Sunday, May 6, 2012

EDSS 530 - Scoop.It


Throughout my time developing my Personal Learning Network or PLN I have been introduced to an overwhelming number of technological resources including Twitter, Pintrest and Diigo. In all the technological resources I have been introduced to however one has stood out to become my favorite. Scoop.It is a digital resource that allows users to curate a personalized magazine. A user begins by joining the free site and downloading a tool to his or her browser. When the user finds an article, website or other resource he or she wishes to save the user clicks on the Scoop.It tool. The user is then prompted to choose a picture for the article and give a brief synopsis. The post can then be either Tweeted or added to the user’s Facebook before being added to the curator’s magazine. Users of Scoop.It can decide to follow other users and “rescoop” their posts.

I have discovered a passion for Scoop.It for a variety of reasons. First and foremost as a visual learner I enjoy the idea of adding pictures to articles I find interesting and Scoop.It makes choosing the pictures simple. Sites such as Diigo do not allow users to add pictures to bookmarks and in many ways Pintrest overdoes the use of visuals. Another reason I enjoy Scoop.It is its ability to track views. I have always enjoyed seeing how many views and followers my blogs, websites and social media sites receive. Scoop.It allows users to track various statistics about their magazines including views, rescoops and mentioned. These are tools not utilized by sites such as Diigo and Pintrest. The final major reason I enjoy Scoop.It is its ease of access. A newcomer of Scoop.It can easily figure out how it is used and, in a matter of minutes, be curetting articles.

There are countless resources on the web today and when found many have faults that prevent users from enjoying them. When I found Scoop.It I did not find these faults and instead have found a resource I will continue to use throughout my teaching career, both to develop my PLN and inside my classroom.

EDSS 530 - Texting in the Classroom

When Clinical Practice II started in March 2012 I found myself at Valley High School in Escondido, California. It should be noted that Valley High School serves as the continuation high school for the Escondido Union High School District, which is made up of three comprehensive sites. The students who attend Valley High School come from predominantly low socioeconomic backgrounds. However I ignored my findings and instead based my decision to implement technology into the classroom on my observations. During my initial observations of the classes I would eventually teach I noticed that a large percentage of students actively used their cell phones in class despite the strict rules against it. On my first day of instruction I gave my students a brief overview of my life and then stated that at one point the pencil was the cutting edge of technology, which was then surpassed by the calculator. I then pulled out my personal cell phone and stated that this could easily be the future of education as it can access 98% of the information I will give them during the course. I then walked them through the different types of tools I would use during the course including Twitter, PollEverywhere and Evernote. However I dropped the use of Twitter and Evernote as both require access to internet at home, which many students lack. Instead I have focused on PollEveywhere which I use on a near regular basis. Instead of always having students write quickwrites I allow them to text in their responses to questions which generates greater participation. In addition more discussion occurs because students are reading other responses and then talk about them. If I am ever placed in a school with a population coming from a higher socioeconomic background I will utilize additional technology in the classroom but at Valley High School I have quickly discovered the value of using basic technology in the classroom. After all if the students are already texting why not make them text something useful.

EDSS 530 - Oceanside Report

Prompt
After our visit to Oceanside, I would like a blog post reflecting on the experience.

Reflection
On March 12, 2012 I had the privilege of visiting Oceanside High School in order to witness how they are integrating iPads in their science department, specifically chemistry and physics. During my visit I witnessed how the iPads were integrated into the curriculum, used throughout the lesson and promoted student learning.

In order to answer the posed questions it is critical that an overview of what was seen is given. For the purpose of this post I will focus on the physics classroom as it was where I spent a majority of my observational time. The class began with students being given a set of questions that served as an anticipatory set using Moodle. While students worked on the problems the instructor walked the classroom to assist students. While walking the classroom myself I noticed that each student was given the same problem but with different numbers. During the direct instruction students followed along with the instructor using Moodle and during guided practice the instructor allowed students to show their problems on the overhead using Apple TV. Throughout the lesson the majority of students remained on task despite having the ability to play various games.

Question 1: How was technology integrated into the curriculum? Do you feel it promoted student learning?
While I do feel that in many ways the iPad program promotes student learning I do not feel it was fully integrating into the curriculum. The use of iPads promote student learning because they provide students with different questions then their partners, the opportunity to redo mistakes and revisit lectures through Moodle. However I do not feel the technology is integrated into the curriculum because while applications exist that reference the content the iPads are currently being used as a tool to demonstrate student understanding of concepts.

Question 2: Is there anything you saw that makes this classroom/school unique?
Other than the use of iPads in the classroom there was little that made this classroom unique from others. The class still followed the traditional lesson plan set up, beginning with an anticipatory set followed by direct instruction and concluding with independent practice. The classroom still revolved around the instructor in a teacher-centered setting.

Question 3: What did you learn and how does it relate to the class theme?
Upon viewing the use of iPads in these two classrooms I realized that in many ways this could be the future of education. While these iPads may first visit science, math and English classrooms they will eventually appear in social studies classrooms. When they do I hope to use them to a greater degree than the instructors I observed. I hope to use the iPads to create a flipped classroom and generate a more student-centered learning environment. This observation relates to the class theme because it is truly the direction schooling is going towards in the 21st century.

EDSS 531 - Reflective Journal

Prompt
Prepare a one-page written reflection commenting on the course readings, discussions, activities, etc. of the class.  make sure that your writings include personal connections, explanations as to how and why your perspective as an educator has changed, or is changing, as related to the course content.

Reflection
At the start of this semester I felt unsure of where I was going as a future high school instructor. I was unsure of my teaching style, how I would manage my classroom, where I want to find a job placement, what I wish to teach and where I want to see my career in forty years. In many ways these are still lingering thoughts that may never be fully understood. However, during the course of this semester I learned a great deal about other aspects of the teaching profession. These lessons include ITUs and integration of technology.

When my professor first introduced the concept of an Integrated Thematic Unit or ITU I was unsure of its usefulness in the modern classroom. In many ways I envisioned the modern classroom as detached from other curricular studies. The ITU forced me to collaborate with a prospective English teacher to generate lessons, a unit plan, a website, theme, art component and service learning component. Together we created a unit on heroism which combines content from both our curriculums. After completing the assignment I realized relevance ITUs can have in the modern classroom. There is no doubt that I will actively pursue opportunities to create and utilize ITUs in teaching career.

Prior to this semester I had prior knowledge of how to integrate technology into the classroom through a prerequisite. During this semester however I learned even more. I greatly developed my Personal Learning Network or PLN through the use of Twitter, Diigo, Pintrest, and Scoop.It. These tools allowed me to gather resources from educators around the world. In addition, I was able to spread my knowledge to others. Not only did I find these tools beneficial to my own learning but I also look to implement many of them in my future classroom. I look forward to having Twitter debates in the classroom. I look forward to having students create Facebook pages for historical figures.

I started this semester with numerous questions about the teaching profession and in many ways these semester gave me additional questions to ponder for years. However it did teach me a great deal about the use of collaboration and technology in 21st century education.

Tuesday, March 13, 2012

EDSS 530 Response #3

Prompt
Read the first five chapters of Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns by Clayton M. Christensen.  Address the six guided questions.

Disrupting Class Response
Chapter 1: Why Schools Struggle to Teach Differently When Each Student Learns Differently
Question 1: Explain the difference between interdependence and modularity.  How is education currently organized?

Interdependence is a way of organizing a system or product in which the components are reliant on the make-up of the other parts.  In an interdependent system or product a single part can not be exchanged for a generic part, nor can that part be changed without changing the other components.  This forces the parts of the system or product to become proprietary.  While an interdependent design is an effective way of developing a product or system it does not allow for customization or adaption.  For example, the first Ford Model-T became obsolete the moment an improved engine was developed because the first Model-T could not be adapted for it.

Modularity is a way of organizing a system or product in which the components are not reliant on the make-up of the other parts.  In a modular product, parts are interchangeable and can be made by third-party companies.  Modularity allows for innovation, adaption and customization.  A product developer no longer needs to design an entirely new product or system in order to implement his or her new invention.  Instead the developer only needs to design the new part and it can fit into a current product or system.  Engineers and developers have embraced modularity because it cuts costs and keeps the product or system relevant for years.  For example, the lap was invented decades ago and if interdependent would have become obsolete.  However because any light-bulb with a universal socket will work it has remained relevant with the invention of new light-bulbs.

Education in the United States is currently organized in a highly interdependent structure.  It is laced with four types of interdependencies:
  1. Temporal: You can't study ninth grade if you didn't cover it in seventh.
  2. Lateral: You can't teacher certain foreign lanuages in other more effieient ways because you'd have to change the way English grammar is taught.
  3. Physical: The design of the traditional school limits learning.
  4. Hierarchical: Mandates, which are often contradictory, come from the local, state, and federal policymakers are found in this type of interdependency.  The curriculum and textbook decisions are also found her.
Chapter 2: Making the Shift: Schools Meet Society's Needs
Question 2: Explain the disruptive innovation theory.  What does this have to do with schools?

"The disruptive innovation theory explains why organizations struggle with certain kinds of innovation and how organizations can predictably succeed in innovation." (Christensen, 45).  In essence this theory states that a disruptive innovation is a product that appears on the market in competition with similar products.  The disruptive innovation however, is not a breakthrough innovation and is not as good as those products already on the market.  Due to the fact that the disruptive innovation is inexpensive and simple to use it compared to other products, it can be purchased and used by a new set of customers.  As the innovation improves it surpasses those on the market.

Disruptive innovation theory relates to the United States school system because at present schools are monopolies without competition.  Because schools are monopolies there is very few opportunities for a disruptive innovation to be introduced.  However there have been disruptive innovations before.  These innovations have come out of disruptions in society, forcing schools to change to meet new demands.  When schools are changing they are essentially, "rebuilding an airplane in mid-flight." (Christensen, 51) Christen sums up the chapter stating that while technology is being introduced into the classroom to a larger degree at present it will not act as a disruptive innovation until it changes how and what students learn.

Chapter 3: Crammed Computer Classrooms
Question 3: Why doesn't cramming computers in schools work?  Explain this in terms of the lessons from Rachmaninoff. (What does it mean to compete against nonconsumption?)

Cramming computers into schools has failed to generated expected results because of how schools have employed computers.  At present a majority of schools are using computers to assist with research, replace written work and at best supplement learning.  In addition students rarely use the computers in the classroom or in a computer lab.  Christensen suggest that in order for computers to work they must be used as a means of instruction, be adapted to fit student learning and be utilized more regularly.

In late 1800s RCA Victor developed a technology that allowed people to record musicians such as Rachmaninoff and listen to the instrumentals in one's own living room.  The recordings were far from the quality of the live music but they opened the door to a new industry and new customers.  This innovation gave people who did not have the resources or location to listen to live music the opportunity to listen to musicians like Rachmaninoff.  These new listeners were non-consumers of live music and therefore the recordings did not compete directly with live performances.  These lessons can be transferred to technology in the classroom.  As it remains possible to record teachers it is not the same as a real teacher.  One can not expect students to achieve to the same limit if they are being taught directly by computers.

Chapter 4: Disruptively Deploying Computers
Question 4: Explain the pattern of disruption.

"Disruptions first compete against non-consumption in a new 'plane of competition.'" (Christensen, 96)  The entire pattern of disruption almost always follows an S-curve.  During the disruptive innovation's introduction to the market their is an initial flat portion.  The length of this period is unpredictable and can last a year or ten years.  Eventually the product or system improves and its reach steepens dramatically approaching the existing product.  This causes the existing product to eventually be replaced.  When the disruptive innovation reaches market dominance the curve flattens.

Question 5: Explain the trap of monolithic instruction.  How does student-centric learning help this problem?

The monolithic trap of instruction occurs when a teacher is unable to customize his or her instruction.  The teacher has become a overwhelmed in a system in which they must teach a large amount of students.  Monolithic instruction is characterized by little or no customization or individualized instruction.  A teacher will teach in one system that reaches a certain percentage of students, hoping the rest of the students will adapt.  More often then not students who are expected to adapt don't.  Student-centric learning helps this problem by taking into account the various learning styles of students.  With technology student-centric learning becomes a greater possibility because it allows lessons to be individualized.  In addition the instructor can provide more individualized instruction.

Chapter 5: The System for Student-Centric Learning
Question 6: Explain public education's commercial system.  What does it mean to say it is a value-chain business?  How does this affect student-centric learning?

The United States' current public education's commercial system is run like a Value Adding Process (VAP).  Students are brought into the process at one end (kindergarten), spend years in the classroom having knowledge feed to them, and emerge from the process at the other end as high school graduates.  This current commercial system is in place because of the notion that this process makes students more knowledgeable and therefore valuable citizens.

A value chain business is where businesses establish their costs for supplies, manufacturing, labor and other inherent costs associated with business.  With these costs a business establish a cost structure that allows them to sell their product or system for profit.

In the current model of public education disruption is difficult.  However with more developments in technology and the realization of its possibilities in the classroom student-centric learning can become a greater reality.  When technology develops to become more customizable for the user, students can begin to dictate how they learn.  This will allow students to have input on their learning and be taught in the way they choose.  In addition, technology will allow learning to take place without the direct presence of the teacher.

Saturday, March 10, 2012

Valley High School - Week Three Observation

February 10, 2012
 
Observation Report
I arrived at Valley High School in Escondido at approximately 8:00 A.M. on Friday, February 10, 2012. Upon arriving on campus I proceeded to the staff lounge where I was greeted by a large portion of the faculty and staff of Valley High School. After the first bell at 8:15 A.M. I went to one of my cooperating teacher’s connections class for first period. During the hour long class students read a newspaper article and filled out a summary sheet. The article comes from the local newspaper and can be on any current event. The summary consists of five sentences focusing on the who, what, when, where and why of the event. I spent both second and third period in Mr. Flynt’s classroom, observing the two United States History B classes I would eventually be taking over in mid-March. During the first portion of the class the students watched a video addressing the reasons why the United States entered the war in Vietnam. During the course of the video I noticed some students were interested while others were not. At the conclusion of the half-an-hour video students wrote a one-page summary on the film. After period three ended I visited my other cooperating teacher and the United States Government class I would be instructing. As Mr. Palacios, my cooperating teacher, prefers to maintain a pattern he administers quizzes on Fridays. The process begins with the instructor giving the students six minutes to gather and review their notes. After students have gathered their notes the instructor asks questions for three minutes on the content that will be covered on the quiz. After the self and class reviews the instructor hands out the quizzes and students have the remainder of the period to work on them. Students are also permitted to use their notes on the quizzes.

Reflection 
The decision by Mr. Palacios to create a scheduled routine for his students is an excellent idea. Students know that on Mondays, Tuesdays and Wednesdays there will be lectures, bookwork and classwork. On Thursdays students know they have the opportunity to review the week’s content so they ensure they bring their notes and classwork. On Fridays students know they will be taking a quiz on the week’s content. Since students are allowed to use notes on the test, students always bring their notes on Fridays. Also students know not to be absent on Fridays. Mr. Palacios stated that he choose to create a pattern because it works best with students. I truly see the value in this decision and will maintain it when I take over instruction.

Wednesday, March 7, 2012

Valley High School - Week Two Observation

February 3, 2012

Observation Report
I arrived at Valley High School in Escondido at approximately 8:00 A.M. on Friday, February 3, 2012. Upon arriving on campus I signed in at the front office and proceeded to the staff room, where I had the opportunity to meet a large portion of the faculty and staff of Valley High School. After the first bell at 8:15 A.M. I went with one of my cooperating teacher’s connections class for first period. At Valley High School connections is an integral part of the school’s mission. When students first arrive at Valley High School they are assigned a connections teacher. Students will stay with their assigned connections teacher throughout their time at Valley High School, spending each first period with the instructor. The instructor is responsible for providing consistency in a fast paced school, assigning schedule changes and addressing the issues that will arise after graduation. I spent my first connections class with Mr. Flynt where students watched the morning news, reflected on it in a response and worked on make-up work for other classes. I spent both second and third periods in Mr. Flynt’s class observing the two United States History classes I would eventually be taking over in mid-March. During the first segment of class students took notes directly from a PowerPoint on the 1960s while the instructor talked about the points. After going through three slides the students watched a video on the 1960s. After the lesson students placed their classroom notes in a basket in the back of the class. This allows the instructor to look over the notes and students to have easy access to them during a quiz or test. At the conclusion of third period I observed my other cooperating teacher in the third class I will be taking over instruction in. The class began with the instructor putting a timer on the overhead, giving the students six minutes to prepare for a test. After six minutes had elapsed students took a test on the Executive Branch of the United States Government. The test took the remainder of the class period.

Reflection
Through my initial observation of connections I gained a great understanding to its importance. Valley High School is a continuation school focused on graduating students who have not succeeded in regular classrooms. Therefore curriculum is taught quickly and credits are earned just as fast. Most students only stay in a particular class for a trimester lasting twelve weeks before they earn their credits and move to other class. With the large amount of transfer it is easy to see how possible it is for a student to not develop a connection with faculty and staff. With a connections teacher the student has a familiar face throughout their time at Valley High School. This instructor takes a valued interest in the student’s growth and success, an important quality at this particular institution.

Tuesday, March 6, 2012

Valley High School - Week One Observation

January 27, 2012

Observation Report
I arrived at Valley High School in Escondido at approximately 8:00 A.M. on Friday, January 27, 2012. Upon arriving at the school I signed in at the front office where I also met the other member of my school team. After the first bell at approximately 8:15 A.M. we were introduced to the school’s vice principal and on-site liaison, Mr. Barajas. Mr. Barajas gave us an introduction to the school which included the schedule, connections, PLATO program and the mission of Valley High School. Upon the conclusion of first period at approximately 9:15 A.M. Mr. Barajas gave us a tour of the school campus, which includes seventeen classrooms and a gym. It was during this time that we met with our university supervisor, Jannis Brandenburg. After the conclusion of the tour, my school team and Jannis met and discussed our upcoming experience at Valley High School. After the conclusion of second period, we were introduced to a number of the certified teachers that work at Valley High School including my cooperating teachers for Clinical Practice II. I spent third period with one of my cooperating teachers, Mr. Flynt, where I observed one of the three classes I will eventually be taking over. The class is a U.S. History class made up of eighteen students, most of which will not be in the class when I take over the class in mid-March. Much of the class time was dedicated to a Civil Rights Test. During my observation I noticed that some of the students failed to get started on the assessment and in a discussion with Mr. Flynt discovered that some students don’t do the work at first but in the future will come in to make it up. After the conclusion of third period I observed my other cooperating teacher, Mr. Palacios, and other class I will be taking over. The class is a U.S. Government class. In a discussion with Mr. Palacios he informed me that he has a clear structure to his course in that Mondays, Tuesdays and Wednesdays are dedicated to instruction, Thursday is set for review and tests are administered on Fridays. During this particular period the students work on make-up work.

Reflection
Throughout my initial observation of Valley High School I have had both excitement and nervousness. I am excited to work in a school where I have the opportunity to connect with students and help them succeed. I am also excited that I am teaching at a school that promotes experimentation. I am also excited about the two cooperating teachers I have been assigned as they differ in styles. I am nervous about working in a school where I am expected to push sixteen weeks of content into twelve weeks. I am also nervous about working in a non-traditional school because I am unsure of what to expect. I truly love the content I will be teaching and I am unsure if I can give my students the opportunity to find a similar joy due to the lack of time.

Tuesday, February 21, 2012

Reading Reflection #13

Prompt
Identify what co-teaching approaches were modeled this week.

Co-Teaching
On February 15, 2012 I attended a seminar on co-teaching at High Tech High School in San Marcos, CA.  The seminar was hosted by Dr. Jacqueline Thousand and attended by teacher candidates from CSUSM and the cooperating teachers of those candidates.  During the seminar Dr. Thousand discussed the four approaches to co-teaching.  These approaches are supportive, parallel, complementary and team co-teaching.  Each approach has different benefits and cautions.
  • Supportive: The supportive co-teaching approach is defined by the presence of a lead teacher and one or more supporting teachers.  During a lesson the lead teacher gives instructions, provides general classroom management and dictates the class.  The supporting teacher or teachers spend the lesson giving one-on-one assistance with students.  This approach is the most common as it requires the least amount of planning and is often an opportunity for the supportive teacher to learn the procedures and students.  The major drawback to this approach is that only one teacher appears "powerful."  If the supportive teacher remains as the minor authority in the class for too long the students will not see him or her as the "real teacher."
  • Parallel: The parallel co-teaching approach is defined by two or more instructors working with different groups of students or sections of the class.  During the course of the lesson the co-teachers rotate around to different groups providing instructions.  The major drawbacks for a parallel approach are the fact that the co-teachers are engaged with only part of the class and their is the potential for over monitoring.
  • Complementary: The complementary co-teaching approach is defined by a co-teacher(s) who enhances the instruction of the other co-teacher(s).  Often times the complementing teacher will paraphrase the other instructor.  This approach is beneficial because it gives both co-teachers the authoritarian role and allows the teacher candidate to be at the front of the classroom.
  • Team Co-Teaching: The team co-teaching approach is extremely similar to a traditional classroom except instead of one teacher there are two or more co-teachers.  The approach is defined by two or more co-teachers who work together to plan, teach, assess and assume the responsibility of all the students.  Co-teachers understand each others expertise and use that expertise in the classroom to enhance learning.  Team co-teaching is the ideal approach for co-teaching because it allows the teacher candidate to be involved the most in the classroom.

Reading Reflection #12

Prompt
Read former ITU Model Projects in the first Cougar Courses module.  Identify what you can use from the model assignments and then complete Tasks 1-17.

Response
While I reviewed the four ITU Model Projects I chose to focus on the Homeless ITU for Orange Glen High School and the Civil Rights ITU for Temecula High School, both from 2009.  Due to the fact that my ITU has a different theme and population, no information could be directly taken from either model project.  However, there was a great deal of information to be learned from the model projects.  After completing Tasks 1-17, I looked back on the information I had learned from reading the model projects and noticed that I used three advantages.
  1. Ideas: While I did not take any information directly from the ITU Model Projects, reading them gave me plenty of ideas.  For example, in the Homeless ITU for Orange Glen High School students created posters and flyers for the rest of the campus to promote awareness.  After reading this I realized I too wanted my students to show the rest of the campus and community the progress they had made.  However instead of creating billboards and posters I wanted to utilize technology so the project could be spread quicker and to a greater audience.  Therefore I came up with the idea of using iMovie to create a compilation of the learning.
  2. Expectations: The four ITU Model Projects were posted on the Cougar Courses site for a reason.  These four projects were the best of 2009 because the went above and beyond the expectations.  Therefore by reading them I know what is expected of me and how I can surpass those expectations.
  3. Writing: While I worked with my team to create our school's ITU I realized a lot of information can be piled into the process.  If a team chose to that team could write a full essay on every task given.  However, after reading over the ITU Model Projects my team and I realized that none of them has burdened the reader with too much information or information.  This greatly benefited us because it caused us to no longer be caught up in the writing but on the content that was being discussed.  By choosing to write a paragraph instead of two pages were able to drive quality.

Monday, February 20, 2012

EDSS 530 Response #2

Prompt
Watch this presentation, Learning in New Media Environments. and write a reflection (as as new blog post) based on this idea: What does this video mean for you as a person, a parent, an educator, and a leader? You can answer any or all of the ideas that apply. Please share your post on Twitter and comment on your peers' posts as well.

Reflection
Throughout the course of his presentation Mike Wesch discusses the relationship between the emergence of technology, in particular social media, and society.  Dr. Wesch begins his presentation by presenting a case study on a remote indigenous village in Papua New Guinea.  Dr. Wesch was first introduced to the culture and experience a large degree of culture shock.  The people of the village did not have formal names, settled disputes in a communal setting and lived in buildings that were not organized in a formal manner.  During the visit the indigenous village was introduced to census books and maps.  With the introduction of books and maps the village instantly began to change.  Disputes were settled in a court house, villagers acquired full-time names and buildings were reorganized to match the census books and maps of the village.  In Dr. Wesch's opinion the introductions forced the culture to adapt.  In an additional case study Dr. Wesch discusses how he changed the culture of his college class from one built around the authority of the instructor to one that gives students continual input into the learning.  The culture of the class also changed from preparing for the next test or paper to preparation for the world.

While the video discussed the potential damage technology can have on indigenous cultures and a classroom it did offer hope.  Without technology many of the strategies implemented by Dr. Wesch would have been impossible.  Therefore the difference between a classroom where a teachers is the final authority and students have little vested interest and a classroom similar to Dr. Wesch's is quite simply the instructor.  As a future educator I see the need for an instructor who is willing to relinquish power and authority in exchange for greater learning.  I know that as an educator I can not allow my students to feel content with writing a certain number of pages or memorizing certain information.  I must push my students to learn life lessons.  I must provide them with a vested interest in their learning.  I must make my students knowledge-able rather than knowledgeable. 

EDSS 530 Response #1

Prompt
Watch the following video: Visitors and Residents by Dr. White and then write a blog post reflecting on where you are in this continuum and how you see your future on the Internet.


Reflection
After watching the video presentation by Dr. White I came to the conclusion that I am closer to a resident on the continuum.  The primary reason I label myself as a resident is due in large part to my view of the internet and how closely it resembles that of a resident.  I, like a resident, see the web as space, extremely social and continually changing.  In addition I consider myself part of the internet community in that I add to it and learn from the media provided by my Personal Learning Network.  Finally I continue to join social media sites where I use the same username in order to create a brand.  While I find myself an ever-growing resident of the web it was not long ago that I would have viewed myself as a visitor.  Prior to ED 422 last spring I only saw the web as a way to communicate with friends and learn information without turning on the television.  I despised social media and saw it only as a way to destroy reputations.  However in the present and in the future I see myself as a growing force in the world wide web.

Monday, February 13, 2012

Reading Reflection #11

Prompt
Read Differentiation Readings, Partially Completed Strategy Matrix and Strategy Matrix PowerPoint.  Complete Strategy Matrix

Strategy Matrix
Reading Reflection Postponed

Journal Writing #4

Prompt
What are your biases and how do you mitigate your behavior when working with students?

My Biases
Throughout my entire life I have recognized that all people have biases to other races, religions, colors and creeds. As a young man I never thought I had biases. However upon recent reflection I have realized that I do maintain biases but have come to accept them as part of the human condition. While admitting and recognizing I have biases was a challenge the greater challenge will be working with students without acting on those biases.

When I was in middle school I took part in a summer program that prepared me for college. During the program my group mates and I were taken to the Holocaust Museum in Los Angeles. As a lover of World War II I was extremely excited about the experience. During the tour of the museum our tour guide brought us to two doors. The guide asked us to individual select which door to pass through. On the left was the door for those students who had prejudices and the door on the right was for those who did not. I automatically approached the door on the left alone and attempted to open in. However it did not move. Our tour guide explained that all people have prejudices and therefore must enter the door on the right. This experience greatly affected me because I never felt I had prejudices. After all I was the only Asian Indian in my school and was close friends with whites, Hispanics, black and Asians. My parents were both well educated and never spoke negatively about any person, except perhaps Republicans. I eventually forgot the experience for a while but it would continue to reappear throughout my high school and college life.

As I grew older I continuously looked back on that experience at the Holocaust Museum. While I now realize I maintain some stereotypes I know I never judge an individual on them nor act upon them. The only strong prejudgment I have ever made towards a group of people was against Pakistanis. As an Asian Indian who loves his heritage and history I, in many ways and for many reasons, despise Pakistanis for destroying the Indian subcontinent. However when I enter the classroom and realize I have a Pakistani as a student I will not look at him any differently because I always remember it was the founders of Pakistan who destroyed the subcontinent, not a sixteen year old girl in my class.

I do admit I have prejudices today, something I could not realize in middle school. However many of the prejudices are as a result of my knowledge of history. For example, I dislike the Zionists for taking land from Palestine. However as a historian I continuously remind myself that no student is responsible for their ancestors mistakes so I cannot hold them accountable.

Sunday, February 12, 2012

Journal Writing #3

Prompt
To what degree do you think you really understand the needs of your students and what they need for the 21st century? How wide is the "gap" between them and you? In what areas are the gaps? What can you do to make connections?

Response
When thinking of instructing students of the 21st century I feel I have an understanding of what they need to a degree. I know that all students must gain and develop skills such as high level analytical thinking, problem-solving, etc. However I do not have an understanding of what jobs I am going to prepare them for. In a broader sense I haven’t a clue on what kind of world I am preparing them for. In the TED video entitled Do Schools Kill Creativity Sir Ken Robinson stated nobody knows what the world will look like in twenty, ten or even five years. Despite this, I as an educator must make my students ready for the jobs that will exist in the unseen future. While I cannot give them the skills they will need for jobs that are most likely not in existence I know I can give them skills that will always be useful. To this degree I understand the needs of my 21st century students.

 
When thinking of the gap that separates me from my students I realize it cannot be very large. As a twenty-two year old I am no more than eight years older than my students. In discussions with my students I use the same technology, listen to similar music, watch the same movies and go to many of the same places as they do. Therefore the only reason there is a visible gap between us is what we know, how we speak and how we understand the world. In all likelihood all three of those differences will disappear as my students gain an education. In making connections I can use the similarities we already share such as pop culture. By making connections on topics we both love I will further stricken the ever-narrowing gap.

Saturday, February 11, 2012

Journal Writing #2

Prompt
Read Kids Do Well If They Can
Watch the TED video on Creativity in Schools
Skim/Preview Abundance, Asia and Automation
Read Jobs of the Future
Create a full sheet 3 column organizer (aka Tovani) to record and analyze at least four quotes from the text/video

Tovani
 

Thursday, February 2, 2012

Reading Reflection #10

Prompt
Read your team member's ITU cover sheet drafts.  Revise your team's Task 2: ITU cover sheet.  Make sure you use the ITU assignment template and PowerPoint to guide your work.

ITU Cover Sheet
Please visit http://valleyitu.weebly.com/ to view our cover sheet and check on the progress of our ITU.

Reading Reflection #9

Prompt
Locate and read information about your school site. Begin your ethnographic research on your school site to complete your ethnography for EDSS 530 and to complete Task 3 for the ITU.

Ethnographic Research for Valley High School
The information covered in this reading response comes primarily from Valley High School’s website, www.vhsescondido.com. This information was gathered to begin my ethnographic research of the school in order to complete Task 3 of my groups ITU. 
  1. Community
    1. Geographic Location
      1. Valley High School is located in Escondido, California. Escondido provides a thriving urban environment in the midst of rolling hills surrounded by avocado and citrus groves. Escondido is located approximately 30 miles northeast of San Diego and 18 miles from the coast. Escondido’s population is over 133,000 residents.
    2. Where students live in relation to campus
      1. To be acquired through student case studies and surveys to classes 
    3. Political Climate of Community
      1. To be acquired through student case studies and surveys to classes
  2. School 
    1. School Mission & Teaching Philosophy 
      1. According to the school’s website Valley High School’s mission statement is, “Learning for All, Whatever it Takes.”
      2. In addition Valley High School staff believe that all students will learn because of what they do on a daily basis. Their program emphasizes personal responsibility and accountability, pro-social skill development and a strong, standards-based curriculum with integrated technology. They view their diverse community as a resource and their staff members serve as coaches helping students achieve their goals.
    2. School Personnel Information 
      1. According to Valley High School’s S.A.R.C. report published in January 2011 there are 20 fully credentialed staff members (out of 20 applicable staff). No teachers are misassigned and the school does not have any vacant teacher positions. Valley maintains a full-time academic counselor and several “As Needed” positions.
    3. Reputation of School 
      1. Attendance – 89.1% (09-10) 
      2. Graduation Rate – 77.8 (08-09)
      3. API Change from 08-09 to 09-10 – 49 
      4. Program Improvement – Not in P.I
      5. Percent of Students achieving proficient or above on CST (2010) – English (5%), Mathematics (1%), Science (4%), Social Studies (3%) 
      6. CAHSEE – Unavailable for this school due to moderate number of students tested. 
      7. Percentage of students who completed High School Graduation Requirements – 43.4% (District – 80.8%)
    4. Campus Architecture 
      1. To be acquired through photographs taken by ITU team. 
    5. Participation of Community in School Activities 
      1. To be acquired through discussion with staff and faculty.
  3. Student Population Information
    1. Numbers of Students Served at School
      1. Total Number of Students Enrolled - 450 
    2. Demographic Information
      1. According to Valley High School’s S.A.R.C. report, published January 2011 student enrollment by ethnic group is:
        1. African American 3.8%
        2. American Indian 1.4%
        3. Asian 1.6%
        4. Caucasian 11.1%
        5. Hispanic or Latino 81.4%
    3.  Information about 5 Individual Students who Need Differentiation
      1. To be acquired through student case studies