And I forgot to put up the last blog post with the link to my project outline! Too much else going on I guess…
So here’s the link to my project outline (Perception in Communication and Problem Solving). As with most of my outlines, I highly doubt that when it comes time to ‘put it into practice’ that it will actually look like this! I was always the student who wrote her outlines after the fact (I hated the classes that required me to turn in the outline for my paper first, that just has never worked for me).
So I am anticipating-hoping-to begin some classroom guidance activities with my students next semester. This is a perfect excuse to ‘borrow’ a class of students for a little while. One of the reasons this outline will likely change is that I plan to collaborate with the Humanities teachers and make my lesson not only meet the Counseling Standards and Benchmarks (ours at ISB are slightly different than ASCA but not by much-we are also in the process of reviewing them), and TAIL standards, but also the Humanities outcomes…this is an idea that I have come to embrace based on Melanie Smith’s work at Concordia International School. The idea is that the classroom guidance lessons presented by the 
counselor tie into the other standards and benchmarks so it is not an additional or separate lesson concept, but one that reinforces and works with the lessons already being taught but also meets the counseling standards. A true integration if you will. Melanie has created a program that utilizes this concept. I believe it is one of those things that gets us closer to our ‘ideal’ in how a counseling program can be integrated into the regular educational program for all students-she’s brilliant in my opinion! I am excited to put this into practice and ISB and hope that it will become a regular part of the MS Counseling Program. Fingers crossed…
Hmm, cell phones in the classroom-brilliance or blasphemy? I think I’d have to vote on the side of brilliance…now, I am as irritated as the next person when in a meeting someone’s phone starts obnoxiously blaring out Lady Gaga’s ‘Poker Face’ (oh wait, that would be my phone!). So bringing cell phones into the classroom has to be done thoughtfully and intentionally. Yes, cheating is a concern…and if students can text in their pocket without looking, on some level you have to be impressed by that skill. Students still have to slide the phone out of their pockets to read the message however, much like they might slide a cheat sheet out of their pockets too. This is definitely an issue to be aware of along with many others.
My vote for brilliance, however, comes from my observations with my students. We provide each student with an agenda/planner at the start of every school year. The expectation is they will bring this book with them everywhere; it is to become their lifeline to school. So our digitally connected, tech savvy, always plugged in kids are supposed to rely on a good old-fashioned spiral notebook to keep them organized and planned. Sure, that’s how it works of course…which is why every day lost agendas turn up in the office. Many of these agendas show a valiant attempt at regular usage, others look almost brand new, like they’ve yet to be cracked open. And of course the kids who need the most help with organization and keeping track of assignments, are the ones who can never ‘find’ their agendas. Guaranteed they can always find their cell phones! And the ratio of cell phones showing up in the office to agendas…well, it’s not even worth comparing. I also had great intentions to model appropriate agenda use, and I did just that-for about one week. Did you know that I can schedule things in my computer calendar and it will pop up and tell me what I have to do and when? If I had a cooler phone (no Jeff, I don’t want an iPhone) I could even sync with my computer and have my calendar, or agenda, with me at all times (yes, that’s because I’ve never lost my cell phone either). So much for appropriate modeling…
I had one of our Intensive Studies teachers (special education) approach me and ask if I thought one of our students should be allowed to try using his cell phone as his agenda. I was in full support of that-this kid lost his agenda more than he found it. Unfortunately, many of his teachers were leery of the idea of giving this new strategy a go. One main reason given was “but then all the kids will want to use their cell phones for agendas.” Works for me, saves paper and resources and guarantees they will always have their agendas on them. How do we know unless we try it out? So cell phones in the classroom? Absolutely, I think we can make it work!
photo credit: mastrobiggo
A question even I get asked as a school counselor; how do you manage laptops in the classroom? Good question, and one with out a solid, universal answer I think. Managing laptops in the classroom environment is just another (albeit challenging) aspect of classroom management. And as we all know, those of us who have been in other teacher’s classrooms or tried some team teaching, every one of us has a different management style, approach, and level of tolerance.
As with general classroom management, I don’t think there is a more right or wrong way of doing things-everyone has to find out what works for the individual AND the particular group of students you might happen to find yourself working with. I know that there are certain classrooms and groups of students that require me to alter my management style-this is not really different for managing laptops in the classroom. I also feel it is about a personal comfort level, too. For example, some teachers use the ‘lids down’ approach when there is direct instruction happening. Others feel that the level of attention they get from their students with ‘lids up’ works for them. Again, find what works for you and your kids.
Another strategy I find myself using is borrowing from the experienced! Just like we do with other classroom management issues, we ask those that have figured out how to make it work. Every time I see a teacher using laptops in the classroom I learn from it-whether it’s what I want to do when I’m using laptops with students, or it is what I don’t want to do!
photo credit: Brian Lane Winfield Moore
For those that are concerned about students being ‘off task’ and not using the computer for what they are supposed to (i.e. on Facebook), I don’t find it to be that major of a concern. I mean, really, that’s not much different than the student who is always hiding her novel inside her science textbook during class (hey, I WAS reading classic literature some of the time). I was able to still do pretty okay in my classes. Whereas Eli, who sat next to me, managed to distract himself quite well with just the molecules in the air-and he did not do so well academically. So having laptops doesn’t seem like it changes things that much. The kids who can be off-task and still do well, will. Those like poor Eli…well, computer or no computer, his teachers had an uphill battle! Maybe the laptop could have actually helped distracted Eli…
Tags: classroom management, laptops
The NETs for teachers and administrators are a great place to start. To truly have a school that embraces technology and philosophically understands what teaching and learning should look like today, that school’s teachers and administrators need to be on board.
To not have administrators on board with where a school needs to go, it’s like having a pilot that doesn’t really understand how to fly the new fangled airplane or knows where the passengers are headed! Having the NETs for administrators gives some guidelines for what those ‘pilots’ need to know. This is incredibly important…having been the imprisoned listener of an often frustrated technology specialist over the years, I definitely understand how vital it is that the administrators of our schools learn what they need to fly that plane.
The same goes for teachers-using the plane analogy, why are they on the plane if they don’t know where it’s going and why? By default, an administrator with the understanding of technology and its role in teaching and learning today should only hire faculty that can accept and believe in a shared technology philosophy. Jeff and Andy worked together a couple of years ago to formulate some interview questions for prospective teachers to get at just this-have the candidates made the pedagogical shift necessary to work in this school?
I don’t think the NETs are the be all and end all of technology standards, but they are a good place to start your thinking and planning for your individual school/teacher needs. I quite like that at ISB the stunning tech team (who happen to be grading us in our COETAIL courses) created our own set of technology standards, tailored specifically to our school, teachers and most importantly, our students needs. I’m sure they’d be happy to share, though!
Lately, I have found myself wondering about something…I even made the mistake of bringing it up to Jeff, and you know how he likes to talk about everything and anything to do with technology!
Often in our face to face classes we have the discussion around why we are using technology, to what purpose and what gain. Over and over again I hear teachers argue against the necessity of using technology because “it’s just a tool.” At first I bought into that same idea, it is just a tool that you can use to enhance learning and/or engage our learners. For years I agreed with that idea, even used that same argument myself from time to time. Recently, however, I find myself bristling when someone says “but it is just a tool!”
At some point, and I’m not sure when, technology became more than ‘just a tool.’ A tool is something that you can know how to use but maybe you don’t need to know how to use it and you can still live a full, successful life. When is the last time you heard an intelligent, successful individual convincingly argue that in this day and age, technology learning can be voluntary for students? A tool is something that helps us and makes a job easier, and yes, technology does do that (well, most of the time for most of us anyway!). So it IS a tool…but it’s not just a tool. When did that last ‘tool’ you learned to use completely change the way you thought, the way you saw your world, the way you interacted with others? Did those other ‘tools’ demand a paradigm shift in thinking? Did they inspire movements and a call to redefine what teaching and learning mean?
So no, I don’t buy that anymore, that technology is just a tool. I only have to look at my students to know for sure. Their parents can yell at them, ground them, punish them in all sorts of creative ways-but if you take away their ‘connections’, their cell phones and computers, life suddenly comes to a screeching halt. Living without their technology is unfathomable. And interestingly, I had a father tell me his daughter was grounded the other day because she left the house with out her cell phone…so much for ‘just a tool.’
Tags: coetail, technology, tool
This is a question that pops up continually in discussions around technology in education. The ongoing debate about who’s job it is to make sure that the technology standards are being met is one that doesn’t have an answer that everyone can seem to agree on. I wrote a blog post earlier that touched on this a bit.
One of the interesting things that came up in our discussion was people in my group questioning whether or not we actually needed to have technology standards and benchmarks. We looked at ISTE’s NETS and also the AASL standards. Some individuals are wondering if this isn’t something that should just be inherent in an educator’s teaching. If a school’s philosophy is that technology is an integral part of a child’s learning, a teacher coming to work for that school should understand that and embrace it. The teacher would then incorporate technology into his/her teaching practice.
I agree that in an ideal world, this is what would be happening. There wouldn’t be a need to specify the standards and benchmarks necessary in technology. Yet, somehow I don’t think we are there yet. There are still educators that either have not ‘bought in’ to the idea of technology and/or don’t have the training or ability to teach their students the necessary skills. Until using technology becomes inherent in our teaching, I do think there is still a need to delineate exactly what the expectations are for students’ learning. Especially if we believe students having these technology skills is important to their success in further education and life.
So asking who’s job it is…knowing that realistically it is everyone’s job…how do we ensure that kids are coming out of school with the skills they need to be successful in today’s digitally connected, global society? I don’t think there is an easy and simple way to do this. 
I do think one way of attempting to make sure these skills are being taught is by creating (or adopting) standards and benchmarks that address these skills. I see these standards and benchmarks as being incorporated into the regular education classroom with the support of a technology facilitator. So for those teachers who are comfortable with integrating technology into their regular lessons, it’s an easy solution. For those teachers that need more support, they have a resource to turn to and ensure their students as well are learning the necessary skills for success (and hopefully the teachers are too!). We see schools hiring literacy coaches and math coaches to support their teachers, shouldn’t technology also be one of those areas that schools provide the necessary support to ensure kids are getting what they need?
Tags: technology standards
Well, I had to ask for an extension of my final project-but I did have a good reason! My aim was for my final project to be something that I really wanted to do, something that had a purpose beyond just meeting my course requirement. I had finally settled on doing something that did have value-but I was having a hard time getting excited about it. Then, just as life often tosses us a surprise, an opportunity presented itself.
I found myself agreeing at the last minute to take 9 Middle School Students on a three day trip to Surin, Thailand. This trip involved a six hour bus ride each way, two nights in a hotel, and coordinating with another organization. This organization was Operation Smile.
For all of my reluctance and last minute stress, I am so glad that life did throw me this little surprise. This was an amazing trip with a phenomenal group of students. Each of these kids in his or her own way touched the lives of children and families during an incredibly emotional experience. From the screening day of trying to navigate hundreds of people asking for surgery for their children, to the surgical ward on the day surgeries started, to actually standing next to the doctors in the operating room while the surgeries were being performed…these kids showed that they were there to support these children and families in need.
So my final project is a video created, with a link to the donation website, that hopefully will encourage some to also reach out and touch these children’s lives. I know my life has been touched by this experience. Not just by the children and families needing surgery, but also by my students.
Thank you “Carl Jr” (Chris) for tirelessly blowing the bubbles and patiently tossing the ball-you brought laughter and smiles everywhere you went. Thank you “Dr.” Owain for not only being gentle with the kids needing surgery, but also for caring about the other kids on our trip-and for insisting that you wanted to create a video all on your own, it is amazing! Thank you Sanjana for your quiet smile that helped ease the kids’ fears and for putting their needs before your own. Thank you Ciel for translating for us, the doctors, the kids, and the families-those little ones will always remember the duck duck goose games and joy you brought into their lives (and now you, too, have added your own phenomenal video that spreads the message!). Thank you Julie for your quiet curiosity and your willingness to do whatever was asked of you-your patience is remarkable. Thank you Liana for being the ‘crazy sticker girl’ and even when you were tired, still finding the energy to jump and play ball to make the kids smile and laugh. Thank you Becky, for sharing your creativity and kindness-when you reached out to gently hold the hand of an unknown elderly woman waiting for surgery, it showed the depth of compassion you hold in your heart. Thank you Siska, for truly feeling the sadness of others and wanting to bring joy into people’s lives-you really see others’ pain and you reach out with a heart full of love. Thank you Tasha for being so incredibly full of love and joy that just being near you brought the same feelings to the children and families you touched-you have a heart of gold. You all touched lives-you made our world a better place.
Tags: ISB, Operation Smile, Video
As I was reading and learning about screencasting, I found myself wondering about some things. The article “7 things you should know about Screencasting” started me thinking…
Screencasts can be thought of as podcasts of a computer monitor. Podcasts are easy-to-make audio files that can be edited and distributed online. Screencasts capture the feeling of personal connection that podcasts provide, with the added benefit of video to see what is being discussed. And, like podcasts, screencasts can be easily distributed through blogs and other Web pages.
I found myself wondering, as we’ve been discussing visual literacy, if people are taking advantage of the simplicity and versatility of screencasts. One of my favorite podcasts, Chinesepod.com, was one that I listened to while living in Shanghai to try and expand my knowledge and ability with Mandarin (which is so painfully tonal and when you are tone deaf that makes life very difficult…and unfortunately Thai has even MORE tones than Mandarin, just my luck). While trying to learn more Mandarin-well, actually when trying to learn anything-I have found that seeing words helps me tremendously. I am a visual learner; I can learn other ways, but visual cues help significantly. Even when I’m trying to learn someone’s name, writing it down or asking how it is spelled for the mental imagery helps.
So, when trying to improve my Mandarin, I did like listening to Chinesepod.com, but I also found that having a piece of paper to write the words as I heard them helped me to retain more of the language I was learning through the podcast. I now find myself wondering if Chinesepod.com were to create screencasts in lieu of/or addition to their podcasts, if this might make the learning even more versatile for all of the auditory and visual learners out there? In my brief search, the only screencasts I found them using were in their help section with tutorials on FAQ, etc. Of course, if you pay for the subscription, you have access to more materials. My question is, if screencasts are so simple and easy to make, why aren’t those offered like the free podcasts?
On a positive note, I did find in my search a Thai language learning site, Learn Thai Podcast, that did offer some free Thai language lessons and included a written transcript with each lesson. Maybe that will help my Thai language learning (not likely, remember MORE tones than Mandarin? Sigh.) I do wonder if these sites will start offering screencasts in lieu of podcasts with the plethora of video iPods and iPhones and similar devices currently in use. Sometimes I feel like I’m the only person left in the world without an iPod/iPhone!
It will be interesting to watch and see if more of the people using podcasts begin to utilize screencasts…for visual learners like me, I know I’d like to see that happen!
Okay, so here it is. My first solo video project…and by solo I mean without Jeff’s help! He was so proud, even though it really is NOT a great video, because I genuinely did the entire thing on my own (well, Mary did have to help me find the ‘export’ button under share-that’s a stupid place to put it anyway, so not intuitive!).
Before anyone makes fun of my first solo attempt, I need to clarify how this came about. I was told in our face to face class I had to practice making a video, do something to get familiar with the program (iMovie 09). So I was handed a little camera and told to create something in the next hour or so.
I decided to take myself for a walk around the school, avoiding the numbing air con was my primary motivation. I began walking and filming with a grandiose idea of creating a video about a journey. I imagined myself narrating with some brilliant philosophical insights into the twists and turns of life’s path. All the while I was filming I was narrating in my head.
Upon returning with my inspired video shots all revolving around this concept…I then began to understand that I would have to record my voice and post this on the Internet. Sigh. Now not only would I have to have my face and written words out there (due to our blogging requirement for this class) but now I would also have my voice out there for the world to hear as well. Ummm…not ready for that yet. As I wrote about in my first blog post, I do not have the desire to be center stage!
So, I quickly reworked my brilliant concept (so NOT brilliant really) and turned it into something a bit different, something that did not require MY voice. And I will say I was also proud of myself, not because I think the video is any good, but because I did do it on my own! Not that I have any illusions as to what this says for my tech skills-it really is a testimony to how easy iMovie 09 is to use. Drag and drop has got to be a girl’s best friend!
I found myself thinking after reading David Jakes’ post from May of 2008…which is what a good blog post should do-get you to thinking. David said in his post:
Emotion, depicted through visual means, sells the message.
This is what we’ve been talking about in this class at great length. Emotion is what sells our messages. Using visual imagery (whether it be photos or videos) is a way to help ‘sell our message.’ Looking back at a previous post talking about International School Brussels ‘brochure without words’ that is exactly what they were after. ISB wanted you to feel something when you looked at their brochure. Sitting around a table with a group of colleagues discussing the imagery in the brochure was an interesting experience. Each of us sitting there had responded strongly emotionally to different parts of the brochure…yet we all consistently responded emotionally (in a positive way) to what was trying to be communicated.
David goes on in his post to talk about the power of visuals and how this now gives us (and our students) a competitive voice.
Visuals, when combined with other multimedia, provide individuals with a competitive voice. One that can be heard. One that can be measured. One that says “here I am, and here’s what I think, here is what I have to contribute. Now what do you think?” Kids have meaningful things to say, so challenge them to produce visual content with purpose and with pride. Help kids understand that the world is more connected then ever, and that producing visual content like this becomes even more powerful…
In education we constantly talk about how to engage our students, how to make learning meaningful for them. This is how we do it; we provide them with that ‘competitive voice’ that David was talking about. Understanding this new digital age comes with not just understanding the connectedness of our world, but also grasping the power that each individual has to leave her mark on that same world. Utilizing visual means, we have the ability to let our voices be heard and to sell our message.
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