Portfolio2 May 2010

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Portfolio2 May 2010

  1. 2. . . . a popular (and addicting) television series that is a metaphor for my LTT journey thus far
  2. 3. The premise: a group of strangers is brought together on a mysterious island of strange and unusual “others” who challenge their will to cope and survive <ul><li>. . . a remarkable similarity to the experience of me and my Lambrick colleagues in working with students in the fall and spring field studies ! </li></ul>If only our “island” had been like this!
  3. 4. The technology: a non-operational tranceiver, vintage computer technology, limited tech. support for fixing/operating it, and few “go to” people for help <ul><li>. . . another remarkable similarity to schools? </li></ul><ul><li>My experience: </li></ul><ul><li>Adequate hardware and software (fairly up to date) </li></ul><ul><li>Dated browser (explorer 6) preventing access to blogs </li></ul><ul><li>Inadequate bandwidth for multi-use video streaming </li></ul><ul><li>Lack of flash on ALL computers to run vokis and youtube videos </li></ul><ul><li>Inadequate time allocated for support of school technologist </li></ul><ul><li>Few colleagues using technologies such s blogs, forums, and wikis </li></ul>mid-century computer technology in “Lost”
  4. 5. The solution: developing “capacities” and long term goals <ul><li>The Oceanic survivors developed particular “capacities” for survival on the island -- and achieving their goals </li></ul><ul><li>Despite a different context and end goals, there are parallels in our journeys . . . </li></ul>
  5. 6. CAPACITY #1: participate in and help develop learning communities to support my teaching practise Interpretation: teamwork = professional growth. <ul><li>“ Lost” : </li></ul><ul><li>“ Live together, die alone.” (Jack) </li></ul><ul><li>Personal exemplars: </li></ul><ul><li>1) Collaborative projects with colleagues in field studies #1 and #2. </li></ul><ul><li>2) Teaching my colleague how to develop a wiki (demo & instructions) </li></ul><ul><li>2) Additional collaborative projects in English 9 and English Lit. 12 this semester, focusing on web 2.0 applications </li></ul><ul><li>3) Supporting colleagues in the use of Blackboard </li></ul><ul><li>4) Planned Fall Pro-d session to share experiences with blogs and wikis </li></ul>
  6. 7. CAPACITY #2: “engage in a critical cycle of action-reflection to understand and develop my practise.” Interpretation: Regular recorded reflections have value. <ul><li>“ Lost” : Claire’s journal </li></ul><ul><li>Personal exemplars: </li></ul><ul><li>1) Blogger journal (fall field study) </li></ul><ul><li>2) “Wewiki” journal (spring field study) - ongoing, written reflections, both mine and my colleague’s </li></ul><ul><li>3) Face-to-face conversations with colleague to debrief on a collaborative project </li></ul><ul><li>3) Planned Fall Pro-d session to share experiences with blogs and wikis </li></ul>
  7. 8. CAPACITY #3: “Use, evaluate, and integrate existing and emerging technologies into my practice.” Interpretation: “Existing” = a colleague is already using it and can offer support. “Integrate” = adapt technology to an outcome or project already important to you. “Emerging” = experiment: no one you know is using the technology <ul><li>“ Lost” : </li></ul><ul><li>Existing technologies </li></ul><ul><li>Seasons1 & 2: tech-savvy Sayid, tries to fix a broken radio and computer </li></ul><ul><li>Season 2: Survivors form a team to monitor an unusual computer, pushing a button every 108 minutes </li></ul><ul><li>Adapting technologies </li></ul><ul><li>Season 1: Materials from plane and island to build beach shelters and a life raft </li></ul><ul><li>Frustration with technology and its impact </li></ul><ul><li>Season 2: why can’t we communicate with this computer? What does the button actually do? </li></ul><ul><li>Season 3: capture by the “Others” – access to only the most basic technology (sledgehammer to break rocks) </li></ul><ul><li>Emerging technology </li></ul><ul><li>Seasons 5: Locke, uses a mysterious “wheel” technology to “move” the island through space and time. </li></ul><ul><li>Evaluating technology: should we try time travel technology? </li></ul><ul><li>Personal exemplars: </li></ul><ul><li>Existing technologies </li></ul><ul><li>help from a colleague in getting started with Blackboard (fall and spring – two versions of Blackboard) </li></ul><ul><li>Adapting technologies </li></ul><ul><li>Fall field study: online blogs to engage students in discussing books </li></ul><ul><li>Spring field study: wikis to facilitate a group research project </li></ul><ul><li>Frustration with technology </li></ul><ul><li>Fall: no access to web 2.0 blogging tools (inadequate browser) </li></ul><ul><li>Spring: Lack of flash on all computers to run certain plug ins on wikis/inadequate bandwidth to stream videos </li></ul><ul><li>student apathy towards technology: could a non-technology based assignment have worked better? </li></ul><ul><li>Emerging technology: blogs and wikis in the secondary class </li></ul><ul><li>Evaluating technology: </li></ul><ul><li>student apathy towards technology: could a non-technology based assignment have worked better? </li></ul>
  8. 9. CAPACITY #4: “ Draw on educational theories, research and philosophies to inform my use of technologies to support teaching and learning Interpretation: Theory is helpful Revisit it! <ul><li>“ Lost” </li></ul><ul><li>Complex, mind bending physics formulas to determine the changing locations of the island in time and space </li></ul><ul><li>Personal Exemplars </li></ul><ul><li>Notes from books and journal articles pertaining to blogs and wikis </li></ul><ul><li>- elementary, middle and secondary </li></ul><ul><li>school contexts </li></ul><ul><li>- when they worked well in the </li></ul><ul><li>classroom </li></ul><ul><li>- when they did not work well </li></ul>
  9. 10. CAPACITY #5: “Access, evaluate, use, and participate in new media interactions in education.” Interpretation: alternative modes of communication – experiment! <ul><li>“ Lost” </li></ul><ul><li>New media interactions: </li></ul><ul><li>Life-like Dreams: allow communication between the survivors and deceased individuals -- guiding the survivors toward unravelling the island’s many mysteries </li></ul><ul><li>Island’s unique magnetic properties: faciilitate transport among different time periods, allowing individuals to communicate with ”earlier versions” of people they know in the present, shaping their relationship with these people years later, at different periods in time. </li></ul><ul><li>Maybe these guys will be clearer . . . </li></ul>
  10. 11. CAPACITY #5: “Access, evaluate, use, and participate in new media interactions in education.” Interpretation: alternative modes of communication – experiment! <ul><li>Personal Exemplars </li></ul><ul><li>Illuminate LTT session </li></ul><ul><li>Wiki for collaborative planning with my colleague (field study #2) in lieu of e-mail and face-to-face meetings </li></ul><ul><li>Wiki collaboration among Library and Information Science students in different blocks in a unit assignment </li></ul><ul><li>Goals: wiki for communication with staff re: new library resources, etc. </li></ul>
  11. 12. The impact of the Capacities <ul><li>“ Lost” characters </li></ul><ul><li>Each capacity unlocked a secret or led to a new understanding </li></ul><ul><li>However, nothing was “solved” – there was always a circumstance left unexplained for multiple episodes </li></ul><ul><li>Over time, “finding” rather than “losing” began to define the experience of the characters </li></ul><ul><li>Field study experience </li></ul><ul><li>Process vs. product </li></ul><ul><li>More questions than conclusions </li></ul><ul><li>Summary of learning thus </li></ul><ul><li>far . . . </li></ul>
  12. 13. Personal learning statements <ul><li>Technology will not in itself motivate those who aren’t invested in their own learning.” </li></ul><ul><li>Student motivation to use technology for communication (texting, social networking) does not easily transfer to educational applications of technology for communication (blogs, wikis). </li></ul><ul><li>There are few examples of blogs and wikis being applied in the high school classroom, perhaps due to the content-driven nature of the curriculum where “authority and ownership of knowledge [rest] with the teacher who controls the text. . . . rather than with the learners.” </li></ul>
  13. 14. Personal learning statements (cont’d) <ul><li>Technology can help to level the playing field for struggling learners – and blogs and wikis worked best for these learners; perhaps because these students are used to struggling. </li></ul><ul><li>Blogs and wikis make students accountable to each other – a more effective way to educate our for our students who want to “slide by.” </li></ul><ul><li>Which technologies work best for particular learners in particular contexts and why? </li></ul>

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