Blog 7 Reflection #Etlead

Amber Hanson

Blog 7 Reflection

#Etlead

            I would like to think I have contributed in the learning of others through the reading of my blog, or as a result of my blog responses…but I don’t have any concrete evidence.  I can however, share some of the ideas that I contributed with others on their blogs.  While reading this week’s blog by Margot, she expressed her frustration with figuring out how to grade a project that has been completed in a collective, commutative environment.  Although I don’t express expertise on this matter, I did share how I grade these types of projects within my classroom. Typically the project has several parts to it, in which students will divide up the work.  Students do the research about the topic together, and then using creative efforts, attempt to fulfill their portion of the project.  From there they will need to put the project together and decide on the method.  Once students have worked together for their presentation, they present.  After this student will then ‘grade’ each other on their contributions to the project.  This score given by each group member plays a role in a portion of his or her percentage. 

            Although I’m sure this isn’t the best method, it’s one that I use at the moment, if anyone else has any other ideas on how to do this, please share with me.  You can also share it with Margot if you want to, at her blog: http://margome45.wordpress.com/

            In addition to sharing this idea with Margot, I contributed and extended upon Christine’s blog.  She expressed that in order for a person to take part and contribute to a collective learning environment; they must actually be interested in the topic. The example I used that demonstrated the importance of interest to the success of a collective learning environment was when we were all reading “Teach like a Pirate”. I felt the energy that other members were putting into their blogs.  People were excited to talk about the book; they were excited to share their ideas, success stories and failures.  I was excited to express my own opinions with others and was eager to hear what others were sharing.  But, as we finished the book, I feel the interest and engagement throughout our blogs began to diminish.

Blog 7 Thoughts about "learning in the collective" #ETLEAD

Amber Hanson

Blog 7

#ETLEAD

Essential Question:

What are your thoughts about “learning in the collective”?

“Learning in the collective” sounds like a fantastic idea, especially within the virtual classroom setting.  But, in order for this to be successful, the participants have to be able to contribute in one way or another.  A collection cannot and should not be forced.  Honestly, I’m putting this out there, and I’m sure I could get scorned at for it….but I feel that the ‘collective’ that surrounds this very own class feels very forced.  I real a lot this class’s blogs, but It is very few that I feel inclined to comment on.  I do, none-the-less…as it’s a requirement for our class…but it is not meaningful to myself, nor to the original poster.  Honestly, I don’t always have ‘links’ to share, most the time I don’t at all.  Not something of use at least.  I find myself struggling to figure out what to so to peoples blogs other than ‘good job’ or ‘I agree’.  Most of the time my responses are positive, but I don’t’ actually have anything useful to contribute.  I am at loss.  It may be because I don’t actually have a sincere buy in for the class, for which I apologize.  I guess I haven’t really caught something that has ‘interested’ me enough to feel the needs to interact with.

            My personal opinion of this current collective environment in which we are immersed in at this particular moment won’t and does not hinder my opinion on the effectiveness off other collective environment however.  Honestly, from what I’ve learned by reading “A New Culture of Reading” I can see a ton of benefits on learning from a collective.  The key to success, I believe, is a person’s personal interest in the topic.  If someone is not interested in the actual conversation, the new environment will not be beneficial to either party. As mentioned in A New Culture of Learning, “In a collective, there is no sense of a core or center. People are free to move in and out of the group at various times for various reasons, and their participation may vary based on topic, interest, experience, or need” ( ).  In addition to the interest level of the participants, being able to contribute also has a lot to do with person’s experiences.  In my situation, I feel that I have far less experience than several of my peers. I’ve only been in the classroom a few years, and feel that I am no expert in any area. I love the ideas I read from other people, but I find that I generally don’t have any new ideas to contribute.  Perhaps I haven’t found my actual creative niche.  Now, I’m not saying I’m not the creative type (David Burgess would be upset if he read that!). I just don’t know if my interest has been sparked enough. I find that I have less interest in other people’s posts if I am struggling with my own.  Perhaps I would have a much different opinion on this course and it’s collective environment If it was the only class in which I was taking.  (I am also taking a research course that is centered around the idea of a collective environment as well).

            Honestly, I’m not sure how I would survive without the collective environment in which surrounds our course.  But I feel that this tends to be very one sided for me.  I love the ideas that others give to me on problems in which I am having.  But like I said, I feel that I am not contributing as much as I “should” or am “expected” to.  My mind is blank, I am not full of all these awesome resources that others are. I especially don’t have a set of technological resources that can be beneficially. Often times the tech resources that I may recommend to other people, are ones in which I’ve never actually experienced for myself.  Generally it’s my attempt at doing a quick research on what might be related to another person’s current difficulties.  I have far more ideas to idea that could work in the classroom that is not tech based, but with the pressures at adding more technology, I am always so hesitant to suggest. 

References

Gan, Y., & Zhu, Z. (2007). A Learning Framework for Knowledge Building and Collective Wisdom Advancement in Virtual Learning Communities. Educational Technology & Society, 10 (1), 206-226.

Khoo, E., Forret, M., & Cowie, B. (2009). Developing an online learning community: A model for enhancing lecturer and student learning experiences. In Same places, different spaces. Proceedings ascilite Auckland 2009. http://www.ascilite.org.au/conferences/auckland09/procs/khoo

.pdf

Thomas, D., & Brown, J. S. (2011). A new culture of learning: cultivating the imagination for a world of constant change.

Week 6 Blog #ETLEAD

Amber Hanson

Week 6 Blog

#Etlead

Essential Question: What does play have to do with embracing change and how does this impact you as a professional?

When I first read our Essential question for the week, a poem I heard long ago came into mind.  It was one I read about 7 years ago in a pre-school classroom that I was observing.  In fact, it was one of the first classrooms I observed while beginning my trek to becoming an educator myself.  It really helped put the term ‘playing’ into perspective, at least in terms on how we see children play.  The poem is as follows:

Just Playing

When I am building in the block room,

Please don’t say I’m “Just Playing.”

For, you see, I’m learning as I play,

About balance and shapes.

Who knows, I may be an architect someday.

When I am getting all dressed up,

Setting the table, caring for the babies,

Don’t get the idea I’m “Just Playing.”

For, you see, I’m learning as I play.

I’m expressing myself and being creative.

I may be an artist or an inventor someday.

When you see me sitting in a chair

“Reading” to an imaginary audience,

Please don’t laugh and think I’m “Just Playing.”

For, you see, I’m learning as I play.

I may be a teacher someday.

When you see me combing the bushes for bugs,

Or packing my pockets with choice things I find,

Don’t pass it off as “Just Play.”

For, you see, I’m learning as I play.

I may be a scientist someday.

When you see me engrossed in a puzzle or some

“plaything” at my school,

Please don’t feel that time is wasted in “Play.”

For, you see, I’m learning as I play.

I’m learning to solve problems and concentrate.

I may be in business some day.

When you see me cooking or tasting foods,

Please don’t think that because I enjoy it, it is “Just Play.”

For, you see, I’m learning as I play.

I’m learning to follow directions and see differences.

I may be a cook someday.

When you see me learning to skip, hop, run, and move my body,

Please don’t say I’m “Just Playing.”

For, you see, I’m learning as I play.

I’m learning how my body works.

I may be a doctor, nurse, or athlete someday.

When you ask me what I’ve done at school today,

And I say, I “Just played.”

Please don’t misunderstand me.

For, you see, I’m learning as I play.

I’m learning to enjoy and be successful at my work,

I’m preparing for tomorrow.

Today, I am a child and my work is play.

Anita Wadley

My first teaching job was as an ECE teacher out here in Gambell, AK.  At this age (3 and 4 year olds) children spend a lot of time at ‘learning labs’ in which they explore, manipulate and create things.  Each lab was explicitly designed to foster student’s designed to learn and explore.  At a young age we encourage children to play, we encourage them to learn about the world around them.  We encourage them to develop their own opinions, to build upon what they already know about the world and to make meaning of everything around them. 

So what happens, as we grow older?  Sadly, the term ‘play’ dramatically loses it’s positive connotation, and is often referred to as a waste of time, or an excuse for being lazy.  “Play is traditionally viewed as applying only to young children. Play seems to be something you have to give up when you grow up” (Rieber, 1996).  But what people don’t seem to realize, is that without play, we are stifling ourselves.  We are preventing ourselves from exploring new concepts, from embracing change and building upon what we already know.  In the article Why Play Matters for Both Kids and Adults, the authors express that “play isn’t a luxury—it’s a necessity. Play is as important to our physical and mental health as getting enough sleep, eating well, and exercising” (    )

By allowing time for ourselves as adults to play, to learn, we are allowing ourselves to continually be open for change.  We are opening ourselves to the idea that thoughts, views, and concepts are not static.  We are admitting that we really don’t know everything there is to know about everything.  By playing and experiencing new concepts for ourselves we are allowing ourselves to learn in a fun and meaningful way.  Why should we play?  What can we benefit from play as adults? Play has several lifelong benefits.  Play has to ability to:

1.     connect us to others

2.     foster creativity, flexibility, and learning

3.     be used as an antidote to loneliness, isolation, anxiety, and depression

4.     teach us perseverance

5.     make us happy

6.     help us develop and improve social skills

“We don’t stop playing because we grow old; we grow old because we stop playing.” – George Bernard Shaw

References

Kemp, G., Smith, M., DeKoven, B., Segal, J. (2013). Play Creativity, and Livelong Learning: Why Play matters for Both Kids and Adults from HelpGuide.  Retreived from http://www.helpguide.org/life/creative_play_fun_games.htm

Rieber, L. P. (1996). Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games.

Educational Technology Research & Development, 44(2), 43-58

Thomas, D., & Brown, J. S. (2011). A new culture of learning: cultivating the imagination for a world of constant change.

Week 5 Reflection #ETLEAD

Amber Hanson

Week 5 Reflection

#ETLEAD

I would really like to be apart of the twitter sessions, but I am having a hard time actually logging on.  I don’t tend to get home from work until about 6pm.  I am unable to even log onto twitter while at work either, as all social medias are blocked from our school Internet.  This is extremely frustrating too, as I haven’t found students blogs that aren’t blocked from our Internet either.  Every time I think I find a good one, I try it at work…at it never works. 

Although I was unable to really converse through social media, I did email a lot, as well as texts others within this class. I feel that I am more lost than anyone else in this course (as well as the classroom research course I’m taking).  As a result, I seem to be getting a lot of advice from other people…yet not giving much out.  I would love to promise that I could log onto twitter on Wednesday, but I really don’t know.  I wish there was some type of twitter session later in the evening.  Anyone who reads my blogs let me know if maybe you would be interested in this.

When it comes to social media, I am always hesitant.  I don’t like everyone knowing everything about me, I don’t like that everyone can see whatever I write.  This is primarily the reason why I prefer email and texting, as opposed to mass networking sites such as twitter.  Is there a better alternate?  Probably not, I think I just have to work through this…but gosh it makes me so uncomfortable.

Week 5: Yesterday's learning environment vs. Today's #ETLEAD

Amber Hanson

Week 5

#ETLEAD

Essential Question:

How does the culture of your current teaching environment differ from the learning environment you experienced as a student?

Our initial understanding of the learning environment is developed early in life.  As a child our perception of school is molded around our own experiences as a student.  The perception begins its path of continual change.  As we grow older and some such as ourselves become teachers, we begin to realize how different the classroom is today compared to when we were a student. Simple put “Activities have changed.   Teaching methods have changed.   Behavior standards have changed.  All of this stems largely from the fact that society has changed—and schools along with it” (Fornale, 2011). Unfortunately all this change is not necessarily for the better. 

Perhaps my perception of school as a child is skewed, as we typically tend to recall the *positives*, as opposed to the negatives.  Regardless of this, I will say that I honestly do believe school for me, as a child was a lot more fun.  When comparing the teaching environment today to the learning environment I experienced as a student I feel that we are far less balanced instructionally.  While I was a student were encouraged to engage in concepts that interested us.  We spent way more time on subjects outside of the typical core subjects of reading, writing and math.  The learning environment was equally divided between other subjects including Science, Social Studies, Music, Gym and Art. 

All too soon, things began to change.  Education began a movement that focused on testing. This movement is often referred to the “standards movement”. At which time, “”Preparing to take local, state and national exams have overtaken the lives of today’s classrooms” (Ball, A). Everything we do now within our classroom is centered primarily on the end of year high stakes testing.  Educators are now being held accountable for the percentage of growth students make within their classroom each year, while being told exactly what curriculum to teach and when to teach it. More and more classrooms are having canned scripted programs forced upon us in which make promises to ‘get our students test scores up, if taught with fidelity’.  But unfortunately as a result of all this the gap that exists between under achieving students and higher achieving students tends to grow larger and larger as they progress through the grade levels.  In addition to this ‘standards movement’ educators are becoming more and more hesitant to veer away from curriculum for fear of punishment. 

As I mentioned earlier, not everything that has changed between when I was a student and today is negative.  In fact, one area that I would like to mention is that of technology.  As a student in elementary school I had never used a computer personally, nor had we anything of the like within the classroom.  That began to change, however as I entered High School.  As a result, I would still classify myself as a digital immigrant.  As a student I had brief encounters with these new tools, therefore never really felt comfortable with their use.  It wasn’t until I began taking courses in education that I really started seeing all available technology tools for their potential.  Although I am still nervous when introducing a new technology based concept within my classroom now-a-days I know that, “the trick is to figure out how to harness these new resources, which make play, questioning, and imagination the bedrocks of our new culture of learning” (Douglas & Brown, 2011). Unlike when I was a student, where technology was used scarcely within the classroom, in today’s classroom it’s not only expected, but also required.  Its not enough to incorporate technology tools as a substitute for other pieces of equipment (such examples include: using a smart board as a white board, using a document camera to only display worksheets, using a computer as just a glorified word processer). No, it is our duty in today’s classroom to incorporate technology in a meaningful fashion that not only encourages learning, but facilitates it too.  It’s important that “students and teachers enter into a collaboration or partnership with technology in order to crease a “community” that nurtures, encourages, and supports the learning process” (Hooper & Rieber, 1995).

So how does the culture of my current teaching environment differ from the learning environment I experienced as a student? In today’s classroom, unlike that of the past an emphasis on standardized testing is placed.  Included with this, is the even larger shift towards the inclusion of modern technologies.  Change is continuous, change is constant, and therefore do I necessarily believe all this change is bad?  No, because I know that without changes, we leave no opportunity for improvement.  I believe that just as educators did back when I was a student, we too are doing our best with what we are given to work with. 

References

Ball, A. Three Decades of Reach on Classroom Life: Illuminating the Classroom Communicative Lives of America’s At-Risk Students in Standford. Retrieved from http://www.stanford.edu/~arnetha/pdf/BallFinalSpencerChapter.pdf.

Douglas, T. and Brown, J.S. (2011). A New Culture of Learning: Cultivating the Imagination for a World of Constant Change.  [Kindle Edition]

Fornale, P. (2011). Classrooms Have Changed Along With Our Society in Open Salon. Retrieved from http://open.salon.com/blog/pfornale/2011/01/30/classrooms_have_changed_along_with_our_society

Hooper, S., & Rieber, L. P. (1995). Teaching with technology. In A. C. Ornstein (Ed.), Teaching: Theory into practice, (pp. 154-170). Needham Heights, MA: Allyn and Bacon.