Full Sail University EDM641 Learning Management Systems and Organizations: Darla Jolene Tucker November 2009 Final Report Chapter 2

In writing Chapter 2 of my final project report, I find that there is a plethora of information available regarding Learning Management Systems (LMS) and Personal Learning Environments (PLE).  I was stuck with which direction I wanted to take this conversation, but I have decided to explore the limitations involved with these fantastic tools and the effective utilization by teachers in public school settings.  I do not wish to offend anyone by this negativity, but it is a frustration point for me right now and I would like to find a way to overcome some of these obstacles.

The following quote is precisely one reason I am disappointed in public education, at least in my school and district. David Hopkins (2008) states in his article eLearning, where do we go from here?, “When they (students) get to further and higher education they ‘expect’ that they will use a wiki, use a blog or be given a podcast (or be asked to produce their own). So we, the teachers and Learning Technologists, need to be able to offer this so we can match, and even exceed, their expectations.”   I am often limited as to what sites I can visit with my students due to firewalls placed by the school district.  Also, I’ve been told that I cannot access the school’s wireless Internet from my personal computer.  This frustrates me because we are a PC school and there are no Mac’s available for my use.  While trying to teach podcasting to my students, I was limited because I wanted to utilize GarageBand and my school doesn’t have any accessibility.  I decided to use my own computer anyhow and I just did my uploading from home, but it seems senseless to me that we can’t access such amazing tools.

Rodd Lucier’s presentation of Ten Trends for teaching and learning in the future is phenomenal and, in my opinion, a must view for every educator, administrator, and district leader.  His ten trends include: right brain thinking, web-based apps, creative commons, the wiki workplace, social learning, wireless web, world wide web, walls are disappearing, open source attitude, and virtual worlds. 

In response to Rodd’s post, the disappointment continues.  If there was a way for me to tap into the minds of every education professional to open their eyes to see the possibilities that are available for all students and for a much more conducive learning experience, my life would be complete.  This presentation is very thought provoking and encouraging.   In looking at a “classroom of tomorrow”, the possibilities are endless.  To expand upon a few of the trends listed in the presentation, some are being utilized, I’m not sure how effectively, but several are being censored, so to speak.  For instance, the understanding of right brain thinking and basic Internet usage is often encouraged, but the opportunity for social learning, Wikipedia exploration, and virtual worlds are almost non-existent my school and district.   In my school and even throughout this program, the use of Wikipedia has been discouraged.  I personally think that it is a great way for students to learn to discriminate between factual and fictional information.  I don’t allow Wikipedia to be used as a sole source for information, but it is an appropriate starting place in my classroom.  As far as social networking/learning is concerned, I’d love to say that it is being encouraged, but it’s not.  Our district blocks MySpace, Facebook, etc. and some blog sites are even blocked.  To me this tells our students we don’t approve of such environments, which can also lead to parents’ disapproval.  I believe that social networking is incredibly valuable to learning and healthy self-expression.  For the last one, the use of virtual worlds, the jury is still out on this one in my mind.  I find that Second Life may not be appropriate for students, but applications like Spore, Sims, etc. are extremely effective for student creation, right brained thinking, and even the acquisition of entrepreneurship skills.  I teach career research and I find that the simulation games/virtual worlds are effective in teaching financial and budgeting skills, as well as entrepreneurship skills for entertainment and profit.

My district, like many I’m sure, is bound to teaching the state standards, and some administrators and district leaders have a difficult time grasping that standards can be taught in engaging and various ways.  I am not your typical ‘textbook’ teacher.  I use the textbooks when necessary, but they are not my sole source for information and teaching.  I try to get to know my students at the beginning of every year and I play off their strengths and interests when preparing my lesson plans.    At this point in my career, I am very disappointed in the public school system in my district and I can only imagine that if I am feeling this limited and locked down as an educator, how the students must be feeling. 

Does anyone have any suggestions for tackling these limitations and getting the administration and district level professionals on the side of the teachers and students?

Hopkins, D. eLearning, where do we go from here? Message posted to http://www.dontwasteyourtime.co.uk/blogging/elearning-where-do-we-go-from-here/ (2008, December 3).

Lucier, R. Classrooms of tomorrow. Message posted  on http://thecleversheep.blogspot.com/2009/11/classrooms-of-tomorrow.html/ (2009, November 14).

Full Sail University EDM641 Learning Management Systems and Organizations: Darla Jolene Tucker November 2009 Final Report Chapter 1: My Udutu: Tackling "The Taming of the Shrew"

The following is a document created using the Pages application to describe my project.  My Udutu project is Tackling "The Taming of the Shrew" by William Shakespeare and I am currently teaching this play in my intensive reading classes.  My goal for this project was for my students to have a study guide to supplement as they read "The Taming of the Shrew" and the enrichment activities at the end will offer expansion for any of the students interested.

My Udutu course can be found at http://publish.myudutu.com/published/launcheval/14379/Course25528/Launch.html

Week 4--What I have Learned Project

I'm going to be completely honest here.  It has been a hectic month and I honestly didn't get the time I had hoped to explore very much new media.  I was really looking forward to spending some time working with Photoshop, but ended up only having time to work with the iPhoto editing tools.  I will take what I can get!  I decided to take what I learned while playing with the iPhoto editing tools, reading The Art of Possibility and responding to the discussion boards this week about my dream job and I used Comic Life for my project.  My plan is to print and post this in my classroom and in my house as an inspirational reminder to reach for my goals and continue to dream big. 

Week 4--The Art of Possibility (Chapters 7-12)

In my last blog I talked about how I wasn’t feeling half-full and I really didn’t want to change my thinking, but it is a new day and I have a new outlook, or at least I’m trying.


Chapter 7: The Way Things Are

Sometimes it is really hard to maintain a positive attitude when everything seems to be working against me, but in reading this chapter I know that it is worth trying and I need to learn to take the good with the bad. There are a couple of quotes in this chapter I found that I need to adopt as learning guides in my life. The first is “The risk the music invites us to take becomes a joyous adventure only when we stretch beyond our known capacities, while gladly affirming that we may fail” (pg. 103). I have always been a risk taker, but then often fall apart when I don’t achieve whatever I set out to achieve. This quote is a gentle reminder to me that I must accept the fact that I may fail, yet not give up the risk. The second quote is “Nature makes no judgment. Humans do. And while our willingness to distinguish good and evil may be one of our most enhancing attributes, it is important to realize that “good” and “bad” are categories we impose on the world—they are not of the world itself” (pg. 105). This is probably the biggest eye-opener for me. In working with nature this summer I learned more about the circle of life and the natural food chain as well as how to accept that as the way it is. I need to bring this example into my life and understand that things happen for a reason and people come into our lives for a reason. There is no right or wrong, good or bad imposed upon me. I make that choice and I have to be the one to live with whatever choice I make at that moment and make the most of the outcome.

Chapter 8: Giving Way to Passion

Passion, what is passion? I have a theme that I try to instill in my students and that is to dream big, laugh a lot, and live life to its fullest. This theme is posted in my classroom and I refer to it often. I wish I could adopt this as the theme for my life. In this chapter I learned it’s important to avoid the downward spiral and to embrace the possibilities and that I need to participate wholly and not hold back on my dreams and pursuits. I will be reevaluating my passion. Am I actually moving forward or am I just sitting in neutral? What do I need to do to give way to my passion?

Chapter 9: Lighting a Spark

The story about his father really touched my heart. His statement “Certain things in life are better done in person” (pg. 123), is so true. I have always had a face-to-face policy when discussing serious matters or concerns. I’m an expression reader. I have to know that the other person completely understands my concerns and is accepting and I find that it is easiest to know this when looking someone in the eyes. I like the idea of enrollment as it is discussed in this chapter. In order to be a light for someone else, the passion has to be evident through my eyes. I think about my students. When I’m teaching subject matter that I’m excited about they are much more engaged, but when I’m teaching something that I’m not dedicated to, the connection and energy is lost and my students quickly lose interest.

I know I’ve talked a lot about my summer job, but now I’m seeing that’s because it’s something I’m incredibly passionate about. I found this summer that I have a knack for bringing positive energy into an environment. I am generally a pretty bubbly and energetic person and when I’m excited about something, it is evident to anyone in the vicinity. Through this passion, I found a way to bring smiles to faces that had been missing them for some time and I began to see positive connections being made with people around me. In thinking back, I now believe that the best way to light a spark for others is to wholeheartedly enroll in the objective and share the passion.

Chapter 10: Being the Board

This chapter made me realize that sometimes I tend to blame others and situations for how I am feeling or responding, but ultimately it’s my problem and I have to be the one to decide how to handle each person or situation when it comes my way. This week I have been really down in the dumps. First of all, I’m in a full leg cast which limits my mobility and I am unable to be as independent as I usually like to be. On top of this, my birthday is coming up and I had plans to attend a show this weekend. I was very excited about this show and time with friends, but received an email from Ticketmaster that the show has been cancelled and this knocked me down yet another notch. Throughout the week, I’ve been in a crappy mood and thinking negatively, but I now realize that I’m the only person that can determine my mood and how I’m going to react to the cancellation of the show. By making myself the board in this situation, I realize that since my friends will still be with me, I will still be out of the house, and we will still enjoy a delicious dinner, it’s all good! I’m choosing to change my attitude and I know tonight will be a blast.

Chapter 11: Creating Frameworks for Possibility

I find that this chapter helps me recognize the importance of setting boundaries, avoiding the downward spiral, and enrolling in the objective. When I set boundaries I find that it’s easier to achieve the goal, because I’m not distracted from outside interferences. As for avoiding the downward spiral, I find this can be accomplished best by being passionate and enrolling in the subject at hand. These last two chapters help to tie this book together for me. The story about the little girl with leukemia really touched me because my dad has leukemia. I give the teacher kudos for her assistance in helping her students see the importance of accepting this little girl, but in reading Joann’s blog I was intrigued “The story about the teacher shaving her head brought tears to my eyes. However, I must admit I am at a bit of a loss. The problem was the girl's and the solution came from the outer world. The girl did not make that happen, the teacher did. Am I misreading this example or I am confusing the practice?”, so I reread this section to see what I could gain from this story. This little girl didn’t solve her own problems, but it was done for her by the teacher. I think the connection may have been intended to recognize the teacher for her efforts and passion for her students in this situation.

Chapter 12: Telling the WE Story

This chapter is an excellent ending to an equally excellent book. This chapter discusses what connects us, our goals, dreams, and possibilities. I have been taught over the years to always approach items of conflict with an “I” instead of “You”. I think this is what this chapter means. When explaining my frustrations with someone or something I try to word it in such a way that it brings this issue back to me and avoids placing blame which ultimately reduces defensiveness and allows for a team solution to be made. I have found this to be an effective problem solving technique over the years and I’m going to do my best to remember it in the future.

I have thoroughly enjoyed this book and the positivity it has brought back to my life. I will keep it close at hand and will take time to reference it whenever my glass begins to empty or when I just need to be uplifted a little.

Zander, R. & Zander, B. (2000). The art of possibility. New York: Penguin.

Week 4--Blog Response to Katarina McCleary

Monday, October 19, 2009


Week 3 Stickam Chat
Well, that was interesting!!! I really see why we don't use the audio on Stickam. Initially, my group could not figure out how to get our video to show up, but when we put our minds together we finally figured it out. It was also interesting when the group members forgot they were on video and made a really crazy face(ok who am I kidding it was me). Anyway, I think we are all set for our group Stickam and Skype tomorrow.

Posted by kswmccleary at 7:45 PM

3 comments:

Amy White said...

My daughter is still laughing at your "pig" face! :) So funny! I can see how Stikam could be helpful to meet with groups, but I'll have to figure out a way to make it more private. You should have seen the dirty IM's that "shyguy" was sending me! Ugh. Reminded me of the people you got in a fight with in SL. *Another* funny night!! HA!
October 19, 2009 10:17 PM

kswmccleary said...

I don't think I could forget the SL drama if I tried!! What a horrible experience SL has been!
October 20, 2009 7:23 PM

jojoteach1109 said...

Stickam was fun ladies! I was a little frustrated when we couldn't get in, but eventually all worked out. I thoroughly enjoyed our Stickam session. It was more fun than I expected. The funniest part was hearing our audio on Skype and waiting for our videos to catch up. I had a hard time not smiling at everyone when the camera was on. The camera is great to keep attention (right, Brandi?), but can be distracting because I found myself making sure my hair still looked ok and that I was centered on the screen. I loved the funny faces and sillyness too. Ya'll have been a great group!
October 23, 2009 9:35 AM

Week 4--Blog 2, Not half full...

Ok, so I'm reading The Art of Possibility and I'm not feeling at all half full at this point.  It seems as if everything has been crashing down around me.  I was very excited when I first began the book, but now I'm finding that I'm angry because I don't want to be positive right now.  Is it ok just to want to be mad sometimes?  I'm going to continue reading and I will actually respond to the book...I just wanted to vent for a little bit first.  I'll be back when my glass begins to fill again.  :-)

Week 4--iPhoto Editing Tutorial

Here is one of the photos that I chose to explore using iPhoto's editing tool.  As you can see, the difference is amazing.  It is difficult to even make out an image in the first picture, but the second one is much clearer.  This is a picture taken by my friend Angy of 3 bunnies found abandoned on Cape Canaveral Air Force Station.

This is Paisley, our pride and joy.  The first picture is the original upload into iPhoto, the second explores color changes and vignettes, and the third uses the 'antique' effect as well as vignettes and shadow changes.

I really enjoyed exploring the iPhoto editing tools.  Now I'm ready to learn how to use PhotoShop!

Week 3--Ch. 6 Reading--Lighten Up a Little

I am currently reading The Art of Possiblility by Rosamund and Benjamin Zander.  While reading chapters 1-6, I have two favorite chapters so far, 4 and 6.  I expressed my feelings about chapter 4 in an earlier blog post, so here are my thoughts on chapter 6.

Chapter 6: Rule Number 6

Rule Number 6 is “Don’t take yourself so…seriously” (pg. 79).  This is probably a rule I should post all over my house, car, and classroom.  I have a very difficult time with this concept.  The common theme throughout this chapter is “What would have to change for me to be completely fulfilled?”  I find this question to be ever so thought provoking.  Often times I feel that it is easier to look at how others need to change in order for me to be happy, but it is truly the other way around.  I try to be the best wife, friend, daughter, granddaughter, student, teacher, etc. that I can be, but I am not always confident in this ability.  I have always had a low self-esteem, but I wear such a good mask for everyone that it is seldom recognized.  It is when that mask is removed that I crumble.  I constantly worry about what others think about me and how I can do better.  This chapter has helped me to see that I need to learn to take myself much more lightly and to make any necessary changes (in me) to be completely fulfilled.

On another note, while reading The Art of Possibility, I came across a quote that describes a circumstance I would like to share.  The quote is “When one person peels away layers of opinion, entitlement, pride, and inflated self-description, others instantly feel the connection” (pg. 89).  In the past, I worked with a group of equally phenomenal people all seeking to reach the same goals, but each having very different opinions of one another and constantly working against each other.  The pride of each individual in this group was very evident and communication was hindered due to each person’s individual agenda overpowering the strength that would’ve come from working together.  If each person in this group would remove just one layer at a time from his/her own pride, the goals would be achieved at a much greater rate and with positive connections and camaraderie providing a more effective and happier group. 

Zander, R. & Zander, B. (2000). The art of possibility. New York: Penguin.

*Image compliments of Microsoft Clip Art Gallery

Week 3--Ch. 4 Reading--Playing the Contribution Game

I am currently reading The Art of Possiblility by Rosamund and Benjamin Zander.  I have always found an interest in self-help books.  I feel that there should be a lot more happiness and harmony in the world and if I need to work on my happiness to help provide it to others, then so be it.  While reading chapters 1-6, one of my favorite chapters is chapter 4. 

Chapter 4: Being a Contribution

The starfish analogy at the beginning of the chapter is very meaningful to me considering my job this past summer.  There were many days that I picked up and returned a washed-up starfish or other form of sea life to the ocean.  This was second nature to me, but reading this description sure made me feel good about my decision to stop for a moment to make a difference to that one. 

I am naturally a people pleaser and someone that can always be counted on to be there for her friends, family, coworkers, etc.  I have found that being helpful and making a difference for someone else simply makes me happy.  When I am unable to help someone or if I feel that I’ve left someone behind (a student specifically), it shatters me.  In stating this though, I have to be careful to understand that I may never know if or how I contributed or why the contribution was recognized.  This should be my plight in life; everything I do should have a purpose and if I can reach one person through my teaching, kindness, support, encouragement, and/or love, then my life will be complete. 

The following quote by Zander has led me to vow to play the “Contribution Game” and I’m going to pass this outlook onto my students, family and friends.  “Naming oneself and others as a contribution produces a shift away from self-concern and engages us in a relationship with others that is an arena for making a difference” (pg. 63).

Zander, R. & Zander, B. (2000). The art of possibility. New York: Penguin.

Week3--Ron Smith Interview Q and A's

 

Questions:

1. Ron Smith is the lead teacher of the New Media Academy for ______________________High School.
2. What is the focus of the New Media Academy? 
3. What is the media that interests students the most?
4. Explain one problem being identified of the media being utilized by many teachers.
5. Ron Smith mentions three hot new technologies, what are they?
6. Describe a little about the second new technology Ron Smith mentioned.
7. What is the common feature Ron Smith mentioned about these three technologies?
8. What do you think Ron Smith’s way of teaching through independent exploration, does for his students?
9. What does Ron Smith see as a recent and upcoming trend in education?
10. Describe what media your teachers use in your classrooms.  How does that media work for you?  Is there something you’d rather be using or you think is better?  If so, please explain.

Answers:

1. Hollywood
2. Career-centered/focused for students interested in media related careers/business.
3. Animation, Flash animation, Video
4. Many teachers still use PowerPoint as their sole technology piece and students are being required to use PowerPoint for their presentations instead of allowing them to branch out and select their own media.
5. Scratch, Sketch-Up, and Blender
6. Sketch-Up is from Google and is a 3D modeling software that can be used in conjunction with imports from Google Earth.  Ron Smith used this for an assignment in which he had his students rebuild a city block after Hurricane Katrina in New Orleans. 
7. They are all free.
8. His students are given little information about new software and they are expected to explore on their own which enhances their creativity and doesn’t place limitations on their growth or expansion of new media.
9. Virtual/Online education/curriculum design
10. Answers will vary.

Week 3--Blog Response to Amy White

Week 3: Reading chapter 1-3

Interestingly, chapter 3 of The Art of Possibility has my favorite ideas and a quote that made me roll my eyes and gag a little. The quote that I didn't like was, "This A is not an expectation to live up to, but a possibility to live into" (pg. 26). I hate quotes like this. I know that they are meant to be inspirational and all that, but, really--gag. That said, I love the idea of giving an A. I don't know if I'd get away with that, but I would love to at least set up the hypothetical and talk to my students about what it would look like. I love the letter writing idea, where they have to look at what they did to receive the A. I think grades have been so inflated in this day and age. I have students (and their parents!) tell me all the time that they "need" to get an A. Some of them are genuinely not capable. They can grow and they can advance, but an A is not really in their league--if we are saying an A is the highest achievement or the highest standard. I am fascinated to see what my students would say is necessary to achieve an A and how they went about earning it. I've been talking to them all year so far about goals and how they define success. I asked them to write their own definition of success and encouraged them to share it with their parents and discuss it. This year we used a graphic by Jim Burke (see below) and talked about the various aspects and foundations of success. I am definitely going to find a way to give them all an A, even if it is only for a day, and see what I hear them say.

Zander, R. & Zander, B. (2000). The art of possibility. New York: Penguin.

posted by amy white at 10:10 pm

1 comments:
 jojoteach1109 said...
Amy, I completely understand your issue with that quote. I teach in a high-achieving school in which student, parent, and administrative expectations are that all students receive A's and B's. Quite simply, I teach intensive reading (a below grade level course) and I still have students not earning A's and B's. Not all students are A-ability students, but many can be A-effort students. I am always stuck in this dilemma and I feel bad when I conference with the students that I know are trying their personal best, yet achieving less than others that don't put any extra effort into anything. Your statement about "an A is the highest achievement or highest standard", made me think. How is the highest achievement or highest standard measured? Is it that individual's highest achieving point or the "norm/average" highest achieving point?

The Foundation of Success graphic is great! I think I'm going to borrow this to use with my students. Thanks Amy.

October 17, 2009 8:22 AM 

Week 3--Blog 1--Using Wordle

I attended a workshop on Thursday and found out about a great new resource for use in my classroom.  That resource is Wordle. http://www.wordle.net

This is a phenomenal way to introduce a unit or lesson or even a fun way to review for an upcoming test.  I am very excited about getting to create word clouds for my classroom.  I can't even imagine how excited my students are going to be!

I used my blog as the text for my first word cloud and below is the cloud I made.

*This image is compliments of www.wordle.net.

Week 2--Chapter 5 Reading--HP Wars

In chapter 5 of Convergence Culture by Henry Jenkins, the discussion about Harry Potter intrigues me.  I read the first book and have seen the first movie, but really couldn't get into the rest of the series.  For me personally, it is a little far-fetched and simply just not my choice in reading or viewing material.  With that being said though, I find that Heather Lawver's endeavor in creating her web-based newspaper The Daily Prophet astonishes me.  I had no idea that there were this many students, teenagers, adults, etc. involved in such things.  I think it is a great way for students, and anyone for that matter, to express themselves and expand their writing/literacy skills.  I would completely support my students if they showed interest in a project of this sort and I think this is something that teachers should encourage instead of frowning upon.

I was disturbed by some of the actions described about preachers, communities, etc. banning the Harry Potter books, burning books/CD's/DVD's, and tearing the books apart before students' eyes.  In my opinion that shows complete ignorance on the part of the adults in this situation.  I can only imagine what these actions do to the self esteem of students being subjected to such insensitivity and these actions anger me immensely. 

I was raised with the understanding that witchcraft/wizardry was not appropriate or godly.  I was never allowed to play games that seemed to have a satanic spin on them or to view movies involving vampires, monsters, etc.,  but I was also taught the difference between fantasy and reality.  I believe that no one has the right to judge another person and I think the new discernment movement is a step in the right direction.  I believe if we teach our children, students, friends, etc. that role-playing, reading or exploring fictional people, places, and ideas are ways to expand their thinking/imaginations and not necessarily a lifestyle, the confusion of fantasy vs. reality will be lessened. 

I believe this debate is age-old and a solution will never be agreed upon as long as free will and human judgment is involved.  However, it is important that we as adults, teachers, parents, professionals, etc. remember that our students have the right to their imaginations and should be allowed to utilize them to the best of their abilities.  I learn something new from my students all the time and it is my hope that I will never forget how much they have to offer to me.  I look forward to all I have yet to learn and my mind is open to where the information may be stored and distributed. 

Week 2--Thesis Research

My thesis topic is Cyberbullying.  I am finding that this is much more common in our schools and very few districts have plans in place to prevent it.  Our district has instituted an anti-bullying policy this year, which includes cyberbullying on and off campus.  The hardest thing now will be getting our students to trust us and getting them to come forward in bullying/cyberbullying instances.

The first two videos below give a first hand account of the effects of bullying and cyberbullying.




The two videos below are short PSA's concerning Cyberbullying.  I have used these in my classroom and will continue to do so as long as cyberbullying continues to be an issue.

KLSSupportServices. (2008). Childnet International - Cyber Bullying[video]. Retrieved October 11, 2009 from

http://www.youtube.com/watch?v=fNumIY9D7uY&feature=fvw

 

KLSSupportServices. (2009). A Cyber Bullying Suicide Story -- Ryan Halligan age 13

[video]. Retrieved October 11, 2009 from http://www.youtube.com/watch?v=E1LG9NymhTE

KLSSupportServices. (2008). Cyber Bullying - What do you do online? Do you know how to Protect Yourself [video]. Retrieved October 11, 2009 from

http://www.youtube.com/watch?v=_LrM83KbWBg

KLSSupportServices. (2008). Stop Cyberbullying[video]. Retrieved October 11, 2009 from http://www.youtube.com/watch?v=NA8ScWjLdDw

Week 2--Blog Response to Katie Hirt

Saturday, October 10, 2009

Week 2 Blog 2 - Living in a New Culture

I was inspired my friends who traveled and studied abroad during college so I moved to Honduras for my first teaching position. The job itself was more than ideal. I was teaching 3 sections of general biology and 1 section of AP Biology. The school was and international school that catered to families that were well known in the community. When I moved to Honduras I did not speak any Spanish. Well actually I knew the words for thank you, please, and bathroom.

I would be lying if I didn't say that moving to a foreign country was not scary. On the plane ride from the US I cried (a lot) and wondered if this "adventure" should be called off. I knew that eventually I would figure out how to speak Spanish, teaching, my new address, transportation, where to find food, how to call home, how to set up internet, where to go if there was a hurricane, how to call for help, and my list went on. The fears I had and the anxiety about moving to a new culture was overwhelming. Yet I still moved and stayed for a year.

For almost anyone put in a new and unfamiliar situation anxiety and fear arise. Why do some people push forward while others revert back to something known and familiar?

My thoughts now turn to our current educational world. There seems to be a divide in teachers - Those that want to integrate new technologies and those that do not. Obviously with anything new, there are proponents and opposition, but why wouldn't all teachers want to use new tools that can make students more engaged? Is this uncharted territory for some teachers? I know that some teachers are scared of technology and too anxious to even try. If something goes wrong, there are 20 students in the class to help you figure out what went wrong! Use their knowledge to help you teach.

It is my hope that many, many, many more teachers in the next few years will realize that living in and participating in the “educational technology” culture is a wonderful thing!


Sources
"Class with Frog" taken by K. Hirt at EIS 2007

Week 2--Homework Leads to Additional Research

As I was searching for podcasts this week for my homework, I came across a podcast by Dr. Stephen Krashen.  His information was really relevant to what I teach and I decided to spend a little more time finding out about Dr. Krashen.  Dr. Krashen’s website is http://www.sdkrashen.com/ and I am thoroughly intrigued by some of his thoughts, opinions, research, etc. regarding the importance of reading/literacy in education.  One of my favorite articles of Dr. Krashen is Comic Book Reading, Reading Enjoyment, and Pleasure Reading Among Middle Class and Chapter 1 Middle School Students found here http://www.sdkrashen.com/articles/comicbook/index.html.  This article discusses how comic book reading is motivational for students and can improve reading scores. 


I use a variety of media to teach my intensive reading students.  I use comics in my classroom as well and I have faced some adversity from people in regards to whether reading comic books actually constitutes reading.  I personally believe it does.  Also, in my opinion, reading something is always better than reading nothing.  Without motivation and/or enjoyment, many struggling readers will not independently pick up a book to read.  If comics provide the motivation and the enjoyment factor, then so be it.

Week 2--Emotional Week! :-(

I sprained my ankle about three weeks ago playing softball.  I spent the first evening in the ER and the next several days on the couch with a lot of ice application and elevation.  The following week I used crutches to maneuver around school and anywhere else I had to go (for the record, I hate crutches).  I eventually graduated to a walking boot and was able to leave the crutches behind.  For my three week recheck, I decided to see a sports injury specialist instead of my general orthopedic doctor.  Well, that's where the drama begins...

While discussing the ankle sprain with the specialist, he began manipulating my ankle and leg to see for himself how well I had been healing.  He noticed some movement and pain just below my knee and decided to send me downstairs for an x-ray of my knee.  Upon returning upstairs and viewing the x-rays it is noted that I have a fracture at the head of my fibula, just below my knee.  The doctor explains that it is a "good" fracture, because the "bad" one would require surgery.  This fracture only requires a full leg cast.  I'm not sure that this would constitute "good" in my book, but I don't seem to have a choice and it definitely is better than the alternative (surgery).  I immediately began using my crutches again and I return on Monday afternoon for a full leg (above the knee) cast.  The cast will remain on for a minimum of four weeks, depending upon how well/quickly I heal.

I know I have been missing in action for the last several days, so I thought I'd give you a quick look at why.  Please keep me in your thoughts and prayers and I'll keep you all posted.  :-) 


Thanks My Full Sail Family!!

Week 1--Show What You Know Project

 

Week 1--Blog Response to Joann Stegner

WEDNESDAY, SEPTEMBER 30, 2009

New course, new POV

I must admit, I disliked blogging in the last class in which it was a requirement. I am really not sure why- I like to write- but it just never gelled for me.

I did, however, revisit the idea of blogging after losing my job at the end of the last school year. I thought I would chronicle the ups and downs of my lack of job, talk about the new and exciting things I would encounter and boast about my new accomplishments. I would fill the pages with salsa lessons, daily musings and funny anecdotes. I think I actually managed to write a paragraph once or twice and it consisted of me complaining and moaning about emotional drudgery. I have a difficult enough time sounding interesting in one line on Twitter- I couldn't possibly blog about my life- or lack there of.

So here we go again.

I decided not to re-purpose my last blog but start a new one. It will be chock full of fresh and new ideas, brilliant insight and astute observations. Words will flow from my mind, through my fingers and dance onto the page. I will be clever and captivating.

What does this have to do with anything in class?

Nothing, but every blog has to start somewhere.

Welcome.

Week 1--Blog Response to Amy White

thursday, october 1, 2009

Week1: Digging Back into Blogging

I am excited to start blogging again; particularly when there aren't so many rules attached to it. I enjoyed expressing my thoughts, but the format was too structured in our last graduate class so I didn't really enjoy it. It felt really stressful. I have been reading over the info in FSO and I'm looking forward to all what this class has to offer. I feel like we'll finally get some time to explore all the things we've only had time to glance at as we hurried by. So, I hope to get my hands dirty and dig into all the great stuff out in the www. Here's to a great month!!

Week 1--Thesis Idea and Helping Each Other

Bullying, specifically cyberbullying is my current thesis topic.  My goal is to create an e-learning lesson providing sensitivity training about bullying and cyberbullying for educators.  I feel that it is important to approach this subject from a variety of sides.  I will address the sides of the victim, the bully, the bystander, and the authority.  For each of these sides, I will define and explain bullying, how it leads to cyberbullying, and suggest possible solutions to the problem of bullying.  

I'd like to know more about everyone's thesis idea and how it's coming along for you.  I think we can really help each other this month by being patient and encouraging to one another.  I know that I need assistance with accountability and some help in the area of time-management.  I want everyone to know how thankful I am for everyone in my group at Full Sail.  I've thoroughly enjoyed getting to know some of you very well and I can't wait to meet you all face to face in February at graduation.

Week 1--Reading: TV Reality Shows

What a great way to start a book!!! I have just started reading Henry Jenkins' book Convergence Culture and I am intrigued by the first couple chapters. I find it interesting the number of people that follow reality television shows and spend a multitude of time trying to figure out the show before it even begins. I may not be one of these analytical viewers, but I will admit that I am completely sucked into the world of reality TV. I am a consistent viewer and supporter of American Idol, So You Think You Can Dance, Hell's Kitchen, and Survivor. I never thought that I would get this involved in any television program, especially one that deals with the lives of other people.

I find that the discussion of reality TV is everywhere, including my classroom. We were having a class meeting the other day and one of my students began talking about Survivor and making predictions about what was going to happen on the next episode. This opened an entire conversation about the show, both past and present, and everyone's opinions about each team and member, who should stay, who should go, feelings about everyone's integrity or lack thereof, etc. It was amazing. My students were predicting, analyzing, summarizing, inferring, comparing and contrasting, explaining about cause and effect, and just generally comprehending the show. I never recognized the connection to reading skills that this type of discussion could bring before, but I will be using this in the future with my students for engaging activities. They didn't even realize the skills they were using until I attached labels to each skill. This may be a breakthrough...especially for my reading students.

Week 1--Missing My Summer Job

This is a video describing my summer job. It was only a seven week position and I miss it terribly. I learned so much about myself this past summer and I'm hopeful that it will lead me in new directions in the future.

Success!

I completed my final round of fluency testing for my students yesterday and I am proud to announce that 95% of my students made fluency gains. I can't wait until FCAT scores come back! I am so proud of them and their hard work! :-)

The Bullying Needs to Stop!

I had an incident at school today in which a select group of students were bullying another student in my classroom.  It's amazing to me how sly they can be, because I had no idea what was happening until the victim came and told me.  I've seen this happen before with these same students and the same victim and I spoke with these students at that point.  Obviously my words and the consequences for their actions didn't stick.  So what am I to do?  Administration says to tell them when any act of bullying takes place, but when it is solely verbal or multiple students' words against another's, nothing happens.  

Our school recently participated in a cyber-bullying training for our students.  I was surprised by the amount of students that had no idea that harassment over texting, the phone, or the internet was a form of bullying.  I have decided that since I am still witnessing the act of bullying happening in our school, I'm going to spend some much needed class time addressing this topic.  I proceeded to do some research on anti-bullying and I found an amazing website, that can be used by students, teachers, administration, parents, or just about anyone interested in helping a victim or stopping a bully.  

This educators link to this website is 

http://stopbullyingnow.hrsa.gov/adults/teachers-corner.aspx

If this is an issue you have seen in your classes, please take a look at this site.  It can be used as a great tool for students, parents, and even administration.  

Also, if anyone has any other resources or suggestions to stop bullying or cyber-bullying, please let me know.  I don't want to see this continue in my school and I'm going to do everything I can to put a stop to bullying, at least in my classroom.

Wanted: Time Management Skills

I feel as if I should post my calendar and agenda online for everyone to see, so that when I have to tell someone "no" they would understand why.  I have always been the first one to sign up to assist others and I have often put others before myself and I just can't do that anymore.  I'm finding that being enrolled full-time in a Master's degree program, teaching full-time, teaching clogging classes and private lessons, finishing two reading endorsement classes, and managing a household does not fall into place all on it's own.  I'm not sure where to begin.  I've tried to let household chores slide a little, but I can only handle that for so long.  My lesson planning and paper grading has been pushed aside, but these are responsibilities that must be taken care of in order to keep my job.  I have deadlines to meet and I'm doing everything to stay above water.  My concern is that my disorganization and lack of time management skills are weighing heavily on me at this point and I don't feel effective in any area anymore.  I'm quickly losing energy and excitement for the things that were once most important in my life.  If anyone has any suggestions or tips for time management, please fill me in...I want to be successful and I want to enjoy the journey!

Dealing with Parents and Difficult Situations

I teach in a high-achieving public school in which all of our classes are honors level or above and many people think that I have it easy. “Wow, you’re at ______, what a great school!” “You have a cake walk compared to teaching in regular schools.” “You can’t even imagine some of the stuff I deal with!” These are just a few of the statements that I hear on a regular basis. As great as my school is, it definitely has some downfalls. When dealing with an advanced population of students, you also are dealing with parents having high expectations for their children and of the teachers. There are always a few students that fit the bill of the classic, gifted, underachiever. I’m currently working with a student like this and the parents are doing everything in their power to find where to place the blame. Is it the student’s fault? Is it the teacher’s fault? Is it the school’s fault? Can it be our (the parents’) fault? These are the questions that are present in any parent’s mind whenever a seemingly intelligent child is not making adequate academic progress. I have been doing my own research to tap into this student’s interests and I’ve had little success. It is now being turned back to the school that it is our (the school’s) fault. We are now being considered the cause and the only solution in the parents’ mind. But, what if we are not the problem? How do I deal with these parents and this difficult situation? I am sure that I am not the only person that faces this type of problem, so I’ve done a bit of research and I found a checklist for how to handle difficult parents and a couple other links to explore. If anyone has any suggestions, I’d be happy to hear them. I can use all the help I can get at this point.

Checklist
http://www.athleticsearch.com/bonuseditorial/difficultparentschecklist.html

Inspiring Teachers http://www.inspiringteachers.com/classroom_resources/tips/parent_communication/dealing_with_difficult_parents.html

Education World
http://www.educationworld.com/a_issues/chat/chat111.shtml

NWREL
http://www.nwrel.org/request/march99/article7.html

Improving Literacy Through Technology

http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li300.htm

The above link takes you to a site that discusses how integration of technology can be used to improve and enhance literacy among our students. I currently teach middle and high school intensive reading. This is not an easy audience to motivate. Many of my students are capable of reading, but they don't enjoy reading. This lack of interest leads to the fact that they don't practice enough and sometimes lose ground without having the literacy exposure. I have been recently introduced podcasting to improve reading fluency. I had my students read books aloud multiple times, using appropriate phrasing and intonation to help increase fluency. They thought is was just for fun and didn't recognize that they were learning, until I told them the purpose behind the podcasts. I was amazed by the excitement of the students the first day I brought in my Mac. They were fighting over who would get to read first and then argued when they finished, that they wanted to read again. I have never seen my students that excited about reading!

In exploring the above website, I found that there is so much more to literacy than what I first understood. The meaning has changed over time and I believe it will continue to broaden and will be transformed throughout the 21st century with all the newly available tools and resources. I am very excited to see where this transformation takes my students and where it takes me as both a learner and an educator.

Games in the Classroom

Please visit The Teacher's Toolbox-Games in the Classroom.

http://web.me.com/wiseangst/Site_2/Games_In_The_Classroom.html

This is a website I helped create with my classmates from another class. The references for this page can be found on this site as well, under the 'references' tab. I'm constantly facing the battle in my classroom over appropriate use of online games. This link provides a few educational game websites with short blurbs describing their uses and appropriate grade levels. I am trying daily to convince my technology specialist and administration that games can have a positive effect on learning, if monitored and used appropriately. If you have any suggestions for bringing this change about in my classroom or in schools, please feel free to share. Also, if you have any favorite game sites, please send them to me...I'd love to have the chance to explore them.

Who I Am

I Am

by: Darla "Jolene" Tucker

 

I am a nurturer by nature.

I wonder if I make a difference.

I hear laughter and positive conversation.

I see fun times and new adventures.

I want to be the best friend I can be.

I am a nurturer by nature.

 

I pretend that all pain is gone when I’m with the ones I love.

I feel as if I can change the world.

I touch the heart of those around me.

I worry if I hurt someone’s feelings.

I cry when others are hurting.

I am a nurturer by nature.

 

I understand the needs and desires of others.

I say “I love you” often.

I dream of happiness and unconditional love.

I try to be a light for the people in my life.

I hope for acceptance and respect.

I am a nurturer by nature.