Week 7 - Performances and technology

The concept of gradually scaffolding performances within the classroom, while increasing student autonomy along the way is not a new one.  In fact I have seen this described in a variety of pedagogical models (gradual release of responsibility; I do, we do, you do; and the workshop model).  In essence, each of these teaching structures are asking students to do more and more of the work on their own as they gain increasingly complex knowledge and skills.

While I believe a sequence of performances leading to increased autonomy to be a beneficial one; I also feel it can become a way of disguising traditional classroom learning, especially if the work being asked of students does not ask them to "stretch their minds."  With that said, I also believe that the utilization of  new technologies and increasingly autonomous performances that are connected to target goals could be a source for transformational change within the classroom.  Unfortunately, incorporating new technologies into their pedagogical toolkit is no small task for the typical classroom teacher.  This problem becomes further complicated when teachers must first learn the new technology themselves and then guide their own students through how to use the technology.

I would suggest that if this way of learning is to occur teachers need to receive their own sequence of professional development performances that allow them to learn the new technologies and how to teach them (when necessary) to their students.

Week 6 - Generative and Essential Questions

How essential are essential questions?  Are they really necessary for a quality curriculum?  Are these two previous questions essential questions?

I'm not sure if essential questions are truly necessary for a quality curriculum, but I have found that utilizing them within my own teaching practices have helped me focus my curriculum into a more cohesive body of work.  Furthermore, thinking critically about essential questions and referring students to them throughout a unit of study is something I have found to help put the 'why' into the why are we learning/studying this for students.  In this way, students can step back from what they are learning on a day-to-day basis and see the larger picture of a course or unit of study.

Generative questions, while similar in purpose to essential questions, also require focusing on a topic that is interesting to the teacher.  I like this aspect of generative questions; finding something that I am passionate about is much easier to teach and spend time on than those topics of little interest to me.  I also assume that this preference is picked up by my students and translated in some way to their engagement within the classroom.

Week 5 - Thoughts on Digital Natives

The first thing I thought of when reading Prensky's article on Digital Natives was whether or not I was one myself.  Having been born in 1980, near the cusp of the digital native/immigrant divide, it could possible for me to be one or the other. Although, upon reading the article, I realized I fell firmly within Digital Native categorization.

Another thought while reading Prensky was the realization that there are now Digital Native adults teaching Digital Native students.  Has this cultural alignment resulted in the way children are taught and schools are operated?  In some cases it has (online learning, utilization of the web and other technologies in the classroom), but I would argue in most situations schools have not changed all that much to reflet the lifestyle and habits of Digital Natives.  With that said, is this even the responsibility of schools or because the software, web, social media, and more are so ubiquitous they don't necessarily need to be taught?

Tagging.

Tagging and the use of metadata could allow and ease the flow of communication amongst individuals with similar passions.  What a powerful way for students to learn about their interests and find expert advice.  Connecting the use of tagging to the classroom; could help students explore their niche, interests, and possible career opportunities.

Week 4 Reflection

To date, our work in class has involved becoming familiar with the plethora of software available on the web that has been designed to promote collaborative problem solving.  Reading about the various "mindtools" and community building technologies at my disposal as well as their potential to make learning meaningful (active, intentional, constructive, authentic, and cooperative) has made we want to incorporate more of them into my classroom teaching.  

As mentioned by Jonassen, today's students are growing up in a society where they are constantly bombarded by information, data, and statistics.  Empowering our students to process, utilize, evaluate, and synthesize this information should be at the forefront of our teaching practice.  Too often though, I find myself reverting to a more traditional, or at least a less technology-centric approach to teaching.  This occurs in part due to a lack of access to to computers at my school and the complications (computers not working, computer cart signed out, internet down) that can arise when trying to access software on the web.  

Although, starting last year, I created a class blog where, much like we are doing in this course, my students are required to reflect weekly on their learnings in the classroom.  I too want my students to, "think more deeply about how the questions, topics, technologies?, and activities in (class) relate to (their) educational / professional interests" (from course syllabus).  My class blog (adress available in our course wiki or here) also serves as place for students to connect what they have learned to their community, family, and the larger world.  

In some ways I have found my class blog to be useful.  For example, the public nature of the blog allows all students to read each others posts.  This can be particularly helpful for students who struggle writing and are provided with the opportunity to learn from the more advanced writing samples of their classmates. Although, in my opinion, the blog falls short when it comes to fulfilling most of Jonassen's five characteristics of meaningful learning.  Currently, I do not require students to comment on one another's posts.  Perhaps this could help to make the blog more authentic, active, intentional, and cooperative.