Most recent public comments by Melissa Blake https://nowcomment.com/users/49554 https://nowcomment.com/documents/224569?scroll_to=2062461 https://nowcomment.com/documents/224569?scroll_to=2062461 I actually agree with a lot of what you wrote! Do these vary according to subject? Location? Age of student? And who decides what is essential? Sun, 20 Sep 2020 17:23:44 -0400 https://nowcomment.com/documents/224569?scroll_to=2062459 https://nowcomment.com/documents/224569?scroll_to=2062459 I'm finding, in my own research, that a lot has come out of the pandemic regarding educator PD, but only about how they need to focus on technology integration. There's very little about pedagogy or even the format of these PDs. It's no wonder that instruction hasn't really changed. Sun, 20 Sep 2020 17:20:15 -0400 https://nowcomment.com/documents/224569?scroll_to=2062458 https://nowcomment.com/documents/224569?scroll_to=2062458 If I think about people I know personally, I can certainly name some who lack in these areas, but they still are considered citizens and contribute to society in one way or another. Your point about some skills being emphasized more than others is interesting. Do some carry more value as society changes? Does it depend on someone's job? Location? Age? Sun, 20 Sep 2020 17:16:35 -0400 https://nowcomment.com/documents/224569?scroll_to=2062454 https://nowcomment.com/documents/224569?scroll_to=2062454 LeAnne, do you think we see the value of these experiences because we didn't grow up immersed in a world of technology and the opportunity for these experiences? I think of my students and even my own children, and they are just not self-aware when it comes to skills they are using (or can use), such as starting over and trying new approaches. They don't see how this can be applied elsewhere in life, or even while using other technology tools. Sun, 20 Sep 2020 17:12:36 -0400 https://nowcomment.com/documents/224569?scroll_to=2062451 https://nowcomment.com/documents/224569?scroll_to=2062451 A lot of these articles (from everyone's discussions) have talked about how important it is to learning from failure and being okay with failing, but one has to put him/herself in a position to fail first. I think being open to new experiences means being vulnerable and going into an experience knowing there's a chance of failure...and learning from it when it happens. Sun, 20 Sep 2020 17:08:28 -0400 https://nowcomment.com/documents/224569?scroll_to=2062449 https://nowcomment.com/documents/224569?scroll_to=2062449 Sun, 20 Sep 2020 17:04:40 -0400 https://nowcomment.com/documents/136450?scroll_to=1322161 https://nowcomment.com/documents/136450?scroll_to=1322161 Wed, 10 Apr 2019 18:03:20 -0400 https://nowcomment.com/documents/136450?scroll_to=1322159 https://nowcomment.com/documents/136450?scroll_to=1322159 I do like to experiment with it all :) But it is important to note that students don't always like/want to be in control when the content is so far over their heads. When they feel intimidated by bibliographies, for examples, if I just threw them in without taking the reigns, they would shut down. Perhaps a few would be okay...and I give them the freedom to go ahead and I'm there for support. But it depends on our goal, our path, content, the skills we're sharpening. Wed, 10 Apr 2019 18:00:56 -0400 https://nowcomment.com/documents/136450?scroll_to=1320786 https://nowcomment.com/documents/136450?scroll_to=1320786 Again, McLean talked about (even in 1968, I believe) how computers were creating new jobs and shaping our students' futures. That's still true, but it's also completely redefined our students' current reality. That makes it really hard to make connections and extentions. How do we prep them for a world about which we're uncertain? Or to which we're not connected? Tue, 09 Apr 2019 22:46:11 -0400 https://nowcomment.com/documents/136450?scroll_to=1320728 https://nowcomment.com/documents/136450?scroll_to=1320728 Tue, 09 Apr 2019 22:18:52 -0400 https://nowcomment.com/documents/136450?scroll_to=1320719 https://nowcomment.com/documents/136450?scroll_to=1320719 This seems aligned with ISTE Standards and more learner-centered approaches, HOWEVER, I instantly think of real school challenges and how data-obsessed, intervention-driven, program-following we are....anything to improve scores, right? Just like Zhao wrote; there's always a cost. To improve scores, the focus is more targeted, direct instruction at the price of creativity, collaboration, interest-driven learning. Wed, 10 Apr 2019 18:03:20 -0400 https://nowcomment.com/documents/136450?scroll_to=1320699 https://nowcomment.com/documents/136450?scroll_to=1320699 Tue, 09 Apr 2019 21:52:49 -0400 https://nowcomment.com/documents/136450?scroll_to=1320673 https://nowcomment.com/documents/136450?scroll_to=1320673 Tue, 09 Apr 2019 21:52:49 -0400 https://nowcomment.com/documents/136450?scroll_to=1319355 https://nowcomment.com/documents/136450?scroll_to=1319355 I think a lot of this depends on the learner: motivation, purpose/goals, support, and the quality of education experiences he/she has. Ito gave great anecdotal examples of success (especially financially - dang!), but I am sure there are just as many that are not successful. Providing opportunity for deep, sustained, meaningful learning relies on too many factors, and sometimes it is up to the student to take initiative to make the learning meaningful. Mon, 08 Apr 2019 22:06:45 -0400 https://nowcomment.com/documents/136450?scroll_to=1319332 https://nowcomment.com/documents/136450?scroll_to=1319332 I know I come from a unique school, but many of my students do not have the same background knowledge that I grew up having and the same that, say, standardized tests assume they have. I would love to say that teachers' jobs should 100% focus on teaching skills because I do think it should be the majority of what we do, but we should always note that ignoring content connections is doing a disservice to our students as well. Heck, focusing on skills is much easier for us, but it's really not about that, is it? I still find it amazing how many prior students come back to tell me how excited they are when they hear a reference to "Stay Gold, Ponyboy" somewhere in life and they understand what that means. It's such a minor thing, but they get it! That's more of a connection than my actual content, so I see where Ito is coming from. Mon, 08 Apr 2019 21:51:34 -0400 https://nowcomment.com/documents/136450?scroll_to=1319325 https://nowcomment.com/documents/136450?scroll_to=1319325 This past weekend, my husband read over 200 pages of Little House in the Big Woods with my newly seven-year-old. That was something I shared when I returned to work today, and my students couldn't believe we didn't just look up Sparknotes or the audio book for her. They are so used to finding a shortcut without questioning the authenticity or accuracy of the information. Later that same day (of reading), my husband was listening to a podcast (one of his favorite things) while doing dishes and laundry, so he was running around the house and laughing hysterically. My son started crying, thinking he was the target of said laughing, but my husband explained that he was listening to a medical podcast and learning about vaccinations (and people arguing about them). Side note: he's not even in the medical profession. That made me think about how different our lives are compared to our parents. I never saw our parents do chores while learning about random topics without sound blasting through the house or cords tangling up. Also, he was CHOOSING to learn and still feeling entertained by it, even though there wasn't an actual person in front of him facilitating it. I think the two words presented in the beginning are beginning to collide, or merge at least. Mon, 08 Apr 2019 21:44:07 -0400 https://nowcomment.com/documents/135866?scroll_to=1317860 https://nowcomment.com/documents/135866?scroll_to=1317860 Have you ever had a presenter send a follow-up email months later to check in? You would think those surveys would really want to know how effective a session was in helping educators implement ____ into classroom teaching, so wouldn't that be a good way to find out? Sun, 07 Apr 2019 10:37:53 -0400 https://nowcomment.com/documents/135866?scroll_to=1317859 https://nowcomment.com/documents/135866?scroll_to=1317859 I also think having a structured support system or framework is important too. It can feel overwhelming to overhaul and do something new and especially so without guidance, even with infinite time. However, too many districts don't provide enough of either for schools/teachers to be successful :( Sun, 07 Apr 2019 10:33:33 -0400 https://nowcomment.com/documents/135866?scroll_to=1316687 https://nowcomment.com/documents/135866?scroll_to=1316687 It states that Learning needs to be measured before the "event" begins, but perhaps this could be self-assessment. Again, as I mentioned earlier, learning can be "assessed" throughout and formatively, not just in a culminating test at the end when everyone else takes it. I would assume, for a topic such as ETPD, this is ongoing and spans a great deal of time, so I would have the opportunity to have check-ins and collect formative data: "interviews" (chats), observation, lesson plans, using a framework, going through the act of choosing/evaluating a tech. tool and integrating it with the teacher, viewing student data, talking with students, surveys, and even keeping records of email correspondence. Perhaps even co-teaching would fit into this as well. Honestly, I think these would apply to levels 3 and 4 as well. Thu, 04 Apr 2019 23:19:34 -0400 https://nowcomment.com/documents/135866?scroll_to=1316652 https://nowcomment.com/documents/135866?scroll_to=1316652 , it would undoubtedly impact teaching and learning. If one were so inclined to collect quantitative data after a bit of time (I imagine it'd take some time to impact the integration of technology, or whatever was being measured), I suspect a solid mixed methods study could be put together showing a positive correlation of student (and teacher) learning, teaching, technology integration because of this new systematic approach to PD. Thu, 04 Apr 2019 22:59:53 -0400 https://nowcomment.com/documents/135866?scroll_to=1316597 https://nowcomment.com/documents/135866?scroll_to=1316597 Thu, 04 Apr 2019 22:28:09 -0400 https://nowcomment.com/documents/135866?scroll_to=1316539 https://nowcomment.com/documents/135866?scroll_to=1316539 Thu, 04 Apr 2019 22:02:33 -0400 https://nowcomment.com/documents/135866?scroll_to=1316532 https://nowcomment.com/documents/135866?scroll_to=1316532 And this would lend itself to a great conversation...an open dialogue for all to discuss what it means to be effective. How can we use tech. in a learner-centered way? How can do so when the learners are TEACHERS DURING PD? How can we model during PD? How can we measure the effectiveness of PD through long-term, ongoing observations, discussions with students about standards, goals, purposes of tech., and so on, coaching sessions, use of a framework...??? Basically, start treating effective integration as the end goal and decide how you will assess it. Realize that you will never assess it in a basic, old-school way, so you'll have to provide quality, ongoing training and various methods to "check in" and see (formatively) how it's going. It doesn't have to wait until the end and not everyone needs the same amount of time. Thu, 04 Apr 2019 21:58:53 -0400 https://nowcomment.com/documents/135866?scroll_to=1316501 https://nowcomment.com/documents/135866?scroll_to=1316501 Thu, 04 Apr 2019 21:33:32 -0400 https://nowcomment.com/documents/135866?scroll_to=1316481 https://nowcomment.com/documents/135866?scroll_to=1316481 I'm not disagreeing with the picture they painted about rushing out of PD, etc., but then they also discussed gathering data in a classroom and the many ways this gets disrupted as well. I THINK I get where they were going with this, but it seemed odd to discuss if their focus is PD instead of general data-gathering. It made my brain begin to go in a different direction. Anyway, I think one issue that hasn't been brought up (yet; I'm not done reading) is the concern over job security and privacy. For example, we do a lot of in-house PD at my district and take online surveys afterward. I've been present when administration has reviewed those surveys and they most certainly are NOT anonymous as (repeatedly, in writing) promised. If we do not complete them, we are emailed continually until it is complete, which should be an indication that it is not anonymous. Is this data really being used to measure learning or for other purposes? Is it used to steer the direction of future PD? I can only comment on my opinions because the results of those surveys are usually not shared. I know this is not the case for all contexts, but I do know that many worry about how their responses will come back to bite them in the butt, so to speak, or if it will have any impact at all. And I wonder how many PD leaders know what to do with the feedback they receive or if they know whether or not it is even flawed data they're given. In order to have valid data, I believe longitudinal data speaks VOLUMES (although I imagine this is difficult for researchers). Thu, 04 Apr 2019 21:17:20 -0400 https://nowcomment.com/documents/129754?scroll_to=1267602 https://nowcomment.com/documents/129754?scroll_to=1267602 Fri, 22 Feb 2019 17:25:05 -0500 https://nowcomment.com/documents/129754?scroll_to=1267601 https://nowcomment.com/documents/129754?scroll_to=1267601 Fri, 22 Feb 2019 17:23:17 -0500 https://nowcomment.com/documents/129754?scroll_to=1267600 https://nowcomment.com/documents/129754?scroll_to=1267600 Fri, 22 Feb 2019 17:19:42 -0500 https://nowcomment.com/documents/129754?scroll_to=1267599 https://nowcomment.com/documents/129754?scroll_to=1267599 Fri, 22 Feb 2019 17:16:41 -0500 https://nowcomment.com/documents/129754?scroll_to=1257425 https://nowcomment.com/documents/129754?scroll_to=1257425 In the article we read by Zhao this week, he discussed the influence of the "innovator" or the teacher on how effectively technology is integrated, and I agree. Of course, there are other sub-variables within this, but I like that there are different ways this can be approached: instructional strategies that match the individual teacher's pedagogy, PD, relationship with students...they have the power to learn and the power to inspire, teach students to take control of their own learning. When students are empowered, they can work WITH the teacher to make choices regarding how to develop skills and learn content. Sometimes those skills and content will be mandated, sometimes not, but choices should be a part of that as often as possible. These should reflect the student's interests and future plans. Wed, 27 Nov 2019 10:36:06 -0500 https://nowcomment.com/documents/129754?scroll_to=1257417 https://nowcomment.com/documents/129754?scroll_to=1257417 Too often, teachers do not have a say in what they learn, nor do they have the opportunity to observe others or collaborate (coaches, teams, mentors). Can teachers change their beliefs? Of course, but they need to see effective integration in action, not just hear about it at a one-time conference. They need guidance, ongoing support, time, and help adding creativity in a productive way. Fri, 22 Feb 2019 17:25:05 -0500 https://nowcomment.com/documents/129754?scroll_to=1257412 https://nowcomment.com/documents/129754?scroll_to=1257412 In order to not be "substitutable" the middle class needs to learn collaboration, innovation. Traditionally, creativity has not been valued in education, but technology has the potential to change that if used appropriately, effectively. Wed, 27 Nov 2019 10:36:06 -0500 https://nowcomment.com/documents/129754?scroll_to=1257383 https://nowcomment.com/documents/129754?scroll_to=1257383 It's about the teacher improving test scores at the same rate at the same time; what the teacher can impose on the student to improve achievement (not learning). Sun, 17 Feb 2019 12:08:52 -0500 https://nowcomment.com/documents/129754?scroll_to=1257339 https://nowcomment.com/documents/129754?scroll_to=1257339 Sun, 17 Feb 2019 11:22:12 -0500 https://nowcomment.com/documents/129754?scroll_to=1257338 https://nowcomment.com/documents/129754?scroll_to=1257338 Wed, 27 Nov 2019 10:36:06 -0500 https://nowcomment.com/documents/125308?scroll_to=1218780 https://nowcomment.com/documents/125308?scroll_to=1218780 Mon, 28 Jan 2019 09:46:33 -0500 https://nowcomment.com/documents/125308?scroll_to=1218779 https://nowcomment.com/documents/125308?scroll_to=1218779 Sun, 27 Jan 2019 20:27:22 -0500 https://nowcomment.com/documents/125308?scroll_to=1213659 https://nowcomment.com/documents/125308?scroll_to=1213659 Have you seen programs like these work for any of your students? I'm not saying I'm someone who completely buys into these things, but would it work for certain types of learners? Certainly collaboration isn't effective for all my students all the time, so I imagine tools and programs that are a big prescriptive and/or isolated do have some merit for some students and/or with some skills or content knowledge. I don't have much experience with these, but I do know my students vary VERY much in terms of what they need to learn, so perhaps these shouldn't be written off for the masses, nor should they be touted as the saviors for education. Sun, 27 Jan 2019 20:27:22 -0500 https://nowcomment.com/documents/125308?scroll_to=1211988 https://nowcomment.com/documents/125308?scroll_to=1211988 Fri, 25 Jan 2019 15:47:50 -0500 https://nowcomment.com/documents/125308?scroll_to=1211984 https://nowcomment.com/documents/125308?scroll_to=1211984 Tue, 22 Jan 2019 17:21:33 -0500 https://nowcomment.com/documents/125308?scroll_to=1211962 https://nowcomment.com/documents/125308?scroll_to=1211962 Does anyone know the terms "hogs and logs"? One student completely takes over the work, does all the speaking,etc. and the other just sits there like a bump on a log. That is one of my only concerns when I pair or group students, so my assignments have to be carefully designed so that there is individual accountability. Also, I know I learn better by DOING, so if I'm paired with someone and sharing a device, I actually am not learning as well. I actually agree with everything you both have said, but sometimes in practice, it gets difficult and time-consuming. Tue, 22 Jan 2019 17:13:55 -0500 https://nowcomment.com/documents/125308?scroll_to=1211957 https://nowcomment.com/documents/125308?scroll_to=1211957 At this point in the game, so much is being pushed on teachers for them to do on their own time with fewer resources, for more students, with less respect, for less pay, and so on. It's not a secret that people are leaving the profession at an alarming rate, but it it also not surprising that they would not be able to do one more thing on their own time. I'm not trying to sound like a cranky old bitty, but there simply aren't enough hours in the day to meet all of the expectations plus go beyond. Fri, 25 Jan 2019 15:44:05 -0500 https://nowcomment.com/documents/125308?scroll_to=1211954 https://nowcomment.com/documents/125308?scroll_to=1211954 One thing I do disagree with many ed. tech. researchers about is the weight of motivation. Maybe it is just my district, where students really do not have the access that others might, but using tools such as Gimkit is HIGHLY motivating and that's not something that I can ignore as a classroom teacher, so I have to think about if it is actually achieving any of my learning goals. Truly, just interacting and practicing content helps them, especially if the questions are a bit more challenging. These are good times to discuss Blooms and deeper thinking about topics as well as collaboration/partnering. One of my favorite aspects is the immediate feedback for me (how well do they know this and do I need to reteach?) and them (do they need more practice before an assessment?). I'm always on the lookout for formative assessment tools that can push them to think a little more deeply; Gimkit may not be "IT" but does more than some of the more popular tools and has potential, especially considering some recent news (https://medium.com/gimkit/whats-next-for-me-and-gimkit-948a3459d275). Tue, 22 Jan 2019 17:06:13 -0500 https://nowcomment.com/documents/125308?scroll_to=1211947 https://nowcomment.com/documents/125308?scroll_to=1211947 On the one hand, I agree that teachers need something to prove what our guts tell us about what students know and do not know. Administrators and other stakeholders seem to think a certain type of data is "it", but it is busy work. So many of my coworkers fudge their eval. data so that they can jump through the hoop in order to get to the actual teaching and learning. Tue, 22 Jan 2019 16:57:16 -0500 https://nowcomment.com/documents/125308?scroll_to=1211943 https://nowcomment.com/documents/125308?scroll_to=1211943 Mon, 28 Jan 2019 09:46:33 -0500 https://nowcomment.com/documents/125308?scroll_to=1211939 https://nowcomment.com/documents/125308?scroll_to=1211939 Fri, 25 Jan 2019 15:40:01 -0500 https://nowcomment.com/documents/125308?scroll_to=1210052 https://nowcomment.com/documents/125308?scroll_to=1210052 This example of the teachers being given a 40-minute training before taking on such a huge task - and with the wrong focus - makes me cringe. Even Ertmer stated (and has been arguing) that the focus should be on learning goals, NOT the technology tools, and what PD can be given to teachers to help them use technology to support learning (https://www.edweek.org/ew/articles/2017/06/14/the-future-of-classroom-technology-5-experts.html). I actually LOVE trying out new tech. tools for the classroom, but I do have a little bit of the Selwyn spirit in that I'm questioning if it actually helps my students, especially in terms of deeper learning and thinking, creating, connecting. Sometimes it's fun just to try something for the heck of it, but that shouldn't be the norm for education. Wed, 27 Nov 2019 10:36:06 -0500 https://nowcomment.com/documents/125308?scroll_to=1210028 https://nowcomment.com/documents/125308?scroll_to=1210028 Preach, girl! Tue, 22 Jan 2019 12:10:46 -0500 https://nowcomment.com/documents/125308?scroll_to=1210027 https://nowcomment.com/documents/125308?scroll_to=1210027 Erickson is optimistic that parents, students, and teachers' unions will begin to question and have a stronger voice in the decisions being made about ed. tech, which aligns with ISTE's student standard #2 as well as ISTE's teacher standards #2 and #3. I am curious, though, about how teachers approach their standard regarding empowering students to "positively contribute to and responsibly participate in the digital world" when parents/community/administration do not agree. I understand that ed. tech. is complex, vast, and encompasses more than just computers or tablets, but I have had some families who had had strong opinions about their students not having anything to do with technology (television, phones, computers, games, radio, etc.). Tue, 22 Jan 2019 17:21:33 -0500 https://nowcomment.com/documents/125308?scroll_to=1210012 https://nowcomment.com/documents/125308?scroll_to=1210012 A couple of times, Erickson mentions test prep., homework, and students feeling burdened and overwhelmed. Shifting to an emphasis on skills rather than the test itself might help with this, especially if partnered with the first ISTE student standard. When people - students included - set their own goals, perceptions change. Certainly no teacher goes into the profession for the joy of test prep., but I do not foresee it going away anytime soon. Changing the way we approach it can help. Mon, 21 Jan 2019 21:33:10 -0500 https://nowcomment.com/documents/125308?scroll_to=1210009 https://nowcomment.com/documents/125308?scroll_to=1210009 Erickson discusses something that has bothered me for a while; decisions are made (often, sometimes) without looking at or engaging in research or even asking for input from those impacted by the decisions. Fri, 25 Jan 2019 15:47:50 -0500 https://nowcomment.com/documents/125308?scroll_to=1209986 https://nowcomment.com/documents/125308?scroll_to=1209986 In our personal lives, many of us can list many examples of how we use technology to connect and socialize, but this doesn't happen often in the classroom (I'm speaking generally). Selwyn talked about this in his first chapter and Erickson illustrated this: students sitting quietly at their individual computers, not interacting. This is not exactly meeting ISTE's student collaboration standard...but I'm going to play devil's advocate here. As a teacher, I will say we fight against many different forces: student motivation (it's DIFFICULT to get them to actually collaborate and change from the way things have always been done), administrative expectations (evaluations, what they expect to hear and see), parents and community, money and resources, time...plus, we're expected to accomodate every type of learning style and individual preference, so wouldn't working individually/independently, quietly be ideal for some of these students? Personally, I believe in balance and doing the best with what we have while continuing to push for more. Sometimes it's okay for students to work independently. Sometimes it's okay to work collaboratively. Sometimes it's okay to be the creator/producer and sometimes it's okay to be the consumer. There's a lot of negativity about about the phenomenon of students obtaining knowledge from other sources (teachers, computers), but isn't it true that in life we all obtain knowledge from other sources AND we create it too? Tue, 22 Jan 2019 17:13:55 -0500