Friday, October 12, 2007
Actual Assignments
Ok, I think that we are supposed to put up actual ideas that we have about how to use what we learn in the classroom and apply it. SO...on Wednesday we talked about the Tier's that are in the Kent curriculm and what we could do in order to achieve any of the requirements. I would like to say that i think Vista would cover a large amount of what Tier 1 expects. you can ask students to post their work, they have to learn how to save work in order to post, they can communicate with their classmates via discussion boards, it allows students to email the teacher and have one-on-one time with them, and it provides a place for teachers to place assignments and calandars. If you use Vista in the classroom, especially beginning classrooms, i think that you are enabling novice technology users to start to understand why technology is in a classroom and how it is not nearly as scary as they might think. And for those of us who are not technology advanced, i am pretty sure that Vista has step-by-step instructions in order to help. So, that is my idea for practical application of technology in the classroom. Anyone else???
Tuesday, October 9, 2007
Changing Course
Okay, I think we can put the ranting behind. Finally the article on "Technology as Teacher" has said it for me: "Both groups [us] feel virtuous about their choices, and both manage to lose sight of the real issue: how to use technology, or relate to it, in ways that are productive and meaningful." (p. 34). With this is mind I hope we begin to discuss our ideas about said technologies.
This article starting giving me some framework about ways to use the internet, ie, research, e-mail, ect. It also mentioned some things I haven't heard of or have very little familarity with: listservs, bullentin boards, a program called Daedalus, Dreamweaver, Frontpage, web anthologies, Blackboard, Course Compass, to name a few. I am curious to find out what people think of these, their experiences and thoughts on how they can help the classroom.
The other article, about the CMC, even had a chart where it outlined different on-line tools and what they are good for. The best thing about this article was the suggestion that CMC's can help students brainstorm, and this idea generated some things in my mind that I could get excited about using in the classroom, or at least am interested in.
But I am still at a loss for how to set these systems up, and use them. Any suggestions? Can we begin to talk about what we know, don't know, pros, cons, ect.
This article starting giving me some framework about ways to use the internet, ie, research, e-mail, ect. It also mentioned some things I haven't heard of or have very little familarity with: listservs, bullentin boards, a program called Daedalus, Dreamweaver, Frontpage, web anthologies, Blackboard, Course Compass, to name a few. I am curious to find out what people think of these, their experiences and thoughts on how they can help the classroom.
The other article, about the CMC, even had a chart where it outlined different on-line tools and what they are good for. The best thing about this article was the suggestion that CMC's can help students brainstorm, and this idea generated some things in my mind that I could get excited about using in the classroom, or at least am interested in.
But I am still at a loss for how to set these systems up, and use them. Any suggestions? Can we begin to talk about what we know, don't know, pros, cons, ect.
if you feel unprepared to teach with technologies ....
....then you're in the right place. Teaching is not something people can do without preparation. Even though we've all watched teachers and teaching for a long long time by this point, so much of what a teacher does is invisible - the reading, studying, and preparation of both her theoretical grounding and her practices in the classroom. Getting you all on that life long road is the goal of this class.
So in addition to the work we've been doing, particularly with technologies, what can you do? There are several ways you can do the work of getting yourself prepared: one, doing the work in this class (this class is a requirement for new teachers for just this reason); two, do extra reading in areas you feel unprepared in (I’m happy to recommend books for you and there are lots to choose from); three, attend reading group meetings and workshops next semester on writing technologies if that’s your area of weakness; four; focus your observations on teachers whose classes are likely to show you how to do some things.
Acknowledging that there are things you need to work on individually is an important first step - remember when someone (Zebroski?) talked about the meta awareness that is the actual first step in learning something - the recognition that you don't understand? We cannot cover everything in one semester - you need to do work individually to get yourself up to speed on specific things you need more attention to. Teaching at the college level is not just a part of your fellowship; it is a serious commitment to the learning of first year college students who have come to the university with goals and desires for an education. It is hard work that cannot be done half heartedly.
Pam
So in addition to the work we've been doing, particularly with technologies, what can you do? There are several ways you can do the work of getting yourself prepared: one, doing the work in this class (this class is a requirement for new teachers for just this reason); two, do extra reading in areas you feel unprepared in (I’m happy to recommend books for you and there are lots to choose from); three, attend reading group meetings and workshops next semester on writing technologies if that’s your area of weakness; four; focus your observations on teachers whose classes are likely to show you how to do some things.
Acknowledging that there are things you need to work on individually is an important first step - remember when someone (Zebroski?) talked about the meta awareness that is the actual first step in learning something - the recognition that you don't understand? We cannot cover everything in one semester - you need to do work individually to get yourself up to speed on specific things you need more attention to. Teaching at the college level is not just a part of your fellowship; it is a serious commitment to the learning of first year college students who have come to the university with goals and desires for an education. It is hard work that cannot be done half heartedly.
Pam
Monday, October 8, 2007
Burning Issues: Writing with Computers (!)
After class, I couldn’t stop thinking about our discussion on the car ride home. So, here are some further thoughts.
First, for the creative writing folks, here’s how I see your stance (feel free to correct me if I’m wrong). Number one – as I said in class – I see it as overly romantic; to me, it’s absurd to think that something is more fulfilling when it’s made artificially more difficult. Number two – and I don’t mean to be insulting – the proliferation of writing on the Internet has made writing into a far less specialized field, filled with more writers writing than ever before. Is there insecurity about your role in the writing world when we are at a point in time where anyone can ostensibly become “a writer?” After all, I'm not a creative writing major, but I have made a semi-career out of creative writing for a handful of websites. Is this kind of situation threatening to you? Maybe this is more of a philosophical question ("What is a writer?"), but I’d like to know.
Number three, I don’t think computers are turning us into depressed automatons. Instead, they provide us with an unprecedented amount of social choices that were not available before the Internet. If I had to limit my communication to the people I could only talk with face-to-face, I would have never met some of the smartest, funniest people I know. And my presence on the Internet has allowed me to make a variety of real-life friends who I often see face-to-face (or as often as I can get back to Youngstown). I have no problem with this.
Here are my main points on the pro-computer side:
Writing with computers can give you a real audience.
Yes, you no longer have to think about your “audience” in rhetorical terms – it actually exists! This gives students a real purpose for writing, and also feedback on their writing, which we learned can be an immensely valuable thing. Students will also get the feeling that their writing will do more than sit on your desk until it’s graded.
Computers have created a generation of more readers and writers than ever before.
This is impossible to ignore, given the rise of blogs and other forms of Internet communication. People are now writing critically about culture, their lives, politics, entertainment, and other subjects. This would be impossible on such a large scale 15 years ago. And do you honestly think people in the pre-Internet days were articulating their opinions in writing even 5% as much as they do today? Computers have given writing more value, and have given the power of the written word to a group of people that previously did not have it. I can’t see how anyone couldn’t be excited about that – there’s more to read out there than ever before.
The snobbish coteries of old have been replaced with a democratic community of readers and writers constantly sharing information. What’s not to like?
I have some other points, but these are my two main ones. I’d like to know what everyone thinks.
First, for the creative writing folks, here’s how I see your stance (feel free to correct me if I’m wrong). Number one – as I said in class – I see it as overly romantic; to me, it’s absurd to think that something is more fulfilling when it’s made artificially more difficult. Number two – and I don’t mean to be insulting – the proliferation of writing on the Internet has made writing into a far less specialized field, filled with more writers writing than ever before. Is there insecurity about your role in the writing world when we are at a point in time where anyone can ostensibly become “a writer?” After all, I'm not a creative writing major, but I have made a semi-career out of creative writing for a handful of websites. Is this kind of situation threatening to you? Maybe this is more of a philosophical question ("What is a writer?"), but I’d like to know.
Number three, I don’t think computers are turning us into depressed automatons. Instead, they provide us with an unprecedented amount of social choices that were not available before the Internet. If I had to limit my communication to the people I could only talk with face-to-face, I would have never met some of the smartest, funniest people I know. And my presence on the Internet has allowed me to make a variety of real-life friends who I often see face-to-face (or as often as I can get back to Youngstown). I have no problem with this.
Here are my main points on the pro-computer side:
Writing with computers can give you a real audience.
Yes, you no longer have to think about your “audience” in rhetorical terms – it actually exists! This gives students a real purpose for writing, and also feedback on their writing, which we learned can be an immensely valuable thing. Students will also get the feeling that their writing will do more than sit on your desk until it’s graded.
Computers have created a generation of more readers and writers than ever before.
This is impossible to ignore, given the rise of blogs and other forms of Internet communication. People are now writing critically about culture, their lives, politics, entertainment, and other subjects. This would be impossible on such a large scale 15 years ago. And do you honestly think people in the pre-Internet days were articulating their opinions in writing even 5% as much as they do today? Computers have given writing more value, and have given the power of the written word to a group of people that previously did not have it. I can’t see how anyone couldn’t be excited about that – there’s more to read out there than ever before.
The snobbish coteries of old have been replaced with a democratic community of readers and writers constantly sharing information. What’s not to like?
I have some other points, but these are my two main ones. I’d like to know what everyone thinks.
Sunday, October 7, 2007
Scott Carlson Article
I found this article interesting because it was essentially about us (Note: I’m assuming that most of us were born in 1980 or later). For example, I spent most of today working on an article for a website, I’m listening to my iPod while I read these articles and write about them, and when I’m done I’ll probably go play a video game (!).
Interesting point: professors are no longer becoming the sources of knowledge in their classrooms. I’m not saying that professors are useless (if so, I wouldn’t want to be one), but with the Internet at their hands, students can instantly look up almost any answer – though it may not be completely right. I remember my astronomy teacher – he was very old – telling us how people used to call him all the time to ask him when Easter would be that year. How crazy is that? Now, I can click on my calendar in the bottom of my monitor and get the information in five seconds.
I remember being very bored in one of my films classes because, as part of an online film nerd culture, I knew everything the professor was going to say.
The situation reminds me of a (pre-Internet) episode of the Simpsons where the Teacher’s Editions are stolen from the school, making the teachers absolutely powerless. The message on the show was obviously a pointed piece of social commentary unrelated to this topic, but I thought of it when the article brought up how the source of knowledge has shifted.
Interesting point: professors are no longer becoming the sources of knowledge in their classrooms. I’m not saying that professors are useless (if so, I wouldn’t want to be one), but with the Internet at their hands, students can instantly look up almost any answer – though it may not be completely right. I remember my astronomy teacher – he was very old – telling us how people used to call him all the time to ask him when Easter would be that year. How crazy is that? Now, I can click on my calendar in the bottom of my monitor and get the information in five seconds.
I remember being very bored in one of my films classes because, as part of an online film nerd culture, I knew everything the professor was going to say.
The situation reminds me of a (pre-Internet) episode of the Simpsons where the Teacher’s Editions are stolen from the school, making the teachers absolutely powerless. The message on the show was obviously a pointed piece of social commentary unrelated to this topic, but I thought of it when the article brought up how the source of knowledge has shifted.
Dickie Selfe Article
At the risk of sounding like a little snot, I didn’t think that the article was really for me. From my perspective, it was too obvious and overly clinical; when I see bullet points and acronyms, I start to get headaches. Most of the advice given here was already apparent to me, but I am a person who uses the Internet far too much for both casual and professional reasons. I couldn’t really approach the article with the attitude of “Here’s the Internet. Now what can I do with it?”
The danger of writing an article about the Internet is that, as the years go by, the changes start to grow exponentially. I wasn’t sure when this article was written, but it couldn’t have been later than 2002. And in comparing 2002’s Internet to the Internet of today, there are some big changes. YouTube didn’t even exist until 2005! I also chuckled at Selfe’s suggestion of using a Zip Disk (admittedly, it was part of a larger list), which is probably the most unreliable piece of technology to be created in the last decade. Luckily, flash drives have killed the Zip Disk.
Another problem with the article – and you can probably all guess what I’m going to mention next – no blogs! I can’t blame the writer; blogs and bloggers really only started to grow in popularity in late 2003/early 2004 (thanks to the Presidential election), but – for me at least – they are the perfect medium for online classroom discussions.
And e-mail lists are the devil.
The danger of writing an article about the Internet is that, as the years go by, the changes start to grow exponentially. I wasn’t sure when this article was written, but it couldn’t have been later than 2002. And in comparing 2002’s Internet to the Internet of today, there are some big changes. YouTube didn’t even exist until 2005! I also chuckled at Selfe’s suggestion of using a Zip Disk (admittedly, it was part of a larger list), which is probably the most unreliable piece of technology to be created in the last decade. Luckily, flash drives have killed the Zip Disk.
Another problem with the article – and you can probably all guess what I’m going to mention next – no blogs! I can’t blame the writer; blogs and bloggers really only started to grow in popularity in late 2003/early 2004 (thanks to the Presidential election), but – for me at least – they are the perfect medium for online classroom discussions.
And e-mail lists are the devil.
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