit to reading the local paper. She talked about how she was tired of being “the dinosaur in the front of the classroom.”
So, she has recently begun paying attention to technology. She began dappering in online journalism. She talked about how students don’t want to read papers, but want local news available to them via their iPhones. She had to update her vision and accept how current students want their news delivered. The format is much different than that of just a generation ago.
Her story was bittersweet. She talked of her longing to wake up in the morning to the thud of the paper being tossed on her porch. The disappearance of her job and her newspaper has completely changed her life. But her story made me think about how I teach my class and how I still bring in newspaper and magazine articles to be read, analyzed, and discussed. Perhaps I, too, need to move on. Analyzing websites isn’t enough any longer. How much longer will any paper be around?
Tuesday, March 31, 2009
Monday, March 30, 2009
Final Project
I am considering using our final project, the website, as a part of my Masters portfolio. I am hoping to design a global literature class that incorporates several of the things I have learned in my graduate classes, including technology. I want the class to directly align with the Minnesota standards and be "teachable" for the '09-'10 school year.
Ironically, three things have recently happened to me which encourages me to begin this project that I've been too overwhelmed to work on. One, I found that I have access to a grant which will purchase materials for my Honors students for next year. These are precisely the students that I had in mind. These materials may include novels as well as technologies. Two, we have recently been asked to submit a new form to our district which shows exactly what we do to teach each standard, and three, I've discovered that my position will most likely change next year. I will no longer be teaching seventh grade only, but either a combination of seventh and eigth graders or seventh and low readers. In other words, I'll be needing to revamp my curriculum either way.
I'm attempting to brainstorm some ideas for my website. I'm envisioning links to
You-tubes that show some current cultural celebrations.
Google Earth (need to learn what's available here)
Mn Public Radio - podcasts on current events
Music would be great (don't know how to do that)
I'd like some great visuals about a country's
landscape
Popular tourist attractions
cultural traditions
current news events
religous aspects
Just a weak start...any ideas are welcome.
Ironically, three things have recently happened to me which encourages me to begin this project that I've been too overwhelmed to work on. One, I found that I have access to a grant which will purchase materials for my Honors students for next year. These are precisely the students that I had in mind. These materials may include novels as well as technologies. Two, we have recently been asked to submit a new form to our district which shows exactly what we do to teach each standard, and three, I've discovered that my position will most likely change next year. I will no longer be teaching seventh grade only, but either a combination of seventh and eigth graders or seventh and low readers. In other words, I'll be needing to revamp my curriculum either way.
I'm attempting to brainstorm some ideas for my website. I'm envisioning links to
You-tubes that show some current cultural celebrations.
Google Earth (need to learn what's available here)
Mn Public Radio - podcasts on current events
Music would be great (don't know how to do that)
I'd like some great visuals about a country's
landscape
Popular tourist attractions
cultural traditions
current news events
religous aspects
Just a weak start...any ideas are welcome.
iMovie
I am currently teaching my storytelling unit to my Honors students. Part of the unit involves reading several short fables/myths/fairy tales from around the world that have passed down for generations. Students are placed into groups and together retell a chosen story using their voice and body to enhance it. They videotape themselves, then learn the basics of iMovie. They edit, add slides, add sound effects, and music. The true point of using the iMovie is to get them familiar and comfortable with the program for our media unit which I teach next.
Here are some of the difficulties I face when teaching this unit and any suggestions for improvement would be beneficial to me—because I’m ready to give up! The stress of it all is becoming more cumbersome than the fun of it.
* Students work in groups- but generally, one person does most of the work, so it seems only one person in the group knows the program well when the unit is finished.
* I introduce the editing software on a large screen which is projected from the computer. Students do not have access at that time. They choose not to take notes, and when it’s time for them to get their footage downloaded, they don’t have a clue what to do. Nor do they remember anything about iMovie!
* I make the groups as small as possible (2-3) so that they can work collaboratively and all get access to the computer, however that means I have 15 groups screaming for me all at the same time.
* There are only four video cameras- two for taping and two for importing/exporting. Much time is wasted while students wait for a camera to download footage.
* Inevitably, batteries on the cameras die (even if charged all night). I am constantly grabbing extension cords because outlets are filled up. The fire marshal would have a fit looking at 10 cords running vicariously about the library floor!
* I aim to warn students 5 minutes before the end of class. Sometimes I’m way too wrapped up to notice. The bell rings and I find myself writing 10-12 late passes for students or wrapping up cords, saving projects, plugging in equipment, pushing in chairs, finishing an export, etc….
AUGGHHH! Despite the goal of using technology to help, it sure can be a hindrance!
Here are some of the difficulties I face when teaching this unit and any suggestions for improvement would be beneficial to me—because I’m ready to give up! The stress of it all is becoming more cumbersome than the fun of it.
* Students work in groups- but generally, one person does most of the work, so it seems only one person in the group knows the program well when the unit is finished.
* I introduce the editing software on a large screen which is projected from the computer. Students do not have access at that time. They choose not to take notes, and when it’s time for them to get their footage downloaded, they don’t have a clue what to do. Nor do they remember anything about iMovie!
* I make the groups as small as possible (2-3) so that they can work collaboratively and all get access to the computer, however that means I have 15 groups screaming for me all at the same time.
* There are only four video cameras- two for taping and two for importing/exporting. Much time is wasted while students wait for a camera to download footage.
* Inevitably, batteries on the cameras die (even if charged all night). I am constantly grabbing extension cords because outlets are filled up. The fire marshal would have a fit looking at 10 cords running vicariously about the library floor!
* I aim to warn students 5 minutes before the end of class. Sometimes I’m way too wrapped up to notice. The bell rings and I find myself writing 10-12 late passes for students or wrapping up cords, saving projects, plugging in equipment, pushing in chairs, finishing an export, etc….
AUGGHHH! Despite the goal of using technology to help, it sure can be a hindrance!
Thursday, March 19, 2009
Twittering in Time
Last night I was reading the March 16th issue of Time magazine and there was an article called "Quitting Twitter." I haven't yet checked out a twitter and they had an example in the article of a Twitter feed. Feeds, it says, are read from the bottom up so that you can read them chronologically. They seemed like short snippets of one's day--just irrelated thoughts or doings.
Twitter, the article said, launched in 2006 and has increased by more than 900%!! It now has more than 5 million users. The article pointed to some famous figures who Twitter- the Dalai Lama, Britney Spears, Snoop Dogg, to name a few.
The author also talks about how addicting Twitter is. Once you begin "following" someone's Twitter, you want to always know what they are doing and this ties into a point made in an article we read early in the semester about multi-tasking. It seems people are constantly reading "Tweets." So, if they are following someone, they check in on this person many, many times a day while at work, which distracts them. He also talks of the danger of becomming a bit infatuated with whom you are following. He takes a humorous approach to this, but it seems a bit creepy to me. Do I really want to know someone's random thoughts, or what they are doing all the time? I can see how becomming a follower of someone could become quite consuming.
I wondered though, about using a Twitter when someone is reading a novel or short story in class. It may be kind of fun to read people's Twitters as different parts of a book are read (out loud or quietly in class). It may help some poor readers better follow a plot line, or show some readers how people have random connections or predictions as they read a story. Might be kind of fun...
Twitter, the article said, launched in 2006 and has increased by more than 900%!! It now has more than 5 million users. The article pointed to some famous figures who Twitter- the Dalai Lama, Britney Spears, Snoop Dogg, to name a few.
The author also talks about how addicting Twitter is. Once you begin "following" someone's Twitter, you want to always know what they are doing and this ties into a point made in an article we read early in the semester about multi-tasking. It seems people are constantly reading "Tweets." So, if they are following someone, they check in on this person many, many times a day while at work, which distracts them. He also talks of the danger of becomming a bit infatuated with whom you are following. He takes a humorous approach to this, but it seems a bit creepy to me. Do I really want to know someone's random thoughts, or what they are doing all the time? I can see how becomming a follower of someone could become quite consuming.
I wondered though, about using a Twitter when someone is reading a novel or short story in class. It may be kind of fun to read people's Twitters as different parts of a book are read (out loud or quietly in class). It may help some poor readers better follow a plot line, or show some readers how people have random connections or predictions as they read a story. Might be kind of fun...
Tuesday, March 17, 2009
FaceBook Again!
I often mention Oprah and people probably think I'm an Oprah groupie. That's not the case; it's just that Oprah happens to be on when I'm on the treadmill after work. Now that spring has sprung, I'll be seeing much less of Oprah.
However, last week Oprah had Mark Zuckerberg on as a guest. He is a 24 year old billionaire. He is the Harvard student credited for creating Facebook. He talked about how originally Facebook was created as a way to stay in touch with his family and friends while he went away to college. It started off as a bunch of friends talking about how great it would be to a have a way to do this and viola--the origination of Facebook.
I also finally read my Feb. 23rd issue of Time. On page 94 is "Facebook Is for Old People." I'm getting hit with Facebook all over the place!
The article talks about how, now that old people have found FB, it is no longer cool. It also talks about how it isn't a social network anymore, but rather a business network. So, I polled my class. Many more of my students had MySpace accounts rather than Facebook accounts, but didn't articulate a reason why. Interesting. They also mentioned something called Tag. Two students had Tag accounts.
So, if Facebook isn't cool anymore, or is making its way into the business world, I'm wondering how I could explore this as an option in classwork. I'm beginning to work on my global literature masters and this could be a real effective way to get in touch with people from other continents. Anyone have ideas??
However, last week Oprah had Mark Zuckerberg on as a guest. He is a 24 year old billionaire. He is the Harvard student credited for creating Facebook. He talked about how originally Facebook was created as a way to stay in touch with his family and friends while he went away to college. It started off as a bunch of friends talking about how great it would be to a have a way to do this and viola--the origination of Facebook.
I also finally read my Feb. 23rd issue of Time. On page 94 is "Facebook Is for Old People." I'm getting hit with Facebook all over the place!
The article talks about how, now that old people have found FB, it is no longer cool. It also talks about how it isn't a social network anymore, but rather a business network. So, I polled my class. Many more of my students had MySpace accounts rather than Facebook accounts, but didn't articulate a reason why. Interesting. They also mentioned something called Tag. Two students had Tag accounts.
So, if Facebook isn't cool anymore, or is making its way into the business world, I'm wondering how I could explore this as an option in classwork. I'm beginning to work on my global literature masters and this could be a real effective way to get in touch with people from other continents. Anyone have ideas??
Friday, March 13, 2009
Quesiton about blogging
For some reason, I am unable to post to the D2L under Questions about Class, so I am hoping someone will be able to help me out here on my blog. Other than typing in an html address in a posting, is there another way to create a list of weblinks or youtubes? I tried to put in one under the layout tab. I think it was called links list, but it won't show up on my blog, rather I have to go back into the layout tab to get it.
Wednesday, March 11, 2009
80's Party
Saturday, March 7th was the surprise birthday party for my husband that I wrote about in a much earlier blog. Other than my husband complaining about not being able to get anything done that day because his friends wanted to wait until noon to go ice fishing, everything went pretty well.
And two technologies worked particularly well.
One was text messaging. Brad was able to text me all day giving me updates (such as the fish weren’ t biting). Those texts weren’t helpful; they just made me nervous that Robb would come home early. Brad was also able to text me when they left the lake, when Robb dropped him off, and then, as he followed him at a safe distance, when he turned down the gravel road towards our house. Everyone standing in the pitch dark garage was consistently updated. How were surprises pulled off before the advent of cells and texts??
The second was the DVD I burned of the slide show. It was a real hit. With one of the programs at school, I was able to make a "cover" slide, so it looked nice on the TV screen while I waited to show it to Robb and the guests. After Robb recovered from the shock (he was completely surprised), and after he dressed in his 80’s clothes (purple Zubaz, white high tops, ACDC T-shirt and Ray-bans), I played the show for everyone.
It was nice to be able to leave the DVD in the player and as new people came, they could watch the show if they wanted to. I didn’t have to worry about keeping a computer on all night or worry about someone not knowing how to work the program; it was as easy as pushing play on the DVD player.
On Sunday, Robb’s dad asked to borrow the DVD because he wanted to watch it again and also share it with some family members who didn’t come to the party.
The 80’s party theme surprised Robb, and many people laughed and reminisced over the baskets of tape cassettes and 80’s movies I put out for centerpieces. So, thanks Sue, for suggesting I google a few websites for ideas! And does anyone else remember listening to those ratty sounding tapes? And at the time, they were so much better than albums!
Now I must sign off and try to get all this Aqua Net out of my hair!!
And two technologies worked particularly well.
One was text messaging. Brad was able to text me all day giving me updates (such as the fish weren’ t biting). Those texts weren’t helpful; they just made me nervous that Robb would come home early. Brad was also able to text me when they left the lake, when Robb dropped him off, and then, as he followed him at a safe distance, when he turned down the gravel road towards our house. Everyone standing in the pitch dark garage was consistently updated. How were surprises pulled off before the advent of cells and texts??
The second was the DVD I burned of the slide show. It was a real hit. With one of the programs at school, I was able to make a "cover" slide, so it looked nice on the TV screen while I waited to show it to Robb and the guests. After Robb recovered from the shock (he was completely surprised), and after he dressed in his 80’s clothes (purple Zubaz, white high tops, ACDC T-shirt and Ray-bans), I played the show for everyone.
It was nice to be able to leave the DVD in the player and as new people came, they could watch the show if they wanted to. I didn’t have to worry about keeping a computer on all night or worry about someone not knowing how to work the program; it was as easy as pushing play on the DVD player.
On Sunday, Robb’s dad asked to borrow the DVD because he wanted to watch it again and also share it with some family members who didn’t come to the party.
The 80’s party theme surprised Robb, and many people laughed and reminisced over the baskets of tape cassettes and 80’s movies I put out for centerpieces. So, thanks Sue, for suggesting I google a few websites for ideas! And does anyone else remember listening to those ratty sounding tapes? And at the time, they were so much better than albums!
Now I must sign off and try to get all this Aqua Net out of my hair!!
Thursday, March 5, 2009
New Tablet
Because I have fallen a bit behind in my planned curriculum, I finally got to use my new tablet today in class. What fun!
While students worked on their own grammar review, I worked on the tablet while circulating the classroom. When I noticed that students were ahead, I gave the tablet to a student who could do the work on the tablet and share their process with their classmates projected on the screeen. Of course, they begged to be the one who could "write" on the tablet.
I still must keep my eyes up on the screen while I am working, and so the tablet hasn't eliminated the problem of having to relax my eye on the class. However, I can work from anywhere in the room. It seems though, that the pad loses sensitivity the farther in the back that I am.
I also can get rid of the noisy, cluttery opague projector (yippee). I won't need to use overheads anymore (costly) and I don't have colored fingers when I go home.
I do however, have one problem. My new computer screen is a wide screen, and so the scroll bar that is present on the destktop, isn't visible on the projected image. Playing with the size of the open window scrunches everything up and since I have everyting in a larger font (so that the kids in the back can see it), it really squishes up the sentences so that I can only project one at a time. Hmmmm.
While students worked on their own grammar review, I worked on the tablet while circulating the classroom. When I noticed that students were ahead, I gave the tablet to a student who could do the work on the tablet and share their process with their classmates projected on the screeen. Of course, they begged to be the one who could "write" on the tablet.
I still must keep my eyes up on the screen while I am working, and so the tablet hasn't eliminated the problem of having to relax my eye on the class. However, I can work from anywhere in the room. It seems though, that the pad loses sensitivity the farther in the back that I am.
I also can get rid of the noisy, cluttery opague projector (yippee). I won't need to use overheads anymore (costly) and I don't have colored fingers when I go home.
I do however, have one problem. My new computer screen is a wide screen, and so the scroll bar that is present on the destktop, isn't visible on the projected image. Playing with the size of the open window scrunches everything up and since I have everyting in a larger font (so that the kids in the back can see it), it really squishes up the sentences so that I can only project one at a time. Hmmmm.
Tuesday, March 3, 2009
Shortage of Work Ethic
I am noticing a complete demise of the student work ethic, and I have to question whether my expectations are too high. Do students expect to get homework? I know there is a debate out there in regards to assigning homework--students have committments outside of class, they should be expected to get their work done while in class.
As a kid, I didn't enjoy homework either. I procrastinated. But I never turned in assignments late--I, quite honestly, didn't know that was an option. I didn't know you were "allowed" to do such a thing. Now, it's a true rarity to have a student who doesn't have at least one late assignment in the book. Perhaps that deserves a reward.
Today, after a million reminders throughout the past week, I had a total of 12 finished grammar assignments come in. That's out of about 90 students. No lie. I nearly imploded. I think I actually may have.
I'd be lieing if I said I had to prepare myself for a lecture. It was the opposite; I couldn't stop myself. Doesn't anyone care about grades anymore? Isn't anyone ashamed about not being done and not having a paper to correct?
Here's the shocker; they actually do care about grades. They all want extra credit to get their grade up. Not only do I have to correct a bunch late grammar papers (78 according to my math skills), but they also want me to grade extra credit?? Who are they kidding?
It's why teachers love summer break--because they don't have any kind of personal life during the nine months of correcting late and extra credit work. And to top it all off, when I complain to my husband tonight, he'll say, "You're the one who chose to be a teacher." And he's right; I did.
So whenever someone figures out the secret to my little problem, fill me in so I can go back to being a teacher and take a break from being a paper correcter.
As a kid, I didn't enjoy homework either. I procrastinated. But I never turned in assignments late--I, quite honestly, didn't know that was an option. I didn't know you were "allowed" to do such a thing. Now, it's a true rarity to have a student who doesn't have at least one late assignment in the book. Perhaps that deserves a reward.
Today, after a million reminders throughout the past week, I had a total of 12 finished grammar assignments come in. That's out of about 90 students. No lie. I nearly imploded. I think I actually may have.
I'd be lieing if I said I had to prepare myself for a lecture. It was the opposite; I couldn't stop myself. Doesn't anyone care about grades anymore? Isn't anyone ashamed about not being done and not having a paper to correct?
Here's the shocker; they actually do care about grades. They all want extra credit to get their grade up. Not only do I have to correct a bunch late grammar papers (78 according to my math skills), but they also want me to grade extra credit?? Who are they kidding?
It's why teachers love summer break--because they don't have any kind of personal life during the nine months of correcting late and extra credit work. And to top it all off, when I complain to my husband tonight, he'll say, "You're the one who chose to be a teacher." And he's right; I did.
So whenever someone figures out the secret to my little problem, fill me in so I can go back to being a teacher and take a break from being a paper correcter.
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