Discussion Prompt: Module 2 - 21st Century Teaching and Learning
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Lucie deLaBruere
May 22, 2010, 7:30:28 PM5/22/10
to Teaching the Google Generation
What is different about 21st century teaching and learning than the
type of teaching and learning of past centuries? What has stood the
test of time and will probably be part of teaching and learning in any
century? Why does education need to change to prepare students for
their future, now our past?
type of teaching and learning of past centuries? What has stood the
test of time and will probably be part of teaching and learning in any
century? Why does education need to change to prepare students for
their future, now our past?
jacqueline
Jun 7, 2010, 9:28:22 AM6/7/10
to Teaching the Google Generation
On May 22, 7:30 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:
> What is different about 21st century teaching and learning than the
> type of teaching and learning of past centuries?
belonging that results in children without the security of
unconditional love and acceptance coming to schools with beliefs and
fears that present as behaviors that are difficult to both accommodate
and remediate in order to create a culture of space, generosity and
kindness where the risk of learning can occur.
Teacher training does not address this social breakdown or the
increased demands on the teacher and the school to stand in for what
is missing in many families today.
Technology has made communication constant, response immediate and
content, to a large extent, insipid between and among youth.
Technological gizmos that promote tuning out and plugging in and
texting on have contributed to shortened attention spans, a
diminishment of the generosity required to truly hear another being
and a huge increase in harassment and bullying.
In its discussion of transformative education in the brief The
Transformation of Education in Vermont there is, sadly, no mention of
the inner world of the child where genuine transformation occurs but
an emphasis on the external environment of "a transforming educational
system less bound by schedules and facilities." All these bulleted
lists documenting skills needed and elements of five year plans lack a
basis in meaningful connection and relationship between and among
human beings.
What has stood the
> test of time and will probably be part of teaching and learning in any
> century?
and wisdom increase in value with the diminishment of these values in
the family and in society.
Why does education need to change to prepare students for
> their future, now our past?
Lucie deLaBruere
Jun 9, 2010, 6:25:15 AM6/9/10
to Teaching the Google Generation
Jacqueline... thank you for this insight.. it was very powerful.. I
especially loved
"For teachers, humility, gentleness, exertion, discipline, generosity
and wisdom increase in value with the diminishment of these values in
the family and in society. "
Can technology be used to support the type of contributions you
describe here? I think it can... but as you mention, it doesn't just
happen because you add technology tools to the environment... as a
matter of fact the opposite can happen without some explicit attention
to the role technology plays or doesn't play in making connections and
explicitly addressing some of these..
especially loved
"For teachers, humility, gentleness, exertion, discipline, generosity
and wisdom increase in value with the diminishment of these values in
the family and in society. "
describe here? I think it can... but as you mention, it doesn't just
happen because you add technology tools to the environment... as a
matter of fact the opposite can happen without some explicit attention
to the role technology plays or doesn't play in making connections and
explicitly addressing some of these..
HuckleberryFinn
Jun 9, 2010, 8:13:58 PM6/9/10
to Teaching the Google Generation
To narrow the question a bit… education in the 20th century was
primarily geared toward preparing students for citizenship at a local
and national level and for factory work, perhaps “training” versus
“educating”. Students were asked to learn facts and procedures to be
used repeatedly in very similar contexts and situations. This was
certainly true for me. High school science was a sequence of discrete
classes (biology one year, followed by chemistry, followed by
physics…) as if the concepts in each were unrelated to each other. I
remember a huge “aha” moment when I concurrently took calculus and
physics and realized how Newton derived calculus to explain physics
(they should never be taught separately!). College was similar.
However, once in an engineering job, on a single project I was a
mechanical, chemical and electrical engineer, a chemist, manager,
construction manager, writer, purchaser… I had to put it all together.
I think 21st century education is education that asks and enables
students to “put it all together” as they learn.
I found it fascinating that on Dr. Puentedura’s web page, two methods
are listed that show significant potential for raising student
achievement, one is technology and the other is competent one-on-one
tutoring. This last is for me the teaching and learning tool that will
remain throughout “transformation”. This is the relational piece,
necessary for learning. Although on-line media can and does do a lot,
I still think personal engagement is a huge part of learning, whether
it is called facilitation, coaching, teaching, dialogue, etc.. The
dialogue between individuals and groups, where body language, nuances
of tone, behavior, understanding of background and history can all be
used to best promote new understanding and ideas. Maybe this is the
piece that Thomas Friedman referred to in his advice to youth to seek
out the teachers that inspire others. It’s not just about the content,
it’s about the relationship.
primarily geared toward preparing students for citizenship at a local
and national level and for factory work, perhaps “training” versus
“educating”. Students were asked to learn facts and procedures to be
used repeatedly in very similar contexts and situations. This was
certainly true for me. High school science was a sequence of discrete
classes (biology one year, followed by chemistry, followed by
physics…) as if the concepts in each were unrelated to each other. I
remember a huge “aha” moment when I concurrently took calculus and
physics and realized how Newton derived calculus to explain physics
(they should never be taught separately!). College was similar.
However, once in an engineering job, on a single project I was a
mechanical, chemical and electrical engineer, a chemist, manager,
construction manager, writer, purchaser… I had to put it all together.
I think 21st century education is education that asks and enables
students to “put it all together” as they learn.
I found it fascinating that on Dr. Puentedura’s web page, two methods
are listed that show significant potential for raising student
achievement, one is technology and the other is competent one-on-one
tutoring. This last is for me the teaching and learning tool that will
remain throughout “transformation”. This is the relational piece,
necessary for learning. Although on-line media can and does do a lot,
I still think personal engagement is a huge part of learning, whether
it is called facilitation, coaching, teaching, dialogue, etc.. The
dialogue between individuals and groups, where body language, nuances
of tone, behavior, understanding of background and history can all be
used to best promote new understanding and ideas. Maybe this is the
piece that Thomas Friedman referred to in his advice to youth to seek
out the teachers that inspire others. It’s not just about the content,
it’s about the relationship.
HuckleberryFinn
Jun 9, 2010, 8:19:13 PM6/9/10
to Teaching the Google Generation
I felt the same way reading the Vermont Transformation of Education
document. The relational part of teaching/learning, really at the
heart of the process and ourselves as social beings, is missing. I
wonder if this is because it is hard to define, quantify and record?
It is different for each of us, different in each interaction...
really unique to a time, place, situation and hard to pinpoint, yet
key.
document. The relational part of teaching/learning, really at the
heart of the process and ourselves as social beings, is missing. I
wonder if this is because it is hard to define, quantify and record?
It is different for each of us, different in each interaction...
really unique to a time, place, situation and hard to pinpoint, yet
key.
tteacher
Jun 10, 2010, 4:11:18 PM6/10/10
to Teaching the Google Generation
and not just one-on-one tutoring. It is about that connection that you
make with a child.
That feeling when you lock eye and know that something is clicking.
That you are reaching them or they
are reaching for something and you are assisting in that search. That
is, at least for me, why I teach.
Technology is another key that we can use to help open doors and
create links for students and
ourselves....
> > their future, now our past?- Hide quoted text -
>
> - Show quoted text -
make with a child.
That feeling when you lock eye and know that something is clicking.
That you are reaching them or they
are reaching for something and you are assisting in that search. That
is, at least for me, why I teach.
Technology is another key that we can use to help open doors and
create links for students and
ourselves....
>
> - Show quoted text -
tteacher
Jun 10, 2010, 4:42:18 PM6/10/10
to Teaching the Google Generation
I just watched Generation We.
Wow.
At the age of a lot of those kids, I had no clue
what half of the things they spoke of fluently were. Is teaching
different today-it sure is.
I still believe that the power of teaching lies in making those
connections with students that
will help them lift themselves up and strive for more. They are, now
more than ever, looking
for models, support, and someone to connect with.
Teaching them to 'be the change in the world they want to see' is so
important.
We have to be more flexible than those who taught before us simply
because
things are changing so constantly. Technology and what we know and can
do
is in constant change- we have to change and adapt with it, as so many
of our
students already do. We need to be willing to let them teach us as we
navigate
and work more in partnerships with our students than ever before. They
are already
forming partnerships with each other and the world outside their own
ken.
"A nation in decline".... that's not what we wanted or meant to leave
our children
We had better prepare them as best we can to deal it.
Wow.
At the age of a lot of those kids, I had no clue
what half of the things they spoke of fluently were. Is teaching
different today-it sure is.
I still believe that the power of teaching lies in making those
connections with students that
will help them lift themselves up and strive for more. They are, now
more than ever, looking
for models, support, and someone to connect with.
Teaching them to 'be the change in the world they want to see' is so
important.
We have to be more flexible than those who taught before us simply
because
things are changing so constantly. Technology and what we know and can
do
is in constant change- we have to change and adapt with it, as so many
of our
students already do. We need to be willing to let them teach us as we
navigate
and work more in partnerships with our students than ever before. They
are already
forming partnerships with each other and the world outside their own
ken.
"A nation in decline".... that's not what we wanted or meant to leave
our children
We had better prepare them as best we can to deal it.
jacqueline
Jun 11, 2010, 9:19:51 AM6/11/10
to Teaching the Google Generation
My gratitude to Lucie, Huckleberry and tteacher for reflecting on and
deepening what I offered in my posting.
I hope to use this course to find out if I can use technology for
seemingly paradoxical results: to use the immediacy and incredible
speed of Internet based technology to actually slow down the rush and
tumult of a typical school day and create the space for for teens to
experience their interconnection with each other and the larger world
beyond Franklin county that many of my kids never leave. A very fine
teacher once taught me that a great truth always lives within a
paradox. I am seeking a glimpse of such a truth.
deepening what I offered in my posting.
I hope to use this course to find out if I can use technology for
seemingly paradoxical results: to use the immediacy and incredible
speed of Internet based technology to actually slow down the rush and
tumult of a typical school day and create the space for for teens to
experience their interconnection with each other and the larger world
beyond Franklin county that many of my kids never leave. A very fine
teacher once taught me that a great truth always lives within a
paradox. I am seeking a glimpse of such a truth.
Lucie deLaBruere
Jun 11, 2010, 6:44:57 PM6/11/10
to Teaching the Google Generation
The last few folks have really had quite a bit to say about
'relationship' building.
What do you think the chances are that this can happen in online and
virtual enironments?
More? Less?
I'm getting some training right now in a virtual world calld Quest
Atlantis. Looking forward to playing with it more to see how the
social interaction works.
Much of today's most popular tools fall in the catgory of social
media. People are hungry for it. Can educators capitalze on this.
Should school's stop banning Facebook and other social tools?
Lucie
'relationship' building.
What do you think the chances are that this can happen in online and
virtual enironments?
More? Less?
I'm getting some training right now in a virtual world calld Quest
Atlantis. Looking forward to playing with it more to see how the
social interaction works.
Much of today's most popular tools fall in the catgory of social
media. People are hungry for it. Can educators capitalze on this.
Should school's stop banning Facebook and other social tools?
Lucie
Message has been deleted
hazy_vermonter
Jun 12, 2010, 7:42:42 PM6/12/10
to Teaching the Google Generation
I believe that the basic skills of reading, writing and mathmetics
will survive into the future. However, I firmly do believe that as we
teach those basic skills, we educators must not ignore the disruptive
innovations of which Scott McLeod speaks. If we do not move from the
20th century teaching methods (as Karin er Huckleberry aptly stated
above) that were designed to train the masses, our children are not
going to be prepared to take on the increasingly complicated global
problems of their 21st century world.
As part of one of my classes this year, I attended the Dine and
Discuss with Scott McLeod. In his presentation -- http://scottmcleod.org/2010CVEDC.ppt
-- he compared a 1900 classroom with one of our 2010 classrooms
(slides 65 and 66). Frankly, despite the LCD projector and various
technologies on a cart, the classrooms did not look much different.
It
was shocking.
This past year I taught a digital citizenship unit based on the 9
elements of Digital Citizenship by Mike Ribble. I showed the YouTube
-- http://www.youtube.com/watch?v=hF2LSjMlC4I -- to my students. I
had
one of my students read the text aloud as the video played. At the
end, they clapped enthusiastically. Our students have made the shift
to this 21st century world. They are plugged in. They are connected.
They are deciding what is relevant and what is not.
One important skill we must teach students is how to evaluate
resources. We can start by modeling for young students how we
determine which resources to share with them and why. We can show
young students how we find resources. We can share our school's
databases, Google scholar -- is there a kids' version out there? --
and authoritative websites for research. Then when they are middle
schoolers we can give them the tools to find resources themselves. As
I librarian, I've struggled to find a tool to help students find good
resources. I hear Debbie Abilock, who spoke at Dynamic Landscapes,
who
criticized those of us -- like me -- who had students fill out long
forms to evaluate web resources. I think she might be onto something,
but I prefer Alan November's anagram: REAL.
R = Read the URL
E = Examine the content
A = Ask about the author and publisher
L = Look at the Links
We as educators need to make the shift to more individualized,
personal learning, as McLeod suggests. We have to give our students
opportunities to create digitally, communicate digitally and
collaborate digitally, so they are prepared for this new era.
McLeod's
call for change now is an important one to hear. He's right -- we can
better respond to the needs of students whom we are currently not
serving by our classrooms in Slide 65, with this disruptive
innovation
in pilot programs. And then quickly move the rest of our classrooms
into the new paradigm so no child is left behind.
My dream job description:
* Learning architect
* Connected Learning Incubator
* Modeler
* Learning concierge
* Synthesizer
* Network sherpa
* Change agent
As for the question whether it is possible to build relationships
digitally,
absolutely. People of all ages are dating online, meeting others
online, communicating online. I enjoy reaching out to experts online
and seeing if they respond. Some do; some don't. At the Dynamic
Landscapes conference I spoke of, I saw woman I had befriended after
taking her course and I hadn't seen in some time. I noticed that she
had changed her name and inquired whether she had remarried
or was going by her maiden name. She was positively glowing as she
told me she had
gotten married and encouraged me to check out her wedding photos on
Facebook. When I
asked how she had met her beau, she responded: I met him online.
On the question of Facebook, I am less sure of using this platform in
schools. Dr. Ruben Puentedura advised against using Facebook in
classrooms earlier this year. I hope I'm not misinterpreting him.
Facebook was a source of discussion on the library listserv recently,
with librarians discussing whether to create Facebook pages for their
schools and libraries. Another disruptive innovation?
will survive into the future. However, I firmly do believe that as we
teach those basic skills, we educators must not ignore the disruptive
innovations of which Scott McLeod speaks. If we do not move from the
20th century teaching methods (as Karin er Huckleberry aptly stated
above) that were designed to train the masses, our children are not
going to be prepared to take on the increasingly complicated global
problems of their 21st century world.
As part of one of my classes this year, I attended the Dine and
Discuss with Scott McLeod. In his presentation -- http://scottmcleod.org/2010CVEDC.ppt
-- he compared a 1900 classroom with one of our 2010 classrooms
(slides 65 and 66). Frankly, despite the LCD projector and various
technologies on a cart, the classrooms did not look much different.
It
was shocking.
This past year I taught a digital citizenship unit based on the 9
elements of Digital Citizenship by Mike Ribble. I showed the YouTube
-- http://www.youtube.com/watch?v=hF2LSjMlC4I -- to my students. I
had
one of my students read the text aloud as the video played. At the
end, they clapped enthusiastically. Our students have made the shift
to this 21st century world. They are plugged in. They are connected.
They are deciding what is relevant and what is not.
One important skill we must teach students is how to evaluate
resources. We can start by modeling for young students how we
determine which resources to share with them and why. We can show
young students how we find resources. We can share our school's
databases, Google scholar -- is there a kids' version out there? --
and authoritative websites for research. Then when they are middle
schoolers we can give them the tools to find resources themselves. As
I librarian, I've struggled to find a tool to help students find good
resources. I hear Debbie Abilock, who spoke at Dynamic Landscapes,
who
criticized those of us -- like me -- who had students fill out long
forms to evaluate web resources. I think she might be onto something,
but I prefer Alan November's anagram: REAL.
R = Read the URL
E = Examine the content
A = Ask about the author and publisher
L = Look at the Links
We as educators need to make the shift to more individualized,
personal learning, as McLeod suggests. We have to give our students
opportunities to create digitally, communicate digitally and
collaborate digitally, so they are prepared for this new era.
McLeod's
call for change now is an important one to hear. He's right -- we can
better respond to the needs of students whom we are currently not
serving by our classrooms in Slide 65, with this disruptive
innovation
in pilot programs. And then quickly move the rest of our classrooms
into the new paradigm so no child is left behind.
My dream job description:
* Learning architect
* Connected Learning Incubator
* Modeler
* Learning concierge
* Synthesizer
* Network sherpa
* Change agent
As for the question whether it is possible to build relationships
digitally,
absolutely. People of all ages are dating online, meeting others
online, communicating online. I enjoy reaching out to experts online
and seeing if they respond. Some do; some don't. At the Dynamic
Landscapes conference I spoke of, I saw woman I had befriended after
taking her course and I hadn't seen in some time. I noticed that she
had changed her name and inquired whether she had remarried
or was going by her maiden name. She was positively glowing as she
told me she had
gotten married and encouraged me to check out her wedding photos on
Facebook. When I
asked how she had met her beau, she responded: I met him online.
On the question of Facebook, I am less sure of using this platform in
schools. Dr. Ruben Puentedura advised against using Facebook in
classrooms earlier this year. I hope I'm not misinterpreting him.
Facebook was a source of discussion on the library listserv recently,
with librarians discussing whether to create Facebook pages for their
schools and libraries. Another disruptive innovation?
Lucie deLaBruere
Jun 13, 2010, 7:31:43 AM6/13/10
to teaching-the-go...@googlegroups.com
Dear Hazy,
I'd love to hear more about your Digital Citizenship Unit. Do you have some materials in digital format?
In your post you mention
"we can better respond to the needs of students whom we are currently not
serving by our classrooms in Slide 65, with this disruptive innovation
in pilot programs. And then quickly move the rest of our classrooms
into the new paradigm so no child is left behind."
Can you create a image for us of what this new paradigm might look like in a classroom (which disruptive innovation? what do you mean by pilot"? do you have any ideas?
--
Lucie deLaBruere
www.LearningWithLucie.com
www.InfiniteThinking.org
Tech Integration Specialist - St. Albans City Schoool
http://twitter.com/techsavvygirl
Work: 802 527 0565 x 3206
Cell: 802 752 6086
ldela...@gmail.com
--------------------------------------
Nothing is really work unless you would rather be doing something else.
- James M. Barrie
---------------------------------------
I'd love to hear more about your Digital Citizenship Unit. Do you have some materials in digital format?
In your post you mention
"we can better respond to the needs of students whom we are currently not
serving by our classrooms in Slide 65, with this disruptive innovation
in pilot programs. And then quickly move the rest of our classrooms
into the new paradigm so no child is left behind."
On Sat, Jun 12, 2010 at 7:22 PM, hazy_vermonter <sharon.ta...@gmail.com> wrote:
I believe that the basic skills of reading, writing and mathmetics
will survive into the future. However, I firmly do believe that as we
teach those basic skills, we educators must not ignore the disruption
As for the question about building relationships digitally,
absolutely. People of all ages are dating online, meeting others
online, communicating online. I enjoy reaching out to experts online
and seeing if they respond. Some do; some don't. At the Dynamic
Landscapes conference I spoke of, I saw woman I had befriended after
taking her course and I hadn't seen in some time. I noticed that she
had changed her name and inquired whether she was going by her married
or maiden name. She was positively glowing as she told me she had
gotten married and to check out her wedding photos on Facebook. When I
asked how she had met her beau, she responded: I met him online.
On May 22, 7:30 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:
On May 22, 7:30 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:
--
Lucie deLaBruere
www.LearningWithLucie.com
www.InfiniteThinking.org
Tech Integration Specialist - St. Albans City Schoool
http://twitter.com/techsavvygirl
Work: 802 527 0565 x 3206
Cell: 802 752 6086
ldela...@gmail.com
--------------------------------------
Nothing is really work unless you would rather be doing something else.
- James M. Barrie
---------------------------------------
hazy_vermonter
Jun 13, 2010, 12:57:00 PM6/13/10
to Teaching the Google Generation
Here is my Digital Citizenship unit: http://adigitalcitizen.pbworks.com/
-- Full information about the unit is located on the home page under
the "unit link." Unfortunately, I didn't have time to pursue all the
lessons here. I meet with my 7th graders once a week for 40 minutes --
not a lot of time. They did become experts on at least one aspect of
Digital Citizenship by reading, listening or watching. We ended this
year with their producing either a content-rich comic (created with
ToonDoo) or a content-rich movie (produced with XtraNormal) related to
their element of Digital Citizenship -- etiquette, business, law,
rights & responsibilities, health & wellness, and security. They did
not have an opportunity to share their presentations with the 5/6. But
they did revise their PLNs and wrote a reflective piece on their
growth.
Next year, I hope I can combine pieces of the above unit with the unit
on Research and Information Fluency I hope to produce for this class.
My goal is for them to become better searchers and finders of
authoritative sites related to their topic (for this unit and then
apply these skills to their other research projects), produce a wiki
page to teach the 5/6 and then follow through with their own lessons
for the 5/6. We'll see.
My interpretation of McLeod's call for "pilots" modeling disruptive
innovation for schools is that schools could create "a school within
the school" that would target home schoolers, students who have left
their school for a magnet school, or students who are not thriving for
one reason or another in our traditional classrooms and provide a
place for these students to have one on one laptops/Netbooks and
direct their own learning instead of having a teacher direct the
learning for them. This "school within the school" would not focus on
myriad standards but instead shift to ensuring students had skills to
learn independently and thoroughly using technology. I see
individualized plans for each of these students based on their
passions and curiosity. The basic skills of reading, writing and math
would be taught as well but the reading and writings would focus on
the students' passions and the math would -- as much as possible -- as
well. Students would reach out through the Web to experts. Teachers in
this "school within a school" would learn side by side with their
students -- allowing for hands-on learning, frequent field trips --
either physically or virtually -- and collaboration with learners of
similar ilk.
I think McLeod is saying that schools need to jump to create these
pilot programs now and quickly have the rest of the school follow
suit. Didn't he say that 2019 is predicted to be the year that 50
percent of courses would be online? I think he is hopeful that U.S.
schools will make this shift so that our students will thrive in this
new global economy.
> > --http://www.youtube.com/watch?v=hF2LSjMlC4I-- to my students. I had
> ldelabru...@gmail.com
-- Full information about the unit is located on the home page under
the "unit link." Unfortunately, I didn't have time to pursue all the
lessons here. I meet with my 7th graders once a week for 40 minutes --
not a lot of time. They did become experts on at least one aspect of
Digital Citizenship by reading, listening or watching. We ended this
year with their producing either a content-rich comic (created with
ToonDoo) or a content-rich movie (produced with XtraNormal) related to
their element of Digital Citizenship -- etiquette, business, law,
rights & responsibilities, health & wellness, and security. They did
not have an opportunity to share their presentations with the 5/6. But
they did revise their PLNs and wrote a reflective piece on their
growth.
Next year, I hope I can combine pieces of the above unit with the unit
on Research and Information Fluency I hope to produce for this class.
My goal is for them to become better searchers and finders of
authoritative sites related to their topic (for this unit and then
apply these skills to their other research projects), produce a wiki
page to teach the 5/6 and then follow through with their own lessons
for the 5/6. We'll see.
My interpretation of McLeod's call for "pilots" modeling disruptive
innovation for schools is that schools could create "a school within
the school" that would target home schoolers, students who have left
their school for a magnet school, or students who are not thriving for
one reason or another in our traditional classrooms and provide a
place for these students to have one on one laptops/Netbooks and
direct their own learning instead of having a teacher direct the
learning for them. This "school within the school" would not focus on
myriad standards but instead shift to ensuring students had skills to
learn independently and thoroughly using technology. I see
individualized plans for each of these students based on their
passions and curiosity. The basic skills of reading, writing and math
would be taught as well but the reading and writings would focus on
the students' passions and the math would -- as much as possible -- as
well. Students would reach out through the Web to experts. Teachers in
this "school within a school" would learn side by side with their
students -- allowing for hands-on learning, frequent field trips --
either physically or virtually -- and collaboration with learners of
similar ilk.
I think McLeod is saying that schools need to jump to create these
pilot programs now and quickly have the rest of the school follow
suit. Didn't he say that 2019 is predicted to be the year that 50
percent of courses would be online? I think he is hopeful that U.S.
schools will make this shift so that our students will thrive in this
new global economy.
>
> --------------------------------------
> Nothing is really work unless you would rather be doing something else.
> - James M. Barrie
> ---------------------------------------- Hide quoted text -
> --------------------------------------
> Nothing is really work unless you would rather be doing something else.
> - James M. Barrie
HuckleberryFinn
Jun 13, 2010, 7:04:24 PM6/13/10
to Teaching the Google Generation
I am thinking about your first line (basic skills will survive) and
how in the Vermont Transformation document it seemed clear that all
the same content (and more!) than we learned when we were in school is
expected to be mastered by our students, along with learning new
technologies, etc. etc. It may seem overwhelming as we are asked to
teach more and more. It seems clear to me that technology so needs to
be integrated into every classroom, so students are learning about it
as they learn basic skills and content, and using it to facilitate
learning content in perhaps a more efficient way than we did (well,
for me, so many years ago!).
On Jun 12, 7:42 pm, hazy_vermonter <sharon.taylor.ha...@gmail.com>
wrote:
> > their future, now our past?- Hide quoted text -
how in the Vermont Transformation document it seemed clear that all
the same content (and more!) than we learned when we were in school is
expected to be mastered by our students, along with learning new
technologies, etc. etc. It may seem overwhelming as we are asked to
teach more and more. It seems clear to me that technology so needs to
be integrated into every classroom, so students are learning about it
as they learn basic skills and content, and using it to facilitate
learning content in perhaps a more efficient way than we did (well,
for me, so many years ago!).
On Jun 12, 7:42 pm, hazy_vermonter <sharon.taylor.ha...@gmail.com>
wrote:
> I believe that the basic skills of reading, writing and mathmetics
> will survive into the future. However, I firmly do believe that as we
> teach those basic skills, we educators must not ignore the disruptive
> innovations of which Scott McLeod speaks. If we do not move from the
> 20th century teaching methods (as Karin er Huckleberry aptly stated
> above) that were designed to train the masses, our children are not
> going to be prepared to take on the increasingly complicated global
> problems of their 21st century world.
>
> As part of one of my classes this year, I attended the Dine and
> Discuss with Scott McLeod. In his presentation --http://scottmcleod.org/2010CVEDC.ppt
> will survive into the future. However, I firmly do believe that as we
> teach those basic skills, we educators must not ignore the disruptive
> innovations of which Scott McLeod speaks. If we do not move from the
> 20th century teaching methods (as Karin er Huckleberry aptly stated
> above) that were designed to train the masses, our children are not
> going to be prepared to take on the increasingly complicated global
> problems of their 21st century world.
>
> As part of one of my classes this year, I attended the Dine and
> -- he compared a 1900 classroom with one of our 2010 classrooms
> (slides 65 and 66). Frankly, despite the LCD projector and various
> technologies on a cart, the classrooms did not look much different.
> It
> was shocking.
>
> This past year I taught a digital citizenship unit based on the 9
> elements of Digital Citizenship by Mike Ribble. I showed the YouTube
> --http://www.youtube.com/watch?v=hF2LSjMlC4I-- to my students. I
> (slides 65 and 66). Frankly, despite the LCD projector and various
> technologies on a cart, the classrooms did not look much different.
> It
> was shocking.
>
> This past year I taught a digital citizenship unit based on the 9
> elements of Digital Citizenship by Mike Ribble. I showed the YouTube
hazy_vermonter
Jun 13, 2010, 11:15:59 PM6/13/10
to Teaching the Google Generation
Huckleberry,
Indeed. It's a lot -- "a mile wide and an inch deep," as Scott McLeod
would describe U.S. education with its myriad standards. Perhaps one
of the shortcomings of the Vermont Transformation is that it doesn't
take on this issue and encourage instead deep learning of fewer
topics.
> > --http://www.youtube.com/watch?v=hF2LSjMlC4I--to my students. I
> > - Show quoted text -- Hide quoted text -
Indeed. It's a lot -- "a mile wide and an inch deep," as Scott McLeod
would describe U.S. education with its myriad standards. Perhaps one
of the shortcomings of the Vermont Transformation is that it doesn't
take on this issue and encourage instead deep learning of fewer
topics.
tteacher
Jun 14, 2010, 5:43:57 PM6/14/10
to Teaching the Google Generation
More or equal. In some ways it is safer to share and invest in on-line
discussions. A few people may know who you are, but there is a safety
in being 'part of the crowd'. It also makes it easier to just speak
your mind. Face to face for some of us can be difficult. I find
sometimes though that there is difficulty in interpreting sublties in
typed text. This is doubtless a new skill for those of us who were not
born texting to work on!
discussions. A few people may know who you are, but there is a safety
in being 'part of the crowd'. It also makes it easier to just speak
your mind. Face to face for some of us can be difficult. I find
sometimes though that there is difficulty in interpreting sublties in
typed text. This is doubtless a new skill for those of us who were not
born texting to work on!
tteacher
Jun 14, 2010, 5:47:07 PM6/14/10
to Teaching the Google Generation
Just imagine if we could let them generate the topic, run with it and
we just tossed in the little bits (standards, assessments, etc.) as
they went a long. More than once students have shown frustration with
the fact that we are finished with a unit-when they clearly would have
loved to explore in-depth.
On Jun 13, 11:15 pm, hazy_vermonter <sharon.taylor.ha...@gmail.com>
wrote:
> > > --http://www.youtube.com/watch?v=hF2LSjMlC4I--tomy students. I
we just tossed in the little bits (standards, assessments, etc.) as
they went a long. More than once students have shown frustration with
the fact that we are finished with a unit-when they clearly would have
loved to explore in-depth.
On Jun 13, 11:15 pm, hazy_vermonter <sharon.taylor.ha...@gmail.com>
wrote:
cla...@sacsvt.org
Jun 15, 2010, 11:06:34 AM6/15/10
to Teaching the Google Generation
Technology is enhancing the way we teach things. At first, technology
seems to be overwhelming especially for the past century teachers.
The 21st century teacher is presented with many more tools and skills
for interactive teaching. These skills and tools just need to be
learned. The biggest thing is integration. All of the tools these
days, allow the teachers and learners to integrate learning with the
use of tech skills and tools. In centuries past, teaching was
teaching. Now teaching is teaching with new abilities to integrate.
The basics of all subject areas are going to stand the test of time.
What I mean by that is computation skills in math, fluency in reading
and sentence structure in writing. Those are just a few examples.
The core content of any subject will never change, the delivery is the
only thing that can change and probably will.
The way that we deliver our skills, testing of students and the way
that they learn all are things that have to change and will in my
eyes. Students are always going to need the basics but the extras are
what they really are going need to survive in the real world.
seems to be overwhelming especially for the past century teachers.
The 21st century teacher is presented with many more tools and skills
for interactive teaching. These skills and tools just need to be
learned. The biggest thing is integration. All of the tools these
days, allow the teachers and learners to integrate learning with the
use of tech skills and tools. In centuries past, teaching was
teaching. Now teaching is teaching with new abilities to integrate.
The basics of all subject areas are going to stand the test of time.
What I mean by that is computation skills in math, fluency in reading
and sentence structure in writing. Those are just a few examples.
The core content of any subject will never change, the delivery is the
only thing that can change and probably will.
The way that we deliver our skills, testing of students and the way
that they learn all are things that have to change and will in my
eyes. Students are always going to need the basics but the extras are
what they really are going need to survive in the real world.
Maggie
Jun 16, 2010, 2:44:38 PM6/16/10
to Teaching the Google Generation
In my position as a counselor, I feel I have a moral ethic to address
Facebook and its uses and abuses with students, especially at the
middle school level. I would not take it on as a class wide
project!! The spectrum of what kids have been exposed to and what
they are aware of is too wide. There are so many aspects of social
networking that needs to be addressed. I am sad that it is one more
obligation that educators have taken over for many families, but left
undone there may be serious consequences for the kids. As Friedman
noted, due to digital imprints our kids can have no past! A private
one, that is. I am amazed at the language, comments, and connotations
that adolescents use freely on these sites. They can also be very
cruel to each other. New Hampshire has just enacted a cyberbullying
law. That is a good thing, but I'll be anxious to see how it is
carried out and enforced. The antisocial behaviors are often at leat
two way. Do I want to police internet interactions?? No, thankyou.
But i do work with kids individually or in small groups to discuss the
purpose of these sites and how they should be used. If a student is
bothered by something going on in the sites, we strategize and problem
solve ways to deal with it. Is this the type of problem solving that
NETS is aiming to address? I am also concerned about the range of
ages that mingle on these sites. I am not comfortable with adults,
students, teens, adolescents, elementary kids all viewing, sharing,
and posting. Often kids regret things they have shared. I suppose
that addresses the Critical Thinking and Decision Making; maybe even
the Life and Career skills.
Facebook and its uses and abuses with students, especially at the
middle school level. I would not take it on as a class wide
project!! The spectrum of what kids have been exposed to and what
they are aware of is too wide. There are so many aspects of social
networking that needs to be addressed. I am sad that it is one more
obligation that educators have taken over for many families, but left
undone there may be serious consequences for the kids. As Friedman
noted, due to digital imprints our kids can have no past! A private
one, that is. I am amazed at the language, comments, and connotations
that adolescents use freely on these sites. They can also be very
cruel to each other. New Hampshire has just enacted a cyberbullying
law. That is a good thing, but I'll be anxious to see how it is
carried out and enforced. The antisocial behaviors are often at leat
two way. Do I want to police internet interactions?? No, thankyou.
But i do work with kids individually or in small groups to discuss the
purpose of these sites and how they should be used. If a student is
bothered by something going on in the sites, we strategize and problem
solve ways to deal with it. Is this the type of problem solving that
NETS is aiming to address? I am also concerned about the range of
ages that mingle on these sites. I am not comfortable with adults,
students, teens, adolescents, elementary kids all viewing, sharing,
and posting. Often kids regret things they have shared. I suppose
that addresses the Critical Thinking and Decision Making; maybe even
the Life and Career skills.
> I believe that the basic skills of reading, writing and mathmetics
> will survive into the future. However, I firmly do believe that as we
> teach those basic skills, we educators must not ignore the disruptive
> innovations of which Scott McLeod speaks. If we do not move from the
> 20th century teaching methods (as Karin er Huckleberry aptly stated
> above) that were designed to train the masses, our children are not
> going to be prepared to take on the increasingly complicated global
> problems of their 21st century world.
>
> As part of one of my classes this year, I attended the Dine and
> Discuss with Scott McLeod. In his presentation --http://scottmcleod.org/2010CVEDC.ppt
> will survive into the future. However, I firmly do believe that as we
> teach those basic skills, we educators must not ignore the disruptive
> innovations of which Scott McLeod speaks. If we do not move from the
> 20th century teaching methods (as Karin er Huckleberry aptly stated
> above) that were designed to train the masses, our children are not
> going to be prepared to take on the increasingly complicated global
> problems of their 21st century world.
>
> As part of one of my classes this year, I attended the Dine and
> -- he compared a 1900 classroom with one of our 2010 classrooms
> (slides 65 and 66). Frankly, despite the LCD projector and various
> technologies on a cart, the classrooms did not look much different.
> It
> was shocking.
>
> This past year I taught a digital citizenship unit based on the 9
> elements of Digital Citizenship by Mike Ribble. I showed the YouTube
> --http://www.youtube.com/watch?v=hF2LSjMlC4I-- to my students. I
> (slides 65 and 66). Frankly, despite the LCD projector and various
> technologies on a cart, the classrooms did not look much different.
> It
> was shocking.
>
> This past year I taught a digital citizenship unit based on the 9
> elements of Digital Citizenship by Mike Ribble. I showed the YouTube
Maggie
Jun 16, 2010, 3:02:35 PM6/16/10
to Teaching the Google Generation
than learning rote facts. Education today encourages creativity and
innovation and independent thinking. There is an emphasis on
collaboration and learning to work as a part of a team.
Character education and value on moral behavior has stood the test of
time. It has become more difficult to address in education today, but
continues to be an important component. What used to be "Conduct" may
now be given the title "Citizenship." It is still a measure of how
one deals with and displays respectful behaviors to others.
Education needs to develop programs and invest resources to address At
Risk kids. As pointed out in one of the videos, manual and unskilled
labor forces are dropping drastically. Competition for jobs will be
fierce. Do we allow for the kids who work hard to achieve a chance
to excel and advance and at the same time address the behavioral and
cognitive challenges of others in the same classroom? It seems that
this takes away from the individual needs of all students. How can a
teacher possibly meet the needs of all kids? Yet we do not have
resources to develop more individualized programs if a student is not
on an IEP.
Sue W.
Jun 17, 2010, 1:39:35 AM6/17/10
to Teaching the Google Generation
Mostly what is different about 21st century teaching at this point is
not too much, since many, if not most, of today's teachers were
educated in the the 20th Century. But the learners are solidly in the
21st century, and this is where the disconect happens. True 21st
Century teaching would seamlessly integrate technology with every
aspect of learning.
The exciting thing is that we are the pioneers of this new age. What
we are learning now might last, or might be replaced before it is even
used in the classroom. The important thing is being open to new ways
of doing the things that we think should stand the test of time. I
agree with the lovely thoughts that patience, humility, etc., the
attributes of any excellent teacher, will endure and survive any
fluctuations in educational practices.
Coming in on this discussion late-ish, I am excited by what others
have brought to the post. I want to discuss much much more about the
social networking issue, I can't wait to look into the digital
citizenship unit, and on and on. I can hardly wait for Monday and the
"real" start to this class!
not too much, since many, if not most, of today's teachers were
educated in the the 20th Century. But the learners are solidly in the
21st century, and this is where the disconect happens. True 21st
Century teaching would seamlessly integrate technology with every
aspect of learning.
The exciting thing is that we are the pioneers of this new age. What
we are learning now might last, or might be replaced before it is even
used in the classroom. The important thing is being open to new ways
of doing the things that we think should stand the test of time. I
agree with the lovely thoughts that patience, humility, etc., the
attributes of any excellent teacher, will endure and survive any
fluctuations in educational practices.
Coming in on this discussion late-ish, I am excited by what others
have brought to the post. I want to discuss much much more about the
social networking issue, I can't wait to look into the digital
citizenship unit, and on and on. I can hardly wait for Monday and the
"real" start to this class!
Val
Jun 17, 2010, 8:31:19 AM6/17/10
to Teaching the Google Generation
The part of 21st century teaching and learning that is different is
the whole connection to the outside world and being part of a global
community. Of course the amount of information available is vastly
different. That also leads to teaching kids how to deal with and use
this information in a safe, productive way is different. I feel as an
educator, I have a much greater responsibility to my students to also
educate them about being safe in how they access and use the
information that is available.
What has stood the test of time is teaching our students how to think,
create, analyze, problem solve, etc. . These do not depend on the
content or the tools, but on the teaching. A student can be inspired
by a teacher in many ways with or without technology.
Education needs to change to teach kids how to deal with this vast
amount of information and use it to their benefit.
the whole connection to the outside world and being part of a global
community. Of course the amount of information available is vastly
different. That also leads to teaching kids how to deal with and use
this information in a safe, productive way is different. I feel as an
educator, I have a much greater responsibility to my students to also
educate them about being safe in how they access and use the
information that is available.
What has stood the test of time is teaching our students how to think,
create, analyze, problem solve, etc. . These do not depend on the
content or the tools, but on the teaching. A student can be inspired
by a teacher in many ways with or without technology.
Education needs to change to teach kids how to deal with this vast
amount of information and use it to their benefit.
Val
Jun 17, 2010, 8:46:12 AM6/17/10
to Teaching the Google Generation
I think that for many of our students the relationship piece is more
important than ever. The family structure and relationships seem to be
very inconsistent for many of our students. Nothing can replace one
on one interaction between a teacher and a student or between any two
people. I found for many students the best motivator is the
relationship that is formed with that student.
important than ever. The family structure and relationships seem to be
very inconsistent for many of our students. Nothing can replace one
on one interaction between a teacher and a student or between any two
people. I found for many students the best motivator is the
relationship that is formed with that student.
Val
Jun 17, 2010, 8:52:02 AM6/17/10
to Teaching the Google Generation
I am also looking forward to discussions on the social networking
issue. I am finding as a teacher and a parent, an ever increasing need
to teach kids how to use this responsibly. They really need to know
the long lasting implications of what they put out there. I would like
to be able to do a better job of helping kids understand this.
issue. I am finding as a teacher and a parent, an ever increasing need
to teach kids how to use this responsibly. They really need to know
the long lasting implications of what they put out there. I would like
to be able to do a better job of helping kids understand this.
Neal
Jun 17, 2010, 4:52:32 PM6/17/10
to Teaching the Google Generation
I'm struck by our necessary focus on 21st CT learning and technology,
even as schools struggle under the guns of NECAPS, NCLB, etc.
sometimes it feels like the "wanting to soar with eagles while up to
eyeballs in alligators".
I'm also struck by 21st CT money going to 21st CT technology
corporations. I trust we've all heard of the "military-industrial
complex"; I'm sensing a growing "educational-technology corporation
complex". Sure, I'm drawn to technology, employ it extensively, and
acknowledge that it surrounds us to the point of becoming reality (in
a world where "reality tv" can seriously continue to be called just
that).
Yet, how can our youth be "digital citizens" when they can't read well
or do basic math, much less debate respectfully and synthesize
critically? Yes, one answer is "They HAVE to be, now more than ever."
Perhaps technology holds part of the answer, but as much as I use it,
I remain quite guarded about its promise in our schools. If I could
vote for SmartBoards vs. more SKILLED staff in a support setting (and
doesn't that vote happen all around us, in such subtle ways?)--my vote
would be for skilled staff, and more effective human-to-human
programming.
What is different in the 21st Century? A shrinking middle class, a
growing underclass, teaching and learning and funding of education
that is not honestly addressing the decline in our country -- and a
general acceptance of all of that. Oh, and the integration of
technology (for in-school and out-of-school) learning is different, as
well as the ready and intuitive access youth have to information from
such a wide range of media.
What has stood the test of time? Humans, relationships, the guiding of
the making of meaning, our youths' needs for socialization, and all.
What needs to change? here's a view from an alternative high school
teacher in what can be argued as statistically (FBI crime and drug
stats) the toughest community in VT: I don't want to clip any wings,
yet i do encourage that we ensure our charges have wings (at least
basic skills-- social, emotional, cognitive....) before we decide
we've done enough, we'll push them along, their deficits are too
expensive to remediate. Technology can be part of that, but their true
needs transcend any century.
even as schools struggle under the guns of NECAPS, NCLB, etc.
sometimes it feels like the "wanting to soar with eagles while up to
eyeballs in alligators".
I'm also struck by 21st CT money going to 21st CT technology
corporations. I trust we've all heard of the "military-industrial
complex"; I'm sensing a growing "educational-technology corporation
complex". Sure, I'm drawn to technology, employ it extensively, and
acknowledge that it surrounds us to the point of becoming reality (in
a world where "reality tv" can seriously continue to be called just
that).
Yet, how can our youth be "digital citizens" when they can't read well
or do basic math, much less debate respectfully and synthesize
critically? Yes, one answer is "They HAVE to be, now more than ever."
Perhaps technology holds part of the answer, but as much as I use it,
I remain quite guarded about its promise in our schools. If I could
vote for SmartBoards vs. more SKILLED staff in a support setting (and
doesn't that vote happen all around us, in such subtle ways?)--my vote
would be for skilled staff, and more effective human-to-human
programming.
What is different in the 21st Century? A shrinking middle class, a
growing underclass, teaching and learning and funding of education
that is not honestly addressing the decline in our country -- and a
general acceptance of all of that. Oh, and the integration of
technology (for in-school and out-of-school) learning is different, as
well as the ready and intuitive access youth have to information from
such a wide range of media.
What has stood the test of time? Humans, relationships, the guiding of
the making of meaning, our youths' needs for socialization, and all.
What needs to change? here's a view from an alternative high school
teacher in what can be argued as statistically (FBI crime and drug
stats) the toughest community in VT: I don't want to clip any wings,
yet i do encourage that we ensure our charges have wings (at least
basic skills-- social, emotional, cognitive....) before we decide
we've done enough, we'll push them along, their deficits are too
expensive to remediate. Technology can be part of that, but their true
needs transcend any century.
ace
Jun 18, 2010, 8:43:39 AM6/18/10
to Teaching the Google Generation
Teaching and learning in the 21st century is at its core, knowing how
to master the information landscape, which is vast and constantly
changing. In the past, learning platforms were static and more
predictable, dictated or provided by others, and one dimensional.
Learning how to think and learning how to learn. First, basic skills
are essential. Giving more than a nod to the cultural impact of the
Guttenberg press. The social need to have and share information was
already there. It drove the need to learn how to read. Teachers
always have to be in tune to the needs and differing learning styles
and abilities of their students. This will always be necessary in
order to be able help guide them, and design an appropriate and
meaningful education. We have to continue to teach students how to
ask, what to ask, how to differentiate and how to be relevant, and to
assess and use what they find.
The world of information has already gone global, we have to make sure
our educational system also takes the global view. I thought the Vt
Framework for Transformation document rather simplistic, and could
have been written 20 years ago. Our system has to have aggressive
approach to funding for our students to be connected, productive,
global citizens.
Our students are already “digital natives” and we will have to work
hard to be ahead of that, or at least keep up. We have to know where
they are, what tools they are using and offer them more. Not only in
way of tools, how to assess, use and apply them. I hope that we can
still be able to (in the midst of all the sound, the visuals, the
virtual worlds) to instill the value of learning and how that in
itself will be real enrichment to their lives.
ace
Jun 18, 2010, 8:57:19 AM6/18/10
to Teaching the Google Generation
Ban all social tools? Not all social tools are created equal, and we
have help our kids be able to discern between what's of real
educational value, and what is isn't...and then why. Some social
sites are used as the digital equivalent of passing nasty notes in
class. We have to help kids find social sites that celebrate their
individuality and interests and empowers them. Critical thinking,
decision making skills, responsibile citizenship, and empathy, are
needed to navigate this road.
have help our kids be able to discern between what's of real
educational value, and what is isn't...and then why. Some social
sites are used as the digital equivalent of passing nasty notes in
class. We have to help kids find social sites that celebrate their
individuality and interests and empowers them. Critical thinking,
decision making skills, responsibile citizenship, and empathy, are
needed to navigate this road.
Gary
Jun 18, 2010, 9:07:34 AM6/18/10
to Teaching the Google Generation
One of the striking differences in 21st century teaching is the
attributes of today's learner. "Modern" students are more likely to
be distracted by cell phones, facebook, youtube and other
technological conveniences. Students of today are being exposed to a
vitual world and may be training for a virtual job, one that doesn't
presently exist but may be when they graduate. Teaching today has to
address the distractability of the students. Learning seems to take
place in small packets with rapid delivery. Students need to be
entertained to keep them interested. Information has to be embedded
in the plaes they go online - and it has to be relevant and
interesting.
Teaching, on the other hand, can be strenghtened by the effective use
of social networking. The role of the 21st teacher is to teach
through connectivism. The teacher will have to become the ultimate
facilitator, modeler/change agent/learning concierge/synthesizer.
Two things that bear response to:
The "WE" generation broadcast was far to political for me. It is the
same old "You messed everything up (parent's generation) - it's your
fault and now we have to fix it". GEN-WE. ORG needs to drop the blame
rhetoric and move on - technolgy can help solve our problems but its
the people behind it that give it direction.
The other point is one of student motivation. If as teachers, we
expect them to construct a research project with blogs, social
bookmarking, youtube videos, podcasts and video conferencing, they
have to be motivated. In depth projects like these require a certain
amount of discipline, motivation and reserverance. Wondering how a
teacher can effectively monitor 75 students.
attributes of today's learner. "Modern" students are more likely to
be distracted by cell phones, facebook, youtube and other
technological conveniences. Students of today are being exposed to a
vitual world and may be training for a virtual job, one that doesn't
presently exist but may be when they graduate. Teaching today has to
address the distractability of the students. Learning seems to take
place in small packets with rapid delivery. Students need to be
entertained to keep them interested. Information has to be embedded
in the plaes they go online - and it has to be relevant and
interesting.
Teaching, on the other hand, can be strenghtened by the effective use
of social networking. The role of the 21st teacher is to teach
through connectivism. The teacher will have to become the ultimate
facilitator, modeler/change agent/learning concierge/synthesizer.
Two things that bear response to:
The "WE" generation broadcast was far to political for me. It is the
same old "You messed everything up (parent's generation) - it's your
fault and now we have to fix it". GEN-WE. ORG needs to drop the blame
rhetoric and move on - technolgy can help solve our problems but its
the people behind it that give it direction.
The other point is one of student motivation. If as teachers, we
expect them to construct a research project with blogs, social
bookmarking, youtube videos, podcasts and video conferencing, they
have to be motivated. In depth projects like these require a certain
amount of discipline, motivation and reserverance. Wondering how a
teacher can effectively monitor 75 students.
Message has been deleted
Tim
Jun 18, 2010, 2:03:28 PM6/18/10
to Teaching the Google Generation
The differnce in 21st century teaching and learning is, to me, a shift
of mind set from giving answers that show understanding to creating.
In music, the elements of music, melody, harmony, rhythm, etc., will
not change. However, recognizing quarter, eight and half notes is not
enough. How have these elements been used in the past? How have the
elements been combined to create the Baroque style? the Renaissance
style? Can students compose in this styles? Can students use these
elements express themselves by creating new style? That's what 21
century learning and teaching mean to me. The elements need to be a
means to the end -- not the end.
of mind set from giving answers that show understanding to creating.
In music, the elements of music, melody, harmony, rhythm, etc., will
not change. However, recognizing quarter, eight and half notes is not
enough. How have these elements been used in the past? How have the
elements been combined to create the Baroque style? the Renaissance
style? Can students compose in this styles? Can students use these
elements express themselves by creating new style? That's what 21
century learning and teaching mean to me. The elements need to be a
means to the end -- not the end.
Message has been deleted
kelly
Jun 18, 2010, 8:33:00 PM6/18/10
to Teaching the Google Generation
I believe that the basic skills like reading, writing, and math will
stand the test of time. However, after visiting various sites and
watching a number of videos for this class, I believe we are already
seeing a change in the way those subjects are taught. Education needs
to change to prepare students for their future by making a huge
transformation in both teaching and learning. According to Michael
Horn and Scott Mcleod, we need to begin to customize education to meet
the needs of all children and personalize their learning
(differentiation). Schools need to get on board with all of the new
innovations (disruptive innovations to be exact). I'm not sure how
this would be funded, but I think it is necessary. I think that we are
cheating our kids if we don't.
stand the test of time. However, after visiting various sites and
watching a number of videos for this class, I believe we are already
seeing a change in the way those subjects are taught. Education needs
to change to prepare students for their future by making a huge
transformation in both teaching and learning. According to Michael
Horn and Scott Mcleod, we need to begin to customize education to meet
the needs of all children and personalize their learning
(differentiation). Schools need to get on board with all of the new
innovations (disruptive innovations to be exact). I'm not sure how
this would be funded, but I think it is necessary. I think that we are
cheating our kids if we don't.
Kirsten
Jun 18, 2010, 10:07:41 PM6/18/10
to Teaching the Google Generation
The massive amounts of information that is so readily available to our
students, and the fact that as teachers and parents we cannot control
what our children are exposed to has changed education with both
positive and negative impact. We need to recognize the value of a
teacher as a facilitator and guide through all of this information,
helping them to evaluate it and figure out how to use it. This takes
a lot of pressure off teachers from having to "know everything" and
applies a different kind of pressure in that you really need to think
about what you are asking students to do with all of this
information. We have always had to do this to an extent, but we had
more control of what was available to kids. We still need to teach
kids to be able to communicate in a clear and coherent manner, to read
and think critically, and to apply what they have learned in a problem
solving situation. I am so excited about the opportunities for
students to connect with others versus the typical "pen pal
classroom". I have taught for a long time and realize that it is what
I ask kids to do with the technology and the information and
connections they gather and make as a result, that is most important.
I need to create a meaningful context for them. As they use these
tools, I will also need to provide, more than ever, opportunities for
them to work side by side and talk face to face with others.
Sometimes I am concerned that our interpersonal skills will disappear
if we never have to look someone in the eye as we give and receive
feedback, for example.
students, and the fact that as teachers and parents we cannot control
what our children are exposed to has changed education with both
positive and negative impact. We need to recognize the value of a
teacher as a facilitator and guide through all of this information,
helping them to evaluate it and figure out how to use it. This takes
a lot of pressure off teachers from having to "know everything" and
applies a different kind of pressure in that you really need to think
about what you are asking students to do with all of this
information. We have always had to do this to an extent, but we had
more control of what was available to kids. We still need to teach
kids to be able to communicate in a clear and coherent manner, to read
and think critically, and to apply what they have learned in a problem
solving situation. I am so excited about the opportunities for
students to connect with others versus the typical "pen pal
classroom". I have taught for a long time and realize that it is what
I ask kids to do with the technology and the information and
connections they gather and make as a result, that is most important.
I need to create a meaningful context for them. As they use these
tools, I will also need to provide, more than ever, opportunities for
them to work side by side and talk face to face with others.
Sometimes I am concerned that our interpersonal skills will disappear
if we never have to look someone in the eye as we give and receive
feedback, for example.
Kirsten
Jun 18, 2010, 10:24:05 PM6/18/10
to Teaching the Google Generation
I agree, Maggie. The use of Facebook and other social networking
sites are great, but kids don't always use the best judgement in terms
of what they post. This has carried over in to our school at the 5th
and 6th grade level with a negative impact. It is not something that
we can ignore. There are a lot of students whose parents do not
monitor their use of their pages. The bullying and harassment we have
dealt with this year has all had a tech component, whether it be
online or cell phone. As much as I would like to say that schools
should not "address" this issue, I don't how we can't. I will work
with a new group of students next fall, with whom I hope to loop for a
second year. My plan is to have a "Parent Meeting" at the beginning
of the year as usual, and the use and abuse of Facebook and texting
will be addressed in the hopes of being proactive.
> > --http://www.youtube.com/watch?v=hF2LSjMlC4I--to my students. I
sites are great, but kids don't always use the best judgement in terms
of what they post. This has carried over in to our school at the 5th
and 6th grade level with a negative impact. It is not something that
we can ignore. There are a lot of students whose parents do not
monitor their use of their pages. The bullying and harassment we have
dealt with this year has all had a tech component, whether it be
online or cell phone. As much as I would like to say that schools
should not "address" this issue, I don't how we can't. I will work
with a new group of students next fall, with whom I hope to loop for a
second year. My plan is to have a "Parent Meeting" at the beginning
of the year as usual, and the use and abuse of Facebook and texting
will be addressed in the hopes of being proactive.
Patrick Hayes
Jun 18, 2010, 10:25:15 PM6/18/10
to Teaching the Google Generation
On May 22, 7:30 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:
> What is different about 21st century teaching and learning than the type of teaching and learning of past centuries?
the State of Vermont Transformation Initiative. our focus as educators
will still be reading, writing et. al. but with "digital tools"
instead of text books, and virtual classrooms. It seems like a
rewording of what's been done in the past, but instead of the "feeding
and regurgitating" of the past, we will be posing essential questions
to students and letting them find their own answers. I have found that
this method works at times with the more advanced learners. Also it
appears that there will be more interdisciplinary units in schools. I
enjoy these units because I feel the students desire a deeper
understanding of their research because they can finally see how all
of the disciplines fit together. No more"why do I have to learn this"
comments.
>What has stood the test of time and will probably be part of teaching and learning in any century?
schools. However, these mandates will be coming from state/local
levels instead of the federal government. It seems to be a constant.
But I was glad to see that the essential core subjects will still be
required with enhanced learning opportunities.
>Why does education need to change to prepare students for their future, now our past?
of the internet, and competition for employment is much larger than
when I first started working. GEEZER ALERT...our first computer was a
Leading Edge Model D circa 1985, an IBM clone, and I had to learn DOS
commands in order to operate anything on that computer. I actually
took a class in DOS operation! But now, computers are an everyday part
of life for the majority of my students. I wanted to take this course
so I could not only learn what my students already have, but be able
to add to their knowledge as to what's available for them. I can only
"teach" them what they don't know.
Stacey Tully
Jun 19, 2010, 1:19:48 PM6/19/10
to Teaching the Google Generation
I had to put it all together.
I think 21st century education is education that asks and enables
students to “put it all together” as they learn
I had to respond to this before typing in my own response. I agree
I think 21st century education is education that asks and enables
students to “put it all together” as they learn
with this so much and think it is the biggest difference between this
century and past centuries. An example, social studies and language
arts is often the same class for me. Why separate them?
> On May 22, 7:30 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:
>
>
>
> > What is different about 21st century teaching and learning than the
> > type of teaching and learning of past centuries? What has stood the
>
>
>
> > What is different about 21st century teaching and learning than the
> > test of time and will probably be part of teaching and learning in any
Stacey Tully
Jun 19, 2010, 1:49:07 PM6/19/10
to Teaching the Google Generation
Memorizing facts and regurgitating information to the teacher is
what's different. Learning taking place in the classroom only is
another thing. Guessing what the teacher wants and getting the A for
guessing right is another thing. Today we bring the world to the
students. We collaborate with them and engage them in planning a unit
of study. We are flexible and allow them to be. Learning how to
read, write, and computate math will always be a part of teaching. At
some point though, we have to let go of the "information" we used to
memorize and focus on the NETS and 21st century skills and have them
find the information that fits. The teacher used to be the center of
the classroom. Teachers can no longer be that, we need to have the
students be center with us along them helping them when they need it.
what's different. Learning taking place in the classroom only is
another thing. Guessing what the teacher wants and getting the A for
guessing right is another thing. Today we bring the world to the
students. We collaborate with them and engage them in planning a unit
of study. We are flexible and allow them to be. Learning how to
read, write, and computate math will always be a part of teaching. At
some point though, we have to let go of the "information" we used to
memorize and focus on the NETS and 21st century skills and have them
find the information that fits. The teacher used to be the center of
the classroom. Teachers can no longer be that, we need to have the
students be center with us along them helping them when they need it.
Stacey Tully
Jun 19, 2010, 1:58:03 PM6/19/10
to Teaching the Google Generation
I too agree that parents need to be educated along with their kids.
Unfortunately, until this generation gets out into the world we still
have people who did not grow up with computers. You would think, as
adults, common sense would come into play, but it doesn't. I remember
when we used to educate parents on how your family computer should be
in a public place, but now we have cell phones that get on the
internet anywhere and most kids have them. Pretty hard to monitor
your kid then. What are parents thinking? Why does a fifth grader
need a cell phone with them at all times? Ok, I'm rambling. The
ethical use of technology is such a change to our teaching.
> > > --http://www.youtube.com/watch?v=hF2LSjMlC4I--tomy students. I
> > > - Show quoted text -- Hide quoted text -
Unfortunately, until this generation gets out into the world we still
have people who did not grow up with computers. You would think, as
adults, common sense would come into play, but it doesn't. I remember
when we used to educate parents on how your family computer should be
in a public place, but now we have cell phones that get on the
internet anywhere and most kids have them. Pretty hard to monitor
your kid then. What are parents thinking? Why does a fifth grader
need a cell phone with them at all times? Ok, I'm rambling. The
ethical use of technology is such a change to our teaching.
Bella
Jun 20, 2010, 1:37:22 PM6/20/10
to Teaching the Google Generation
One of the main difference in my opinion is the amount of knowledge
the students have to acquire. In today's society, just the amount of
vocabulary in a dictionary has multipled many times compare to past
centuries. Today's students know more about the world than past
students did. The reason for that? Technology! They have access to
so much more information than students used to. In the beginning, the
main population could not even read, they were not able too and when
the press arrived and made publications more cost effective and
available to a bigger crowd, then people started to want to know how
to read and needed it. Now with all the technology available to our
students...they want and need to read to be able to have access to all
the information that is available to them. They want to learn so many
things and today's technology makes it possible for them. My son
wanted to make a website about his love of scootering and his dad
suggested that he makes a blog on blogspot. He opened the computer,
looked up the site and self taught himself how to do it and he was
only 9 years old! of course with parents permission, supervision and
rss feed to see all that he posts is appropriate and all, but the
important things here is that he wanted to share something but didn't
know how. Dad directed him in the right way and our son learned by
himself how to achieve his goal. That is what 21st century teaching
and learning is all about!
In the 21st century teaching, we guide students in the discovery of
the subject matter needed to be taught. It doesn't matter at what
time math is or in which room of the school or even if it's at school
(the building). As long as they access the information, learn it and
show their knowledge of it and make use of it in such a way that
reflects the global community and how it will be used in their future
(we think!). Today's students need to analyze and synthesize all this
information available to them, learn it quickly, be creative with it
and work well in groups. Before, we needed to know the basics, learn
it in a specific time frame, and there was not much creativity there
all sitting in a row, learning by heart, taking multiple choice tests
and very few work group were offered. Today, we need to work globally
as teachers and students to be prepared for this globalization society
we live in. A subject like mine, foreign language, which was once
considered for the elite is now a necessity for students in order to
participate and communicate properly with the rest of the world. It
is part of their future now. Today's kids not only have to pass a
test as they used to to prove they have learned something, but they
have to prove they know how to use it in life, they have to
demonstrate their competence.
One thing that will probably stay is the need for teachers and to
acquire knowledge in order to survive. We will always be needed to
guide and direct students in the right directions to learn the things
that students in whatever century need to learn. We will always need
people to teach students the proper way of being, of doing things, of
communicating with others, of exploring the world around them and
experiencing life in such a way that they will be ready to enter the
world of adulthood and the workforce. They need to know how to
interact with the earth and learn to live off it as before, but now we
also need to teach them how to sustain it and keep it good for our
future generations.
Education need to change to better prepare students for their future.
Why? Because the way we teach kids today is not the way they learn
and the way they will be using the information they need to use in
their future jobs. They need to all have a computer at their
fingertip and use it everyday...that's what they will use on the
workforce in many different shapes and sizes. They need the
experience and the knowledge of all those programs, apps, mobile
devices, etc If we, as educators, don't use them and don't show them
how to use it and make them relevant into their lives and show them
how it will be used in the workforce, how are they expected to survive
in a world of technology and globalization? For many different
reasons, textbooks are more likely to dissappear. They need to know
where to find the information that used to be in them and how to
discipher all that information they find, is it relevant or not? is it
someone's opinion or hard facts? Schools are running out of spaces
and some schools are closing because of the population demography.
Where are these students to go? Our education need to change for them
too. We need to exploit the notion of distance learning more than for
colleges and universities. Why not use our technology to include
students who are home schooled via the web? Why not include students
who do not have Foreign language in their school to be part of our
class and earn their credits that way? With budget cuts, lack of
experts, shortage of teachers, etc, there are many more reasons why
education as it is needs to change. But in order for it to happen, we
need to have technology literate teachers. Students need to be
prepared for their future which does not include taking multiple
choice tests, writing on a chalk board or handing in paper reports for
which they found the information in textbooks.
the students have to acquire. In today's society, just the amount of
vocabulary in a dictionary has multipled many times compare to past
centuries. Today's students know more about the world than past
students did. The reason for that? Technology! They have access to
so much more information than students used to. In the beginning, the
main population could not even read, they were not able too and when
the press arrived and made publications more cost effective and
available to a bigger crowd, then people started to want to know how
to read and needed it. Now with all the technology available to our
students...they want and need to read to be able to have access to all
the information that is available to them. They want to learn so many
things and today's technology makes it possible for them. My son
wanted to make a website about his love of scootering and his dad
suggested that he makes a blog on blogspot. He opened the computer,
looked up the site and self taught himself how to do it and he was
only 9 years old! of course with parents permission, supervision and
rss feed to see all that he posts is appropriate and all, but the
important things here is that he wanted to share something but didn't
know how. Dad directed him in the right way and our son learned by
himself how to achieve his goal. That is what 21st century teaching
and learning is all about!
In the 21st century teaching, we guide students in the discovery of
the subject matter needed to be taught. It doesn't matter at what
time math is or in which room of the school or even if it's at school
(the building). As long as they access the information, learn it and
show their knowledge of it and make use of it in such a way that
reflects the global community and how it will be used in their future
(we think!). Today's students need to analyze and synthesize all this
information available to them, learn it quickly, be creative with it
and work well in groups. Before, we needed to know the basics, learn
it in a specific time frame, and there was not much creativity there
all sitting in a row, learning by heart, taking multiple choice tests
and very few work group were offered. Today, we need to work globally
as teachers and students to be prepared for this globalization society
we live in. A subject like mine, foreign language, which was once
considered for the elite is now a necessity for students in order to
participate and communicate properly with the rest of the world. It
is part of their future now. Today's kids not only have to pass a
test as they used to to prove they have learned something, but they
have to prove they know how to use it in life, they have to
demonstrate their competence.
One thing that will probably stay is the need for teachers and to
acquire knowledge in order to survive. We will always be needed to
guide and direct students in the right directions to learn the things
that students in whatever century need to learn. We will always need
people to teach students the proper way of being, of doing things, of
communicating with others, of exploring the world around them and
experiencing life in such a way that they will be ready to enter the
world of adulthood and the workforce. They need to know how to
interact with the earth and learn to live off it as before, but now we
also need to teach them how to sustain it and keep it good for our
future generations.
Education need to change to better prepare students for their future.
Why? Because the way we teach kids today is not the way they learn
and the way they will be using the information they need to use in
their future jobs. They need to all have a computer at their
fingertip and use it everyday...that's what they will use on the
workforce in many different shapes and sizes. They need the
experience and the knowledge of all those programs, apps, mobile
devices, etc If we, as educators, don't use them and don't show them
how to use it and make them relevant into their lives and show them
how it will be used in the workforce, how are they expected to survive
in a world of technology and globalization? For many different
reasons, textbooks are more likely to dissappear. They need to know
where to find the information that used to be in them and how to
discipher all that information they find, is it relevant or not? is it
someone's opinion or hard facts? Schools are running out of spaces
and some schools are closing because of the population demography.
Where are these students to go? Our education need to change for them
too. We need to exploit the notion of distance learning more than for
colleges and universities. Why not use our technology to include
students who are home schooled via the web? Why not include students
who do not have Foreign language in their school to be part of our
class and earn their credits that way? With budget cuts, lack of
experts, shortage of teachers, etc, there are many more reasons why
education as it is needs to change. But in order for it to happen, we
need to have technology literate teachers. Students need to be
prepared for their future which does not include taking multiple
choice tests, writing on a chalk board or handing in paper reports for
which they found the information in textbooks.
ace
Jun 20, 2010, 1:50:48 PM6/20/10
to Teaching the Google Generation
Yes, it did seem like the old "it's your fault". Which, as a child of
the 60's, I thought was our rehetoric, and our efforts back then
helped make possible the innovative thought they have been benefitting
from.
Do students need motivation to use these tools? Or are the tools in
themselves, motivating. I worry that for many it could be a fine line
between entertainment and fluff, and the real deal.
On Jun 18, 9:07 am, Gary <glashur...@comcast.net> wrote:
>
> The "WE" generation broadcast was far to political for me. It is the
> same old "You messed everything up (parent's generation) - it's your
> fault and now we have to fix it". GEN-WE. ORG needs to drop the blame
> rhetoric and move on - technolgy can help solve our problems but its
> the people behind it that give it direction.
>
> The other point is one of student motivation. If as teachers, we
> expect them to construct a research project with blogs, social
> bookmarking, youtube videos, podcasts and video conferencing, they
> have to be motivated. In depth projects like these require a certain
> amount of discipline, motivation and reserverance. Wondering how a
> teacher can effectively monitor 75 students.
>
> On May 22, 6:30 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:
>
>
>
> > What is different about 21st century teaching and learning than the
> > type of teaching and learning of past centuries? What has stood the
> > test of time and will probably be part of teaching and learning in any
> > century? Why does education need to change to prepare students for
the 60's, I thought was our rehetoric, and our efforts back then
helped make possible the innovative thought they have been benefitting
from.
Do students need motivation to use these tools? Or are the tools in
themselves, motivating. I worry that for many it could be a fine line
between entertainment and fluff, and the real deal.
On Jun 18, 9:07 am, Gary <glashur...@comcast.net> wrote:
>
> The "WE" generation broadcast was far to political for me. It is the
> same old "You messed everything up (parent's generation) - it's your
> fault and now we have to fix it". GEN-WE. ORG needs to drop the blame
> rhetoric and move on - technolgy can help solve our problems but its
> the people behind it that give it direction.
>
> The other point is one of student motivation. If as teachers, we
> expect them to construct a research project with blogs, social
> bookmarking, youtube videos, podcasts and video conferencing, they
> have to be motivated. In depth projects like these require a certain
> amount of discipline, motivation and reserverance. Wondering how a
> teacher can effectively monitor 75 students.
>
> On May 22, 6:30 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:
>
>
>
> > What is different about 21st century teaching and learning than the
> > type of teaching and learning of past centuries? What has stood the
> > test of time and will probably be part of teaching and learning in any
> > century? Why does education need to change to prepare students for
Katie
Jun 20, 2010, 2:02:10 PM6/20/10
to Teaching the Google Generation
21st Century teaching and learning is different than the type of
learning from past centuries because it is more interactive and
flexible. Traditional education systems were extremely rigid. Today,
students are taking more of a leadership role in their own education.
They have more control than students from the traditional education
system. We have moved away from the lecture and memorize style, to a
more student-directed learning. With 21st century learning, students
are using technology to communicate in a much faster way.
Communication is constant. Instead of the teacher taking home a pile
of term papers, we can use programs like the Young Writers Project, to
post student work. In that environment, teachers can give immediate
feedback, as well as other peers. I have found that my students have
a much easier time revising their work when they receive feedback in a
short period of time. Also, the enjoy writing even more because their
friends are reading it, and they have a much larger audience. For a
teacher to have to take all of their papers home, correct them, and
bring them back to school, we end up with a huge disconnect because of
the loss of time from when the original paper was handed in.
I believe that the basic skills of reading, writing and math will
always stand the test of time, but it is a matter of how they are
taught that will change over time.
Education needs to change to prepare students for their future because
it is our responsibility to prepare them for what the world will be
like. If we don't change our ways in education, then we will be
creating a huge deficit. Everyone would suffer. According to The
Transformation of Education in Vermont, "America’s
education system – including the system in Vermont – is simply not
adapting quickly enough to what has become a knowledge-based economy,
nor is it keeping pace with continuing technological advances or the
societal shifts of a growing, global economy. This is terrifying! If
we want our children to succeed and stay ahead in the world, then we
need to be moving forward. People from around the world will end up
taking the best jobs because they are more prepared.
learning from past centuries because it is more interactive and
flexible. Traditional education systems were extremely rigid. Today,
students are taking more of a leadership role in their own education.
They have more control than students from the traditional education
system. We have moved away from the lecture and memorize style, to a
more student-directed learning. With 21st century learning, students
are using technology to communicate in a much faster way.
Communication is constant. Instead of the teacher taking home a pile
of term papers, we can use programs like the Young Writers Project, to
post student work. In that environment, teachers can give immediate
feedback, as well as other peers. I have found that my students have
a much easier time revising their work when they receive feedback in a
short period of time. Also, the enjoy writing even more because their
friends are reading it, and they have a much larger audience. For a
teacher to have to take all of their papers home, correct them, and
bring them back to school, we end up with a huge disconnect because of
the loss of time from when the original paper was handed in.
I believe that the basic skills of reading, writing and math will
always stand the test of time, but it is a matter of how they are
taught that will change over time.
Education needs to change to prepare students for their future because
it is our responsibility to prepare them for what the world will be
like. If we don't change our ways in education, then we will be
creating a huge deficit. Everyone would suffer. According to The
Transformation of Education in Vermont, "America’s
education system – including the system in Vermont – is simply not
adapting quickly enough to what has become a knowledge-based economy,
nor is it keeping pace with continuing technological advances or the
societal shifts of a growing, global economy. This is terrifying! If
we want our children to succeed and stay ahead in the world, then we
need to be moving forward. People from around the world will end up
taking the best jobs because they are more prepared.
Bella
Jun 20, 2010, 2:31:29 PM6/20/10
to Teaching the Google Generation
Students need very little if any motivation to use these tools. I
think it's our job to show them that there is more to these tools than
just entertainment and fluff. We need to show them how to use them in
the workplace, in our globalization society.
think it's our job to show them that there is more to these tools than
just entertainment and fluff. We need to show them how to use them in
the workplace, in our globalization society.
Bella
Jun 20, 2010, 2:36:16 PM6/20/10
to Teaching the Google Generation
So true that if we don't change our education system fast, the United
States will be far behind many countries in many ways. The power will
not be in our court anymore. Seeing that there are more honors
students in China than there are students in the USA is a scary
thought. Many jobs will be given away to other countries if our
students are not capable of fullfilling them.
States will be far behind many countries in many ways. The power will
not be in our court anymore. Seeing that there are more honors
students in China than there are students in the USA is a scary
thought. Many jobs will be given away to other countries if our
students are not capable of fullfilling them.
Bella
Jun 20, 2010, 2:45:14 PM6/20/10
to Teaching the Google Generation
I so agree to what you say about us needing to be more flexible and
open to learn new things. It's too easy to stick to what used to work
than to learn a whole new thing and feel uncomfortable using it with
our students when we are not sure how it fully works yet. Never mind
having them show us how something work. That requires a lot of
flexibility on our part and willingness to learn from them as well.
School will now be some kind of partnership between teacher and
students. Very well said.
On Jun 10, 4:42 pm, tteacher <terandt...@gmail.com> wrote:
> I just watched Generation We.
> Wow.
> At the age of a lot of those kids, I had no clue
> what half of the things they spoke of fluently were. Is teaching
> different today-it sure is.
> I still believe that the power of teaching lies in making those
> connections with students that
> will help them lift themselves up and strive for more. They are, now
> more than ever, looking
> for models, support, and someone to connect with.
> Teaching them to 'be the change in the world they want to see' is so
> important.
> We have to be more flexible than those who taught before us simply
> because
> things are changing so constantly. Technology and what we know and can
> do
> is in constant change- we have to change and adapt with it, as so many
> of our
> students already do. We need to be willing to let them teach us as we
> navigate
> and work more in partnerships with our students than ever before. They
> are already
> forming partnerships with each other and the world outside their own
> ken.
> "A nation in decline".... that's not what we wanted or meant to leave
> our children
> We had better prepare them as best we can to deal it.
open to learn new things. It's too easy to stick to what used to work
than to learn a whole new thing and feel uncomfortable using it with
our students when we are not sure how it fully works yet. Never mind
having them show us how something work. That requires a lot of
flexibility on our part and willingness to learn from them as well.
School will now be some kind of partnership between teacher and
students. Very well said.
On Jun 10, 4:42 pm, tteacher <terandt...@gmail.com> wrote:
> I just watched Generation We.
> Wow.
> At the age of a lot of those kids, I had no clue
> what half of the things they spoke of fluently were. Is teaching
> different today-it sure is.
> I still believe that the power of teaching lies in making those
> connections with students that
> will help them lift themselves up and strive for more. They are, now
> more than ever, looking
> for models, support, and someone to connect with.
> Teaching them to 'be the change in the world they want to see' is so
> important.
> We have to be more flexible than those who taught before us simply
> because
> things are changing so constantly. Technology and what we know and can
> do
> is in constant change- we have to change and adapt with it, as so many
> of our
> students already do. We need to be willing to let them teach us as we
> navigate
> and work more in partnerships with our students than ever before. They
> are already
> forming partnerships with each other and the world outside their own
> ken.
> "A nation in decline".... that's not what we wanted or meant to leave
> our children
> We had better prepare them as best we can to deal it.
Bella
Jun 20, 2010, 3:09:09 PM6/20/10
to Teaching the Google Generation
Talking about Facebook and it's use in the school setting...I think it
would be worth the try. Some of the language they use on there is the
same more or less they use with thier friends outside of school...it's
just now online. I think if we opened an account on FB to be used
just for a class project and the kids would use a new account for
themselves as well to be used for this class project only...I think
that the level of language and sharing and use of the tool would be
different. There expectations here would be different as to the ones
they have among friends chatting about their lives. As I gave a
suggestion to someone before, why not use a FB account for a book you
are reading in class? each child would take on the role of a
character of the book and interact together as the characters would if
it were real life. That might be interesting. Develop relationships
in that matter and continue on FB where the book left off. See where
the new ending brings you. Just a thought!
> > --http://www.youtube.com/watch?v=hF2LSjMlC4I--to my students. I
would be worth the try. Some of the language they use on there is the
same more or less they use with thier friends outside of school...it's
just now online. I think if we opened an account on FB to be used
just for a class project and the kids would use a new account for
themselves as well to be used for this class project only...I think
that the level of language and sharing and use of the tool would be
different. There expectations here would be different as to the ones
they have among friends chatting about their lives. As I gave a
suggestion to someone before, why not use a FB account for a book you
are reading in class? each child would take on the role of a
character of the book and interact together as the characters would if
it were real life. That might be interesting. Develop relationships
in that matter and continue on FB where the book left off. See where
the new ending brings you. Just a thought!
> > On May 22, 7:30 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:
>
> > > What is different about 21st century teaching and learning than the
> > > type of teaching and learning of past centuries? What has stood the
> > > test of time and will probably be part of teaching and learning in any
> > > century? Why does education need to change to prepare students for
>
> > > What is different about 21st century teaching and learning than the
> > > type of teaching and learning of past centuries? What has stood the
> > > test of time and will probably be part of teaching and learning in any
> > > century? Why does education need to change to prepare students for
jhhar...@hotmail.com
Jun 20, 2010, 4:07:53 PM6/20/10
to Teaching the Google Generation
I believe that this social networking and internet safety education
must be started at a much yonger age than middle school. These young
people are learning how to use these web sites from their friends with
zero or very little guidance from adults in many instances. As you
know this can be a very dangerous situation.
> > - Show quoted text -- Hide quoted text -
must be started at a much yonger age than middle school. These young
people are learning how to use these web sites from their friends with
zero or very little guidance from adults in many instances. As you
know this can be a very dangerous situation.
Tim
Jun 21, 2010, 12:07:23 PM6/21/10
to Teaching the Google Generation
Jacueline,
I am always amazed at the number of students who crave human contact.
If you show the slightest interest in their lives, you create this
unbreakable bond with them. I never realized how important it is to
say "Good Morning!" "How's your day going?", "How did the basketball
team do last night?" Be connected means that, sometimes, you're not
connecting with anyone at all.
Tim
On Jun 7, 9:28 am, jacqueline <jkaufman...@gmail.com> wrote:
> On May 22, 7:30 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:
>
> > What is different about 21st century teaching and learning than the
> > type of teaching and learning of past centuries?
>
> Social: There is a breakdown of family structure, support and
> belonging that results in children without the security of
> unconditional love and acceptance coming to schools with beliefs and
> fears that present as behaviors that are difficult to both accommodate
> and remediate in order to create a culture of space, generosity and
> kindness where the risk of learning can occur.
>
> Teacher training does not address this social breakdown or the
> increased demands on the teacher and the school to stand in for what
> is missing in many families today.
>
> Technology has made communication constant, response immediate and
> content, to a large extent, insipid between and among youth.
> Technological gizmos that promote tuning out and plugging in and
> texting on have contributed to shortened attention spans, a
> diminishment of the generosity required to truly hear another being
> and a huge increase in harassment and bullying.
>
> In its discussion of transformative education in the brief The
> Transformation of Education in Vermont there is, sadly, no mention of
> the inner world of the child where genuine transformation occurs but
> an emphasis on the external environment of "a transforming educational
> system less bound by schedules and facilities." All these bulleted
> lists documenting skills needed and elements of five year plans lack a
> basis in meaningful connection and relationship between and among
> human beings.
> and wisdom increase in value with the diminishment of these values in
> the family and in society.
I am always amazed at the number of students who crave human contact.
If you show the slightest interest in their lives, you create this
unbreakable bond with them. I never realized how important it is to
say "Good Morning!" "How's your day going?", "How did the basketball
team do last night?" Be connected means that, sometimes, you're not
connecting with anyone at all.
Tim
On Jun 7, 9:28 am, jacqueline <jkaufman...@gmail.com> wrote:
> On May 22, 7:30 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:
>
> > What is different about 21st century teaching and learning than the
> > type of teaching and learning of past centuries?
>
> belonging that results in children without the security of
> unconditional love and acceptance coming to schools with beliefs and
> fears that present as behaviors that are difficult to both accommodate
> and remediate in order to create a culture of space, generosity and
> kindness where the risk of learning can occur.
>
> Teacher training does not address this social breakdown or the
> increased demands on the teacher and the school to stand in for what
> is missing in many families today.
>
> Technology has made communication constant, response immediate and
> content, to a large extent, insipid between and among youth.
> Technological gizmos that promote tuning out and plugging in and
> texting on have contributed to shortened attention spans, a
> diminishment of the generosity required to truly hear another being
> and a huge increase in harassment and bullying.
>
> In its discussion of transformative education in the brief The
> Transformation of Education in Vermont there is, sadly, no mention of
> the inner world of the child where genuine transformation occurs but
> an emphasis on the external environment of "a transforming educational
> system less bound by schedules and facilities." All these bulleted
> lists documenting skills needed and elements of five year plans lack a
> basis in meaningful connection and relationship between and among
> human beings.
>
> What has stood the
>
> > test of time and will probably be part of teaching and learning in any
> > century?
>
> For teachers, humility, gentleness, exertion, discipline, generosity
> What has stood the
>
> > test of time and will probably be part of teaching and learning in any
> > century?
>
> and wisdom increase in value with the diminishment of these values in
> the family and in society.
>
> Why does education need to change to prepare students for
>
> > their future, now our past?
>
> How can their future be our past?> Why does education need to change to prepare students for
>
> > their future, now our past?
>
Meghan
Jun 23, 2010, 2:26:37 PM6/23/10
to Teaching the Google Generation
After reading "The Transformation of Education in Vermont", I am
reminded of what I heard throughout my education classes at UVM. As a
new teacher, I think it is easier to think of ways to implement 21st
Century teaching/learning, while it is more challenging to actually
apply it. It is difficult to get children who struggle with the "vital
skills" motivated to think outside of the box, so to speak. Although
this does not go for all students, I noticed that, for some, it was
difficult to get them to think beyond the now. Many children today do
not seem to be held accountable for their learning and therefore are
not able to grasp that what we are teaching today will only further
help them to be successful in society in the future.
On May 22, 7:30 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:
> What is different about 21st century teaching and learning than the
> type of teaching and learning of past centuries? What has stood the
reminded of what I heard throughout my education classes at UVM. As a
new teacher, I think it is easier to think of ways to implement 21st
Century teaching/learning, while it is more challenging to actually
apply it. It is difficult to get children who struggle with the "vital
skills" motivated to think outside of the box, so to speak. Although
this does not go for all students, I noticed that, for some, it was
difficult to get them to think beyond the now. Many children today do
not seem to be held accountable for their learning and therefore are
not able to grasp that what we are teaching today will only further
help them to be successful in society in the future.
On May 22, 7:30 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:
> What is different about 21st century teaching and learning than the
> test of time and will probably be part of teaching and learning in any
> century? Why does education need to change to prepare students for
Tim
Jun 29, 2010, 3:58:27 PM6/29/10
to Teaching the Google Generation
I'd like to comment about the lack of manners and civility.
When did it become acceptable to have a cell phone to your ear while
interacting in society?
I don't need to mention the danger caused by distracted drivers that
are texting and talking when they are supposed to be driving.
There is a sign at my doctor's office that says, "Please turn off your
cell phone while interacting with office staff!" Yet, while I was
waiting, people failed to comply.
At our last parent teacher conferences, my presence was requested by a
parent to explain her daughter's failing grade. In the middle of
speaking to her, she answered her cell phone. Her conversation
consisted to disbelief at how her neighbor had dyed her hair purple.
I left.
My neices and nephew can't eat a family dinner with texting each other
and various friends during the meal. I find the practice rude and
insulting, especially after taking so much time to prepare the meal.
Since they can not converse with me, I no longer invite them to
dinner.
At some point, the cell phones, ipads, ipod, blackberries and touch
this and that need to be turned off for human contact.
When did it become acceptable to have a cell phone to your ear while
interacting in society?
I don't need to mention the danger caused by distracted drivers that
are texting and talking when they are supposed to be driving.
There is a sign at my doctor's office that says, "Please turn off your
cell phone while interacting with office staff!" Yet, while I was
waiting, people failed to comply.
At our last parent teacher conferences, my presence was requested by a
parent to explain her daughter's failing grade. In the middle of
speaking to her, she answered her cell phone. Her conversation
consisted to disbelief at how her neighbor had dyed her hair purple.
I left.
My neices and nephew can't eat a family dinner with texting each other
and various friends during the meal. I find the practice rude and
insulting, especially after taking so much time to prepare the meal.
Since they can not converse with me, I no longer invite them to
dinner.
At some point, the cell phones, ipads, ipod, blackberries and touch
this and that need to be turned off for human contact.
On Jun 7, 9:28 am, jacqueline <jkaufman...@gmail.com> wrote:
> On May 22, 7:30 pm, Lucie deLaBruere <ldelabru...@gmail.com> wrote:
>
> > What is different about 21st century teaching and learning than the
> > type of teaching and learning of past centuries?
>
>
> > What is different about 21st century teaching and learning than the
> > type of teaching and learning of past centuries?
>
> Social: There is a breakdown of family structure, support and
> belonging that results in children without the security of
> unconditional love and acceptance coming to schools with beliefs and
> fears that present as behaviors that are difficult to both accommodate
> and remediate in order to create a culture of space, generosity and
> kindness where the risk of learning can occur.
>
> Teacher training does not address this social breakdown or the
> increased demands on the teacher and the school to stand in for what
> is missing in many families today.
>
> Technology has made communication constant, response immediate and
> content, to a large extent, insipid between and among youth.
> Technological gizmos that promote tuning out and plugging in and
> texting on have contributed to shortened attention spans, a
> diminishment of the generosity required to truly hear another being
> and a huge increase in harassment and bullying.
>
> In its discussion of transformative education in the brief The
> Transformation of Education in Vermont there is, sadly, no mention of
> the inner world of the child where genuine transformation occurs but
> an emphasis on the external environment of "a transforming educational
> system less bound by schedules and facilities." All these bulleted
> lists documenting skills needed and elements of five year plans lack a
> basis in meaningful connection and relationship between and among
> human beings.
>
> belonging that results in children without the security of
> unconditional love and acceptance coming to schools with beliefs and
> fears that present as behaviors that are difficult to both accommodate
> and remediate in order to create a culture of space, generosity and
> kindness where the risk of learning can occur.
>
> Teacher training does not address this social breakdown or the
> increased demands on the teacher and the school to stand in for what
> is missing in many families today.
>
> Technology has made communication constant, response immediate and
> content, to a large extent, insipid between and among youth.
> Technological gizmos that promote tuning out and plugging in and
> texting on have contributed to shortened attention spans, a
> diminishment of the generosity required to truly hear another being
> and a huge increase in harassment and bullying.
>
> In its discussion of transformative education in the brief The
> Transformation of Education in Vermont there is, sadly, no mention of
> the inner world of the child where genuine transformation occurs but
> an emphasis on the external environment of "a transforming educational
> system less bound by schedules and facilities." All these bulleted
> lists documenting skills needed and elements of five year plans lack a
> basis in meaningful connection and relationship between and among
> human beings.
>
> What has stood the
>
> > test of time and will probably be part of teaching and learning in any
> > century?
>
>
> > test of time and will probably be part of teaching and learning in any
> > century?
>
> For teachers, humility, gentleness, exertion, discipline, generosity
> and wisdom increase in value with the diminishment of these values in
> the family and in society.
>
> and wisdom increase in value with the diminishment of these values in
> the family and in society.
>
> Why does education need to change to prepare students for
>
> > their future, now our past?
>
>
> > their future, now our past?
>
dana dezotell
Jun 30, 2010, 8:30:56 PM6/30/10
to Teaching the Google Generation
I agree. I posted before that the abuse of iPods and cell phone in
schools are alarming. We have rules, no this, no that in the
classroom, but my students told me that I am the only one who sticks
to the rule...
schools are alarming. We have rules, no this, no that in the
classroom, but my students told me that I am the only one who sticks
to the rule...
Gary
Jul 1, 2010, 9:53:44 PM7/1/10
to Teaching the Google Generation
Enforcement of any school rule is inconsistent at best - kids know who
will stick them and who will let them get away with it... We have a no
phone-ipod rule at home during dinner,etc. But kids are sneaky - I was
told kids can text when their phone is in their pocket - where does
enforcement end? We have team rules in the MS each team has different
ones - so even that is inconsistent...
> > > How can their future be our past?- Hide quoted text -
will stick them and who will let them get away with it... We have a no
phone-ipod rule at home during dinner,etc. But kids are sneaky - I was
told kids can text when their phone is in their pocket - where does
enforcement end? We have team rules in the MS each team has different
ones - so even that is inconsistent...
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