Today's students do not have the patience to read though static math books or study pages and pages of class notes. They need interactive e-learning supports that reinforce what they have learned in class.
Check out this you tube video. It really sums up students' attitude to education today.
I believe that e-learning should be democratized for teachers. They should be able to customize e-learning modules for their students, if they so wish. Why? you ask, because it is crucial that e-learning modules integrate perfectly with class study in order for them to be effective.
This makes it extremely important for teachers to be able to edit e-learning material that they have received from other teachers. For example, a teacher in the USA could edit a math assignment created by a teacher in China and so on.
It is my aim to facilitate this by using certain open standards in Brain Power Math.
I am really excited at what math teachers will be able to achieve by using Brain Power Math. My favorite part is that any teacher can share and edit e-learning assignments with any other teacher(s) anywhere in the world. I think this has huge potential. I hope to develop this in the coming months.
It's important that teachers can create and customize e-learning assignments for each class they teach and even for individual students if the teacher believes that it is necessary.
Brain Power Math has been available free from http://www.brainpowermath.com for the last 21 days. Overall, the beta is quite good with no major problems. However, we plan to upload an updated version in the next two weeks.
Does anyone else believe that teacher created or customized e-learning content is infinitely better than prescribed content created by e-learning software companies?
Richelle showed us some fabulous work by Year 12 German Language students, one of whom had composed and sung his own work on what it was like to live in Australia in German!. He had then sent this mp3 file to his German host family to critique and then improved it. This really showed the power of podcasting in the classroom. Richelle also told us about a program called Breakfast bytes, which was a program for teachers in her school to learn about podcasting over a (catered) breakfast which worked so well that she ran it twice. One feature of this was that she sent out the invitations to the staff by a sound file she had recorded.
Richelle demonstrated how simple it was to record podcasts using an iPod (or any mp3player) with a Micro Memo recorder to plug in to the iPod. There were lots more ideas such as when students are on an excursion they can record their impressions of what they are seeing to later turn into a podcast summarising their learning.
One idea I got from this session that I want to try is getting my Year 7 students to make a radio show, writing the scripts in pairs on things that interest them that they have done some research on (or possibly interviews with friends or family) and recording them. I still need to think some more about how to do this.
I also want to introduce the concept to my Year 12s in the next week, as they are doing their orals outside of class time and preparing to write an essay on one of the two texts they have studied so far. I would like them to work in pairs on their chosen text and interview each other on aspects of the text, record these and put them up as podcasts which would be useful for revision at the end of the year.
http://theopenclassroom.blogspot.com/2007/05/alphabet-graffiti.htmlI have just been using one of the ideas that I heard about in Lessons plans by the Yarra. We have been studying Macbeth and though it was an interrupted session due to injections we managed to enact the murder of King Duncan (as I did last year) and Alphabet Graffiti.
It was great to hear the students around the room saying, “What did you get for q? “What about ambition for A?”, having students both ask and answer the questions of each other. To produce a useful list for revision was a really collaborative effort and I loved using it. It might have helped that we were in the computer room and could perform a search of the play script online.
This activity both surfaced knowledge the students already had and created new knowledge for the students. A worthwhile activity on many counts. Thanks to Graham and his colleagues. (I just heard one say, "Use 'yearn'," and the response: “how do you spell that?”) Most of the students are now back from the injections and we will now continue to read the play.
http://theopenclassroom.blogspot.com/2007/05/extendng-workshop.htmlTonight several of the participants in the IBO Language A workshop that I attended in China met together online in a skype conference (Language A is the best language of the students and is often the language of instruction, so in my case English). So there was Tony from Adelaide, Paul from Osaka, Japan, Sheila and her colleague Jeff from Hong Kong, and Jacqui and me from Melbourne. We spent an hour chatting about various aspects of teaching and assessing Language A, texts to help students gain intercultural awareness, approaches like Elsie Belger’s education for human rights resources, how to arrange things so that there is enough meeting time for shared planning and ideas for interdisciplinary study. It is a helpful way to extend the conference, since as I mentioned before there wasn’t much reflection time in the busy schedule of the workshop and these subsequent meetings can give us that.
A most interesting idea that I came away with from the workshop was the idea of the Learner Profile (click here to see a short video on this concept.) The attributes and descriptors of the learner profile define the type of learner the IBO hopes to develop through its programs. It is concerned with the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge and can be summarized in just ten words. People who are: inquirers, knowledgeable, thinkers , communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. We talked about ways to work towards this, which would mean ways to change the thinking of teachers in some cases. We talked a bit about this tonight as well and I look forward to learning more about it and enacting it in my school.
Last night I went to my first edubloggers meetup. I met Graham Wegner in Melbourne when he and five other teachers from his school came over from Adelaide for the Teachers at Work conference with Jay McTighe. When Graham contacted me about a possible meetup I was very excited, and so we spent some time together having a meal and discussing common experiences and, of course, the conference. Towards the end of the evening when I was reluctantly talking about going home to prepare for the next days lessons, Graham and his colleagues, Annabel, Rebecca, Maria and Nancy came out with several alternative ideas I could use, all from the conference experience they had that day, hence the title of this blog post (thanks, Graham).
One of these was The Little Book made from a folded sheet of A4 paper that reminded me of the Literature Pocketmod made by The Reflective Teacher a while back. This one makes a 6 page little book with front and back covers that may be appealing for students to make and use. It could be used for example, to plan an essay or to summarise the characters in a text – one to a page. (I used mine to record the rest of the ideas that were flowing swiftly round the table.) Another idea was to get the students to make a sociogram of the characters in the text we are studying and have them show the impact the characters have on each other (very relevant for the text my year 11s are studying right now – Macbeth).
Another idea was to have students write the names of the characters or events in the text and work in groups to decide the rank from most important to least important and then present to the class, justifying their decision. Yet another idea was ABC graffiti. Students write the letters of the alphabet and brainstorm in groups a phrase or a word for each letter of the alphabet relating to their text. When brainstorming the idea is not to think too much about the word or phrase but to try to access the notable thing about the text that comes to mind first for that letter. The students could then use the list later to help summarise and revise the text.
Other ideas that the group remembered included the One Minute Write where students write in one minute all they can about a prompt, without lifting the pen from the page. They count up the number of words written and the number of three syllable words. Write down the score. Then the students could set themselves a goal to increase the number of complex words they are using, in other words to improve their vocabulary. They could discuss possible strategies to achieve the goal. . Of course as Graham pointed out, good writing in not always about the number of three syllable words used, but I think that focusing on a broader vocabulary in general would be a good thing. And finally, the memorable quote idea. Take a quote that people know: e.g. “Ask not what your country can do for you….” and rewrite it: e.g. “ask not what your class can do for you… etc”, in order to broaden perspective.
As you can see, the discussion was lively and enjoyable. I did not bring my camera and my iriver was had a flat battery, unfortunately, otherwise I could have given you all a multisensory account of our experience. Oh well, there’s always next time.
http://theopenclassroom.blogspot.com/2007/05/student-writes.htmlEvery year when I start blogging with my classes I get some students who are natural born writers and who show this in the blog entries. And every year they are different sorts of writers. Like this student, Miranda, the blog that they do in my class is often not their only outlet for writing. Miranda writes:
"But, first of all I wanted to talk about writing. I absolutely love writing, and it’s what I spend most of my time doing –I write to penpals, epals, people I know, myself; I keep several blogs, a journal, several folders full of random ramblings, poetry, songs, fanfiction, stories, characters… And after all this, I still don’t know what career I’m going to choose. I’d love to be something to do with writing, but my problem is I don’t know what, or even if I’m good enough… All I know is that I really love writing."
Don't you just love it? And there's more where that comes from. Surprisingly she finishes:
"…And I will shut up about my story and Cael. I could go on forever, and I doubt anyone is reading this. X)"
I am continually amazed at the power of the internet and the delicious diversity among students we teach.
Last night our school hosted a Year 7 Parent Information night for parents at our school, to explain the Middle Years Program (MYP) which we are doing for the first time this year. there will end up being four of these nights (one per term) and, given my new found passion for this program, I thought I'd go along and see what happened. (It is optional for staff to be there.) It was a great night. First Peter had photocopied some of the essays one of the Year 7 classes had done (with no names) along with the task sheet and the rubric for assessment that the students were given. The parents were then asked to assess them. A great discussion followed about teacher accountability and the use of rubrics as a teaching tool. I definitely think that the parents got to see another side of teaching.
Then Daisy, one of the Maths teachers, taught a class on Fibonacci numbers and Pascal’s triangle as if they, the parents, were her Year 7 class. It was very informative, and definitely a highlight of the night. The parents I spoke to felt that they had learned something. Then Peter showed the report formats that the parents will be getting in June and the criteria that students are assessed and reported on in the MYP. Finally there was a bit of a presentation on homework and how the parents could be involved in helping students organise their time.
I think about the advice I have given students in years past about planning ahead and doing a bit at a time and so on, and I recognise that in my work I don't do that. I leave things to the last minute and feel I do creative work under the pressure of adrenaline. When I try to do it ahead, it feels less powerful and not so motivating. Of course, at the time I am doing it I hate it and wish I had done it earlier. But the students maybe find that sort of pressure too much. It was great to see the parents as creative learners and problem solvers at this meeting and discuss the work we do, and I think there was some mutual understanding built.
http://theopenclassroom.blogspot.com/2007/05/reflections-on-travel.htmlHaving come back from my workshop in China on Monday, it is now Wednesday and I haven't written about my experiences on this blog. And I so much wanted to, as attending the workshop, meeting new people, visiting a new country has been quite amazing for me. We were only there for three days with most of a day travelling to, and from the workshop. It is a very short time to pack so much in. And there was no reflection time during the workshop. We worked in our small groups from 8.30 to 4 each day and then went to dinner and a concert on the first night, and shopping in downtown Guangzhou on the second night. When we were free, I was twittering, IMing students back at school (a really fun and new experience for me) and looking up resources mentioned during the workshop. (Not to mention keeping up with emails from family and friends). During meals I took the opportunity to interview various people on their experience of the workshops on my new iriver, but haven't had a chance to process these into a podcast yet. But at least something was captured then. I kept wanting time to sit down on my own and be reflective but it wasn't going to happen without missing out on some other amazing experience.
Since I've been back I've been dealing with my photos (here are just some of them) and emailing some of my new friends in China, Hong Kong, Thailand, Japan and Australia with photos I took of them. And getting back into teaching. When the students found I'd been to China and only missed a maximum of two (or one) lesson(s) with them, they said "But what are you doing back at school? Surely you have jet lag!" But I don't. I'm still on a high and took the opportunity to tell the students that I couldn't bear to be away from them any longer ;) . The content of the workshop is going to really affect my teaching and practice in the classroom, I know. But that is the subject of another post. And right now, I getting up early to get ready to take Lachlan to the airport (again to the airport! I've spent too much time in airports lately) so that he can finally go on his long awaited trip to Norway to work and study. He is only 18 and has never been away from home, but since he was 14 he has been working and saving money for this. He has spent a number of years learning Norwegian with a native speaker, and is finally all packed and ready to go. I must admit to feeling teary as this child goes off as well (Emily is in Ireland doing the same thing), and am now down to two children at home. There is a lot going on in my head at the moment, and I am glad to be able to reflect on it here. Till next time
http://theopenclassroom.blogspot.com/2007/04/on-way-to-china.htmlI have stopped here in Hong Kong for a few hours to wait for connecting flight to Guangzhou and thought I'd keep in touch with my online world. And how important that's become to me just recently. I think it's Twitter that's done it. It's so lovely to hear what Judy O'Connell is up to as well as hearing how Vicki Davis has celebrated her birthday and what everyone else is doing. The travel, the work, the fun, the family life, the frustrations, the conferences, it's all there, a slice of many lives. I'm really looking forward to spending a long weekend with other educators at the workshop I am attending, talking about what makes learning come alive, people from all over the Asia Pacific region, people who have the students at the centre of the educational experience. I want to process it a bit as it happens so I want to record my reflections in the hope of posting them as podcasts and perhaps interview some teachers if that happens to work out as well. I am inspired by others who have done similar things, so we'll see how we go. Till next time.
For the past few years I have been educating students, teachers, administrators and parents about the “realities” of online social networks (Facebook, MySpace, Bebo, etc). For the past few years, I have been wrong. Well, somewhat wrong, anyway. At the encouragement of law enforcement, the media, and other responsible adults, I have feared for the safety of the young women I educate. I was concerned that the details they were sharing online put them at risk for predation and victimization. My main concern was never really their physical safety, as that was such a minute possibility. I was mainly concerned about their futures, their college admissions, their job opportunities, but mainly, the possible humiliation they faced by the wrong people viewing their profiles. In that way, I was right.
Last week, before Congress, the four foremost experts in the country testified to the reality of online youth victimization. Every law enforcement person I’ve heard, and most educators I’ve heard have been wrong. The truth, according to the experts: 1) teens who post information online are no more likely to be victims of sex crimes than those who don’t 2) of all the statuatory rape in the U.S. last year, 7% of victims met the perpetrators online, the rest offline 3) parent education does not work.
There are many more important facts pointed out, so watch the hour and twenty minute testimony. It is the most important professional development I have had in the last few years. I can’t recommend it any more strongly. Original video here, transcript here, or YouTube video below. A post to follow will be on what type of education we need to do for/with our students. Your suggestions would be much appreciated.
“was created to help address the critical nationwide shortage of administrators who can effectively facilitate the implementation of technology in schools and school districts. CASTLE is widely recognized as the nation’s leading authority on the technology needs of K-12 school leaders.”
They go on to descripe,
“CASTLE’s School Technology Leadership graduate certificate program is the only academic curriculum in the country that comprehensively covers ISTE’s National Educational Technology Standards for Administrators (NETS-A). The graduate certificate program has been found by the American Institutes for Research to have positive, statistically significant impacts on participants’ school technology leadership knowledge, skills, and abilities and has been acclaimed for its innovative incorporation of technology into its coursework.”
CASTLE has also created LeaderTalk, a blog from School Administrators, for School Administrators. This has quickly become my must read of the day.
I want to personally thank Scott McLeod for all he has done to bring the relationship between technology and leadership to the forefront.
This seems to be the beginning of what I was looking for during my first post on leaders and technology.
After reading Seeing No Progress, Some Schools Drop Laptops in the New York Times on May 4th, I decided to use it as a discussion piece with my technology classes. I teach in a K-12 girls school in New York City with a 1:1 laptop program in grades 8-12. I wanted the students to respond to the article using their own experiences as students in a laptop school. A colleague at another school, Bill Campbell, suggested I record this discussion. The audio below is 1 class of my 9th grade answering a series of questions from me. As you will hear, I did not suggest any particular answers, but asked them to speak freely.
If you wish to use this audio, please let me know. Since it is a broadcast of a school class, I would like to let me school know where it is being used. Contact me at arvind [at] 21apples.org.
The New York Times article Seeing No Progress, Some Schools Drop Laptops has been getting a lot of attention in the EdTech blogosphere. I have been using the article as a discussion starter with students. Both sections of my 9th grade tech class, and the one 8th grade section I teach have had lively discussions on the article.
We started by identifying the main reasons cited for dropping laptop programs: cost, bad behavior using the laptops, technical support difficulties, and no proven educational benefit.
Then students were asked to critique the rationale reported on in the article. Most students argued that there were many holes in the arguments. Mainly they used their own experiences as students in a 1:1 laptop school to counter the reasoning. The one that seemed to frustrate them most was the lack of proven educational benefits. Almost every student said the laptop has helped them in their student lives, and had testimony as backup.
The students could actually barely finish reading the short article because they were so incensed by the writing. They immediately wanted to counter each sentence they came upon. Afterwards, they explained that their urgency was because they were afraid we would listen to The Times and get rid of our laptop program.
I am an ed tech evangelist much of the time, but when I think about it, it is rarely to/for students. It is for teachers, for administrators and for parents. It was quite a breath of fresh air to hear students voicing why they want laptops in their school.
One student: “They make it seem like walls are crashing down in laptop schools. Why don’t they come see our school to see how well it can work? I think we use laptops perfectly.”
In related news, this week we interview Lorrie Jackson from the Laptop Institute on 21st Century Learning. Tune in to EdTechTalk.com to listen to the episode.
In my last post I discussed the curriculum design on 21st Century Schools. Recently, Patrick Bassett, President of NAIS has pre-published a paper entitled, “So What’s it Gonna be, Huh?” that defines 21st Century education as:
In my work with schools in the US and around the world, I frequently address groups of leaders, not only educators but their boards of trustees, primarily comprised of CEOs, social sector leaders, professionals, and, internationally, the diplomatic corps. When I ask the kind of “generative” question these school leaders should be asking themselves, “What are the skills and values that will be rewarded in the 21st. C.?,” I always, every time everywhere and anywhere in the world, get the same list:
* integrity and character
* teaming and leadership
* communication skills
* empathy, social and global consciousness
* expertise/competence in some field
* innovativeness and creativity.
What’s interesting is that this “wisdom of the crowd” is actually confirmed by a whole host of researchers, observers, and commissions who have “weighed in” on the topic within the last year or so.
He goes on to list a number of examples of programs that embody these characteristics and challenges schools to implement one of these programs during part of your school day/week.
He’s looking for feedback, and the place where I’m very interested in seeing what is out there is in the examples section. Here is his list.
What are the programs that you think of in Bassett’s definition of a 21st Century School?
Right now, right this second as I post this, I am Skype-connected to Concord Academy in Concord Massachusets where they are hosting a Girls and Computers meeting with about 20-30 educators. At the same time, my other laptop is taking the audio of the call and pushing it out live to EdTechTalk.com where people are listening live.
I also just called in to a teacher in Pittsburgh and connected her to the Concord meeting. She is talking about the computer programming world Alice which she has found appeals to a lot of the young women at the Winchester Thurston School.
Some great resources being talked about in terms of attracting girls and young women to computers, technology and programming. Podcast will hopefully be up soon at EdTechTalk/21cl.
http://theopenclassroom.blogspot.com/2007/04/happy-birthday-william.htmlToday is William Shakespeare's 443rd birthday (as near as we can tell; there is a record of his baptism on the 26th April so his birth was assumed to be a few days ealier.) At our school we are celebrating - after all three year levels are studying one of his plays. Year 10s are doing Romeo and Juliet, Year 11s are doing Macbeth and Year 12 are doing Hamlet. Our celebration is a student and staff writing competition. We have assembled approximately 40 quotes and the challenge is to write a creative piece to “seamlessly” incorporate these quotations (or PARTS of quotes) into their own original story. From the "entry form": For the competition the criteria for judging will be: the number of quotations incorporated, the seamlessness of their incorporation, the quality of the original piece of writing, and evidence of wit and wordplay in the writing. The piece must have an original title, should not be more than 1000 words. It may be poetry, prose, song or script or be a narrative piece, an informative piece such as a newspaper report etc, the more creative the better. There will be separate competitions for students in years 7 and 8, years 9 and 10, years 11 and 12 and staff. Prizes will be awarded. And to top it all off, any piece which meets the criteria may be submitted to the regular classroom teacher for inclusion in their writing folio requirements for the term. (Year 12 students can use it as a practice piece for a SAC) It will be assessed and counted as a regular work requirement.
I am really looking forward to see what we get.I have included the list of quotes we gave them here. So all of you Shakespearophiles: Happy Shakespeare Day!
http://theopenclassroom.blogspot.com/2007/04/ive-often-taken-elizabeth-benneThis is a quote from an English meeting we had at school tonight, admittedly late in the afternoon, the second after-school meeting for the day. But strangely this was a meeting that nobody was in a hurry to leave. After a quick run through of basic administrative and organizational things we started the best part of the meeting, the sharing of what had gone well in the two days of classes we had had since we came back to school. Peter started us off with his take on an idea originated by another colleague. He wanted to start with new working groups for second term with his Year 7s. Students were randomly assigned to groups of four by being given a number as they came into class. Some weren’t happy at the change and there were some mutterings. But no matter, the best was still to come. Peter had organised seven stations around the classroom, each with a different Area of Interaction (using concepts of the Middle Years Program of the International Baccalaureate Organisation). These are Approaches to Learning, Homo Faber (or what we create as a society, both negative and positive), Community and Service, the Environment, and Health and Social Education. He added two principles: Intercultural Awareness and Communication and had his five stations. He had information about what all these terms meant at the stations and a blank sheet of paper at each spot. In their new groups students then spent 2 to 3 minutes at each station and discussed what they had done on their holidays and how it related to the theme of the station they were at. One person in each group was designated scribe but after they got going, most of the students wrote things on the sheets. As they went round from spot to spot, they could see the paper filling up with the previous students’ ideas. At the last station the students looked at all the ideas on their page and decided which two best fitted the theme of their station before a plenary discussion. Some of the things the students talked about included learning another language, making a letter box, surfing the internet, and hanging with friends. But the delight was in discussing the activity within a framework of learning and creating. Peter wanted an activity that was collaborative, involved movement and cooperation and he was very pleased with the results. The new groups got to know each a bit better, and the ice was broken with some great discussion following. After Peter recounted his experience we discussed how it could be adapted to any subject, topic and age group. It was simply necessary to have seven (or the number of groups in the class) ideas to discuss, seven characters in a play, seven issues, seven language or grammar concepts were some of the ideas we came up with. Really a great idea, I thought and one I want to try. The meeting continued with plenty of other great ideas that will no doubt be the subject of another post. But I wanted to write this to help me remember, as well as to share. And the quote I started with? That came about from a discussion of the use of character profiles to inspire some creative writing. It starts with the idea of “what if?” What if Elizabeth Bennett lived in our time? What would she like to wear, buy, eat, have? What kind of car would Mr. Collins drive? And so on. I’m sure you get the idea. Next time I will write about the other ideas which involve introducing students to Shakespeare, as well other ideas for creative writing, managing whole class discussion, and writing about texts.
http://theopenclassroom.blogspot.com/2007/04/planting-seeds.htmlYesterday, our school had a Professional Development Day to start off the term. It was about Restorative Practices and led by a mediator and educator, Pat Marshall. She spoke about ways we can approach conflict with students and parents in a way that enhances relationships in the long term. Pat started out by reminding us that as educators we are people of influence, able to build up and also able to pull down. Of course this was not new to us. It’s what educators are crucially aware of. In the environment where the Australian government is talking about merit based pay for teachers based on students’ results, it seems all the more important to remember that we cannot always know what influence we have had for good unless we are incredible lucky. And because the session with Pat brought about the event that I am about to write on I am grateful to her. In the spirit of the “Sunscreen Song” which advises graduates of ’97 to “Remember compliments you receive. Forget the insults,” I was very pleased to have a colleague come up to me, one who was coincidently the mother of one of my former students. She told me that her daughter, now doing Graphic Design at Monash Uni, was engaged in a project to design a DVD cover for a modern film of Macbeth. As she was doing this she remembered her study of Macbeth in my class some years before. And she told her mother what warm feelings she still had about her experience. How lucky was I to hear about this. So much of our work is in planting seeds.
And a few more seeds were planted today with my year sevens who have started to blog for the first time. If you would like go over a visit them here, and leave a comment or two. They (and I) will appreciate it very much. My thanks must also go to the talented and committed James Farmer who has set up Edublogs which teachers can use for free. Students really like the interface and what they can do with it. James also has Edublogs Premium which is a service that comes at a charge. I am using Edublogs Premium for my Year 9 blogs to try it out. So far I really like it.
http://theopenclassroom.blogspot.com/2007/04/stasiland-and-lives-of-others.h After having watched The Lives of Others a few weeks ago I was finally moved to start reading a book by an author whom I had heard speaking at a VATE conference some time ago (2004). Her name is Anna Funder and the book is Stasiland. I did like the film which was fiction but was perturbed by the way women were portrayed in the film. It was not a film about women but the one female character seemed to be there simply as a cipher or a stereotype. For this reason it failed to be a fully satisfying experience. Now in reading Anna Funder’s book, a portrayal of an investigation she had done among the lives of various people who had lived in the German Democratic Republic before the fall of the Berlin Wall I felt that I had heard another perspective, another account of this history. The two different narratives sit very well together and would make an excellent combination to study together in the senior years of school. (The film appears to have an R rating outside of Australia, although I didn’t think it was that bad) Both stories have a sense of hope, are a source of inspiration, make us think about the “the dearest freshness deep down things” as Gerald Manley Hopkins says, what it means to be human in this world, where evil and goodness exist side by side.
http://theopenclassroom.blogspot.com/2007/04/peaceful-holiday-and-blogging-s Just spent a few days at Robe. In the off season, Robe is a sleepy old historic fishing village in South Australia. It has a special place in my memory as Bob and I spent part of our honeymoon there 25 years ago. So we went back these holidays. This photo is from the balcony of our apartment overlooking the boat haven. The photo recreates the sense of peace there was in Robe. I have never been there when it gets busy but I am told it is frenetic. The photo also shows the beautiful weather we had while we were away. I guess this memory will be very important for me as we launch into second term at school. I am looking forward to introducing digital citizenship to my Year 7s this term as they start blogging in the next few weeks. I'll put up the link when we get going.
I would also love to have some students to interact with my Year 9s as they blog. You can see that class blog and all the students in the blogroll at The Future of Learning. If you are an educator who blogs maybe you could pass this message on.
Today, being a Friday in April is Cybercompliment Day, and I want to thank the bloggers that I have met in the last nearly two years of this excellent adventure. In particular I want to thank Vicki Davis and Horizon Project. Like the Flat Classroom Project this involves students, this time 60 students in five countries, working together to look into the future of education based upon the Horizon Project Report 2007 Edition by the New Media Consortium and Educause (pdf). They will be “researching the trends AND experiencing the trends in this form of wiki-centric, web 2 enabled scholarship.” I congratulate these two bloggers especially, because I know how much work they put into the first project and how much they have learnt from the experience. Instead of just sitting back now though, they have envisioned an even bigger project that will truly contribute to the knowledge of the digital world and the future of education. As one of the participants in the Flat Classroom project I know also how much I learnt from the experience and I am glad to be involved in this one. As always, it is not the technology but the collaboration, and not the number of participants but the fact that it is global in its reach. I also want to thank Jen Wagner for initiating the Cybercompliment Days which are stirring the air a bit in Technorati. A bit of civility adds to the joy of learning, I think. Technorati Tags: teacher_reflection
I don't quite know why but I'm really loving Twitter. It's great when you have some friends to follow and is a good thing to discover in the holidays when there's a bit of time spare. From Scott Lockman I found the Newbie's Guide to Twitter. I joined after Graham posted about it and am thrilled to meet local twitterers like Warrick as well. If you want to join me I can be found here.
