ISTE NETS:You Want Me To Do What?

Digital Age Learning, or at least that is the first description that I came across on ISTE NETS website.  Along with that was the following statement.

“As foundational technology skills penetrate throughout our society, students will be expected to apply the basics in authentic, integrated ways to solve problems, complete projects, and creatively extend their abilities. ISTE’s NETS for Students (2007) help students prepare to work, live, and contribute to the social and civic fabric of their communities” (2011).

There were several skills that were also identified as higher-order thinking skills that were critical for students to learn.  If these are skills that our students will need to know, that means us, as future teachers, will need to be able to TEACH them these:

FOR STUDENTS~

1)Deminstrate creativity and innovation

2) Communicate and collaborate

3)Conduct research and use information

4)Think critically, solve problems, and make decisions

5) Use technology effectively and productively

 

So if teachers are to get there students to practice these skills, then the teachers must know how to perform these skills themselves.  Luckily, I did not have to travel to far away from they student standards until I came across the teacher ones. There is a reason why we have standards set in our content knowledge in order to graduate.  We need to be accountable for the knowledge we should be able to provide to our students.

FOR TEACHERS~

1)Facilitate and Inspire Student Learning and Creativity: Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.

2)Design and Develop Digital-Age Learning Experiences and Assessments: Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified.

3) Model Digital-Age Work and Learning: Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in global and digital society.

4) Promote and Model Digital Citizenship and Responsibility: Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.

5) Engage in Professional Growth and Leadership: Teachers continuously improve their professional practice, modeling lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.

This is just the basics.  This website offers not only the standards that students AND teachers should be meeting, but it offers books, exercises, and examples from other teachers to get the job done.  There are news articles and conferences provided by this site as well.  There is so much to possible cover it all, so have a look for yourself.

Can you provide for your students what the list above suggests? What the above list may soon be a requirement?

Source:

http://www.iste.org/standards/nets-for-students.aspx

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When Bully’s Have Had Enough

Please watch this video.  It is about a kid that has always been picked on.  You can see this little kid continuously punching him.  Finally, he retaliated.  Kids called him fat, threw stuff at him, mocked him, and all of his friends left him.  He knew he was an easy target.  He had contemplated suicide. His older sister got him through it.

Please react to this video if you have not seen it yet.  When I saw it on the news this morning, they made it out that it was the bigger kid’s fault.  But whose was it?  I hope that schools can look at the issue of bullying more seriously.  This kid is not alone.

This is a video interview with the mother of the bully.

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Benchmark Round Two!

In recent light of my project, I would have to say I would not have thought that this class would have been as free as it is.  I have been able to explore topics that I want, and get my ideas out there.  My most recent accomplishment that I was ecstatic about was when Vicky Davis, a huge tweeter, blogger, and educated professional on technology in the classroom, tweeter my project for her almost 18,000 followers to see.  I was so excited. Her blogs are so insightful and she really knows her stuff.  Getting the stuff I have been working on in this class out there so that others beyond the walls of our classroom can see them is something I never imagined or expected.
I think that my strengths in this class are my curiosity to go out and see what I can find.  I would also say that, whether something good or bad, I get addicted to media once I find a string of related material.  Sometimes I feel like I have to give my poor lap top a break because I fear it will overheat.  To get a deeper understanding beyond the course, I have been looking at blogs from people outside of our VLE and seeing their views on the topic.  I think I could do more of this.  I mean, all it took was one blog comment to get my project tweeted about.
My work so far on my project now just needs depth.  I have a base to work off of, but I am still a little hesitant in exactly what will add “depth.”  I feel like for this project to have true depth requires time.  Getting information out there for people to see is easier in theory than practice.  This is just the beginning.
I really enjoy reading what is relevant to my future.  If I can find something on teaching adolescents or English, it definitely has my attention.  I absolutely love reading or finding material that is relevant to my project.  When I came across ELEV8D, I was so fascinated.  It was like my project, except with video.  I am considering making a video about my project to post there to get more viewers on my project.

I think I need help with getting my stuff out there.  I am not sure really where to go with it from now.  I kind of want to get more material specific to teaching high school English and using technology.  This is something I may start looking into.  I have started looking into blogs outside of our course, but I want to find time to explore this area more.
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Listen to These Students

Could you believe this video when you heard these Students talk?  After seeing some Twitter posts, this new site, ELEV8ED, is amazing.  I highly encourage EVERYONE to look at it.  It is called, “Your Voice.  Changing Education.”  I found the following video and could not believe this was an extra credit project.

Not only is this getting students to do something that they are passionate about, but they are learning the topic as well.  It has so many videos that come from the students perspective that it is almost fitting the next step for me and my project.  Instead of my friends, these are kids that are doing something similar!  Please look at this website because there are way to many videos for me to post to share!

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Want More Moose?

WANT MORE MOOSE?

I have some links if you enjoy my blogs that you may want to look at!  Look for the moose and follow my tracks!

 

Moose Soup :This is my project for my class.  Lots of cool information and input here!

My Wiki: **NEW** Newest way we are going to connect to each other!

Look for the moose and expect to see something awesome!

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What Students Want From Teachers

While I was looking for material for my project, I came across this article in Education Leadership which I just needed to share beyond my project.  I was looking for quotes from students about the classroom, and the article I found not only did that, but it took quotes from students of all ages.  This issue of Education Leadership is called, “Giving Students Ownership of their Learning.” This is something that is worth a look regardless of whether you plan to teach kindergarten or high school.  Below are their stories.

Take Me Seriously

As I knelt on all fours, groping through my closet for a shoe, I knew I was embarking on a completely novel learning experience. The shoe had to be brown, close-toed, and professional. It had to say, “Take me seriously.” This was the message I hoped to convey to the Port Jefferson Board of Education at my first board meeting as student representative.

Later, as I walked down the hallway to the meeting room, my heels clicked like a teacher’s. I took my place behind my nameplate at the table where the board sat. As the meeting began, I waited nervously for my turn to speak. When it came, I spoke honestly and watched as the adults in the room considered what I said.

That newfound respect enabled me to be productive and in charge in a new way for the rest of the year, as I slowly became comfortable in my business-casual heels.

Kyleen Burke, grade 12, Port Jefferson, New York

Challenge Me to Think

My regular U.S. history teacher taught strictly to guidelines, spoon-feeding us the information required to ace tests. But when she left due to a pregnancy, my class was privileged to have a refreshing substitute who taught differently.

He focused on the big picture of topics and the lessons we could derive from them. For instance, we talked about the causes of the Vietnam War and its results—an unhappy America, the formation of a whole new cluster of people known as “hippies,” and a president frightened to run for reelection. We discussed the insight that people often rise up against wars that seem to have no clear purpose.

He printed out primary documents to illustrate every new era or issue we tackled. For example, we read two letters—one written by Booker T. Washington and the other written by W. E. B DuBois—that showed how their ways of thinking differed tremendously and sometimes split African Americans apart.

He made room for debate in class. We debated such topics as the different plans to revise the Articles of Confederation and Barack Obama’s speech on Reverend Wright.

He showed us movies and clips that helped us vicariously live what we learned, such as the opening war zone scene in The Patriot, which shows what the Revolutionary War was like, or the closing scene fromGolden Gate, revealing the harsh immigrant examination lines.

He always portrayed several sides of every argument and opened up our minds to information that many textbooks fail to mention. For example, we discussed how the aftermath of the World Wars led to an unsettled situation in the Middle East, which continues even to this day. In these ways, he evoked deeper thinking in all of us.

Sima Dajani, grade 11, Vienna, Virginia

Nurture My Self-Respect

I felt in charge of my learning at school when I joined the Junior ROTC male drill team as an extracurricular activity. As a result of joining this program, my self-respect and discipline level increased tremendously. I learned to assist others without expecting something in return, and I learned to view challenges as just obstacles trying to get in my way. Challenges will occur in life; the key is how you deal with them. This experience is the start of my many accomplishments.

De’Twone Lomax, grade 11, Oxen Hill, Maryland

Show Me I Can Make a Difference

My favorite project this year was when we adopted a family during the holiday season, and we gave them a lot of stuff like food, clothing, toys, and household items. Our teacher, Mrs. Lockhart, took a van full of stuff to the Salvation Army. The lady said, “How many families is this for?” Mrs. Lockhart told her it was all for one family. The lady started crying.

Jack Thode, grade 4, Cedar Falls, Iowa


Let Me Do It My Way

The first time I felt in charge of my own learning was when I made my first film for Communications Technology class in grade 10. I got to help develop a script and direct, film, and produce my own movie on my own terms. I love telling stories, and I learned how to bring them to life on film. The teachers provided the needed equipment and instructions, gave us some encouraging words, and sent us on our way. Sure, I had times when I needed help, but other then that I was in charge of learning how to become a better video producer.

The satisfaction I got from viewing my first film exceeded that of passing a test or writing a good essay, because, as Frank Sinatra sings, “I did it my way.” My teachers stepped back and let me learn for myself instead of holding my hand all the time. Because I was given the chance to learn how to be independent in my learning, the remaining three years of my high school career went smoothly. I made movies for courses outside of Com Tech, such as science, civics, English, Spanish, drama, and art. In the future I will not be afraid to be in charge of my own learning.

Olivia Vidal, grade 12, Oakville, Ontario

Point Me Toward My Goals

I understand about learning for passion rather than just for grades. I often experience this phenomenon when I see an article as I’m surfing the Web. I’ll read it and look up additional information if I’m interested, even if it has nothing to do with any of my other obligations.

It’s harder to think of a time that I really enjoyed learning in the classroom. Let’s face it, high school is just a means to an end; it’s a stepping stone to something bigger. Every student is always in charge of his or her learning. How hard we work in school, how much we take charge of our learning experience, depends on our goals in life. Those students who want to be doctors and lawyers have to work very hard; those who have no dreams tend to slack off. We never learn in school purely for the enjoyment of learning but for the promise of enjoyment that will come later when we attend a university and enter a fulfilling occupation. We inspire ourselves, and we make our learning experience into whatever it is, be it positive or negative.

Andrea Vander Heyden, grade 12, Oakville, Ontario

Make Me Feel Important

Helping out with the younger kids and teaching them to read made me feel good because I could tell that us bigger kids were making them more comfortable than when they went with the adults. I remembered how stressful it can get to not know how to pronounce words or letters. After we had been working for a couple of days, they were getting the hang of it. They finally whizzed through a whole little five-page book, and we all got so excited. I would never have thought in a million years that I would help someone do something as special as that. I will never forget that moment.

Brittany Noye, grade 5, Grand Blanc, Michigan

Build on My Interests

Mrs. Gaies, my teacher, is awesome. One time I told her that Monticello was on the back of the nickel and that it was Thomas Jefferson’s house. She made a real book for me. It had all sorts of pictures of other cool buildings. I was able to write sentences about all of them. That was a lot of fun because I like to learn about new things. There were some buildings that I didn’t know, but I was able to read about them and write new sentences of information. She makes me interested in learning so much more.

Samuel Lockhart (told to mom), kindergarten, Denver, Iowa

Tap My Creativity

When a homework assignment involves art, is open-ended, and depends more on my creativity than on what I learn in class, it’s easy for me to get lost in it, as I would in a good book. For instance, designing a poster based on lab safety didn’t teach me every single guideline, but it did help me grasp the basic idea. When I have to write a poem or draw a picture, there are fewer rules and more room for creativity, and I feel a great sense of satisfaction when I’m done.

Susie Lui, grade 9, Arlington, Virginia

Bring Out My Best Self

In our Buddy Circles project, we learned about students with mental and physical disabilities. I felt in charge because I could have chosen to be mean to my disabled buddy, but I chose not to do that. It was a wonderful experience. I learned to not judge disabled people.

Olivia Fabos-Martin, grade 4, Cedar Falls, Iowa


 


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LOOKING FOR ANSWERS LOOKING FOR HELP

CLICK THIS

This is my project so far! Check it out or send me images to add!

 

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