Creating a Digital Classroom...

The theme of this chapter is "Change." If we are to create a digital classroom, we are going to have to change what we think of a classroom as being. With the wealth of knowledge and constant information on the web, textbooks will become obsolete. With this onslaught of information, comes the necessity to be able to differentiate between what is true on the web and what is opinion. These are skills that must be taught. At what point do we begin teaching the necessary skills? When are they ready to see some of the stuff the web has to offer, both good and bad?

Another theme is shifting what we are doing now to more digital learning. Collaboration in all aspects of a child's education including collaborative problem-solving will need to become the norm instead of the exception. Teachers will need to acknowledge that they are learners along side their students and that no one person holds all the answers. One aspect the book did not address is the shift in parent perception. Demonstrating for parents that this way of learning/ collaborating is preparing their students for the real world is essential in the success of a digital classroom. This also seeps into the way we currently test our students. Why do we continue to test them in a way that tests minute facts and rote memorization? If we truly do move to a digital classroom, how is the state assessment data going to reflect the skills our students are learning?

The power that digital citizenship gives each individual is enormous. The ability to add one's thoughts to blogs and wikis and take part in the construction of shared documents wields great power. It is in the teaching of our students that the power is used appropriately or inappropriately.

This chapter pretty much just scared me to death. It is a tall order with many ramifications.

Identifying Similarities and Differences

Marzano's Instructional Strategies

Of Marzano's nine instructional strategies, the one I use most often and has been shown to have the greatest impact is 'identifying similarities and differences.' This can be done through the use of software such as Word or the old fashioned way of drawing a Venn Diagram. We use Venn Diagrams to compare literature, planets, motivations in social studies, as well as in math. The ability to compare things that otherwise might seem disconnected helps our kids make connections on a deeper level and broadens their view of the world.

Kicking it up a Notch: Parental Engagement in the 21st Century

Lorna Costantini and Matt Montagne

"What's Stopping Us?"
Parents as well as teachers grew up in a Web 1.0 world. Where the Internet is used mainly for e-mail and not interactive. Until we teach teachers and parents how to openly communicate using web 2.0 tools, we cannot expect them to be comfortable with what their kids and students are doing online.

Kids are writing more outside of school online than they are in the classroom. They are networking with people, solving problems, and forming relationships with people they have never met in the physical world. How do we use these talents to change how we teach them?

1. Digital Citizenship - acceptable use policy - filtering software does not encourage acceptable use. It teaches kids how to get around the walls and blocks valuable information.
Having parents try out the online tools and understand their use will provide mentoring opportunities.

2. Informed parents will be better prepared to help their child succeed. - parents who know how teachers use social networking tools are better able to use these tools with their children at home. Urge parents to try new things so that they can better understand its uses. Parents should set up a Facebook account and learn how it is used by their child and use it to establish relationships themselves.

3. Parents are challenged to find the time to be involved - record and post presentations so parents can view or listen to them at their own convenience. Create an online parental forum where parents can post their questions and comments. Get parents involved in their childrens field trips through blogs and chatting. Students can post what they are learning, where they are going next, and how their learning is being reinforced.

4. Parents and Teachers need resources and training - We need to seek the value of communication between parents and teachers online. We all need to try it so we can see the benefits on web 2.0 tools. Web 2.0 tools will give teachers the tools needed to communicate with parents. (Ning - Parents as Partners) Online communication tools allow parents who normally would not be involved in their student's classroom the tool to communicate and take part in their child's education.


What I found cool about this presentation, was that it was a Voicethread presentation. Very cool!
A great presentation on involving parents in the use of Web 2.0 tools.

Teaching Web 2.0 - Wendy Drexler

http://teachweb2.wikispaces.com/
What a cool wiki! An open wiki where anyone can place Web 2.0 tools. Excellent resource for teachers. Wendy Drexler along with a colleague created this wiki as a tool for educators to use and add to. It is an unlimited resource that I cannot wait to explore for my classroom. Her presentation focused on exploring and using Web 2.0 resources in the classroom. Not only does she expect teachers to explore the links, but to add to it.

Give it a try.
Start small with colleagues.
Don't be afraid to have skeptics on your team.

"Designing Rigorous and Globally Connected Assignments"

Up till this point, I had never heard Allen November speak. Wow! This was by far my favorite presentation to date. It was chalk full of usable ideas that are relevant to what I do in my classroom. One point that he made, which I found very useful, was the use of a teacher or student created search engine. My students waste so much time on Google when researching because there is just too much information. With a search engine that already has predefined, or screened sites, the time wasted sifting through information that is too difficult for them to read is spent actually working. I also LOVED the use of student screencasts! What better way for a student to show his or her learnings than to create a screencast that their peers can use to further their education. I was also blown away by the call to have our students contribute to the world. I am going to check out kiva.org and look into having my kids each bring one dollar to loan someone in another country, follow their progress, research their culture, maybe even link to a classroom.... This was an amazing onslaught of new information. Wow!

Opening Keynote - NECC08

Sadly, I missed the opening keynote at NECC this year due to being in a car for 13 hours. But, luckily with the keynote available online, I was finally able to see and hear what all the talk had been about at NECC. First, let me say that it was out of morbid curiosity and always being the "devil's advocate" that I chose this video to watch. After having said that, I realize that I am not the "devil's advocate" he speaks of in his speech. He speaks of a person who is 'assigned' the job of looking for the loophole. I am not assigned that job, I just always find it.
On a more related note, what struck me most about the 'wisdom of crowds' is that my students are the crowd. If I allow them to work together to solve a problem, the chances of the problem being solved correctly is better. It is also okay if we don't all agree all the time. The fine line is teaching our peers and students to put up a 'fair fight.' Listening to different points of view is healthy for all involved. The keynote wasn't so much a technology integration lecture, but rather a look at human interaction and how we affect one another.