Technology and the Classroom

Two fairly popular online videos about technology and teaching are
Shift Happens available online at http://www.teachertube.com/view_video.php?viewkey=1b425a7717504bca103d,
and Pay Attention available online at Teacher Tubes http://www.teachertube.com/view_video.php?viewkey=40c570a322f1b0b65909&page=1&viewtype=&category=

The videos share some of the same information and ask some similar questions. Both were designed to start a conversation around how schools and educators can work to prepare our students for life in a global community. One of the questions I have about the new electronic communication forms is the lack of face to face time. Whether it is with friends who live next door to each other yet still communicate more frequently using electronic devices, or the popular trend in online teaching and learning. How can we make sure that we do not lose that personal connectedness that face to face conversations build? What are your thoughts, and do you see it as a concern?

Here are some questions educators are currently facing.
•As the technology available changes how are we changing our instructional practices?
•How do we incorporate the use of the technology that students use outside the classroom to enhance learning in the classroom?
•How are the technology standards changing to meet the demands of the workplace?
•How do we prepare students for jobs that have yet to be discovered let alone defined?

Prompted by Ceil

“School Matters – The Trouble with Boys”

In this video many reasons were given for the underachievement of boys in schools. Some strategies were discussed in order to help close the gender gap. Consider the following questions as you respond.

 Does your school have a plan in place for students, regardless of gender, who have been identified as not meeting the standard (based on standardized testing etc.)?

 What if you feel like you are incorporating strategies mentioned in the video such as clear objectives, chunking material, and assignments but some boys still aren’t achieving?

Prompted by Erin Rice

“The Teacher as a Warm Demander” by Elizabeth Bondy & Dorene Ross

“The Teacher as a Warm Demander” by Elizabeth Bondy and Dorene Ross explains that developing an engaged classroom is very difficult especially in high-poverty schools. Studies have shown that the “warm demander” teaching approach is an effective teaching style. Consider the following questions as you comment to this article.

The authors discuss strategies for building relationships with students. What are some of the strategies that have been successful in your classroom?

On the basis of this relationship, warm demanders insist that all students are successful before moving on? Are your students in your classroom mastering the skills set for them before you introduce new material? What are some of the strategies you use to reach all your students?

Prompted by Dale and Karon

"Reaching the Fragile Student" by Sue Zapf

This article gives a glimpse into an 8th and 9th grade classroom
at an alternative public school in Lakeville, Minnesota. Use these questions
to help you reflect on the article and consider whether or not some of
these strategies are realistic in a public school setting.

What additional information might you want to know about the Compass
Program, and the students it serves?

Give examples of commonalities that you see between this program's approach
and your own dealings with "fragile students."

Prompted by Erin and Summer

"Joy in School" by Stephen Wolk

By training children to “do school,” Steven Wolk claims that our nation’s educational system promotes boredom and destroys a child’s spirit to learn. His article, “Joy in School,” begs the reader to rethink the purpose of school, and to reevaluate pedagogy, assessment, and degree of student ownership in an effort to make education a more joyful and nurturing experience.

What barriers do you foresee in implementing Wolk’s recommendations for making school a more joyful experience?

How could these barriers be overcome?

How do you feel about the “Tinkering School” that Wolk mentions?

Do you feel that such a school, which is wholly student-centered, would produce well-rounded students that would meet current standards?

Prompted by John (sans tim)

"The Power of Our Words" by Paula Denton

“The Power of Our Words” article refers to how the responsive classroom approach offers positive strategies that guide elementary teachers. As you respond to this article consider these questions:

Do you think the responsive classroom approach would work for secondary teachers?

What strategies from responsive classroom would benefit the secondary level?

What positive strategies do you use in your own classroom?

Prompted by Adrienne and Kelly

"Learning in an Inclusive Community" by Mara Sapon-Shevin

Prompted by Linda & Ceil

Mara Sapon-Shevin writes in the article Learning in an Inclusive Classroom, “Inclusive classrooms put a premium on how people treat one another. Learning to live together in a democratic society is one of the most important goals and outcomes of the inclusive classroom.” The author also suggests that we use the principles of universal design, planning for diversity from the beginning, rather than retrofitting accommodations.

What do you do to address how people treat one another in your classroom?

What do you think it means to think inclusively?

The author comments that a powerful way to combat political apathy is by helping young people make connections between their lives and those of others. What are ways we can encourage and support the idea that despite differences in cultures, experiences, and languages, as members of the human race we are all interconnected?