CEdO 599 Post#3

As I conclude my work with my culminating project and portfolio, I can't help but reflect on this graduate program. It is hard to believe how far I have come in such a short period of time. My early posts lamented my fledgling knowledge of technology, and now my comfort level is significantly improved. My final project has come at the right time because the more time I spend on it, the more I realize that I am barely covering the basics. There is so much more that should be and will be explored with Google Wave. I also realize that as much time as I spent throughout this program trying to learn the materials, I have only begun to learn about technology. But the skills that I have learned, paired with a natural curiosity, have shown me how to be successful with technology. And now we all move to probably the most important phase of the graduate program. Will Richardson is an advocate of learning communities where individuals share their knowledge to help others improve. We now have the unique opportunity to share what we have learned with our school districts, and hopefully continue to learn about technology as it evolves. When I first started teaching, I was amazed at the amount of locked filing cabinets filled with pedagogical secrets. This lock and key system is being replaced with an environment built on the sharing of ideas. Sure, there are still those (probably more than we would like to admit) that do not embrace any new ways of thinking, but there are many more eager to share what they know to help others get better. I feel like I am now prepared to contribute to this environment, and I like the challenge of convincing others to challenge what they currently do in the classroom. We always have to remember why we do what we do. I chose teaching because of the students, and they will always guide my teaching and personal learning. Any ideas that help me make their experiences more rewarding will be welcomed until I am led out to the pasture and no longer teach. This program has opened my eyes to many new possibilities, and I look forward to where this new knowledge will lead me in the future.

CEdO 599 Post#2

As I am intensifying my study of Google Wave, I am starting to see some significant applications for my classroom with this tool. Wave seemingly has taken the best characteristics of many tools and rolled them into one. At the same time, it can be challenging to describe exactly what Wave can do. There is instant messaging in real time, which allows users to type at the same time. The creator of the Wave can set access rights to control what can be edited. Links can be inserted as well as video. Slide presentations can be shown and embedded into websites and blogs. Messages don't have to be linear and threads can be created anywhere during the conversation. I could go on and on because these features only scratch the surface.
I think students will love the IM function of Wave, and that will allow me to introduce appropriate behavior when commenting in a Wave. Since I am lucky enough to have a set of netbooks for my classroom, I could see Wave being a nice tool for collaborative note taking. The fact that there can be many conversations (threads) within the initial conversation is really intriguing. This Wiki-like functionality could really be a powerful tool for extending the conversation. With that said, Wave is really focused on the conversation itself, and allowing for that conversation to be without limits.
My project itself involves the creation of a keynote presentation concerning Wave. This presentation will be used throughout the year when I am teaching staff at my school and others about Wave. I am also creating screencasts about basic functions of Wave and then more advanced features. My initial thinking was to make two screencasts, but there are so many characteristics to cover that more might be warranted. I am also making screenshot handouts to help user familiarize themselves with Wave. The bulk of my time has been experimenting with Wave and reading as much as I can concerning its evolution. Wave, much like the conversation it allows users to create, is constantly changing and being refined. The more I study, the more I realize that I have only scratched the surface of what this tool can accomplish.

CEdO 599 Post#1

It is hard to believe that I am embarking on the last class in this graduate program. With that said, the focus has shifted to my culminating project. Along with that, I want to make sure that my portfolio is a solid representation of what I accomplished throughout the program. My final project involves the study and implementation of Google Wave at my school. I have been occupying my time of late getting reacquainted with Wave and all it has to offer. My goals for the project involve teaching the members in my department how to use Wave and to utilize this tool for curriculum development. A secondary goal is to lead two in-service offerings for all staff members at my school. I think that both objectives can be accomplished, but there are factors outside of my control that may limit the scope of my effort. If my department isn't comfortable with the functionality of Wave for curriculum development, it will be a hard sell to get the group to use it as the vehicle to get class offerings in order for the following school year. Also, if none of the faculty members at my school sign up for the in-service concerning Wave, then I will be presenting to empty chairs. At the same time, the attention spans at some of the in-service offerings are the equivalent of speaking to empty chairs. Regardless of what happens outside my control, I know that it is imperative to improve my knowledge of Wave. I am feeling more comfortable with Wave the more that I study what it can do, but I know that my work has just begun. So off I go to improve my initial plans for my project. Whereas I don't want to tinker too much with the plans, I do want to make sure that I am specific with my goals and that the scope of my effort is reasonable and achievable.

CEdO 565 Post#6

I certainly think that my definition of leadership has been reinforced throughout this course. Quality leadership is a daunting task, and although everyone can lead to some degree, becoming an effective leader requires the cultivation of personal talents. Many people claim to be leaders, but don't grasp to scope of what leadership is all about. First and foremost, I believe that leaders must be good at their craft. For example, a teacher could be good at motivating others, but without excelling as a classroom teacher, no one will follow or respect that individual. I also believe that leaders must be solid in their personal lives. A captain of a team may be good at a particular sport, but if he or she is breaking training rules, the leadership will suffer. People, by nature, seem to look for faults in others, and jealousy is a poison that pervades any workplace. If someone is trying to be a leader but has excess baggage or inadequacies in his or her life, I don't think he or she will be effective leaders. Others will focus on the faults of this leader and not be willing to follow his or her lead.

Teacher leadership can be found in people who truly put the students before themselves. Many people talk a good game, but are more interested in serving personal needs. A teacher leader must be selfless, and look at what he/she can contribute to the betterment of classroom, school, and community. There are a multitude of areas that must be balanced for this to occur. There will be conflicts to soothe, compromises to be made, and a desire to work with others regardless of personal feelings. A teacher leader must not allow setbacks to stop momentum. A thick skin is required because there will be many more failures than successes. But as long as the teacher leader is committed to students, I believe he/she will be successful.

Obviously, some people have a more natural aptitude for leadership than others, but that doesn't ensure success. Potential must be cultivated over time for true leaders to emerge. There are many people with unlimited potential who never do anything with this gift. There are those with leadership potential who don't feel comfortable leading, but again, a selfless attitude should help steer the ship in the right direction. Even with potential, factors outside of one's control may thwart progress, but a leader that uses potential will not deterred by failure.

Many school districts are rife with failures and missed opportunities. There is no question in my mind that changes must happen within the walls of our schools. This task may seem impossible after witnessing any number of faculty meetings. But I have always maintained that there is nothing anyone can do to control what I do in my classroom, and that is where I must start contributing. I care about my students, and I want to be the best guide that I can for them. From the classroom, I want to help bring more cohesion to my department, by being more vocal with my ideas. Although difficult to control, the faculty must look at other teachers as professionals with common tasks to accomplish. It would be great if everyone at a school liked each other, but that is not realistic. Regardless, we must work together. I must be willing to constantly scrutinize what I do so that it is relevant for my students. As Gabriel suggests, I want to make my principal to look good because I wanted to be trusted with leadership roles. We must find a way to get people committed to common goals. Those that don't want to be a part of that should find another career. Since those people who are not committed will often teach seemingly forever, their teaching assignments should be adjusted so they can do as little damage as possible. I hope that I demonstrate a willingness to be a solid contributor to my school. My focus will always be on the students, and I will continue to do what I feel is best for them, whether in my classroom or throughout the school.

CEdO 565 Post#5

I think the reading for this week was pertinent because of the tendency of educators to low-rate student ability. I have four sections of students that are considered the castoffs of the educational system. They (with the exceptions of a couple sandbaggers) have a history of low achievement, and don't come to school excited about learning. They will sit in class and simply suck oxygen without ever really having to think. These students are perfectly happy sitting for 45 minutes without doing anything, and I sometimes wonder what brain activity occurs during that time. It would be easy for me to take a defeatist attitude towards these students, and give them coloring books and crayons, hoping that they will color between the lines as much as possible. I think many would be happy if these students simply didn't create any problems during their time at school, and any teacher that can help that happen would be perceived to have done a good job. Why should I work hard creating lessons that I think are relevant if students are not willing to try? I have had students tell me that they are already taking summer school, so why should they work hard in my class. The logic, or lack thereof, for wasting 18 weeks in order to take 3 more in the summer is staggering. With that said, our book addresses issues with teachers not thinking their students can achieve. Rather than developing lessons that have value to students, many teachers would be happy simply occupying space in a classroom without having to think, much the same way as their students. I am reminded of the movie Stand and Deliver, where the teacher, Jaime Escalante, stated that students will rise to the level of expectations. If we don't expect anything from our students, they will happily meet those expectations. We need to find ways to unlock the potential of students that have not had success in schools. Part of that process begins with addressing data. It is important to see what students are able to achieve, and then play to those strengths. Gabriel mentions in his book about a colleague that became disenchanted because she was forced to teach Dickens to freshman. I am a big fan of Dickens, but would never force it down the throats of students that are not reading at that level. I think that books must be found that meet the ability levels and interest levels of students. With the power of the Internet, access to many of these books is only a click away. By analyzing data to see what our students can achieve, we can start designing classes that challenge our students without burying them. Is this a daunting task? Of course, but we are entrusted with empowering the generation that will be wiping our noses when we are too old to do it ourselves. I would much rather work hard to develop a relevant and challenging curriculum now, which is able to produce critical thinkers, than take it easy and be blind to the fact that I contributed to a world of people who cannot think.

CEdO 565 Post#4

I have found the idea of change to be of particular interest in the educational environment. We seem to be creatures of habit, and any deviation from the norm is often met with resistance. On the last day of school, I was speaking with one of the younger teachers that was getting a new classroom. He was packing his belongings for the move, and in the process, commented on how he disliked change. Although many Millenials are open to change, I think it is evident that the idea of having things comfortable is often in jeopardy with change. Although my colleague was happy to be changing rooms, he knew that he would have to adjust his daily habits in order to make sense of the change.
My students also don't like change. Being somewhat sadistic, I like to change the seating arrangement in my room each week. When the students arrive after a change, it takes them about five minutes to stop drooling on themselves and babbling because they have been taken out of their comfort level. As soon as they get comfortable again, I will change the arrangement just to keep them guessing. (I am really not sadistic, but I do think it is important to adjust to changing conditions)
So the point here is that change is a risky business because of the uncertainties of the outcomes. As told in the "Asking the Right Questions" perception can be a stumbling block for change. If teachers perceive that a change will not benefit them directly, then it will be unlikely for them to be supportive. This perception is something that is pervasive throughout our schools, and is an epidemic without a cure.
I have always felt that change benefiting my students would be a good thing to pursue, but I seem to be in the minority. Many teachers say that students are first, but their actions indicate that they are more concerned about themselves. It is kind of like rallying support for changes to our schools. The majority of parents would probably be in favor of making improvements to a school because they realize that it would benefit their children. When told that property taxes would be increased to support these changes, the support and excitement with the idea dissipates rapidly. So in theory, everyone probably supports change, but when the change takes people out of their comfort level, that is where problems occur.
So to get teachers to support change, perceptions must be addressed. Leaders need to sell the idea and show how the benefits will be shared by all. Telling a teacher that a change will benefit students but make teachers' lives more difficult will be met with less than satisfactory support. I wish that we could all look beyond our selfish nature and do what is in the best interest of our kids. When we took this job, I am sure that we knew what it entailed and that it would take a selfless attitude on our part. I am hoping that more teachers will look to what is really important and embrace change if it can positively impact the students in our classrooms.

CEdO 565 Post#3

The assignments this week focus on an area of weakness in many schools. Educators, by nature, seem to exist in isolation from the rest of the school. This trend needs to be broken for positive change to exist. At my school, I think it is important for my department to share what we each do in our classrooms, and evaluate areas of weakness and strength. By doing so, we would develop a more cohesive experience for students from year to year. As it currently stands, getting people to share what they are doing has been a challenge. I often wonder why teachers are so guarded as to what happens in their classrooms. I suppose, like in any profession, it is easy to get too comfortable with how things are currently done (much like Hem) and become complacent. Even if we realize that there are better ways of doing things, we often stay mired in what is comfortable. It is important to note that this decision is never in the best interests of our students. The focus in education needs to shift from selfish needs of teachers to the needs of students. There is nothing wrong with a bit of discomfort if it benefits our students. We, as a department, need to realize that the sum of the parts equals the whole, and that identifying the parts is crucial for making the whole stronger. We are not 14 individuals operating in isolation, but instead, we are one department with 14 minds that can positively impact the learning of our students. Being resistant to change can be tolerated, but being unwilling to change benefits no one in education. My hope is that some attitudes will be changed, willingly or otherwise, in order for our department to keep moving forward.

CEdO 565 Post#2

This week revisits an old friend in data analysis. I have always been concerned with putting too much stock in data, because beauty is often in the eye of the beholder. My school district is data hungry, and I often question making decisions based on data returned in the form of surveys. In one sense, survey takers are often conflicted about having to take a survey, and consequently, results can be skewed. In another sense, I often wonder how the data is analyzed. The focus can often be misplaced, or areas are highlighted that ignore some obvious concerns.
What I have enjoyed with the Winns site is that the data seems a bit more black and white. Data based on standardized tests is hard to minipulate because of the uniformity of the test. With that said, my high school still finds a way to paint a picture that seems a bit too rosy for my taste.
As a language arts instructor, my focus has always been on making my students better writers. I have examined the data concerning student abilities in the areas of reading and language. As readers, my school has results that surpass or at least rival many schools. Language results, on the other hand, shows that we are woefully deficient. So I have to ask what causes my students to struggle in the area of language. My contention is that students have fallen behind in my district because grammar instruction is no longer emphasized in the classroom. Further investigation shows that many educators in my district claim to provide some form of grammar instruction for students, but when put to task, grammar instruction is more theory than reality. Some teachers incorporate small bits of grammar instruction, whereas other teachers avoid grammar like the plague.
From the data studied, I think it is fair to say that grammar instruction needs to be a priority in my district, and it is also evident that it should become very focused prior to the WKCE test during 10th grade. My department has decided to include formal grammar instruction during 9th grade, and to be continued throughout the high school experience.
I remember some national data that was gathered showing that grammar instruction didn't have an impact on student writing. I never saw the data, but read the conclusions with caution. I have always believed that there is a connection between grammar and writing abilitiy, and I think my high school's data supports my theory. I look forward to incorporating some "old school" grammar instruction at my school, and I will be curious to see what I think will be improvement in student scores in the area of language on standardized tests in the future.

CEdO 565 Post#1

I believe that every educator is a leader, but how one accepts the role of leader varies from person to person. In one sense, I would love to be more of a follower. Not in an apathetic sense, blindly going where others tell me to go, but in a behind the scenes capacity. I would prefer to do the heavy lifting without having people recognize my role. Call it self-deprecating, humble, or just plain silly, but I have never really felt comfortable being considered a leader.
When I was in my 20's, I accepted a position as the assistant general manager of an upscale restaurant. Aside from my sports background, this was a time in my life where I learned the most about what it meant to be a leader. Being responsible for 100 employees was a constant challenge, and I learned a lot about what I could and could not accomplish.
I finally became a teacher when I was 30, and within a year I became the department head at my school. I enjoyed the responsibilities of the position, but didn't enjoy the politics involved. During this time I also coached, and I learned a lot about conflict resolution.
These experiences helped forge my leadership skills. Now I am in my third year of teaching at Bay Port high school, and it is my tenth year as an educator. I think this graduate program has allowed me to be a leader in my department. As we continue to adapt our curriculum, I am asked to lead the way in presenting technology tools that might be viable alternatives to methods that are currently practiced. Although I am far from an expert, I do feel comfortable making recommendations concerning technology in order to improve student learning.
I also lead when it comes to the writing process at my school. I am on a committee that is evaluating current writing practices (or lack thereof) and trying to develop solutions to improve student writing. I feel comfortable sharing information with staff concerning classroom weaknesses in the area of writing, and can deal with the often frigid audience. If I do anything well, it would be my ability to disarm the defensive strikes often volleyed by teachers when they feel threatened by inquiries. I never take sides, and do not form any alliances with groups. Impartiality has helped me reach more staff members, and I think people respect that about me.
My classroom is my favorite area for leading, because it is there that I feel most in my element. My students are often the castoffs from other classes, and many adults have given up on the chances of these students being successful. I feel that I can influence these students to a greater extent than any other groups at the school, for these students need the most direction. The daily interaction with these students has helped me become more organized, compassionate, and determined to be successful. In many cases, I am the only role model that these students have, and I cherish having that opportunity. Although I am not the best person to ask, I do hope that my students consider me to be a good leader.

CEdO 555 Post #3

As I finish my search and rescue project concerning assignments and standards, I am now focusing my attention on my major project. My project involves the study of Google Wave. At a glance, Wave is intended to be what email would look like if it was created today. Forty years of email has been effective, but a new way to communicate was desperately needed. Whereas email sends the message to viewers, Wave is a hosted conversation. People come to the message rather than the message coming to the people. Viewers are invited at any stage in the process, and a playback feature allows them to see the stages in the development of the message. Drag and drop features allow for easy placement of content, and everything updates in real time. Gadgets can be employed such as Blogger, which automatically links the wave to a blog. A translator gadget can be used to allow communication to cross language barriers. Other forms of gadgets can be used to add graphics to the messages. There are many more features of Wave that allow for a great way to communicate and collaborate with others.
With that said, Wave is far from being perfect. The Beta version doesn't allow for users to access many of the features that will be available in the final product. The user is teased with the idea of using many features, but as of yet, Wave is still in the stripped-down test mode.
I am anxious to continue my study of Wave because I think it will be a great tool for classrooms and schools in general. Will it make current email a thing of the past? Probably not, but it certainly has the potential to be a powerful tool for the toolbox. :)

CEdO 555 Post #2

As I head towards the conclusion of the graduate experience, I find myself revisiting many of the projects that I created throughout the course. In one sense, I wish that I would have taken more care organizing my work when I was creating it; and in another, I wish that I was matching my assignments to standards during the creation process. I agree with John that this is an excellent experience, but the projects were originally created to fulfill the requirements of assignments. In retrospect, I would have rather had standards in mind during the creation, so that greater care could have been given to meeting an array of standards. With that said, revisiting the work has brought to the surface my thought process during the creation of assignments and also how changes would be made if creating again.
My culminating project is also a good endeavor, and for it I have decided to take a closer look at Google Wave. I had thought that Wave would have been available for public consumption by this point, but it will be a good experience putting the tool under the microscope. I love the idea of collaboration with my students, but I know through experience that students are often looking for the path of least resistance. My initial approach to introducing technology in the classroom was met with resistance because I tried to incorporate too many tools at once, and that is where Wave might have some value. Rather than having students use numerous tools for collaboration, Wave should narrow the field to one tool. I love how it ties to blogs, allows history of activity, and can limit who sees what. The control factor is one of the coolest features of Wave. Although working together, students and teachers can choose who can see what information. I do wish that Wave activity could be tied to an email account so that students wouldn't have to visit Wave to see if anything has been updated. At the same time, the fact that Wave can replace many tools will help to streamline my approach with students, and hopefully provide an excellent resource that they are willing to use.

CEdO 555 Post #1

This week I had an opportunity to start evaluating online portfolios, and I have found the process to be interesting. Prior to this task, I have always thought of teacher portfolios as collections of works gathered throughout the years and housed in locked filing cabinets. These guarded secrets were rarely talked about and seldom seen, but I always knew they existed. I applaud the willingness of teachers to put their work into cyberspace to be closely scrutinized by graduate students. With that said, there are varying degrees of skill and thoroughness in these portfolios. If these portfolios are reflections of the teachers that created them, then there are a wide variety of talents available for employment.
As I embark on creating my own online portfolio, I have initial feelings of trepidation. Throughout this program I have tried to complete my assignments to the best of my ability, and now we are asked to match our assignments to state standards. I am hoping that I will be able to accomplish this task, but I also wonder if this will be something that can be improved throughout the graduate program. It stands to reason that artifacts to be included in the collection would have been created with standards in mind, rather than now trying to figure out which standards they meet. This is not a criticism of the program, but something to be considered in the future. I wonder if I will have to significantly alter my work to make assignments adequately cover a wide range of standards. Hopefully, for the sake of my sanity and marriage, that will not be the case.
I am looking forward to pursuing a project of my own choosing. There are so many areas that I feel need further study, and I am enthusiastic about exploring some of these areas. I think the biggest challenge with the assignment will be limiting the scope enough to be effective. I don't want to take on a task that is either too large or too small, yet it will be difficult to determine this at the onset. Either way, this might be the most meaningful assignment of the program for me, and I am gearing up for the challenge. :)

CEdO 550 Post #6

I will use what I learned in this course over the next 30 days by . . .
getting my Ning up and running. I think I have a much better understanding of the power of online learning, and I feel more comfortable offering components of online learning in my face to face classes. My confidence in facilitating lessons has grown to the point that I know what I want to do with my classes this year.

I will use what I learned in over the next year by . . .
continuing to develop what I have learned in the course. Just like my knowledge has grown considerably from the start of my graduate work until now, my knowledge from the beginning of this course until now has shown considerable growth. I will continue to look for ways to involve online content in my current classes. I believe that in a years time my students will have a much more fulfilling experience because of the addition of online content that was developed in this course.


After completing this course I would like to learn more about . . .
what I would need to become an online teacher. My school has started an online program through Kaplan, but the plan is to have Bay Port teachers take a more active role in teaching some of the online offerings. I think the timing of this course works well with the implementation of the online course at Bay Port. I am not sure if I would be the right guy for the job, but this course has enlightened me as to the possibilities of teaching some online classes.

CEdO 550 Post#5

I am currently spitting mad. :) I have finished my synchronous lesson, and it didn't run quite as smoothly as I had planned. I went against my usual delivery style and spent significant time practicing my lesson. I usually spend my time preparing the material without running through the delivery. Be doing so, I am more flexible in dealing with issues that arise. For this lesson, I spent my time in a Vroom practicing the delivery of information, and I got an idea of how everything would run. When I delivered the lesson to the class, something happened that didn't occur during practice, and it really threw me off my game. I wasn't sure how to fix the problem, and it put my timing out of whack. My mind had a practiced idea of how things would happen, and I was somewhat bound to that plan. Although I am hoping the lesson wasn't as bad as it seemed to me, I am still disappointed in the delivery.
At the same time, I have to understand that it was my first lesson with the Elluminate tool. Now that I know that the issue that I encountered could happen, I will be a stronger presenter the next time around. I do like the tools that are available, and I can see how students would have a great experience in Elluminate. Teachers should also feel comfortable with the available tools, and the flexibility that Elluminate provides. In the back of my mind, the lesson further developed my interest in teaching some classes online in the future.

CEdO 550 Post#4

This week involves the creation of a synchronous lesson concerning Internet safety. From what I have seen so far, the fifteen minutes alloted for the lesson moves extremely quickly. I know that I currently have too much information, so I will have to pare that down to a manageable amount. The biggest unknown factor will involve class discussion time. Discussion should be an important factor in the lesson, but the delivery of content is also important. A proper blend of both will be the key to the lesson. I have enjoyed our time using Elluminate for this class, and taking over the driver's seat will an interesting challenge. Elluminate provides so many tools, but fifteen minutes will limit the amount of tools utilized during the lesson.
My topic of Internet safety is one that has special meaning to me. My boys are at the ages that they are starting to explore the Internet, and I want to make sure that they are safe while exploring. Being aware of tools that are available to protect my kids are important to me, but knowing what I am protecting them from is also important. There are so many possible safety threats created daily, that it can be a dizzying task to stay informed. This class has gotten me thinking more about the safety threats in an online environment. At the same time, this environment can present positive experiences for my kids and students. As teachers, we are in a great position to teach students how to behave in an online environment. We cannot assume that this education is happening at home, but my hope is that schools and homes are providing an adequate education concerning Internet use.
Through facilitating the asynchronous discussion, I have concerns about whether or not I could teach online. From what I understand, online teachers often have larger classes. Feedback is always important in my classes, but it takes significant time to offer what I think is adequate feedback. To be in a position where feedback is limited because of time constraints is not something that is of interest to me. With that said, perhaps I am wrong concerning online class sizes, but it certainly is an area that I want to learn more about.

CEdO 550 Post#3

One of the assignments this week is to create an asynchronous post and place it on the class discussion board. I will be in charge of monitoring classmates responses, and to hopefully facilitate a solid conversation concerning my topic. Since my synchronous class lesson involves Internet safety, I thought it wise to look at a Website called Chatroulette. This site allows individuals to instantly see an interact with other individuals in a chat room setting. It doesn't take long to identify some concerns with this type of interaction. Although supposedly governed by some appropriate use restrictions, there doesn't seem to be any enforcement of behavior at this site. In theory, the ability to connect with users across the globe has excellent educational value, but I suspect that most users are not accessing the site for an education to be used in a classroom setting.
My discussion involves classmates reading an article related to Chatroulette, and then responding with their thoughts from the perspective of a parent or educator. The biggest idea that I want to get across involves being informed about sites that our children might be interested in visiting. To trust our kids online is a tricky undertaking. I certainly want my kids to utilize the Web because the world will be at their fingertips, but I also acknowledge that there are many potential dangers in this world. By keeping watch over what our kids are doing online, we have a much better chance to keep them safe. The bigger issue involves educating our kids concerning the dangers found online. I think everyone would agree that keeping our kids safe is of paramount importance, but it is easy to be lulled into a false sense of security. By being vigilant in our study of sites that are available for our kids and students, I think that we increase our chances to keep everyone free from harm.

CEdO 550 Post#2

This week we had the opportunity to grab the reigns during an Elluminate session. In one sense, it is amazing at how fast time passes when participating as a students in a session, but the pace quickens when and individual tries his/her hand at leading an activity. I enjoyed the opportunity, although I wouldn't hang my hat on my performance. I think that as teachers, it is easy to have confidence in what we do in the classroom. This experience left me rather exposed, and I feel that I learned a lot in a brief period of time. I do not like feeling that I am not in control when I am leading an activity, so my fumbling around prompted me to perform a few practice sessions in a Vroom. I know it will take time to get the hang of the Elluminate controls, and I also know that this class will help me continue to develop my skills.
My initial contact exercise left me somewhat befuddled. I know that we looked at some examples, but I was trying to find the right structure for my style. I wonder if the initial contact should simply be a hello and welcome, followed by some information about me. A quick follow-up contact could perhaps delve into content related to the course. Having both on a page seems a bit overwhelming, but it is probably the most efficient way to get started. Thinking more broadly, I have started to wonder if I would like to teach in the online environment. I like the fact that the class would not have the same interruptions seen daily in the traditional classroom. At the same time, I would wonder about the opportunities to really get to know students. I think online learning provides ample opportunities to be in contact with students, but the lack of the physical contact is intriguing. Being able to put a face to a name is a nice feature of the traditional classroom, and I am not sure that online learning could ever achieve the same level of contact as a face to face classroom. But this musing is coming from someone who is new to the online classroom. Perhaps strong relationships with students could be forged in the online environment. I will need to revisit this line of thinking at the completion of the course. :)

CEdO 550 Post#1

This week we have embarked on a totally new journey, one in which our perspectives have changed. We are now asked to view online learning from the perspective of a student, parent, and educator. I really think this class will be meaningful for me and give me some ideas concerning my future as a teacher. I could see my focus in education changing throughout this course from classroom instruction to online instruction. The possibilities of online learning have gotten me thinking about whether or not I could teach classes online, but it is too early to make that determination.
My school district has rushed into the online learning environment because students were leaving the district to pursue online offerings at other schools. The concern I have involves the speed of the development of online courses at my school. I am of the mindset that we should take the necessary time to make sure we are offering the best possible experience for students seeking online learning. By currently moving at a blistering pace, I wonder if the online program will be available before it is ready, and the initial students will be cheated in the process.
My boys will be attending a small, Lutheran high school, and I like the possibilities of online learning to fill any gaps in their education. With school budgets shrinking, I don't see more class offerings becoming available when my boys enter high school. Being that I have eight years before high school will become a reality in my house, the evolution of online learning will be interesting to follow. Whatever the future brings, I look forward to seeing the increased opportunities for my students and my children.

CEdO 540 Post#5

It is amazing the wealth of knowledge that can be obtained through a few simple keystrokes. I think back to high school and how I searched for information by going to the library and finding hard copies of information. Now, individuals can find all the same information and more by connecting to the internet.
The annotated assignment revealed sites that offered information and data specific to searches, and sites that linked to resources that would provide the information. In many instances, significant time was needed to find what was being searched, but the process was still easier than physically taking a body to the information. As a parent, I like to know that my kids are in the best schools, and now that information is brought to me. I digest that information before making travel plans to visit the schools that my boys will attend. I like the fact that I can enter the walls of a school to see the culture and academic performance while sipping coffee in my pajamas. Although not the only means to finding information, many sites provide the starting point for gathering information about an area of interest, and provide additional outlets for further study.
The Google Trends assignment provided a analysis of a tool that could be a great starting point for research. Although the data lacks specific numbers indicating the scale of searches, it does provide numerous links to additional information about a subject. For instance, Trends can identify when searches increase in intensity (by year), and also shows the impact this information has in the media. Geographic data can be analyzed to show the frequency of a search specific to location. An event overseas may not get much attention in the U.S., or more specifically, Sheboygan, but data would show geographically where this event was important to users and when it became important. As I said, Trends provides a great starting point for information retrieval, but the vagueness of the data provided are somewhat limiting for serious use.

CEdO 540 Post#4

Bobby Jones once said that Jack Nicklaus played a game with which he (Jones) was not familiar. Nicklaus had the ability to take a skill level to new heights that was impressive even to an accomplished player like Jones. I don't claim to be anything like Jones, but I will blur plagiaristic lines by stating that Bill Tancer plays a game that I cannot begin to understand. Tancer certainly has found a niche that has real value in the marketing industry. The ability to track consumer behavior, via the Web, can give marketers a decided advantage with advertising strategies and the ability to predict consumer behavior in the future. Perhaps a troubling thought concerning Tancer's work should be addressed. I had always known that my online activity could be monitored, but this is the first time I have seen the reality of this tracking. Is this borderline Orwellian environment going too far in the name of marketing? I wonder what restraints are placed upon Tancer in his pursuit of data. He wields a powerful sword, and that power can corrupt even the best intentions. I can envision a world where every computer has a window open showing a computer generated figure watching everything that people are doing while online. Although that seems a bit extreme, it is not far from what is happening currently.
I liked the assignment concerning futuristic jobs. I have never been accused of having the grand vision, but the nature of the job market is changing so rapidly that even I can take a stab at what the future will bring. There has frequently been the discussion concerning the future of education, mainly the brick and mortar school. My high school has expanded the online offerings to give students the opportunity to learn from home. This is a great option, as evidenced in our graduate work, but will this evolve into the way my kids attend school in the future? I doubt that traditional schools will ever go away, but financial restraints may see some hybrid opportunities in years to come. If nothing else, my kids will be focusing on a different curriculum than I had, and they will be preparing for jobs that do not yet exist.
Tancer certainly has opened my eyes to the ability to track human behavior on the Internet, and I hope that his company remains focused on collecting data for the purposes of marketing. Along the way, perhaps he will be able to provide me, the consumer, with information that will be pertinent to the future of my family.

CEdO 540 Post#3

For the work this week we were asked to address a problem by collecting data through a survey. Our group thought it would be wise to examine the implementation of block schedules in school districts by gathering feedback from those in the trenches. As educators, we are often asked to change what we do in the classroom, and for the most part, we are able to accommodate the needs of a district. With decisions often made without consulting teachers and staff, it was important that our group provided teachers with a voice. We surveyed teachers at four different schools in varied curricular areas. The questions in the survey revolved around current knowledge of block scheduling, whether or not teachers felt block scheduling increased student learning, and pros and cons of implementing block schedules.
Survey Monkey provided the vehicle for this data collection. I liked the fact that the survey was online, and could be easily accessed by individuals participating. Although our survey was simple and broad, Survey Monkey provided an array of question options from which to choose. I think the fact that the survey was short allowed more participants to contribute to our data.
The results of the survey were not surprising. The bulk of the responses were not in favor of switching standard school days to a block schedule. The question then becomes whether teachers really feel that block schedules don't increase student learning and achievement, or if teachers are simply opposed to change. I suspect that the answer involves a little of both. Teachers are often resistant to change, and they would have to be shown how block schedules would benefit students and teachers. At this point, there is not sufficient data supporting increased student performance in a block schedule. Perhaps that data is coming, but until it does, I suspect that most teachers who operate in a traditional school day would like to keep their worlds undisturbed.