So I'll resist the urge to talk about how long it's been since I've posted. I haven't posted. Oh well.
I'm starting on my SLOAN-C certification for Online Teaching. This is a fully online workshop designed to prepare faculty to teach online (as the name implies). Another adventure. More learning. Just my thing. I'm excited to learn more about something that will make me more effective at my job. What is that job? I'm an instructional designer and I work at helping faculty discover the tools and strategies they need to effectively accomplish their learning objectives in an online format. It's a new job and a new position; I've only been here since January. I have zero formal training in Educational technology except for an undergraduate class and one graduate class. Why did they hire me again?
I know my writing has been quite boring and dry lately. I'm hoping to make it more conversational and reflective again and move away from the drab literature review I was doing during my last class. I've got to get back in the habit of reflecting. I miss it and I miss knowing that I have something to catalog my progress as a novice course designer.
I will just say I've learned so much over the last several months. I'm beginning to play a little bit with code. I really want to learn more HTML, JavaScript and CSS. It's a large task, but I really love it. I've even toyed with the idea of a second undergraduate degree in programming or computer science or network engineering. However, that's likely not to be due to my advanced age and time restraints on getting this doctorate done.
Showing posts with label preflection. Show all posts
Showing posts with label preflection. Show all posts
05 September 2012
09 January 2012
Social Media in the Classroom
Today is the second of what I hope will be many days of work at SNU. Friday was the official first day, but that was time spent in Human Resources with a little bit of running around and meeting with the Director of Online Learning. She got me a broad overview of the grant and it's purpose; so at least I have a vague idea of the direction we are moving.
I'll be spending some time today in faculty workshop. I'm going to be doing some PD with faculty about using Social Media in the classroom. Seems like pretty standard fare if you've been reading my blog for very long. However, it occurred to me that the powers that be want me to teach the faculty something new. These are the people who were my teachers, mentors, & professors (and continue to be so). It just struck me as odd.
I'm going to organize my thoughts here a little bit.
A few of the biggest things I like about Social Media in the classroom is that it can bring new perspectives in (through non-class members sharing), it expands the boundaries of the classroom (again, engaging people outside the classroom in conversation), and it can extend the amount of time students spend learning your content (by continuing the conversation outside the 50 minutes see your face each day). I'll spend a bit of time talking about a few of the tools available and how to integrate those.
As I write this, I'm thinking specifically about faculty who are late adopters (or non-adopters) and I can see them looking at me with skepticism. What in the world is that about? These people know me. Many (dare I say most) of them, I have a pretty good relationship. In fact, that was what I stressed in my interview. I already have significant amounts of currency in my relationship accounts with many of these folks. So what am I worried about? I know there are going to be some who don't "buy it" who are not (and maybe never will) drink the technology Kool-Aid.
Facebook - It's a great way to extend the time you can interact with students. According to TechCrunch, 85% of them are using the site already. That statistic is from 2005, so I would imagine the number is much higher. You can create a group for each class. You could post materials and put reminders there about assignments, due dates, or even just a word of encouragement. The great thing about it is that you don't have to friend your students. As the teacher (or the student) you post on the group wall and it shows up in the news feed of everyone else. It's like seeing all of your students outside of class and talking to them about class.
Twitter - Twitter could function similar to Facebook in that it uses status updates to carry on a conversation about class/content. However, there are no groups. But there are hashtags. If you create hashtag for your class and have your students tweet using that hashtag. For instance, if you wanted to see what conversation is happening right now about Education, you could look here. If you are on twitter, the "Discover" button at the top is a hashtag search. If you have never heard of a hashtag, it is analogous to a keyword search. If you have ever searched for an article in a database using a keyword, you already understand how to use hashtags. They are simply searches for keywords in the conversation that is happening on twitter. It's simply a way for you to focus on what a particular subject of conversation. If you aren't sure what a hashtag might look like for your classes, I teach an Earth's Natural Disasters Class. It starts next week, so it's a winter class. My hashtag could be #ENDwint12. I could then have students use that hashtag everytime they tweeted anything related to class and I could easily search for it.
This strategy is especially useful for things like reminders, changes, canellations, etc. You can also use it as what is called a "backchannel". This idea is akin to passing notes in class, but you are able to see it. It gives students the option to ask questions, make comments, etc. without interrupting what's going on. These are very useful during formal presentations, but could also be utilized in the classroom.
Twitter has a 140 character limit. Imagine asking students to synthesize an entire semester's worth of learning in your class into a single tweet? You might be surprised at the results.
Google+ - I could probably share for an entire hour about each of these tools, but Google+ probably has the most functionality. It has components of both Facebook and Twitter. The great thing about this one, is that since SNU is a Google Campus, all students and faculty are already on Google+. They need only click their name at the top right hand corner of the page (when logged into email) and then click "Join Google+" and set up their profile.
In Google+, you have what are called "circles". This would be very similar to a group on Facebook. You add people to circles. They have no idea how you have your circles arranged. They only see that you have said something. You simply choose which circles you send your update to. If I had a Physical Geography circle, I could add students. When I write an update on Google+, I simply choose my Physical Geography circle as the group to with which the update is shared. Like all update services, you can share links, photos, or places.
One other really great thing about Google+ is the Hangouts function. You create a hangout and it becomes a virtual space for you to interact via webcam and voice with people who come to your hangout. Think of it as office hours without students having to actually walk into your office. This is fantastic for you if you teach online. You can still interact with students even without them being at your physical location.
This is my starting point for what I'm going to talk about this afternoon. What have you been doing with Social Media in your classroom? I'm certainly open to ideas to share!
I'll be spending some time today in faculty workshop. I'm going to be doing some PD with faculty about using Social Media in the classroom. Seems like pretty standard fare if you've been reading my blog for very long. However, it occurred to me that the powers that be want me to teach the faculty something new. These are the people who were my teachers, mentors, & professors (and continue to be so). It just struck me as odd.
I'm going to organize my thoughts here a little bit.
A few of the biggest things I like about Social Media in the classroom is that it can bring new perspectives in (through non-class members sharing), it expands the boundaries of the classroom (again, engaging people outside the classroom in conversation), and it can extend the amount of time students spend learning your content (by continuing the conversation outside the 50 minutes see your face each day). I'll spend a bit of time talking about a few of the tools available and how to integrate those.
As I write this, I'm thinking specifically about faculty who are late adopters (or non-adopters) and I can see them looking at me with skepticism. What in the world is that about? These people know me. Many (dare I say most) of them, I have a pretty good relationship. In fact, that was what I stressed in my interview. I already have significant amounts of currency in my relationship accounts with many of these folks. So what am I worried about? I know there are going to be some who don't "buy it" who are not (and maybe never will) drink the technology Kool-Aid.
Facebook - It's a great way to extend the time you can interact with students. According to TechCrunch, 85% of them are using the site already. That statistic is from 2005, so I would imagine the number is much higher. You can create a group for each class. You could post materials and put reminders there about assignments, due dates, or even just a word of encouragement. The great thing about it is that you don't have to friend your students. As the teacher (or the student) you post on the group wall and it shows up in the news feed of everyone else. It's like seeing all of your students outside of class and talking to them about class.
Twitter - Twitter could function similar to Facebook in that it uses status updates to carry on a conversation about class/content. However, there are no groups. But there are hashtags. If you create hashtag for your class and have your students tweet using that hashtag. For instance, if you wanted to see what conversation is happening right now about Education, you could look here. If you are on twitter, the "Discover" button at the top is a hashtag search. If you have never heard of a hashtag, it is analogous to a keyword search. If you have ever searched for an article in a database using a keyword, you already understand how to use hashtags. They are simply searches for keywords in the conversation that is happening on twitter. It's simply a way for you to focus on what a particular subject of conversation. If you aren't sure what a hashtag might look like for your classes, I teach an Earth's Natural Disasters Class. It starts next week, so it's a winter class. My hashtag could be #ENDwint12. I could then have students use that hashtag everytime they tweeted anything related to class and I could easily search for it.
This strategy is especially useful for things like reminders, changes, canellations, etc. You can also use it as what is called a "backchannel". This idea is akin to passing notes in class, but you are able to see it. It gives students the option to ask questions, make comments, etc. without interrupting what's going on. These are very useful during formal presentations, but could also be utilized in the classroom.
Twitter has a 140 character limit. Imagine asking students to synthesize an entire semester's worth of learning in your class into a single tweet? You might be surprised at the results.
Google+ - I could probably share for an entire hour about each of these tools, but Google+ probably has the most functionality. It has components of both Facebook and Twitter. The great thing about this one, is that since SNU is a Google Campus, all students and faculty are already on Google+. They need only click their name at the top right hand corner of the page (when logged into email) and then click "Join Google+" and set up their profile.
In Google+, you have what are called "circles". This would be very similar to a group on Facebook. You add people to circles. They have no idea how you have your circles arranged. They only see that you have said something. You simply choose which circles you send your update to. If I had a Physical Geography circle, I could add students. When I write an update on Google+, I simply choose my Physical Geography circle as the group to with which the update is shared. Like all update services, you can share links, photos, or places.
One other really great thing about Google+ is the Hangouts function. You create a hangout and it becomes a virtual space for you to interact via webcam and voice with people who come to your hangout. Think of it as office hours without students having to actually walk into your office. This is fantastic for you if you teach online. You can still interact with students even without them being at your physical location.
This is my starting point for what I'm going to talk about this afternoon. What have you been doing with Social Media in your classroom? I'm certainly open to ideas to share!
21 December 2011
new year, new job, new blog
2011 was quite a year for me. I was selected as Putnam City Schools teacher of the year and made it to the finals for state teacher of the year before I had to drop out of the competition. I dropped out because I took a job at the State Department of Education as the Science Director and that competition is run out of this office.
Boy, have I been missing the classroom! Fortunately, I still have some opportunities to teach and have been getting my fix of student interaction that way. These opportunities occurred at Southern Nazarene University, a small liberal-arts university, of which I am an alum.
About two months after I took the job of Science Director, SNU was awarded a Title III grant to open a new Online Learning Center. This center will coordinate all of the classes as they begin to be offered online. One component of the grant is the need to hire an Instructional Designer; a coach for faculty to enable them to get their course transitioned from face-to-face to an online format. When the grant was awarded, I thought, “Wow! That would be an awesome job!” However, I had only been at SDE and wasn’t sure about leaving so soon. I didn’t really know what the job was all about, but had an opportunity to visit with the grant facilitator and got some more information. I became much more interested.
First a little history, I already said I was alum, but I didn’t mention that my wife is a faculty member there. We are heavily vested in the University community through our work as mentors to students. We do this through volunteer work with Student Government and New Student Institute. Our work with SGA involves meeting with the (this year’s) Junior Class council and advising them on their leadership of the class. It’s definitely one of the most rewarding things I’ve ever done (aside from entering the teaching profession). Additionally, we have just become the coach of the Mind Games Team, a quiz-bowl type event run by a local radio station.
Now back to the grant, I went ahead and applied for the position. I didn’t know if I even had a shot or not. All of my knowledge in technology is from practical application, not from my education. However, I AM starting a PhD in Instructional Technology in January. At least I’ll now be getting some theoretical knowledge, as well. I say I have experience in technology integration in the classroom. I have enough that I was named 2011′s Technology Teacher of the Year by the Oklahoma Technology Association. As I said, 2011 was quite a year.
To make a long story short, I’ve been offered the job of Instructional Designer at SNU and I have accepted it. I start work on the 6th of January. I absolutely cannot believe I’ll be working at dear old SNU! It’s a dream come true. For the last several years, my end vocational goal has been to teach full-time at SNU and I think this is a step in the right direction. I’m thankful and blessed beyond what you can believe.
Boy, have I been missing the classroom! Fortunately, I still have some opportunities to teach and have been getting my fix of student interaction that way. These opportunities occurred at Southern Nazarene University, a small liberal-arts university, of which I am an alum.
About two months after I took the job of Science Director, SNU was awarded a Title III grant to open a new Online Learning Center. This center will coordinate all of the classes as they begin to be offered online. One component of the grant is the need to hire an Instructional Designer; a coach for faculty to enable them to get their course transitioned from face-to-face to an online format. When the grant was awarded, I thought, “Wow! That would be an awesome job!” However, I had only been at SDE and wasn’t sure about leaving so soon. I didn’t really know what the job was all about, but had an opportunity to visit with the grant facilitator and got some more information. I became much more interested.
First a little history, I already said I was alum, but I didn’t mention that my wife is a faculty member there. We are heavily vested in the University community through our work as mentors to students. We do this through volunteer work with Student Government and New Student Institute. Our work with SGA involves meeting with the (this year’s) Junior Class council and advising them on their leadership of the class. It’s definitely one of the most rewarding things I’ve ever done (aside from entering the teaching profession). Additionally, we have just become the coach of the Mind Games Team, a quiz-bowl type event run by a local radio station.
Now back to the grant, I went ahead and applied for the position. I didn’t know if I even had a shot or not. All of my knowledge in technology is from practical application, not from my education. However, I AM starting a PhD in Instructional Technology in January. At least I’ll now be getting some theoretical knowledge, as well. I say I have experience in technology integration in the classroom. I have enough that I was named 2011′s Technology Teacher of the Year by the Oklahoma Technology Association. As I said, 2011 was quite a year.
To make a long story short, I’ve been offered the job of Instructional Designer at SNU and I have accepted it. I start work on the 6th of January. I absolutely cannot believe I’ll be working at dear old SNU! It’s a dream come true. For the last several years, my end vocational goal has been to teach full-time at SNU and I think this is a step in the right direction. I’m thankful and blessed beyond what you can believe.
27 July 2011
new beginnings
This has been a week of transition. I have accepted the position of Science Curriculum Coordinator for the Oklahoma State Department of Education. I've said for a long time that teaching physics at Putnam City High School was the last job I would ever want, meaning it is literally the last job I ever wanted to have. However, sometimes opportunities present themselves and you feel like you cannot pass them by (lest they do not return!)
In my next to last Master's class, I was working with a group of people and one of them said, "You know that the Science Curriculum Director position is open? You would be awesome at that, you should apply!" I said, "No, I didn't know that. I'm not sure that's something I would want to do. I mean, I'd have to leave my classroom!" So I went down home that evening after class and talked to @mishelleyb and we decided that the only way I would know if I wanted to do that job was to apply and interview. So, in April I applied. Knowing how little experience teaching I have had, I did not think I had any chance at even interviewing for the job. Honestly, once I applied, I totally forgot about it.
I moved forward with the State Teacher of the Year application and focused on teaching to the best of my ability. I didn't give Science Director another thought. As we were on our way to Philadelphia for the International Society of Technology in Education Conference, I received a phone call from the Asst. Superintendent of Curriculum about presenting at a conference in Oklahoma City. In the course of that conversation she mentioned my application and assured me that I would be called for an interview. This was completely out of left field as I was so nervous about making the finals for State TOY. At that time, I was informed that there might come a time when I would have to choose between TOY and Science Director. Uh, can you say no-brainer? TOY is a big honor. In fact, for me, its been huge. However, to be able to influence teachers beyond my district and to be able to affect change in science education versus being a spokeperson for the vocation of teaching? Yeah, not really a difficult decision.
What was a difficult decision was leaving my classroom. It was incredibly hard to think about leaving my students to be taught physics by someone else. However, knowing I would have some influence on that teacher and others who teach science across the State of Oklahoma helped make this much less difficult. In the course of the interview I learned that a significant part of this job is focused on teaching teachers, e.g. conducting professional development. This is something about which I am passionate. In fact, I'm as passionate about that as I am about teaching physics and earth science, so how could I say if they offered?
To make a long story short, I interviewed for the job last week and they offered the position to me on Monday and I have accepted.
I start next Monday and I believe I am going to hit the ground running. We are conducting Master Teacher Academy 3 days of next week and then I am going to a workshop to begin assisting in the process of developing a STEM plan for the State of Oklahoma. I mean, really? That's the kind of responsibility I have now? Oh, my. What have I gotten myself into? I've certainly moving out of my comfort zone. It feels like starting over in teaching. I feel like I'm about to start my first year again.
I do know this, I am going into an office in which there are other Directors who are experienced and are excited about me coming to work with them. We are moving towards the Common Core and we have already re-done our science standards and I'll be helping to implement those. The team I am going to work with is awesome from what I hear.
I'll be continuing this blog in its current format. I'm continuing my education and this will simply be a place to share what I am doing in my teaching (I'm still adjuncting 3 classes for SNU) and my learning (I am beginning to understand just how much I don't know). If you enjoy reading, I hope you will continue to do so.
In my next to last Master's class, I was working with a group of people and one of them said, "You know that the Science Curriculum Director position is open? You would be awesome at that, you should apply!" I said, "No, I didn't know that. I'm not sure that's something I would want to do. I mean, I'd have to leave my classroom!" So I went down home that evening after class and talked to @mishelleyb and we decided that the only way I would know if I wanted to do that job was to apply and interview. So, in April I applied. Knowing how little experience teaching I have had, I did not think I had any chance at even interviewing for the job. Honestly, once I applied, I totally forgot about it.
I moved forward with the State Teacher of the Year application and focused on teaching to the best of my ability. I didn't give Science Director another thought. As we were on our way to Philadelphia for the International Society of Technology in Education Conference, I received a phone call from the Asst. Superintendent of Curriculum about presenting at a conference in Oklahoma City. In the course of that conversation she mentioned my application and assured me that I would be called for an interview. This was completely out of left field as I was so nervous about making the finals for State TOY. At that time, I was informed that there might come a time when I would have to choose between TOY and Science Director. Uh, can you say no-brainer? TOY is a big honor. In fact, for me, its been huge. However, to be able to influence teachers beyond my district and to be able to affect change in science education versus being a spokeperson for the vocation of teaching? Yeah, not really a difficult decision.
What was a difficult decision was leaving my classroom. It was incredibly hard to think about leaving my students to be taught physics by someone else. However, knowing I would have some influence on that teacher and others who teach science across the State of Oklahoma helped make this much less difficult. In the course of the interview I learned that a significant part of this job is focused on teaching teachers, e.g. conducting professional development. This is something about which I am passionate. In fact, I'm as passionate about that as I am about teaching physics and earth science, so how could I say if they offered?
To make a long story short, I interviewed for the job last week and they offered the position to me on Monday and I have accepted.
I start next Monday and I believe I am going to hit the ground running. We are conducting Master Teacher Academy 3 days of next week and then I am going to a workshop to begin assisting in the process of developing a STEM plan for the State of Oklahoma. I mean, really? That's the kind of responsibility I have now? Oh, my. What have I gotten myself into? I've certainly moving out of my comfort zone. It feels like starting over in teaching. I feel like I'm about to start my first year again.
I do know this, I am going into an office in which there are other Directors who are experienced and are excited about me coming to work with them. We are moving towards the Common Core and we have already re-done our science standards and I'll be helping to implement those. The team I am going to work with is awesome from what I hear.
I'll be continuing this blog in its current format. I'm continuing my education and this will simply be a place to share what I am doing in my teaching (I'm still adjuncting 3 classes for SNU) and my learning (I am beginning to understand just how much I don't know). If you enjoy reading, I hope you will continue to do so.
29 September 2010
My brain got started and I couldn't stop it
I wonder about culture. What is it that defines our culture? Is it heritage? I mean, I understand that heritage is important, but really, what does that mean? How does what my family did or did not do, affect me? I mean, should I be responsible for them? If not, should I even claim them? I tend to think culture is more affected by nurture (environment) rather than nature (genetics).
I more readily associate with people I grew up with rather than those dead people I’ve never met. I understand that the path of my life was influenced in some ways by those dead people, but that has more to do with their actions (environment, both theirs and the effect they had on it) and less to do with what they had in their cells (genetics).
So, what defines/has defined MY culture? My parents and grandparents influenced me heavily since they raised me in a “christian home”. One of my grandparents was a preacher and the other was certainly capable of praying like one. I was required to go to church anytime the doors were open and this colored much of my early life. I was taught that there was a lot of difference between my culture and that of people who looked differently than I did. I stayed under the influence of my “raising” as an adult until I went back to school. This changed my cultural outlook (and my consequent “raising” of my own kids) significantly.
I no longer see people as “different”. We are all humans. I no longer listen to the “stuff” that conservative talking-heads spout each day on AM radio. I have begun to think for myself. As I have started thinking for myself, I have been thinking that people deserve a second chance. People deserve my respect until they do something to lose it. People don’t act as a group (unless they are an angry mob). Just because someone looks different, doesn’t mean they are different. It simply means they look different. On the other side of the coin, just because some one looks the same, doesn’t mean they are the same and share the same values and cultural norms that I do. Culture is something that is taught. Culture is passed from generation to generation. Children who are a certain color/ethnicity are taught the culture in which they are brought up. I have known students who were not raised in the culture of their ethnicity because they were adopted. So what is their culture? I think society has such a misconception about culture and multi-cultural education.
The module I am currently starting promises to be informative and I am looking forward to it. I’ll be “allowed” to do a research paper which is going to allow me to research my thoughts that have been started in the paragraphs above. I want to understand what the definition of culture is. What is it that makes us, as humans, who we are? Why are their wars fought over culture? Why do people get so bent out of shape about their culture? I understand why culture is relevant to education. But what I want to know is why is it relevant to everything else? And there is the first 54 minutes of class. That’s just a result of the syllabus!
I'll continue this train of thinking over the next several weeks. She just said this should be a mind-set change for you (meaning the class). Too late. I think mine has already happened.
I more readily associate with people I grew up with rather than those dead people I’ve never met. I understand that the path of my life was influenced in some ways by those dead people, but that has more to do with their actions (environment, both theirs and the effect they had on it) and less to do with what they had in their cells (genetics).
So, what defines/has defined MY culture? My parents and grandparents influenced me heavily since they raised me in a “christian home”. One of my grandparents was a preacher and the other was certainly capable of praying like one. I was required to go to church anytime the doors were open and this colored much of my early life. I was taught that there was a lot of difference between my culture and that of people who looked differently than I did. I stayed under the influence of my “raising” as an adult until I went back to school. This changed my cultural outlook (and my consequent “raising” of my own kids) significantly.
I no longer see people as “different”. We are all humans. I no longer listen to the “stuff” that conservative talking-heads spout each day on AM radio. I have begun to think for myself. As I have started thinking for myself, I have been thinking that people deserve a second chance. People deserve my respect until they do something to lose it. People don’t act as a group (unless they are an angry mob). Just because someone looks different, doesn’t mean they are different. It simply means they look different. On the other side of the coin, just because some one looks the same, doesn’t mean they are the same and share the same values and cultural norms that I do. Culture is something that is taught. Culture is passed from generation to generation. Children who are a certain color/ethnicity are taught the culture in which they are brought up. I have known students who were not raised in the culture of their ethnicity because they were adopted. So what is their culture? I think society has such a misconception about culture and multi-cultural education.
The module I am currently starting promises to be informative and I am looking forward to it. I’ll be “allowed” to do a research paper which is going to allow me to research my thoughts that have been started in the paragraphs above. I want to understand what the definition of culture is. What is it that makes us, as humans, who we are? Why are their wars fought over culture? Why do people get so bent out of shape about their culture? I understand why culture is relevant to education. But what I want to know is why is it relevant to everything else? And there is the first 54 minutes of class. That’s just a result of the syllabus!
I'll continue this train of thinking over the next several weeks. She just said this should be a mind-set change for you (meaning the class). Too late. I think mine has already happened.
24 June 2010
ISTE - Denver, CO
Next week, (actually starting this weekend) a huge number of techno-geek educators will descend (or would it be ascend) on Denver, CO for the largest technology conference in this part of the galaxy: the International Society for Technology in Education Conference. Best part? I get to attend! We are going to make a family road trip out of it (why fly 3 hours when you can drive 12 right?). Seriously, though, I love road trips with my family. They are the best part of my life and spending several hours in the family mini-van is actually a lot of fun with @mishelleyb, @justjessa, and @JCismyname. I spent several hours yesterday (instead of doing homework) planning my conference attendance so I thought I might do some pre-flection on my plans.
The conference officially kicks off on Sunday so there will be the usual keynote speech and stainless water bottle giveaways. I might even win an iPad! Monday starts the real business of learning, however. I'll begin the day by having breakfast with the president of SchoolCenter and their PR person. They are being very nice to me because I am going to help them out with a presentation on a new product we beta-tested last semester. That promises to be an adventure; even my kids are going to get involved, although I'm not really sure how they feel about it. I'll continue Monday with a session on how to "Creating a Google-Enhanced Classroom". I love the idea of Google and I've already ingested a significant amount of their Kool-Aid. That really about wraps up Monday, other than my SchoolCenter responsibilities, unless you count the reception the Oklahoma Technology Association is having that evening. Maybe I'll have time for a nap in the middle of the day.
Tuesday starts bright and early with (wait, it starts at 11 am.) "10 Web Tools to Make Learning in Your Class Even Better". I honestly have no idea what this one is about, so I am prepared to be surprised and hopefully learn something new. I really hope I am able to take something home that I can implement and possibly even share with my colleagues. One thing I have found with technology: if you find something that works, you cannot be selfish, you HAVE to share with everyone. It's all in the spirit of creativecommons and open-source. That afternoon will be filled with "Thinking Spatially: Using Geographic Tools to Enhance Learning". This smells of GoogleEarth, but we'll see. I want my students to become more spatially aware, so surely there will be some good nuggets (get it? Denver? Nuggets?) in this one! Then, that evening, I'm attending the "ISTE/NCATE Accreditation Standards and Program Reviewer Preparation". Yes. I know. It sounds like its over my head, but I'm on the accreditation team at PCO next year and I thought anything I could do to increase my knowledge of the subject would be beneficial, even if its only tangential knowledge. I'm strongly considering continuing my education beyond the Master's level and I feel fairly certain I will do that in Instructional Technology, so this seems right up that alley.
Wednesday is the final day of the conference and its a full day! I start the morning with one of my favorite subjects: "Wonderful World of Wikis: Practical Classroom Wikis for All Ages". I already use a wiki heavily in my class, but I have no doubt I can learn to do it better. I thought SNU had given me my fill of reflection during my undergraduate, but I am learning the value of true, focused reflection in education. That's why my next session is "EPEARL (Electronic Portfolio Encouraging Active Reflective Learning K-12)". I always want to find a way to make my student's and my own reflection better and more valuable. Since I just can't get enough Google, I'll continue the day with "Using Google Apps Education Edition to Improve Learning". Then, my final session of the conference will be "All Digital: The Paperless Classroom for Less Than $100". I dabbled with a paperless classroom last semester with my AP Physics class and then made a serious move towards it with my Physics 1 classes, so this one should be intriguing. My main concern is simply having enough technology to go around on a mission such as this. At least I can do it with the adult learners I'll be teaching during August.
So, there you have it. I hope I make this experience worth the money the district is spending to send me. I am so blessed to have the confidence of my district. I mean, I'm just a classroom teacher (yes, I know how that sounds). I simply mean I'm not necessarily someone who's job it is to teach other teachers. I feel that is my intrinsic responsibility (and some times there are extrinsic reward$), but I recognize there aren't that many folks who get an opportunity such as this. I'm ready to attend my first "big" conference as a full-blooded, tenured teacher! PC teachers, get ready to hear all about it when school starts up again. After all, it is my responsiblity.
p.s. - I'll be tweeting, so follow me if you don't already!
The conference officially kicks off on Sunday so there will be the usual keynote speech and stainless water bottle giveaways. I might even win an iPad! Monday starts the real business of learning, however. I'll begin the day by having breakfast with the president of SchoolCenter and their PR person. They are being very nice to me because I am going to help them out with a presentation on a new product we beta-tested last semester. That promises to be an adventure; even my kids are going to get involved, although I'm not really sure how they feel about it. I'll continue Monday with a session on how to "Creating a Google-Enhanced Classroom". I love the idea of Google and I've already ingested a significant amount of their Kool-Aid. That really about wraps up Monday, other than my SchoolCenter responsibilities, unless you count the reception the Oklahoma Technology Association is having that evening. Maybe I'll have time for a nap in the middle of the day.
Tuesday starts bright and early with (wait, it starts at 11 am.) "10 Web Tools to Make Learning in Your Class Even Better". I honestly have no idea what this one is about, so I am prepared to be surprised and hopefully learn something new. I really hope I am able to take something home that I can implement and possibly even share with my colleagues. One thing I have found with technology: if you find something that works, you cannot be selfish, you HAVE to share with everyone. It's all in the spirit of creativecommons and open-source. That afternoon will be filled with "Thinking Spatially: Using Geographic Tools to Enhance Learning". This smells of GoogleEarth, but we'll see. I want my students to become more spatially aware, so surely there will be some good nuggets (get it? Denver? Nuggets?) in this one! Then, that evening, I'm attending the "ISTE/NCATE Accreditation Standards and Program Reviewer Preparation". Yes. I know. It sounds like its over my head, but I'm on the accreditation team at PCO next year and I thought anything I could do to increase my knowledge of the subject would be beneficial, even if its only tangential knowledge. I'm strongly considering continuing my education beyond the Master's level and I feel fairly certain I will do that in Instructional Technology, so this seems right up that alley.
Wednesday is the final day of the conference and its a full day! I start the morning with one of my favorite subjects: "Wonderful World of Wikis: Practical Classroom Wikis for All Ages". I already use a wiki heavily in my class, but I have no doubt I can learn to do it better. I thought SNU had given me my fill of reflection during my undergraduate, but I am learning the value of true, focused reflection in education. That's why my next session is "EPEARL (Electronic Portfolio Encouraging Active Reflective Learning K-12)". I always want to find a way to make my student's and my own reflection better and more valuable. Since I just can't get enough Google, I'll continue the day with "Using Google Apps Education Edition to Improve Learning". Then, my final session of the conference will be "All Digital: The Paperless Classroom for Less Than $100". I dabbled with a paperless classroom last semester with my AP Physics class and then made a serious move towards it with my Physics 1 classes, so this one should be intriguing. My main concern is simply having enough technology to go around on a mission such as this. At least I can do it with the adult learners I'll be teaching during August.
So, there you have it. I hope I make this experience worth the money the district is spending to send me. I am so blessed to have the confidence of my district. I mean, I'm just a classroom teacher (yes, I know how that sounds). I simply mean I'm not necessarily someone who's job it is to teach other teachers. I feel that is my intrinsic responsibility (and some times there are extrinsic reward$), but I recognize there aren't that many folks who get an opportunity such as this. I'm ready to attend my first "big" conference as a full-blooded, tenured teacher! PC teachers, get ready to hear all about it when school starts up again. After all, it is my responsiblity.
p.s. - I'll be tweeting, so follow me if you don't already!
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