7.18.2009
7.14.2009
7.10.2009
Warlick Chapter 3
I used to tutor a family from Seoul. One time over dinner, the father, Hyangwook mentioned that there were about 35 four-year universities in Seoul alone. I remarked that this seemed like a large number. Hyangwook explained that because Korea didn’t have many natural resources from the earth, their natural resource was producing citizens who were extremely knowledgable and educated. According to Warlick, information is the raw material with which people will work in the Information Age. I think this will become a worldwide “export,” as demonstrating information and technology literacy becomes more and more of a priority.
One of Warlick’s suggestions for students at the end of Chapter 3 is “when appropriate, ask your teacher how a real scientist does this, or a real historian, health worker, politician, or mathematician.” I think this is so important, and probably something schools don’t do nearly enough of. With the technologies we have available now, experts don’t necessarily need to come to schools to speak with students. They might have a skype conference call where they can showcase the technology they use in their jobs to students right from their work environment. This sort of tool would allow students to individually explore careers of interest and report back to their teachers and classmates.
One of Warlick’s suggestions for students at the end of Chapter 3 is “when appropriate, ask your teacher how a real scientist does this, or a real historian, health worker, politician, or mathematician.” I think this is so important, and probably something schools don’t do nearly enough of. With the technologies we have available now, experts don’t necessarily need to come to schools to speak with students. They might have a skype conference call where they can showcase the technology they use in their jobs to students right from their work environment. This sort of tool would allow students to individually explore careers of interest and report back to their teachers and classmates.
Warlick Chapter 1
After reading Warlick’s imagined scenario for 2015, I realized that his guesses for what collaboration and education will look like seemed entirely plausible. Perhaps it is because he is only projecting a few years out, but his “tablet” concept sounds like something both students and teachers will be using (and soon) as a way to improve efficiency and cut down on paper use. A big focus of Warlick’s scenario is collaboration between teachers and librarians and students themselves. During the ICC leadership training sessions, we have watched Edutopia videos that show students engaged in Quadrant 4 learning. Though students have clearly defined roles and responsbilities, so much of it centers around collaboration and teamwork. I think Warlick’s vision of work tables and open space in the library will be necessary to support these changes in educational pedagogy.
I appreciated Warlick’s mention of making sure one of the hypothetical student groups had “storyboarded” their idea. It seems as though Warlick is saying that although technological tools will enhance the way we teach, teachers and librarians will not only focus on end product, but as now, value process and deliberate thinking as well.
I appreciated Warlick’s mention of making sure one of the hypothetical student groups had “storyboarded” their idea. It seems as though Warlick is saying that although technological tools will enhance the way we teach, teachers and librarians will not only focus on end product, but as now, value process and deliberate thinking as well.
Response to "Classroom Audio Podcasting" by Wes Fryer
In this online article, Fryer describes the benefits of using Podcasting in the classroom. In my opinion, one of his most compelling arguments is that it:
"can provide a virtual 'window' into schools, permitting a variety of interested stakeholders to gain an in-depth understanding of the issues students are studying, the new things they are learning, and the evidences of learning (student projects) they are creating as a result of their work both at home and at school."
The ICC is requiring all teachers to be accountable for ensuring that all students are receiving a quality education, complete with skills they will need in the 21st Century. In some of our earlier library classes, we've talked about the importance of performative statements in our field--it's crucial that we let other teachers, administration, and community members the sorts of skills we are teaching directly and indirectly in the library. Using podcasting with students would be an excellent way to make what we do explicit. It would also demonstrate collaboration between the school librarian and the classroom teacher.
Fryer mentions that podcasting is a bit more secure, in terms of internet safety. Students' voices are heard, but they don't have to display their photos, or reveal their names. From a safety standpoint, that makes podcasting an appealing option. I think it's important for parents to know what kinds of technology students are using at school, not only to get their permission, but to show what kinds of skills we are teaching students.
Another argument Fryer makes is that podcasting is a "no frills" technology, unlike imovie, where students can adjust camera angles, colors, etc. For me, it certainly doesn't feel "no frills" yet! Because I'm so new at this, it feels a little complicated! But I know with practice, I will feel confident teaching students who don't have experience with podcasting--and chances are, their learning speed will be much faster than mine!
"can provide a virtual 'window' into schools, permitting a variety of interested stakeholders to gain an in-depth understanding of the issues students are studying, the new things they are learning, and the evidences of learning (student projects) they are creating as a result of their work both at home and at school."
The ICC is requiring all teachers to be accountable for ensuring that all students are receiving a quality education, complete with skills they will need in the 21st Century. In some of our earlier library classes, we've talked about the importance of performative statements in our field--it's crucial that we let other teachers, administration, and community members the sorts of skills we are teaching directly and indirectly in the library. Using podcasting with students would be an excellent way to make what we do explicit. It would also demonstrate collaboration between the school librarian and the classroom teacher.
Fryer mentions that podcasting is a bit more secure, in terms of internet safety. Students' voices are heard, but they don't have to display their photos, or reveal their names. From a safety standpoint, that makes podcasting an appealing option. I think it's important for parents to know what kinds of technology students are using at school, not only to get their permission, but to show what kinds of skills we are teaching students.
Another argument Fryer makes is that podcasting is a "no frills" technology, unlike imovie, where students can adjust camera angles, colors, etc. For me, it certainly doesn't feel "no frills" yet! Because I'm so new at this, it feels a little complicated! But I know with practice, I will feel confident teaching students who don't have experience with podcasting--and chances are, their learning speed will be much faster than mine!
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