Of Mice and Middle Years…

What is Edupunk? Wikipedia’s definition lacks the clarity I see in the article by Stephen Downes. I especially liked the passage, “Edupunk, it seems, takes old-school Progressive educational tactics–hands-on learning that starts with the learner’s interests–and makes them relevant to today’s digital age, sometimes by forgoing digital technologies entirely.” Please read the article! I love the concept. Going for an eye appointment on June 12th. I now have inspiration for the edupunk eyeglasses.
Turn it up!!!!!

Created by GeekandPoke

Well, it started off with a simple request to transfer to the high school. No positions.
Fine.
Then the principal of said high school resigned. Suddenly an ed tech position (.5) opened up along with a trip to the high school.
The Batman theme music certainly didn’t accompany my visit to the board office.
My mood and mindset was more to the effect of Law and Order…. bum bum, doo doo doo doo doo..
Well the interview went well, I think (in the fact I could not remember a thing I said).
And I got it. I am a .5 tech consultant. Huh?
So, the summer approaches, challenges loom (including the final year of my masters….) O. K.

Alright, this blog needs a name change. Should have happened long ago. Looking for ideas in relation to educational technology. My wife, in consideration that I work for a Catholic School Division, has offered “Tech See Scrolls”. She is officially in the running.
Any idea offered and and accepted will be given full credit under an “attribution license”!

I found this site called Educational World. There is a section on educational technology. Looking for input from my network of experts…here is a small sample.. Alec, Rob, Dean, Heather , Rick , and of course the rest of you out there in the ed tech blogosphere! I am on the fence at the moment. First of all the site seems very inviting to teachers, especially for those outside the realm of educational technology. My second impression is that some of the practices suggested may be somewhat archaic. I am also looking for some comments on some of the featured ed techs on the site. Recognize only one.
Thanks!

Lets be honest. We all have done this. You ever come up with an idea and you know if you open your mouth, someone is going to say…”Great idea, why don’t you organize/take responsibility/do it!”?
But you open your mouth anyway?
This project was developed as a possible answer to a perceived need to introduce or reinforce skills required to utilize online tools for our staff and students.
As budgets become tighter, screencast tutorials may be one answer to cheaply and effectively deliver this required instruction. However, this is not very easy to develop on a larger scale. It was one heck of a journey…one I am thinking is the beginning of more to come!

Please take a look at my project. I would really appreciate feedback. Any feedback, e-mail, post, whatever.

Click here.

Before I blog way, I just wanted to comment that in my opinion Rick you are unmistakably a full blooded Canadian and we are privileged to have your unique perspectives and brilliant insights into ET as witnessed in your recent presentation. Applause from North Battleford!

I remember my first Masters class (802) with Dr. Schwier. It was the most informative, thought provoking and challenging course I have ever taken. I was a little embarrassed my sudden brain freeze over some of the questions Dr. Schwier asked in his presentation that related to that course, and to miss referring to Seymore Papert as a scholar in ET as a response to one of Rick’s questions (which I consider to be one of my most influential ET scholars of the past) was more than a little disheartening. I didn’t even recognize his face. I wanted the Edtechposse cup Rob!
What is the importance of the material covered? “History is more or less bunk.” Henry Ford (1863-1947) Sorry Henry. As a teacher that was always exploring technologies in schools, my mindset was always on educational technology as “HARDWARE”. Dr. Schwier’s presentation (reminiscent of the days of 802) reminds us that technology is a tool of instruction, and it’s roots are also in it’s “software” (i.e sophists, Arisotle, Comenius, and the other forefathers of educational technology). It’s embedded in multiple disciplines such as learning theory (ie John Locke/John Dewey and instructional design. Rick did an incredible job of providing our class with a foundation which helps understand how we as educators and other professionals envision ET for the instructor and the learner.

Alec asks, “What are the implications of moving from individualized learning models to networked constructivism? How/will/should this translate to teaching and learning?” Individualized learning models, if adapted to the learner’s strengths can be effective tools of instruction. However, this type of instruction is often teacher centered. Material becomes stagnant and rigidly connected to curriculum, and in the end, often sadly due to content or time restraints, educators then come to rely on the lowest common denominator of this learning model. i.e Lecture. On the other end of the spectrum, I believe networked constructivism allows students to take responsibility for their own learning, giving teachers opportunities to explore knowledge as a facilitator and learner; builds learning communities, provides multiple perspectives and responsive curriculum in a variety of mediums, and engages the learner to interact, respond, defend and contribute to learning in a meaningful manner.

Through the growing contributions of past, present and future scholars of ET I believe we as educators can better understand what effective teaching and learning is for our students. Rick’s presentation reminds us as educators that we have an opportunity and responsibility to reflect on what is truly ET and design instruction for our “connected” generation. Generation 2.0. (Did I coin this?)
“What lies behind us and what lies before us are tiny matters compared to what lies within us.”
Ralph Waldo Emerson (1803-1882)

As you may or may not read from the participant directory, I have been involved in education for all of 18 years. As I have commented (or ranted) in the past, I have heard numerous educators comment the following… “Will this “tool” enhance student learning to the degree that it is worth the time and effort to change from current teaching methodologies and practices?” This has always been a deterrent to school change, since there are many educators that quickly develop a comfort zone in their instructional methodologies. I believe this occurs because of the demands placed upon teachers in this new school environment that has arisen in the past number of years… we are educators, social workers, psychologists and in many cases, extended family. The added stress of exploring alternate methods or complimentary methods of instruction, especially in sometimes unfamiliar “technological” territory, is not easily accepted. Concrete examples, such as “A day in the life..” as Darren presented, goes a long way to invite teachers to stray out of that comfort zone. However, I must admit that his work adds for may educators an already heavy burden of th stresses mentioned earlier in this post, planning, marking, extra curricular, etc. that a teacher encounters in his or her day to day life. The variety of technologies certainly require a significant cost in terms of time for personal and external P.D.

I believe that Darren’s integration of technologies as tools for instruction has complimented and enhanced the learning experiences for his student. Interactive technologies such as blogs has certainly enhanced learning in such areas as metacognition and alternate means of communication to network with students and the instructor in their personal learning and problems/challenges that they face.
What surprised me the most was not only his direct involvement in the classroom, but also the fact that he is incorporating tools such as blogs not in the humanities/social sciences/ but in areas including mathematics.

I have always been asked, “When you receive (I hope) your Masters (in educational communications and technology), what will you do? Consulting? Business? I always answered (and honestly, quite sheepishly), “As far as I know, teach.” I was sheepish because I think people expect that my education would take me away from students to “loftier” goals. My goal has, and remains, to teach. I have no idea what the future may bring, or the opportunities that my educational experience(s) may open, but I think that a look into Darren’s professional life represents my loftier goal, to be a more effective and engaging educator. Thank you Darren for an excellent presentation.