Coming to the wire

Graduation is a mile away. Still going, still going. But soon!

Just a thought

Education isn't an assembly line and minds aren't model T's.

From where does global change derive? How can we use global change to promote deeper learning across the globe?

Change derives from ideas generated by people anywhere and everywhere. Whether the change becomes global depends on the communication of those ideas. Once the barriers of language, culture and geography are overcome, and it has passed "the muster" to be accepted as both workable and worthy the idea can then influence change on a global level. The original idea may likely have undergone a degree of change from its inception. Communication is key.

Just as the invention of the printing press and the subsequent "renaissance of learning" it made possible; the transmission of ideas through books and postings advanced the knowledge, culture and societies of the pre-industrial globe. Later inventions of telegraph, radio, television and microwave communication made it easier to place yourself personally in a global perspective. It was still a limited means of gloabl change. Not everyone could publish and distribute books and ideas. Not everyone could be on television or use radio to reach masses of people. Global change was left to governments and the wealthy. "Grassroots" global change was like the griots of Africa, limited to word of mouth.

The Internet has made possible that grassroots global change that has previously been only a dream. An idea created by a school child in Asia or a factory worker in Indiana can be easily viewed by hundreds, even millions of people around the world.

How can this be used to promote deeper learning across the globe? At the moment it still can. The "longest journey begins with a single step" The "deeper learning" can begin with an email message, reading a blog posting by a soldier in Iraq, a journal of rain forest deforestation by villagers in Borneo or a video posted on YouTube about a massacre in Rwanda. It can be taking an online course from a prestigious university, or sharing ideas with like minded professionals in groups like LinkedIn. Wikis, blogs or Moodles, hundreds of ways and more every day. Best of all, so far, it's not the "party line" of any government. If "we-the people of the Earth" can keep it that way, free and unfettered, then global change can continue to occur. Communication is key. "I may not agree with what you say but I will defend to the death your right to say it." **

**-this is usually attributed erroneously to Voltaire but some research indicates that it was actually Evelyn Beatrice Hall aka (SG. Tallentyreka) in reference to Voltaire's attitude-The Friends of Voltaire 1906) Certainly a noteworthy historical referent and global communication specialist.

Action Research Consolation

Okay, so things didn't go the way I planned. I didn't get everything I wanted out of my action research project. In fact, just like life can throw you a curve my Action research threw me a few.

The only thing I have as consolation is the change I was trying to make happen, while initiated by my actions, and stalled by "leadership" continued to happen as more people saw the value of it and THEY communicated to the leadership. At some point I discovered that what was out of MY control, was well within theirs. I have had to be flexible enough in my own leadership to let go, and let others carry the change.

Now that it is nearing end and as I prepare to move on to greener pastures I am able to see what I initiated being put forth by leadership as a good idea for all staff to invest time and energy in in the coming years.

Can you fight the wind?

If the change is right it will occur. Sometimes you're just the one who plants the seed, you don't get to see the harvest. It reminds me of Johnny Appleseed, popping seeds into the ground. He doesn't see them grow but someday when he gets old he might be back by and able to enjoy the shade and a tasty snack from his planting.

Where do you see technology & education developing next? How do you think the symbiotic relationship

Where do you see technology & education developing next? How do you think the symbiotic relationship between the two will evolve over the next 10 years?

Technology will change education. As far as a 'symbiotic relationship': it just hasn't happened yet. There is a line of demarcation that exists still betwen the two and it wil not be easily overcome. Attitudes both within and outside schools keep it from happening. The relationship is at best, a bad 'tissue graft'.

What will be happening is that over the next ten years the school children now in school will become the decision makers of education, and saddled as they will be with the 'ideals of yesteryear' they will still see much of the technology they were denied access to in school to be a no brainer for inclusion. Additionally the old school administrators wil retire and students who would leave the house in their underwear before leaving without their cell phone will take their places.

The symbios of people and technology and its affect on education will be a result of administration turnover, and the resultant infusion of new genetic material.

How can authentic learning tools improve student engagement and deepen learning? What does the

How can authentic learning tools improve student engagement and deepen learning? What does the

apprenticeship model tell us about learning?

Authentic learning tools act to mimic real life experience. Too often much of student learning is seen as being outside of experience. What use is this going to be to me when I am not in school. To be authentic means simply to be real. To apply the scaffolding model to the learning: if it isn;t real, it won't be retained or used in the long-term.

Apprenticeship is the ultimate in job learning-for good reason. All the theory in the world cannot prepare you for your first day in a new experience. Knowing what a pen, pencil or computer is, being able to recognize a keyboard, learning to add up columns of numbers, will only in the most basic and general terms allow you to be able to suceed.

OMET statements revisited

I have read some very nice replies to my "masters application statement revisited" posted in BlackBoard. Thank you Brandy and Jessica!

I am still reading through them but I just read an awesome and insightful post from one of the techies in the program. Rita. In her's she discusses how she has changed and how she looks upon her work and co-workers. I too have discovered that I have had to change and let go a little in order to lead better. I like her statement that "you honor their brilliance" Reminds me of the poet Kao Ch'i who said "An ideal government should cultivate these values, should honor brilliance, should encourage talent." The ideals being characteristics of leadership. It is something I am trying to get people I work with to become-not programmed users of technology, but leaders and innovators of their own self growth through finding ways to make technology meaningful so that it will be embraced rather than feared and despised.

Why do educational organizations choose to employ portfolios? What value does the use of rubrics in

Why do educational organizations choose to employ portfolios? What value does the use of rubrics in evaluating activities and portfolios bring? How can peer review affect learning progress and growth?

Many educational institutions employ portfolios for many of the same reasons that artists always have: assessment of an individuals learning cannot be judged based on some arbitrary set of numbers or awards recieved. It is far more complex and dynamic than that. Speaking from a tech perspective: I have interviewed and hired several technicians whose paper "grades" and certifications appeared to be fantastic. Their understanding and adaptibility however made them less qualified, less 'educated' than others who lacked that distinction.

Rubrics are absolutely a necessity in evaluation. Because a portfolio is a record of experiences it is necessarily involved, and distinct from another you might read. Thus it is important at the 'get-go' to have already established clear criteria you are seeking, and a clear defined scale of measurement. Essentially you are taking something subjective and applying an objective filter to it. In oder for our evaluation to be accurate and not influenced excessively by your own subjective experince you have to have carefully designed criteria.

Peer review can be useful for growth, if it taken seriously. It allows one thing that is irreplaceable: the ability to have a preview of how someone else may view yor ideas and work, and based upon that interpretation: better your presentation, and thus understanding of our riginal work.

What is the role of an electronic portfolio in my ongoing academic and professional career in educational technology?

I think that an electronic portfolio is a "no-brainer" if you are in a program or career that emphasizes the use of technology. It displays not only an interest but several uses of technology. However, its' validity and role is not limited to those areas alone. I find this ongoing assignment for EDC 668 to be interesting, but arriving a little late in the program. Since day one I have worked to make my entire website a reflection of my ongoing work and reflections and to act as a portfolio of my accomplishments, (and failures). All the papers I have written, the programs and publications that I have created as a part of my Masters' "journey" are already a part of it. I think it represents a more complete picture of my work than could be compiled from all the various blogs, wiki's, and Blackboard discussions etc. I intend to have a section (opening soon!) that will include a compilation/distillation/sampling of some of that work as well. It is far more accessible. (though it could benefit from some reorganization)

For me the role of this electronic portfolio has been to not only display my work to others but in review and organization of the work; in making decisions about how it can be accessed and displayed; and by explorring new ways to post and present the content I continue to grow and learn. Because the entire site is a "work in progress" and I maintain an archive of my revisions and steps it at the very least can act as an inside look into the developmental processes that went into the work as well as my own experiential development. To an employer this can not only show my accomplishments and what I have done; it can also say a lot more about me and how I do things. This can give a prospective employer an idea of how I have met challenges and how I potentially can grow to meet challenges in their organization. For others who can view my work, I can only hope that they will find it useful in their own learning and that my process archive can be a guide, (or a warning!), to them.In this role my website portfolio can have broader impact and reach more people than I could have in person or in print form.

I am glad to have an opportunity to have a small portion of this work viewed for assessment.

Hope for Technology in Education.

Below is a note from a teacher I have been working with. She has been doing projects all year with her students in elementary. The laptops she is using are older and "memory-challenged". Additionally, after an entire year of projects they have gotten fragmented and are not performing well. They need to be reimaged. Not wanting to lose the time for re-imaging, I have suggested several simple solutions. What is really cool is that one solution I discarded because I thought it would be too complicated, is the solution the teacher came up with on her own.

• Well, I solved the iMovie problem. I don't really understand what is causing the problem, the drives do have 12.53 gb of space. We are going to record in Garage Band on my computer, export an MP3 file and Import it into iMovie. It works and may even be a better way to go.

Good for you! The biggest problem with technology in education often is not the technology; it is a teacher who just gives up entirely when they encounter a glitch. If it is important to a students education, (and it is...), you work through it. "The best laid schemes, ( or lesson plans) o' Mice an' Men, Gang aft agley...".

Balancing act

"My candle burns at both ends


It will not last the night."


Edna St. Vincent Millay

Microsoft GiveAway! No Kidding!

• Microsoft announced in February it will GIVE AWAY! copies of XNA game designer software, Visual Studio Pro, Windows Server 2003 standard, and Windows Expressions to students of qualifying institutions. All that is needed is a windows live id, (free to obtain) and verification of student status. Verification takes place online using information from thousands of Universities that are currently participating.


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• Verificationfor Pepperdine students is through JourneyEd a popular educational software company.


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• You do have to navigate a few pages and "checkout" your "shopping cart" but there is no billing info taken and the "cost" of the" item" is $0.00.


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• An email is sent to you when verification is complete containing the download link.


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• The Program is called "DreamSpark"


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• You can read about it here.


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• http://www.webpronews.com/topnews/2008/02/19/microsoft-dreamspark-ignites-interest

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• or check out the download page.


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  https://downloads.channel8.msdn.com/

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  DreamSpark is simple, it's all about giving students Microsoft professional-level developer and design tools at no charge so you can chase your dreams and create the next big breakthrough in technology - or just get a head start on your career.
  
  

Time 4 Mentoring?

It was interesting to discover this pearl of wisdom... almost as if mentoring itself needs to be allocated an employment status.

One of the greatest hurdles faculty identify to the actualization of mentoring is lack of time. Workloads shaped by teaching loads, large classes with attendant grading, along with publication and service expectations literally vacuum out a faculty member's discretionary time, particularly on campus. If mentoring is to occur, schools will need to allocate resources in such a way that faculty loads allow time for mentoring. In some schools, special funding is secured in order to fund the loading required for mentoring (www.csusm.edu/faculty_mentoring/AboutFMP.htm).

FETC-Full Sail Notes

Full sail notes:
just another tech to work program.
NOT in the same vein as OMET
not educationally innovative
As a contrasting experience it may have been worthwhile. Certainly there were indicators that this school was "hot' but not that it was really innovative or demonstrated anything we see in OMET
Certainly I can find things that apply-but believe me I can do the same with just about anything.
incl. watching someone make a sandwich-because for me OMET is about life education. technology is a misunderstood and ignored part of our global life.
no gre no real admission process
If OMET limited itself to being just another tech-heavy program it wouldn't be as useful and would in a few years fade into "fad-dom"
This schools insistence on the hottest tech is just an attempt to stay ahead of the inevitable curve of obsolescence that dooms all such concrete materialistic endeavors to eventual failure.
The "Play-doh" approach.
my personal view of Omet is a reach for something more; something more constructivist, that works toward development and reflections of the abstracts of both social and learning research and ourselves; teaching us to develop them to a "malleable concretism" that we can use today and continue to mold as necessary for tomorrow.
Not all bad tough-some points:
ave points system.
real world tech.
top of the line equipment.
multi faceted approach all
all field areas explored**
historical training in obsolete included.
experimenting with a school to community approach
internship program.
Work for local stations-on the job training.
return to school as long as in the industry to re-train in new or updated software/HW.
Generally:
**more about the technology than the education.
hottest, newest most expensive.
more about the job aspect/training and real world experience
providing "cross-curriculum" and thus "global" education in only an industry specific way.

Notes on TAO Mentoring

Art of possibility.
It's all invented.
giving an A

passion-bringin it
leadership from any chair.
to be a good leader you have to have the trust
than the whole organizatio
Leading from any Chair: The position that you hold in any organization will lack true meaning unless you are able to allow others to voice their opinions and concerns. Some leaders think that they are the only person who has a vision, idea or solution to a problem. Those who work for them are to be quiet and do as told. This lesion is about how to listen to those who are involved in caring out the vision of the organization. They see things differently, they have experienced life differently, and they have ideas. How much greatness are we willing to grant? The leader has more power when they listen and take ideas from any source that make the organization a better place and more productive in the long run.

rule 6 taking yourself 2 seriously. links
Giving an A:
grades are Comparison between people separates and categorizes but does not distinguish or characterize.
mentor mentor instead of mentor mentee. it is a relationship: that is what makes it work. One-upman ship has no role in mentoring. Acknowleding each others strenths and successes-not in contrast but in celebration.

Rule number 6
How serious do you make things out to be? Is it worth getting yourself so worked up about an issue that you no longer are able to see any solutions? This is my favorite rule. Life is always going to be a bumpy ride. So take each bump that comes along and figure out how you are going to get over it. Plan, practice, look ahead, and take time for yourself and smile. Relax, it will all work out, maybe not how you originally thought. It's life, enjoy and learn.
Empathy associative rather than directive


face value.

Standards-outcomes and EQ's

Good session with Melissa and cadre members in the 6o'clock session. Amazing how many of the teachers in our cadre-Ones I know are good teachers-have "managed" somehow to make it by without really keying their instruction to standards. Makes ya wonder huh? How necessary are they...(the standards etc-not these teachers!) How many of the standards-strung educators could be classed with this group? Not many I think...
So is the standard misapplied or just misunderstood? Is it too much to ask? Can we have accountability without a standard? Is that even a question that should be asked...Or has a misapplication of the standard and the role of accountability and assessment in education clouded the goals and outcomes of education as a whole. Looking backward: What would the "Essential Question" of the "lesson plan for American Education" look like? Do they really match the stated goals?

Action Research

Been struggling with the Latest ARP draft, not so much the content as the progress. The action part.
I decided to and I have met with the building secretaries at the Elementary schools since they are the most "experienced" users of the system in general terms and have been the central repository for all grading information for report cards and such. It is likely they will be asked questions about the gradebook trial and it is only fair, (and smart) to keep them informed as well.
The response was positive and discussion did bring up some more points to consider.
One of the primary difficulties is the timing. there is only one full grading period left to use. I have done some one on one with some but not all the teachers, and still and not sure even the small group will be fully ready. This alters my plan somewhat. I will post some of the text notes I have been keeping at a later time.

Memories of a successful Learning Experience

A tough one this. Not being a teacher and having to come up with "a successful learning experience I designed" However, I can think of one. Years ago, I ran a workshop on internet applications for Upward Bound while I was getting my degree. I focused primarily on Internet searching and source citation and set them up with email accounts on the university email system so they could do email "pen-pals". I contacted two schools: one in Wisconsin and one Iowa, (Simon and Mary were the teachers names) and also put the students on to what used to be penpals.net (but has now become unrecognizable) so they could converse using email.
This was the early 90's-the web hadn't yet become what it is today. Email was primarily a business or paid service, yahoomail and the rest hadn't taken off.
Most of these kids were amazed at what you could find, and shocked to discover that not all of it was true. From course evaluations I learned that they enjoyed the email and felt more connected to other students. Many asked if they could retain the accounts after they left so they could continue the conversations.
Many of these students wouldn't print 3 sentences but were regularly sending 15 to 20 email messages a session. I was using floppy disks for email storage for security and continually had to supply additional floppies as their "mailboxes" became full.
I had designed it to be an introduction, a primer; with some fun thrown in. I wanted it to be an academic information course as well. Things got off track more than once but I think I succeeded in those aspects. More importantly I think I learned something as well-when you trying too hard to get something across sometimes you have better success if you let go a little,