A Reflection...
This entire journal has been a reflection of this class, and it feels strange to sum up that experience in this single entry. I suppose it simply feels strange to be done. I commented to a classmate the other night that the material for this class hasn't been hard. It's just been a lot of material in a short period of time. That appeals to me. I'd rather just take the bull by the horns and plow through. But I am afraid that I will forget bits of what I've learned, and for that reason, I dislike the paperless aspect of this course. I wish I had a printed out version of our handbook. Of course, I can find everything we did on the internet. I suppose I'm just saying I wish I had the safety net of a workbook as I go back into my classroom this year!
Educational Technology -- What I learned
What I learned most, I learned because I was forced to do things differently than I currently do. I already use technology extensively in my classroom. But, for example, I don't ever use graphics on my handouts. Why not? Well, my glib answer to this would have been, because I teach high school and they don't need or want graphics! But is that true? I taught several artistically motivated students this year. One of them designed a postage stamp for the US Postal Service at age 13! I teach in an arts magnet. What would it hurt to add some graphics? Maybe it would break the monotony of the words. Maybe my students would feel more comfortable. Maybe they would find the words more accessible.
I also learned new software in this class. I had never made a podcast before. I had never used Moviemaker before. I'm very proud to have used both of those successfully! I'm not sure, though, that I'll use them in my classes. I just can't see a practical use in an English class. I can imagine creating a weekly podcast for parents to put on our class website... Maybe I'll think more about doing that. But the sad fact is that only maybe 5% of my parents have routine internet access. I do, however, have renewed respect for the students who have used Moviemaker for their class projects!
Mostly, I learned that we have a long way to go. Why don't I have a classroom computer like the one in the UAH lab? Why don't we have better access to computer lab time at school? I know the answers. I know we don't have funding. I know that we want it all -- a reasonable salary structure, small classes, technology in our classrooms... But it is frustrating to see what we CAN do but have the tools to accomplish. I'll be going back to a Windows 98 doorstop in my classroom.
Obstacles to Overcome
I've already ranted about the lack of available technology in my school. We are building a new school, though, and perhaps with the new school, we'll get the new technology we need. In the mean time, I will continue carrying in my personal laptop and my personal projector. I'm very lucky to have access to both.
I would love to implement a better website for my class. I'd love to improve on our school's website, but the fact is, there just aren't enough hours in the day. This year, I will have four preps. Four. I'll have one planning period. I'm not complaining. I'm pleased with my schedule. But creating lesson plans for four separate courses will keep me from being able to spend a lot of time designing creative uses for technology. I'm excited to learn about Webquests. At the risk of sounding lazy, I located several usable Webquests during this course. I can absolutely see integrating those into my curriculum. The real obstacle? Finding time to create movies and podcasts and even to find the materials for truly great Powerpoints.
As with most obstacles we teachers face, we have to figure out what will give us the most impact and foster the most conducive learning environment. I am determined to use the internet more extensively this year. I believe that students enjoy finding information on their own, and I believe that can make it more valuable to them. I plan on using Wikis this year in my advanced classes. I will have to overcome the obstacle presented by the fact that not all my students have computers at home. Most of my advanced students will. But I will have to figure a way to guarantee access.
Personal Improvement
My biggest accomplishment during this course was creating and publishing a website. I have blogged for a couple of years, but I haven't really designed or built a website on my own. I don't consider good at it. But I am now competent. I now have the skills and the ability to create a site. I didn't have that ability before!
June 26, 2007
Almost the last post!
Today is our last class. I have to say, I've enjoyed what I've learned in here. And I've learned more than I thought I would. I really was very afraid that this would be an introduction to microcomputing-type class. But instead, we really have gone in deep on some things I haven't before bothered with.
It's been a good class. Thank you!
Today is our last class. I have to say, I've enjoyed what I've learned in here. And I've learned more than I thought I would. I really was very afraid that this would be an introduction to microcomputing-type class. But instead, we really have gone in deep on some things I haven't before bothered with.
It's been a good class. Thank you!
June 25, 2007
Happy Birthday...
...to me! You say it's your birthday... You're gonna do a spreadsheet!
Yes, it is indeed my birthday. And I'm doing spreadsheet exercises! Yea for me! So this is the Office product that I have in spades. In my former life as a product manager, I used to have to create INTENSE spreadsheets on a monthly basis and incorporate them into Powerpoint presentations. Can I say for the record that I do not miss doing that?
The problem I have with this excercise set is that we have STI. Every school-related use I would have for Excel, I currently do in STI. But... I imagine if I taught Math or Business-related courses this would be helpful.
Ways I could use Excel when teaching English:
...to me! You say it's your birthday... You're gonna do a spreadsheet!
Yes, it is indeed my birthday. And I'm doing spreadsheet exercises! Yea for me! So this is the Office product that I have in spades. In my former life as a product manager, I used to have to create INTENSE spreadsheets on a monthly basis and incorporate them into Powerpoint presentations. Can I say for the record that I do not miss doing that?
The problem I have with this excercise set is that we have STI. Every school-related use I would have for Excel, I currently do in STI. But... I imagine if I taught Math or Business-related courses this would be helpful.
Ways I could use Excel when teaching English:
- to organize our class library
- to track literature circle assignments
- to track individual student achievement of COS objectives
I like the gradebook in STI. I like the address capabilities of STI. I even generate my own reports in STI... Sorry Excel!
June 21, 2007
Better?
Breakthrough! I had been making this website things WAY too difficult. I was creating a frames page for every page... Instead you create one frames page, and then open different HTML files into a target frame. This is also why my links weren't working! I was trying to create multiple file folders in a single file directory and reference each of those files. TOO HARD!
Now, I'm generating content. I need to write my own interpretation of each competency area and then create links between all my pages... So far it looks like I'll have 13 pages when I submit the site. Not too shabby for a first REAL try at this!
Breakthrough! I had been making this website things WAY too difficult. I was creating a frames page for every page... Instead you create one frames page, and then open different HTML files into a target frame. This is also why my links weren't working! I was trying to create multiple file folders in a single file directory and reference each of those files. TOO HARD!
Now, I'm generating content. I need to write my own interpretation of each competency area and then create links between all my pages... So far it looks like I'll have 13 pages when I submit the site. Not too shabby for a first REAL try at this!
June 20, 2007
Frustration
I'm not gonna lie to you. This is frustrating! I think I have the hang of frames, but I can't seem to get links and such to work correctly... And since several people are openly frustrated... it's hard to get questions answered. And I'm not exactly shy!
Deep breathing. Yoga breathing. This too will pass. I'm going to download the Dreamweaver trial version at home. Maybe if I can sit and just work, work, work... I'll figure this stuff out. Right now... I'm not doing so hot...
I'm not gonna lie to you. This is frustrating! I think I have the hang of frames, but I can't seem to get links and such to work correctly... And since several people are openly frustrated... it's hard to get questions answered. And I'm not exactly shy!
Deep breathing. Yoga breathing. This too will pass. I'm going to download the Dreamweaver trial version at home. Maybe if I can sit and just work, work, work... I'll figure this stuff out. Right now... I'm not doing so hot...
June 19, 2007
Testing... Take 2...
I didn't do quite as well on this test! It's already been graded as I'm writing... And lesson learned: Applying "themes" in Powerpoint can be tricky! I accidentally changed a font that I didn't realize I'd changed. I noticed that my text had moved, but not that the font had changed.
Ah well... Again... This is worthwhile. Teachers being tested. It's a good reminder of how our students feel. I'm sure that forgetting a single comma rule can have the same effects on a grammar quiz...
I didn't do quite as well on this test! It's already been graded as I'm writing... And lesson learned: Applying "themes" in Powerpoint can be tricky! I accidentally changed a font that I didn't realize I'd changed. I noticed that my text had moved, but not that the font had changed.
Ah well... Again... This is worthwhile. Teachers being tested. It's a good reminder of how our students feel. I'm sure that forgetting a single comma rule can have the same effects on a grammar quiz...
June 18, 2007
Weave me a Dream...
True confessions. I have used Dreamweaver before, and it was a nightmare! I was sadly wanting. I received no training on the product, and played a little sink or swim website development game when the marketing person who worked for me was let go.
She had set up the company website with a series of mirrored sites -- for security -- and I never quite figured out what I was doing with the posting. Eventually, I'd press enough buttons and VOILA! something would show up on the website.. But I never figured out the magic mix.
Now we're FTPing... I'm a little intimidated. But this is good stuff to know. Up until now, I've used schoolnotes.com for my class website, but it's very, very limited... Maybe this will give me the confidence to create something "real" for my class...
True confessions. I have used Dreamweaver before, and it was a nightmare! I was sadly wanting. I received no training on the product, and played a little sink or swim website development game when the marketing person who worked for me was let go.
She had set up the company website with a series of mirrored sites -- for security -- and I never quite figured out what I was doing with the posting. Eventually, I'd press enough buttons and VOILA! something would show up on the website.. But I never figured out the magic mix.
Now we're FTPing... I'm a little intimidated. But this is good stuff to know. Up until now, I've used schoolnotes.com for my class website, but it's very, very limited... Maybe this will give me the confidence to create something "real" for my class...
June 14, 2007
Powerpoint Projects
As an English teacher, I have a love-hate relationship with Powerpoint. I love to use it in my lectures. I wrote about that already. But I don't love getting student work submitted in Powerpoint format. Why? Because I'm teaching them grammar. No one uses correct grammar with Powerpoint.
Powerpoint does not encourage you to write in complete sentences. It does not promote paragraph development. Worse yet, Powerpoint encourages students to spend more time on the "look" of their material than on the content.
Powerpoint does encourage idea progression. Powerpoint is an effective way for students to outline their ideas. (They don't even realize that's what they're essentially doing!)
Note to self: For all future Powerpoint projects, insist that students a single background. Also create a rubric for grammar issues.
As an English teacher, I have a love-hate relationship with Powerpoint. I love to use it in my lectures. I wrote about that already. But I don't love getting student work submitted in Powerpoint format. Why? Because I'm teaching them grammar. No one uses correct grammar with Powerpoint.
Powerpoint does not encourage you to write in complete sentences. It does not promote paragraph development. Worse yet, Powerpoint encourages students to spend more time on the "look" of their material than on the content.
Powerpoint does encourage idea progression. Powerpoint is an effective way for students to outline their ideas. (They don't even realize that's what they're essentially doing!)
Note to self: For all future Powerpoint projects, insist that students a single background. Also create a rubric for grammar issues.
June 13, 2007
Point me in the right direction...
I LOVE Powerpoint. I loved it even before I was a teacher. I loved it in my marketing days. In large part, this is the actress in me. I love getting up in front of a group and speaking. I have never been one to use cards or notes when I talk. But with Powerpoint, I can pull information from my lesson plans into the slides, and with a few well-placed sound clips or graphic files, make sure that I keep my students' attention.
I also find that using a Powerpoint presentation with a lecture (and no, I don't lecture EVERY day), keep me from forgetting details. When you teach the same class several times a day (as I do), you start losing track of what you've said to whom. Powerpoint is a great way to do that.
I LOVE Powerpoint. I loved it even before I was a teacher. I loved it in my marketing days. In large part, this is the actress in me. I love getting up in front of a group and speaking. I have never been one to use cards or notes when I talk. But with Powerpoint, I can pull information from my lesson plans into the slides, and with a few well-placed sound clips or graphic files, make sure that I keep my students' attention.
I also find that using a Powerpoint presentation with a lecture (and no, I don't lecture EVERY day), keep me from forgetting details. When you teach the same class several times a day (as I do), you start losing track of what you've said to whom. Powerpoint is a great way to do that.
June 12, 2007
Testing.....
It's very humbling for teachers when we take tests. I think we become so consumed with the action of giving tests... creating tests... "authentically assessing progress...." that we forget what it's like to wear those shoes our students wear.
I'm not sure how to reflect on this test. I knew what I was doing. I did well. I scored well. I am a perfectionist. I understand those students who get upset with a 98. Well, okay, I understand the ones that get upset with a 93...
I did well. I'm pleased that I know that material. And I'm confident that I will use it in my classes.
It's very humbling for teachers when we take tests. I think we become so consumed with the action of giving tests... creating tests... "authentically assessing progress...." that we forget what it's like to wear those shoes our students wear.
I'm not sure how to reflect on this test. I knew what I was doing. I did well. I scored well. I am a perfectionist. I understand those students who get upset with a 98. Well, okay, I understand the ones that get upset with a 93...
I did well. I'm pleased that I know that material. And I'm confident that I will use it in my classes.
June 11, 2007
Worth What?
They say a picture's worth a thousand words, but let me tell you... I can say it so much better with words than I can draw it in paint! I like Paint. I like it for snagging pictures online. But I do not see myself using it as a way to create images.
I like to steal images. Google. Image Search. Image Stolen. Voila!
They say a picture's worth a thousand words, but let me tell you... I can say it so much better with words than I can draw it in paint! I like Paint. I like it for snagging pictures online. But I do not see myself using it as a way to create images.
I like to steal images. Google. Image Search. Image Stolen. Voila!
June 7, 2007
In My Room...
I have always, and hopefully will always loved The Beach Boys. I love the song "In My Room," with all its teen angst and desire for autonomy. Ah... the desire for autonomy... Don't we teachers suffer from that, too? I had a friend leave her school this year and request a transfer because her new principal was too involved in her classroom. We want to do it our way.
I use Microsoft Word extensively in my room. Of course I do. I'm an English teacher. I generally don't like the tests given me by the textbook, because I don't necessarily cover things in the same order as they do. And I certainly don't teach from the same COS as the book presumes! So, in my room I make my own tests...and project handouts...and syllabi....and schedules...and study guides.... To my credit, I do format all of these things and also have them available on my class website. Parents love that. To my discredit, until this class, I have never once included any sort of graphic on a single page I've created.
I personally am very much a word person. I'm an English teacher. We do words. But I have to realize that a page of words can be daunting to some of my students. Maybe a few graphics would make things friendlier -- more accessible. I can do that. Google has made it easy!
I have always, and hopefully will always loved The Beach Boys. I love the song "In My Room," with all its teen angst and desire for autonomy. Ah... the desire for autonomy... Don't we teachers suffer from that, too? I had a friend leave her school this year and request a transfer because her new principal was too involved in her classroom. We want to do it our way.
I use Microsoft Word extensively in my room. Of course I do. I'm an English teacher. I generally don't like the tests given me by the textbook, because I don't necessarily cover things in the same order as they do. And I certainly don't teach from the same COS as the book presumes! So, in my room I make my own tests...and project handouts...and syllabi....and schedules...and study guides.... To my credit, I do format all of these things and also have them available on my class website. Parents love that. To my discredit, until this class, I have never once included any sort of graphic on a single page I've created.
I personally am very much a word person. I'm an English teacher. We do words. But I have to realize that a page of words can be daunting to some of my students. Maybe a few graphics would make things friendlier -- more accessible. I can do that. Google has made it easy!
June 6, 2007
Word Up
When I signed up for this class, I was terrified that we'd spend 5 weeks listening to lectures on how to use Word. I have been pleasantly surprised that this is NOT the case.
I started using Word on Windows 3.1. Yes. That was a very long time ago. And really, back then, I preferred Word Perfect. I had the little card you put on top of your keyboard, and I knew ALL the hot keys. It was a huge step up from using the "Quick Brown Fox" word processing program that I plugged into the back of my original Commodore 64. But Word won the marketing war, and here we are.
That said, I considered myself proficient with Word. But I learned something from doing the exercises! Specifically, I had never used a decimal tab before. I didn't even know it existed! I also had never fully understood how to incorporate images with correct text wrapping. I always GOT it to work, but now I know what those little symbols mean!
Reminder to self: Your students feel the same way when you assign grammar exercises! Help them enjoy the little victories of learning something where they thought there was nothing left to learn...
When I signed up for this class, I was terrified that we'd spend 5 weeks listening to lectures on how to use Word. I have been pleasantly surprised that this is NOT the case.
I started using Word on Windows 3.1. Yes. That was a very long time ago. And really, back then, I preferred Word Perfect. I had the little card you put on top of your keyboard, and I knew ALL the hot keys. It was a huge step up from using the "Quick Brown Fox" word processing program that I plugged into the back of my original Commodore 64. But Word won the marketing war, and here we are.
That said, I considered myself proficient with Word. But I learned something from doing the exercises! Specifically, I had never used a decimal tab before. I didn't even know it existed! I also had never fully understood how to incorporate images with correct text wrapping. I always GOT it to work, but now I know what those little symbols mean!
Reminder to self: Your students feel the same way when you assign grammar exercises! Help them enjoy the little victories of learning something where they thought there was nothing left to learn...
June 5, 2007
All About Wikis
This is actually not my first exposure to Wikis! I'm a big fan of Wikipedia, even though I don't think all the information is 100% accurate. And I was enrolled in a class last year that had a Wiki site. I like the fluid nature of a Wiki and have been playing around with ideas for how to use it in my classes.
Literature Circles are a popular way for giving students some control of what they read. The teacher provides a list of choices, then students select a book. The teacher offers, say, 5 books, and allows for 5 students in each group. So students rank which books they are most interested in, and the teacher then assigns groups based on student interest. The Circle, then, is like a miniature book club. Students engage in guided in-class activities and discussion with their groups.
While the freedom aspect of this is great, it's hard as a teacher to really keep a handle on who's doing the reading, who's involved in discussion, and whether or not every student is actively involved.
This year, I'm interested in setting up my Literature Circles with Wiki sites. Each student would have to post at least twice a week during the month-long circle, and I could track and comment on their discussions and monitor involvement.
I'm not sure that it will work, but I think it's worth a good try!
This is actually not my first exposure to Wikis! I'm a big fan of Wikipedia, even though I don't think all the information is 100% accurate. And I was enrolled in a class last year that had a Wiki site. I like the fluid nature of a Wiki and have been playing around with ideas for how to use it in my classes.
Literature Circles are a popular way for giving students some control of what they read. The teacher provides a list of choices, then students select a book. The teacher offers, say, 5 books, and allows for 5 students in each group. So students rank which books they are most interested in, and the teacher then assigns groups based on student interest. The Circle, then, is like a miniature book club. Students engage in guided in-class activities and discussion with their groups.
While the freedom aspect of this is great, it's hard as a teacher to really keep a handle on who's doing the reading, who's involved in discussion, and whether or not every student is actively involved.
This year, I'm interested in setting up my Literature Circles with Wiki sites. Each student would have to post at least twice a week during the month-long circle, and I could track and comment on their discussions and monitor involvement.
I'm not sure that it will work, but I think it's worth a good try!
June 4, 2007
Web Resources
Oh dear. "Resources" is another word that conjures up all kinds of negative corporate connotations for me. So, when I see that we have a "Web Resource Database" project, I'm not too enthused. Time to check my attitude.
Let's see... Dictionary.com defines "resource" as a "source of supply, support, or aid, esp. one that can be readily drawn upon when needed." Well, now, that's certainly positive.
I have had mixed success using the Internet as a positive resource for teaching. I find wonderful lesson plans and materials for my use there. But when I've used the Internet with student assignments, I've been unhappy with the results. Why? Because I hate being an Internet cop. Our computer lab is set up such that students can easily hide from my watchful eye, and without fail I catch students on social networking sites when they should be working on assignments.
However.... I've never used a Webquest before. This year, I'm teaching advanced classes for the first time, and I think they would be great guinea pigs for some American Lit Webquest activities. I'm happy to have found a potential way to incorporate the Internet more effectively in my teaching.
Oh dear. "Resources" is another word that conjures up all kinds of negative corporate connotations for me. So, when I see that we have a "Web Resource Database" project, I'm not too enthused. Time to check my attitude.
Let's see... Dictionary.com defines "resource" as a "source of supply, support, or aid, esp. one that can be readily drawn upon when needed." Well, now, that's certainly positive.
I have had mixed success using the Internet as a positive resource for teaching. I find wonderful lesson plans and materials for my use there. But when I've used the Internet with student assignments, I've been unhappy with the results. Why? Because I hate being an Internet cop. Our computer lab is set up such that students can easily hide from my watchful eye, and without fail I catch students on social networking sites when they should be working on assignments.
However.... I've never used a Webquest before. This year, I'm teaching advanced classes for the first time, and I think they would be great guinea pigs for some American Lit Webquest activities. I'm happy to have found a potential way to incorporate the Internet more effectively in my teaching.
May 31, 2007
A Web of Choices
A few years ago, there was a popular commercial that showed a man reaching the end of the internet. I don't remember what was being advertised, or why. But I remember laughing and thinking, yep, that's about right. The web had gotten stale. Content was dated. If you searched for information, you generally found yourself stuck in a vicious cycle of visiting inter-related websites that offered little content, but lots of advertising.
The advent of usable CMC's changed all that. Wordpress was born. People started blogging. First, it was teenagers. Then, young moms jumped on board. Suddently message boards were popping up -- much like the BBS's of the 80s, but now with your run of the mill stay at home mom operating her own with little technical training. Suddenly the Web started usurping cable.
We have cable internet in our house. We have 4 networked computers.
We do not have cable television.
We are a growing statistic.
As educators the Web offers us enormous potential. As an English teacher, I have access to libraries of materials worldwide that I never had available before. I rarely have to set foot in a brick-and-mortar library, because the materials I want are available on-line with a few mouse clicks.
Webquests offer new bang for the technology buck. Now, not only can we send students to online Web resources (as I do through my class Website), but we can also send them on virtual scavenger hunts, providing activities that they can engage in beyond simple reading.
Now, if only they'd all get computers and internet access at home.... Or maybe we just need better access to the computer labs at school....
A few years ago, there was a popular commercial that showed a man reaching the end of the internet. I don't remember what was being advertised, or why. But I remember laughing and thinking, yep, that's about right. The web had gotten stale. Content was dated. If you searched for information, you generally found yourself stuck in a vicious cycle of visiting inter-related websites that offered little content, but lots of advertising.
The advent of usable CMC's changed all that. Wordpress was born. People started blogging. First, it was teenagers. Then, young moms jumped on board. Suddently message boards were popping up -- much like the BBS's of the 80s, but now with your run of the mill stay at home mom operating her own with little technical training. Suddenly the Web started usurping cable.
We have cable internet in our house. We have 4 networked computers.
We do not have cable television.
We are a growing statistic.
As educators the Web offers us enormous potential. As an English teacher, I have access to libraries of materials worldwide that I never had available before. I rarely have to set foot in a brick-and-mortar library, because the materials I want are available on-line with a few mouse clicks.
Webquests offer new bang for the technology buck. Now, not only can we send students to online Web resources (as I do through my class Website), but we can also send them on virtual scavenger hunts, providing activities that they can engage in beyond simple reading.
Now, if only they'd all get computers and internet access at home.... Or maybe we just need better access to the computer labs at school....
May 30, 2007
High Tech Marketing in an English Class?
Hooper & Rieber's article, "Teaching with Technology," brought back fond and not so fond memories of my ten-year career in high-tech marketing. I remember reading and re-reading a book written by Geoffrey Moore: Crossing the Chasm. The premise of his book is that technology companies must "cross the chasm" to market high-tech wares to mainstream consumers. He details strategies companies should use to get their products from bleeding edge to middle America.
We, as teachers, as a stereotyped group, are on the other side of the chasm. While technology dribbles down to us, it arrives slowly, at best. Never, at worst. My classroom computer is still on Windows 98. It can't be upgraded. Microsoft Word crashes routinely. I used my classroom machine as a gradebook (STI) and for school open. I gave up using Word on it. I even gave up showing United Streaming content. Instead, I used my personal laptop for those things.
If we intend for teachers to begin crossing the chasm -- to use the kind of technology our students readily avail themselves of -- we must provide them the tools they need to do their jobs effectively. That hasn't yet happened.
Hooper & Rieber's article, "Teaching with Technology," brought back fond and not so fond memories of my ten-year career in high-tech marketing. I remember reading and re-reading a book written by Geoffrey Moore: Crossing the Chasm. The premise of his book is that technology companies must "cross the chasm" to market high-tech wares to mainstream consumers. He details strategies companies should use to get their products from bleeding edge to middle America.
We, as teachers, as a stereotyped group, are on the other side of the chasm. While technology dribbles down to us, it arrives slowly, at best. Never, at worst. My classroom computer is still on Windows 98. It can't be upgraded. Microsoft Word crashes routinely. I used my classroom machine as a gradebook (STI) and for school open. I gave up using Word on it. I even gave up showing United Streaming content. Instead, I used my personal laptop for those things.
If we intend for teachers to begin crossing the chasm -- to use the kind of technology our students readily avail themselves of -- we must provide them the tools they need to do their jobs effectively. That hasn't yet happened.
May 29, 2007
Walt's World
It's odd for me to be writing reflectively about a class that I have yet to attend. I've spent this week on vacation with my kids at Disney and have kept up with the class information at night. Unfortunately, that means that I can't react to class discussion. Instead, I'm going to write about how the teacher in me has reacted to the changinge face of Disney, and then later, react to what I think you discussed!
On Monday of this week, I walked with my husband and kids into EPCOT at Disney World. We had spent the day before perusing the Magic Kingdom, deluged with a combination of Disney marketing and fantasy worlds to which our younger child didn't relate at all. As we walked into EPCOT, I asked my husband if he remembered what EPCOT stood for. Neither of us could remember, so I asked the helpful, smiling man wearing mouse ears. "Every Person Comes Out Tired," he chirped. My teenage daughter looked at him and said, "No. Really?" He just smiled. EPCOT, as it turns out, stands for Experimental Prototypical Community of Tomorrow. EPCOT was Walt's technology brainchild, geared to lend his fantasy-laden brain to the potentialities of science.
As we continued through the gates, a market researcher spotted our ideal little family -- 2 adults, 1 teenager, and 1 pre-schooler -- what more could he hope for? "Could I ask you a few questions?" he asked. Of course. "Why did you choose to visit us at EPCOT today?" The available choices included a) to visit specific attractions; b) to visit specific restaurants; c) to see a specific show. None of his choices offered our response: to visit a themepark that combined education and entertainment. Apparently, the art of "edutaining" has not lasted in Walt's world.
Instead, we found a newly renovated "Nemo" version of the Living Seas that told us very little about ocean life. We found that the Journey into the Body ride has been shut down. Now, there are still some wonderful "edutaining" experiences to be had at the Living Seas, after finding Nemo. But I was incredibly saddened to find that instead of learning about the sea, we would instead journey with Marlin to find Nemo. No educational value provided at all.
So what does this mean? Well, what it says to me is that the great entertainers of children (Disney) have given up on the notion that children can be entertained by knowledge. They have succumbed to the notion (the lazy notion) that celebrity is of more value than knowledge. I understand that Disney exists to make money. I believe, however, that we, as teachers, are called to impart knowledge. I am still more than a little saddened by the fact that yet another icon has given up on helping us. Then what can we as teachers do? I teach English. Clearly, it is within the perview of my subject field to incorporate entertainment into the learning process, and technology is critical for that to work. I love teaching The Odyssey and then showing O Brother Where Art Thou? Students do wonderful work looking for the similarities and engaging in a scavenger hunt with a list of monsters and events that take slightly different forms in the movie. I've had great success introducing Daphne du Maurier's story "The Birds" and following up with Hitchcock's Americanized film version. I get great papers detailing the differences in the two. But, those are videos. Videos are somewhat tired. I insist on only showing educational videos in my classes, on showing few of them, and on showing movies that my students would not likely watch on their own.
But that's it. That's the extent of technology in my classroom. I use a projector... I create tests on my computer... But that's it. Walt would say there's more for me to learn...
It's odd for me to be writing reflectively about a class that I have yet to attend. I've spent this week on vacation with my kids at Disney and have kept up with the class information at night. Unfortunately, that means that I can't react to class discussion. Instead, I'm going to write about how the teacher in me has reacted to the changinge face of Disney, and then later, react to what I think you discussed!
On Monday of this week, I walked with my husband and kids into EPCOT at Disney World. We had spent the day before perusing the Magic Kingdom, deluged with a combination of Disney marketing and fantasy worlds to which our younger child didn't relate at all. As we walked into EPCOT, I asked my husband if he remembered what EPCOT stood for. Neither of us could remember, so I asked the helpful, smiling man wearing mouse ears. "Every Person Comes Out Tired," he chirped. My teenage daughter looked at him and said, "No. Really?" He just smiled. EPCOT, as it turns out, stands for Experimental Prototypical Community of Tomorrow. EPCOT was Walt's technology brainchild, geared to lend his fantasy-laden brain to the potentialities of science.
As we continued through the gates, a market researcher spotted our ideal little family -- 2 adults, 1 teenager, and 1 pre-schooler -- what more could he hope for? "Could I ask you a few questions?" he asked. Of course. "Why did you choose to visit us at EPCOT today?" The available choices included a) to visit specific attractions; b) to visit specific restaurants; c) to see a specific show. None of his choices offered our response: to visit a themepark that combined education and entertainment. Apparently, the art of "edutaining" has not lasted in Walt's world.
Instead, we found a newly renovated "Nemo" version of the Living Seas that told us very little about ocean life. We found that the Journey into the Body ride has been shut down. Now, there are still some wonderful "edutaining" experiences to be had at the Living Seas, after finding Nemo. But I was incredibly saddened to find that instead of learning about the sea, we would instead journey with Marlin to find Nemo. No educational value provided at all.
So what does this mean? Well, what it says to me is that the great entertainers of children (Disney) have given up on the notion that children can be entertained by knowledge. They have succumbed to the notion (the lazy notion) that celebrity is of more value than knowledge. I understand that Disney exists to make money. I believe, however, that we, as teachers, are called to impart knowledge. I am still more than a little saddened by the fact that yet another icon has given up on helping us. Then what can we as teachers do? I teach English. Clearly, it is within the perview of my subject field to incorporate entertainment into the learning process, and technology is critical for that to work. I love teaching The Odyssey and then showing O Brother Where Art Thou? Students do wonderful work looking for the similarities and engaging in a scavenger hunt with a list of monsters and events that take slightly different forms in the movie. I've had great success introducing Daphne du Maurier's story "The Birds" and following up with Hitchcock's Americanized film version. I get great papers detailing the differences in the two. But, those are videos. Videos are somewhat tired. I insist on only showing educational videos in my classes, on showing few of them, and on showing movies that my students would not likely watch on their own.
But that's it. That's the extent of technology in my classroom. I use a projector... I create tests on my computer... But that's it. Walt would say there's more for me to learn...
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