Blog Junkie

After viewing this YouTube video by Joshua Bloom, I was irritated, no offense to Mr. Bloom, it’s a personal irritation.

So to “teach” is to:

• explain
• accept fact
• give information or instruction
• cause someone to learn or understand
• induce by example or punishment to do or not to do something

A “teacher” is:

• one who teaches

To “educate” is to:

• enlighten
• illuminate
• empower

An “educator” is someone who:

• inspires intellectual, moral & social instructions
• mentor
• an experienced and trusted adviser/guide
• shows the way

I have two classes in Tapped In; and I have:

1. “given information or instruction” on how to log in, use the chats, discussion forum, reply to others…
2. “caused someone to learn or understand…” how to have an online presence, how to create a post either individually or via a group, how to collaborate via chat…
3. “induced by example or punishment not to do something…” by providing examples of appropriate replies and inappropriate replies, created 4 firm and fast rules about spamming, interfering with others chats, being totally off-topic in collaborative chats and consequences for breaking those rules.

I have:

1. “given moral and social instruction” in netiquette when posting in a discussion forum and using chat
2. “shown the way” to using an online learning environment, including all that instruction on how to…
3. “empowered” students to risk putting their thoughts out for others to read and reply to, and to read and reply to others, to collaborate

What irritates me about the video? The negative connotation about “teaching”. You need both! There is no one or the other. In order to “educate” my students, it took some “teaching”.

What have I learned?  What have the students learned?

It has been a very interesting week of discovery for both myself and my students.  We have learned how to flood our server and not flood our server!  We have learned how to flood a chat and to be far more careful in what we post on chat and in discussion boards, but most of all, we are learning to work collaboratively as a group.

The students are learning to take ownership for their online environment and work.  It is a slow process with one class slightly ahead of the other, but the second class will be the one to benefit most from this experience provided “teacher” here can keep her patience.

There seems to be a definite gender issue happening in both my classes.  In the first class (Class A) there is a large number of high achieving girls who are out performing the boys in almost all areas, especially academic ones.  In Class B there is a very large number of boys, over 3/4’s of the class, who are, for the most part, extremely immature and rowdy.  Each class having its own special and unique dynamic has provided me with some great learning experiences through the online classroom.

In Class A, I have noticed with great delight, one young fellow who is able to lead a chat discussion on a topic, stay on topic and keep his group mates, including other boys, on-task.  Seeing the word “think” aimed at one of his buddies was just amazing considering that not more than 20 minutes later, back in the face-to-face classroom, during a discussion about the online assignment, he was taking apart a hockey pencil and not engaging in the discussion at all.  Online he was leading a discussion and had relevant ideas to contribute. He took ownership for his work and his group.  He was also the one to show his classmates how to open 3 chat boxes simultaneous on their screens and assisted those who were confused.  It was awesome to see the playing field levelled, even for a short 35 minute time frame.

Class B – Well here we have some significant teaching challenges.  We have learned to flood the server, fix the server, flood the chat with spamming or face-rolling if you’re a gamer. We have had the use of several minor inappropriate texting shorts, some very insignificant assignment work being done, and unfortunately, they have all but squashed the girls right out of the chat.  But, all in all, some really good learning came out of this chaos.

The students in Class B have discovered that I can find those inappropriate shorts, highlight them and print them in less than 1 minute.  That I know exactly what those shorts mean and I have laid out some very hard and fast rules based on our first two classes of “play” time.

The class managed quite well overall.  Everyone had a chance to get their ideas out, and carry out a discussion with others.  There were the same surprising leadership showing up here as there was in Class A.  I had a student, who in the face-to-face classroom would make you wonder if you’d chosen the right career path, keep his group on-task, keep the discussion going, if rather superficially, and surprise me to death. He took ownership for his work and online presence.  It was wonderful.

What did I learn as a teacher?  To let go of the control to see where the students would go.  Class A can handle that lessening of control and a more open-ended assignment, Class B cannot and needs very clear boundaries, rules and expectations. Even though I did exert a fair amount of control back over Class B, they still shared, discussed and worked collaboratively, which they could not do before. I learned that if I used the errors made as learning experiences, even with Class B, the students will continue to take a risk and give their ideas in the chat. I learned that the students will rise above and beyond what you may expect.  They are very engaged with the assignment in an online environment, whereas if I attempted this unit in a face-to-face classroom, Class B would not engage at all, and only some of Class A would engage.

I also learned a few technical things like how not to flood our server, how to get multiple private chat boxes up, what spamming/face-rolling is, and how to find it in the chat.  I have to thank my gaming crazed son for all his help.  I also learned how far I can let go with which class and that my Class B will need more of my guidance (”sage on the stage”) than Class A for now and that’s OK. When Class B arrives where it is going, it will have been a tremendous and wonderful journey for the students and for me. (I may need a couple dozen Hail Mary’s to get us there!)

OK, week 2 and I’m back in the lab.  Saved, of course at the final second by Super Techieman who fixed the computers.  But for some reason that neither Super Techieman nor TappedIn can figure out, the teacher computers cannot access the chat!  So we adapt.  Put one student computer on the LCD projector. HA!

The project that the students are working on within the virtual classroom is one of multicultural diversity. Something we do not have much of at our school. The students will work independently, then collaboratively and then co-operatively on various tasks. (They’ve been divided into 7 random groups of 4.) The research tasks will start with some independent work.  That work will be used to create a collaborative group discussion post.   Groups will reply to others discussion posts.  The groups will create and upload a short PowerPoint and then the groups will work co-operatively on an art project, creating a world flag to represent their group’s view of multicultural diversity.  Hopefully we can take digital pictures of the flags and upload them into the classroom.

With the assistance of two US teachers who passed information on to me through a Twitter companion I revamped the lesson.  Made it much simpler.  I posted the groups on the whiteboard in the virtual classroom and then posted the assignment.  Independently, the students were to write a post telling what their cultural background is, and what family traditions they have at home.  If they did not have any traditions related to their culture, they could write about any family tradition they had.  Then they had to respond to one or more classmates posts with a positive comment.  After that they were allowed to chat.  SUCCESS!  Thank you, Jeff, at TappedIn for this valuable chat advice – they have to earn the right to chat by completing their work – properly.

Problems?  Of course!  One student could not log on no matter what we did.  Why?  I didn’t figure it out until about 20 minutes after the class ended.  I had misspelled his name.  Jeez!  I logged him on as me so he could still join in.  Tech problems?  None.  Thanks Super Techieman.  Owe you some chocolate chip cookies!

What did I learn?  To keep the lesson simple.  I talked to the students after and asked what they liked about the lesson.  They really enjoyed reading about their classmates cultural backgrounds and traditions.  Several found they had almost the same traditions. I asked what they liked about the virtual classroom. They loved the idea of being able to post replies instantly as it was different than in class because in class you have to raise your hand and wait to be called on, have to listen to others talk too much.  They liked the idea of being heard right away.  A good thing? Well maybe a double-edged thing:  a sign of our high-speed Internet socializing and on-the-other-hand, shy students are willing to venture out and be heard, bouncy ADHD-type students don’t have to wait and lose interest.

We had one MAJOR learning experience that will be looked at next class.  One student replied with an inside joke that was something that should not have been posted. She regretted this and gave me a note to see if I could delete it, ASAP.  I checked the post reply.  It was not hurtful, rude or anything along those lines.  It was a play on words, the word being assassination. The context it was used in would be somewhat similar to jokingly making a bomb comment in an airport.  The other students told this particular student that the FBI would be contacting her and she became deeply upset.  I was unable to delete the comment.  I spoke to her after class and she was in tears over the whole thing.  Told her to ignore the other students, I’ll talk to them, but ask what she learned?  She learned an awful lot about choosing your online words carefully!  She gave permission to have the post put up on the projector and use it for a class discussion next class.  I just cannot believe what pulling back that “teacher power” can do for student learning.

The chat.  Needs more work.  They discussed how people just kept saying Hi when not needed as the chat says who just joined the group. They discussed how the chat moves too fast and how it is hard to get a conversation going with so many people joining in.  I need to show them some of the chat actions such as detatching it, increasing the text size and putting things on the pasteboard if they need to slow it down.  I think we need to have a topic to chat about so the conversation has a purpose.  This time it was just play.  They learned much by just playing!  Time to add a little structure to the play.

This is my last action research project for my Graduate Diploma.  I decided to explore how the use of technology could enhance collaborative learning and create a close, secure online environment where students can learn and explore with confidence.  I chose to use TappedIn as the site which would host my virtual classroom.

I chose TappedIn for a number of important reasons.  First: it is a totally secure environment to bring students into.  They are locked into the classroom and cannot leave to other areas of TappedIn without the teacher’s express permission.  No one can enter the classroom or view it without being invited by the teacher. There is a chat feature which is locked into the classroom so the students are only chatting with their own class.  This can be changed to allow the students to collaborate with other classes via teacher invitation.  All chats are recorded and sent to the teacher’s email, including private chats. This chat can be disabled until the teacher gives permission to use it. You can lock your classroom and students cannot access it from home. How much more secure can you possibly get.  Second: they have amazing support, both tech and teaching. They give scheduled tours of the site that are listed on the calendar so you can see the date/time of the tour.  There is a reception room where there is always someone online to answer your questions or help you join a group if you’re new.  The staff are incredibly welcoming and helpful. Third: They have an incredible array of free professional development on a wide range of topics.  I belong to 4 different professional groups, including one for gaming!  I may be a WoW convert yet!  Actually, I want to learn how to use Quest Atlantis!  Fourth: you can set up your own office space there and create and lead your own professional group if you wish.  Fifth: there is an area secured for students to go to with different “rooms” such as NASA, gaming, one for special ed students….and the list goes on. I cannot say enough about this site.  My tech is even impressed to death!  My principal is happy with everything!  Yeah, I’m afraid I’m raving about this place!

So what happened when I actually brought the students in?  Well of course things went wrong!  This is me in the lab we’re talking about!  (4 computers and 1 mouse died!) The first time there was some concern about the chat not being enabled.  My Super Techieman had problems getting the chat through the filters and thought it wasn’t working.  SURPRISE! It was (which is why he is Super Techieman) and the kids jumped all over that like bees on honey!  Had to disable it quick as we had not discussed that yet.  Also the lesson, which I thought was just fine, was too big and too overwhelming for the students in this environment. When I disabled the chat, they turned the whiteboard into one, just sort of naturally, not on purpose to disregard instructions.

The chat on the whiteboard was very, very interesting. These students have never been in an online environment like this and appear to have only limited experience with texting, MSN…They stuck to a given topic, wandered off, self-policed back on topic again. Was fascinating to read – too long to paste into this post.  One student posted a comment to which another replied that the comment was rude.  I held back with a rapid heart rate – keeping with my vow to stop controlling things with my “teacher power” (as I did with disabling the chat) and waited to see what would happen.  The student with the “rude” comment (it was somewhat rude) apologized stating he/she hadn’t meant to be rude.  The conversation carried on.  No teacher power needed or given.  Was awesome! But the lesson was still off.  I’m not used to teaching in this environment any more than the students are used to learning in it. With some discussion with the TappedIn folks and with some help from a PLN member from Twitter, I went back in and fixed things.  I also added the principal as a moderator so she could also log in and join in anytime she felt like it.  I liked that idea as both security in helping the kids understand the responsiblity they have been given and that she would experience this with us.  A great way to collaborate.

Last thing to go slightly south was the issue of off-school access to the site, thus the chat.  I was asked by a student if they could log in from home.  YIKES!  I had no answer so I hedged the question. TappedIn staff informed me that I could lock the class and the students would be denied access.  At 3:03pm the first student attempted to access the classroom, was denied and informed that I would be emailed.  I had the email in my inbox complete with student username, time of attempt.  I have no issue with them going in the classroom, except for one:  who is supervising them at home, if anyone?  So the room remains locked and we had a class discussion on the rules of use and I held up printed email copies of chat transcripts and access notifications.  Rules understood.

It was a great learning experience all way around.  We’ve earned each others trust.  I’ve learned some lessons on teaching online.  The students are learning some netiquette and how to learn online. Very cool.

Were the research questions answered?  What was the result?

I looked at three research questions:

1. What impact does the use of a computer-based graphic organzier for note-taking have on increasing student retention of factual information?
2. What does the use of a computer-based graphic organizer do to enhance skills such as developing and organizing ideas; seeing relationships and categorizing concepts?
3. How does the use of graphic organizers support cognitive learning theories such as dual-coding theory?

I created a research project on Nepal with the students for two reasons: one students enjoy learning about other countries and I felt it was a country they knew very little about. I conducted the Nepal research on two classes of gr 6/7’s – 58 students total.  To create a baseline to record prior knowledge I gave them a ten question pre-test about Nepal.  Both class averages were 1/10 demonstrating they knew little about Nepal.

Britannica On-line encyclopedia was used as our information source.  Students took notes on paper using a key-word note-taking system. They created an Inspiration web using version 7.5.  The nodes were coloured coded and linked together with some students decided to use shapes as well as colour.

Some used coloured backgrounds and linear webs.

Some students used a more clustered web, no coloured backgrounds.  Each student seemed to have his/her own preference.

I gave the students a post-test of 14 questions on Nepal based on the research subtopics.  First class average was 9/14 and the second class average was 12/14.  This supported the factual recall claim by Inspiration Software.

I repeated the process with new subtopics and made instructional changes.  I changed from on-line reading to reading on paper, added words to the links, demonstrated this on a paper web, changed note-taking to a phrase system instead of the key-word system. First class received the instructional change, second class missed a class and did not receive the instructional change. Second post-test administered.  Results: first class average dropped to 8/14 and second class average dropped to 10/14.  Most information recalled  was from information from first set of subtopics researched.  Most new information was not recalled.

After pondering on this in the usual glacier manner as well as surviving considerable stress over the entire matter and then reading more research articles I concluded that the drop in recall was due to several variables.  One: moved too quickly and hurried the students, Two: no time given for editing  the web, Three: words needed to be added to the links, Four: good instruction was lost in time crunch.

I firmly believe that had I not run out of time, kept to my modified instructional plan, recall would have increased or remained a the previous level.  I think that changing the note-taking system was a mistake. It appeared that students understood what the key words were, but did not comprehend what they read.  Now I’m not sure that is true.

The students’ abilities to use the software to organize and categorize information is apparent in the webs. The final project given to the each class involves synthesizing the information into either a formal essay or a visual poster about Nepal.  The students writing the formal report were easily able to write their paragraphs using the web clusters (rather the the outline feature).  Most interesting was working with the a student from one of the classes who is on an adapted program.  The student was able to use the web to write a topic sentence, create supporting details using the web nodes and write a “clincher” at the end without either my assistance or that of the teacher-aide who works with the class.  Impressive.  Supports the claims and research I read about Inspiration concept webs being valuable and successful with students who have learning disabilities.

Did Inspiration Software support the dual-coding theory? I believe it did, but it is too long to post.

I believe Inspiration Software holds up to its claims for recall and I think it is a valuable tool for students with learning disabilities.  If I was a classroom teacher I would most definitely be using this program consistently for Social Studies, Science and Lang. Arts.   I would absolutely be using it with all LD students/struggling students.  Its easy editing features are great.

Did anything go right this time?  Did anything go wrong this time?

Ok Crawford, how’s that for a deck?  Too little, too much?  I’m workin’ it here!

I’ve been working this Inspiration Software Field Study thing and my frustration and stress levels are nose to nose like the running of the Kentucky Derby!  It has been the WORST two weeks!  To think I actually entertained the notion of laddering into a Master’s program!  Must have lost my mind!  Actually, I’m sure I did!

What went right? The Canucks slaughtered LA!  How good was that! Yes, if the Canucks can actually pull off a miracle I guess so can I.  There were some successes, finally.  My wonderful Super Techie Man fixed my stupid office computer so now I can actually do my job AND access my hand in folder to see what the “hellcats” have handed in or not handed in.  My hand in file that I copied to my external hard drive actually opened at home! I re-created a new note-taking system that should transfer to the Inspiration Web in a manner that makes more sense to the kids.

We brainstormed the “big ideas” we would want people from other countries to know about Canadians.  We then transferred those “big ideas” to the people of Nepal and the new note-taking sheet I had made up.  The “hell-cats” actually listened and when I left them to finish on their own, they DID!   Unbelievable!

What continues to go wrong you ask? Hmm, let’s see!  I had to use the prehistoric overhead one LAST time to teach the “hellcats”.   I’m miles behind in this research project with the kids,  I need this damn research project to stay on-track, I have to have the field study finished by the end of November. I have never had so much trouble teaching research!  I’m sure I have that Stupid Teacher of the Year Award neatly tied up with a bow! There are still three computers in the lab that are not working, Inspiration is still saving in French and I have kids who did not hand in their webs!  The stress levels are at max and the insomnia is back with a vengeance!  AND while I was creating a line graph in Word (haven’t a clue how to use Excel) it (Word) decided to have a problem, reconfigure, lose my data and I had to start all over again!  Go figure!  AND I can’t get screen shots of some of the webs to embed into this post!  Sue Waters, I need you!

What does the data show so far? It shows exactly what it said it would show, improvement in the factual recall.  The study I created was simple because I am a prep relief teacher who only has these kids for 45 minutes once a week – thank GOD!   I initially gave a pre-test to see how much the kids knew about Nepal.  The class average for both classes was 1 out of a possible 10.  The kids researched geographical landforms and plants/animals and created Inspiration webs.  The criteria is that each subtopic has a different colour and/or shape – shape is optional and that each subtopic has web bubbles with facts, these bubbles are to be the same colour as the subtopic heading.  They could choose any web format they liked, ie: webbing all around the heading “Nepal” or creating more linear forms.  They have to add pictures to the web to help with the “visual” memory theory. I then gave a post-test on geographical landforms, animals and plants.  The total possible marks were 14.  Class One’s average was 12 and Class Two’s average was 9.  (Can you guess which class are the “hell-cats”?)

I do have a significant increase in marks – from 1 to 9 or 12, but of course as this is an action field study and there is no control group so one could say the class averages would have gone up anyway just by doing the research itself.  Question would be by how much?  By looking at individual test scores compared to scores for the web, it does appear to correlate with Inspiration’s claims.  If the web scores were low, the post-test scores were low and vice-versa.  Also, my bonus question was answered correctly only by those students who had that information on their web.  Interesting.

I’m very curious to see what the test scores are like for the second post-test.  What will happen to the class averages?  Will I get an increase in the class average for Class Two?  Will the individual web scores improve this time?

Needing data for my field study I have given both my classes a “pop quiz”.  Results appear to be very interesting, but I haven’t finished with comparisons etc…yet.  I need to move on to a new subtopic in our study of Nepal, but my data shows improvement is needed with student note-taking and transferring those notes to Inspiration.  What to do?

I have decided to use World Book On-line as it had more information on this particular subtopic than the previous on-line encyclopedia.  I have my “keener” class in the lab.  I pretested everything and it works fine.  Here we go with the assumptions again.

Some students end up with different home pages than I have and we take forever to get to the information required.  When I do finally get everyone on the correct page I find my “keeners” are way off-task!  This is starting to rattle my confidence.  What happened?  I forget how to teach every time I set foot in the computer lab?

It’s been a bad day, I need to read.  I am currently reading Writing for the Web 3.0 by Crawford Kilian, a communications teacher at Capilano College in North Vancouver.  I am reading his book to improve my blogging, hoping to write for an audience that currently does not exist!  In the book Kilian talks about reading on the computer.  How the low resolution of the computer screen affects reading.  The bells go off in this wee head.  I swear I think at glacial speed sometimes!

The next class is with the “hell-cats” and at the last minute I change plans which is always a risky move.  New plan is to print the section of the World Book Encyclopedia on-line, use it as a paper copy, use the overhead and the specialized note-taking paper. Problem: The print is waaaaay too tiny.  Solution:  Blow it up on the photocopier.  Still too small, but out of time to retype.  Went ahead anyway.  Cannot believe I can have so much trouble adding technology into my teaching!  Could anything go right the first time?  Oh yeah, that overhead.  It was the first one produced after the mimeograph machines went extinct! It was prehistoric!  Why use an overhead and not the computer/projector?  Can’t use a highlighter on the projector to demo the note-taking.

What happens?  They co-operate!  They actually listen!  We work through the first paragraph together and they manage to hold it together and almost finish the entire assignment even though you practically need a magnifying glass to read the thing!

What did I learn?  That Kilian was right, reading on the computer is hard.  These kids are not able to sit with a computer screen at arms length away.  They find the sentences too long, they cannot highlight the key words in the text.  They need to read on paper.  I am astonished at the difference.

Now to improve how to transfer the information from the notes to the Inspiration web.  Still grinding the glacier on that.

This Field Study is not actually a research project for a Master’s Degree.  It is an action study into my own teaching practices that investigates how I can use technology to improve my teaching and the learning of my students which is a requirement for my post-grad diploma.  All self-directed I might add.  Hmm…… Yep, I do get a diploma out of the deal.

What program am I investigating?  Inspiration Software.   I teach research skills and this seemed like a good idea as our school district has this software in its schools.  It seemed reasonable to find out if Inspiration’s claims that its software webbing program improved student ability to retain factual information.

I chose a research project based on a country as most kids enjoy learning about other cultures, but I needed a country they would know the least about so I could measure their “factual improvement”.  I picked Nepal.  The most they knew, as per a post-test, was that Mt. Everest was in Nepal.  So far, so good.

We began by using the note-taking system I was under the impression everyone was using in the school.  I’m the newbie to the school and as usual assuming things is where the first of a series of woes began.  I used Britannica On-line for our research information.  Good stuff, involved technology, how cool was that.  Kids liked the idea of an encyclopedia on-line…and then I discovered that a third of the kids couldn’t seem to follow either written or oral directions on logging onto the data-base, didn’t understand what “case-sensitive” meant, and only one of my two research skills classes was competent with the note-taking system SOME of the teachers were using!  I know better than to assume anything!

Ok, teach the note-taking system to the class that was not so familiar with it, no big deal.  With lesson plan in place, computer set up on the projector complete with the Britannica On-line page up, I begin.  That is when I discovered I had landed in HELL!  I had a class of 30, 25 boys and 5 girls and those 25 boys can put the fear of hell into its creator Himself!   Never in my teaching career have I had a class fly south like this one did and I could NOT get it back!  Next class I tried my faithful standby for problem kiddies:  intimidation.  I can imtidate Martha Stewart herself!  Hah!  They threw that back at me as fast as a rapid-fire paintball gun!  Good God, what to do?  How about panic! Actually, thinking back on it, it was rather funny! I felt like a lion-tamer, after it had been attacked by the lion!

After thinking about the problem for a week, I did what should have been done in the first place, provide structure. Must be a novel teaching strategy!  I put in place a seating plan, I do not respond to questions where the answer is already know, and I refuse to argue.  You’d think I’d know better, huh!

What happened?  Peace.  Cool.  I enjoy these holy terrors immensely.  They are full of creative high jinks.  They like the computer and technology.

Class under control, all is well.  Notes are being taken, not the best, but we’re getting there.  I don’t have the time to teach the note-taking as properly as I would like due to time constraints on this field study.  We move to Inspiration and create webs. I put up my demo version which is on my jump drive to discover it will not open!  Go figure! (Teaching with technology is starting to loose its glamour.)  It seems I have version 8 at home and my school has version 7.5.  Lucky me. But the  kids pick it up quickly, I reinforce the use of separate colours for sub-topics, repeatedly remind to put in the details for the 3 geographic landforms….blah, blah.  Then we save.  What does this amazing networked PC lab do?  It saves in the French Inspiration rather than the English!  How this is happening has yet to be determined.  Have to ask my darling techie man, who thank you very much, speaks in Non-techie English.  Maybe re-imaging the lab will solve the problem.  I am no IT Tech so hell if I know.  But the kid’s work is in English so all is well.  Then we discover that when we re-open the saved Inspiration document, it opens in the English version.  And I want to add technology to my teaching – definitely losing its initial thrill!

What exactly have I learned so far?  Well, as mentioned in a previous post – technology doesn’t solve a boring topic,  kids pick up computer technology at an amazingly rapid rate, and these kids can create the most amazing PowerPoints.  Some of them should give seminars to educators in how NOT to create boring presentations!  I now know what NOT to do for my final project presentation to my cohort group and I know exactly which gr. 7 I am going  to enlist to help me with my presentation! I’ve learned how to have the kids hand in digital work to my folder, with the help of Techie Man who just happened to be in the lab at the very moment I needed said help! He so earned those brownies I brided him with!  I now need to figure out if I can copy that hand in file to my jump drive and have it open properly at home.  I think I should turn that into a math probability lesson:  chances of success:  100 to 1???  Chances of Inspiration Software improving factual recall….????  Stay tuned!

I firmly believe that the use of Web 2.0 tools in the classroom has such teaching potential, but I’ve never had anything in my teaching career so far that is as frustrating as attempting to use this technology with students on a tightly controlled networked computer system!  The system is so slow that in a 35 minute lab session it takes 10 minutes just to get onto the data-base!  Lab time in a school that is over-crowded is at a premium so getting the lab time and the time slots needed is a battle.  The Admin and staff are unaware of the role technology plays in the teaching of library/research skills.

The next hurdle for this novice user of technology in the classroom is to think 10 steps ahead of the upper intermediate students to be aware of exactly what they are up to.  Some wanted to create a web-page about themselves so I, the new teacher, would get to know them better.  Hmmm, really??? Such a noble gesture!  So exactly where would this web-page be hosted?  Web-page indeed.

A very explicit Internet use policy is manditory and I must say we have one.  Very quiet in that classroom when I told them I knew exactly what was in it and what would happen if it was breached.  Ah, the Internet Nazi was teaching.

Result was things went quite well besides the frustration of computers operating at glacial speed.  Students enjoyed Britannica Online and are looking forward to mind-mapping on Inspiration.  Hmm, wondering how that mind-map will work out?

Also, discovered that contrary to my prior post, with some candid conversation about equality in education, these well-off students were able to understand the concept of social justice and have empathy for others more disadvantaged than themselves and are now enjoying this research much more. Made me realize I should have had more faith in these young people and been far less cynical and jaded.  They really did rise to the occasion.

Next group – Thursday.  Wonder how that will go?

I expected problems in starting my field study as I had heard enough from the past TLITE cohort members to be prepared, so I thought..

I expected glitches and boy did I get them. I saved the PowerPoint in the wrong format and had to correct that.  Should have known better.

I had a class of 30 grade 6/7’s coming in and I wanted them in the library where there were tables to write on, but I needed a laptop and projector for my PowerPoint presentation part of the lesson.  The laptop would not log on to the District server, the remaining laptops logged on, but the cords to connect them to the projectors were lost.  Surprise!  Saved by my TECHIE MAN.  Thanks bud, those brownies are coming your way.

Tech problems were solved in the last minute of the final hour before the kids came in.  Phew, nothing went wrong technically.  But at the end of the lesson, I realized that I was so focused on the technology that I completely blew the teaching!  Shocked would be the descriptor.  I was floored.  I’ve been teaching long enough that this is EMBARRASSING!  The mapping work that the kids handed in was appalling to say the least.

LEARNING:  Remember to focus on the content, the skills, the expectations, NOT the technology.  I considered this a trial run for the second gr 6/7 class to come for the same lesson, re-vamped the lesson plan.  Glitch: had to have a sub teach the lesson!  Notes from sub – new realization:  technology does not make an uninteresting topic any better.  Topic was directly related to the need for no prior knowledge and it is going to be a problem. Once again, I was too focused on the field study and not focused on the PLO’s or on connecting the research project for the kids with their ability to connect with the topic. Should win the “stupid teacher award” for this. Possible solution:  cut the lessons to the minimum to meet the prescribed learning outcomes, finish with students creating a short PowerPoint presentation and cut my losses.

The Ah-Ha moment:  attempting to tackle a field study as a prep relief teacher in a new school, in a new position is not the best of plans.  It may be the reality, but it is not a good reality.