EDAD 536 Day 4 Reflection

I've always been curious about making a movie (I've watched it done, but always in awe).  I guess I just thought it would be difficult (without a video recorder) as opposed to just time consuming.  I enjoy the creativity it allows and I'm sure that with a little more practice, it will become quicker and neater than my results from class.  I love working on these pieces of vision, but sometimes I get lost and frustrated when things don't go smoothly, because they look so easy, but it's just not working out... oh, wait...I guess that pretty much sums up learning and the educational process/system; whether you're a student, a teacher, a principal... "Just keep swimming, just keep swimming..." (Dory, Finding Nemo)... do I have to site the movie quote of the day?

EDAD 536 Day 3 Reflection

I enjoy the idea of learning with a purpose (Flipped PD).  So many times, the hallway conversations after a professional development session circle around, “well, that was another huge waste…”, “why do they think we need to keep hearing this stuff…”, “when do they expect us to use this stuff…”, “I don’t have time to do one more thing…”.  But when the purpose is personal and the learner has the opportunity to work one-on-one with a coach, better learning and more valuable learning will take place.  It’s similar to “playing around” with the information and then discussing with another person to help learn (like during Sugata Mitra’s talk).

I see the importance of having a nice clear web page, inviting and interesting.  I understand that web pages are the “new” method in which to put your individual self out there like a resume.  Has any one started using or seeing these yet?  Are you seeing new candidates coming into your districts with this as a format?  Are you teaching students about this format in your business classes? (I don’t think we are, but maybe we should).

I get so excited about using these formats for communication and to help other people get excited about what I want to share… I could “fiddle” for days!

EDAD 536 Day 2 Reflection

My head is sooo full.  I loved having the opportunity to listen to the GREAT wide world of Google.  I had no idea that Google was so functional.  I'm excited to just dig and dig and see what other wonderful things I can find within it that I can use.

I really liked the concept of "Appy Hour," I think the only possible way to discover all of the wonders that may be available is to invite all the searchers together to share what they've seen/found.  I realize that not all apps are "good," but what a great way to discuss that also.  Other people may have used, abused, thrown out, loved, etc. apps that I will simply spend a lot of time "figuring out" on my own, or we could collaborate and all save time (which is the biggest voiced concern)

I have an Iphone, so I'm fairly familiar with the AppStore, but it didn't really occur to me (until today) that the AppStore isn't really the end all, that other sources have apps available and they can be used on the desk top, lap tops, and mobile devices.  I would love to have a working (because I'm sure it will be difficult to get an all-inclusive) list of places to search for apps.  I became familiar with "Chrome Store" today and of course "AppStore," but are there many other places out their that list/share/disperse apps for all devices?

Innovative teachers are so inspirational.  Teachers/leaders that truly never quit learning, but keep searching for more and deeper. I love that.

EDAD 536 Day 1 Reflections

I find it interesting that during all the time that society has been building greater advances in technology that the schools have been left behind.  Its an interesting concept that we are teaching our students traditionally, which essentially is becoming history as we speak and our teachers are not advanced enough to stay in front of the students with technology, but the students essentially have the ability to learn more “history” from the machine in their hand in 10 minutes than a teacher can “lecture” to them in a whole year.  Is part of the fear from teachers that they will become obsolete?  Teachers are stereotypically helpers, guides, nurturing, “I know this and you don’t, let me show you,” type people.  If we let technology in, then we won’t be needed any longer.

Tyranny of common sense

It is crazy how we so easily put our dreams for our children’s success in front of theirs.  At what point in the system do we stop allowing them to dream for their future and expect them to conform to a dream we have designed for them.  From the tippy top down to the student… federal government educational expectations high… the federal dream is to be better than any one else in the world… in math, science, reading, writing… how does that relate to the person who really desires to (do laundry) for a living, or any other number of activities that don’t take high scores on a standardized test to be able to learn an do very well.  Our country is built on rebellion… our children will not conform to the direction of the federal dream… in fact, even if that was their dream, they will most likely rebel to see their own dream in their own light…

The future of learning (not teaching)

A teacher that can be replaced by a machine should be.  Children that are interested in a topic will learn about the topic.  If it can be researched/found on line, why does it have to be memorized?  The method of the grandmother:  stand behind them and admire them.  Discussion of topics increases learning (self organized learning environments (SOLE):  group learning on-line, with the granny cloud).  If it is “so simple” why do we resist.  The teacher (guide) is still very relevant; someone has to ask the questions.  Would this experiment still show success over entire genres of study?  When would students start to become uninterested?  Is there any need for a certain amount of information that needs to be learned?  That is how do we know that we have allowed them to be curious enough that they have learned all they can or need to, to “finish” a topic?  Competition with each other to see who can learn the most… the students will self adjust and those who learn quickly will move faster and on to different things, while the uninterested will most certainly fall aside or move to other topics more quickly.  I don’t think this experiment would work quite the same way in a country where the parents and families believe that they are entitled and have taught their children the same concept.  Are the children as curious for delving into various topics, if it requires work?  Is it because they don’t have the curiosity for the topic?  Maybe the curiosity is what gets the students in the door? I don’t like that end either…  With this concept, how do we measure what was important to learn… are there important topics to stick to? I really like the concept, I think we’ve lost curiosity for learning by the majority by the time the students come to the junior high level (some sooner, some later).  How do we rekindle or foster a continuation of that kind of curiosity in the upper (even college level) student.  It reminds me of a Montessori approach (a little), but even with those students, the “fire dies”….