Week #12 Initial Post...Creating our Proposal

Blog #12 Initial Post

Whew!!  This week was sure a busy one for our group.  We have met a couple of times to solidify our ideas and come up with a plan.  After spending lots of time creating our outline for our game, we began the “proposal project” for our serious game.  We decided that we would create a “movie trailer” style of proposal using VoiceThread, slides of anime characters, background music and narration.  My job was to write a script for the narration while other team members searched for anime pictures that would work and flow with the narration.  After writing the script, it was sent off to a member of our group to be critiqued.  Once that was done, it was sent off again for additional critiquing by the rest of the group.  Music was then selected with battle type sound to it and the slides were collected.  At present, we have a script, background music and most of our slides collected and uploaded to VoiceThread.  All we need are a few more slides to fill in some gaps, the music to play, and the narration to be done.  This will all happen on Saturday...enough time to make the mistakes that will happen and redo it until we feel it is ready for submission.

Week #11 Initial Post

This week has been quite the whirlwind of activity for our gaming project.  At the beginning of the week I really wondered if it all was going to come together, then Bam!!  It all seemed to come together at once.  Brandi worked really hard on the outline and others in the group started filling in holes along the way.  Folks are communicating regularly and we are seeing things come together.  Dr Graham suggested VoiceThread for our presentation.  I did some research and signed up for an account and it looks like the direction we need to go.  So now, I am the “expert” who has never used it before...and the one putting the presentation on VoiceThread...Yikes!!  But, I did volunteer to do that as part of my team responsibility.  A game name was suggested and members seem to like it so maybe that hurdle is over and we can focus on perfecting the game.  I love that the members in my group are over-the-top when it means putting together a quality project...thanks guys.  It’s great that there are no “slackers” and all are pulling together and doing their parts.

As I look at the current outline, I can see the tons of work done by our group and am proud of what we have accomplished and the ideas we have had in putting this together.  Now, we need to finalize the outline and put the presentation together.  Not sure how it would happen if Dr Graham would not have given us an additional week to perfect our project.

Week #10 Initial Post

Holy cow!  I have been spending so much time emailing my group, commenting on the Wiki, and researching, I totally forgot to write and post my blog...Oooops!

Anyway, a very productive meeting on Wednesday night (March 26).  I am very appreciative that I am in a group of hard-working, creative, and energetic folks of which many have actually played games.  Thanks to all of you.

As we met together, it was obvious that we were all kind of lost, but the synergy between us helped to “clear the waters” and allow us to find a direction to head, with great ideas along the way.  When the ideas flew during our meeting, I was feeling a bit overwhelmed with all the new info to process.  I am usually pretty easy going...even with my OCD...crazy, right?  But boy, without an outline, I was a mess.  

At present, after a flurry of emails over the past few days and living in the “Wiki-village”, I am feeling more at ease.  We have a huge amount of work done, but still have lots more to do.  Working on the standards in education and integrating them into the game is the difficult part of this project for me.  The storyline seems to be coming together well and my imagination has been sparked and it is fun to imagine this new “world” our game has as a setting.  So, all in all, I am thinking through the game throughout the day and coming up with ideas.  

I guess what I am especially enjoying is the constant correspondence with classmates.  In most classes, the student-student relationships are not really pushed and you get to know each other in a very shallow type of way.  But, in this class, I feel connected with my group.  They always say that when folks go through difficult times together, a bond is formed.  So, it’s pretty fun (I know, bad grammar) to get to know my group members.

Week #9 Contribution to Learning

Blog #9 Contribution to Learning

As I entered into the scary world of “game mechanics” I realize I am getting closer to the actual creation of games...this is not a happy time for me since I have no idea what I am doing.  But, I did share a big discovery, at least to me, that I shared with my group.  This discovery was “Game Star Mechanic”.  This site allows me to create a game with all the mechanics necessary to make it fun and interesting to students and yet, makes it simple for me to use.  I shared this with my group as a possible option for creating our game in the future.  The link is:  https://gamestarmechanic.com/join/gamebld101/free.

At this point, I haven’t heard anything from other members of my group to determine if this site was actually helpful, but it sure did make me relax a bit.

I also shared with several classmates my thoughts on the “what”, “where” and “how”.  Oftentimes I get on my soapbox and share info that can be offensive to some...I really try to express my opinion cautiously, but sometimes I really get “riled up” and type faster than my brain and filter work.  I hope I didn’t say anything offensive this week.  I really try to respond to the quotes from sources by students rather than with the student themselves...this usually keeps me out of trouble as I state an opinion contradictory to the blog.  I guess after 30 years in and out of the classroom, I believe that I have learned a few things and sometimes share them whether they are wanted or not.  

I did appreciate Chris’ blog and responded that I often see teachers skip the “what” and move directly into the “how” with complete failure.  To often, I told her, I see teachers dump the “old stuff” and grab onto the “new stuff” with abandon, forgetting that the old stuff is often necessary to do the new stuff.

I was really interested in Scott’s blog since it seemed to center around math, which I teach.  I suffer along with him when it comes to trying fun learning projects in math while still trying to get through the required material for standards.  Sometimes it just isn’t possible to do that.

Finally, I responded to Megan’s post about teachers providing the tools for students to make sense and create knowledge.  OK, I will probably get in trouble for saying this, but there is a limit to open-mindedness.  I read a quote once that said, “If you become too open-minded, your brains may fall out”.  I agree with this.  We cannot just whole-heartedly embrace every idea that comes down the path.  One that I particularly had a hard time with was a quote Megan included in her post which said, “our opinions are the answer”.  Boy, really?  Some things are just plain true without any room for discussion.  If things were not true the world would be in total chaos and cease to exist from my perspective.  I think someone’s brains fell out with that statement...just my opinion : )

I also mentioned that it is good to allow students to be involved in their learning, but they aren’t always mature enough (either are adults) to learn the things necessary to be successful in life.  They need guidance along the way to help steer them down the path of education.  Whether we like to be told what to do or not, to be successful in life, we must follow a certain path.  If I want to be a math teacher, I do not have the choice to get there anyway I want...I must follow a certain path.

Anyway, this weeks information learned kept me pretty passionate about some things.  I am pretty conservative in my thinking, so I probably believe quite differently than some, but hopefully I said a few things that caused some folks to think.

Week #9 Initial Post...What are the challenges in shifting content from “what” to “where” and “how”?

Blog #9 Initial Post

First Point:  Summary of discussions with Group #2...since I was in a “non-internet access zone” in Pahrump, Arizona most of the week, I was not able to discuss until Thursday night, March 13.  But at this point (Friday morning), I am again in Alaska.  I noticed from the 3 of us who have messages on our wiki, that none of us are really familiar with game mechanics.  So, after delving into it a little, I found a website that allows teachers to sign kids up for a “game building” class.  It sounds really good as it is reasonably priced ($2 per student) and pretty powerful with no downloads needed.  The free edition is what I signed up for.  I have played a few of the student-created games and have investigated the lesson plans available for the classroom, etc and it seems to be intuitive for “techo-naive” people like me.  The site is:  https://gamestarmechanic.com/teachers/what_is_gamestar if you are interested.  

Response to question:  What are the challenges in shifting content from “what” to “where” and “how”?

As I thought about this week’s question, I believe that it should not be a shift from “what” to “where” and “how”, but an addition to the “what”.  I think that oftentimes, the idea of throwing out the proverbial “baby with the bathwater” gets us into a lot of trouble.  New ideas do not necessarily mean the old ideas were wrong and need to be thrown out.  Oftentimes, or shall I even go so far as to say, most of the time, the new ideas help to reshape the old ideas to form a synthesized idea?  Sometimes the new ideas come along and offer new things, but shouldn’t negate old ideas. But I do believe that some “whats” are always necessary (learning multiplication tables, etc.)  Dr. Ben Carson, the world’s most skillful neurosurgeon, said,  “There is no such thing as useless knowledge, you never know what doors it's going to open up for you” (2012).  I agree.  Some of the “whats” are imperative to survival and some learning by rote memory is necessary to move to the “wheres” and “hows”.  I remember using the “whats” to learn a foreign language, the periodic table, chemical formulas, algebraic concepts, the mechanics to writing, etc.  Then, after the “whats” were learned, I was able to use them for the “wheres” and “hows”.  I agree with Thomas and Brown (2011) when they said, “In the twenty-first century, knowledge is becoming less a question of ‘What is the information?’ and more of a ‘Where is the information?’” (p. 91).  But I wonder, is that always a good thing?  My teaching has changed in some respects with the advent of computers and calculators in my English and math classes.  I still make my students learn how to figure out trigonometric problems “by hand” rather than pushing a few buttons on the calculator because I believe it is important to understand the theory behind the answer, but I allow them to access formulas using the computer rather than memorizing all of them.  But, when I teach Alaskan survival skills, they must memorize information (the what), rather than learn how to find the information on their phones (the where) since knowing the information in the wilderness is better than knowing where to find the information...especially if someone is bleeding to death.  So, I continue to take my stand of “all three concepts are important and has their place in learning”.  To me then, the challenge is how to use the “what” to encourage the “where” and “how”.

But, a bigger challenge in bringing to the classroom the “where” and “how”, is the “fight” teachers are constantly battling with teaching to the test.  With students, teachers, and schools being measured on the results of testing, memorization is at the forefront of educating our students according to Heather Hiles (2013).  She also brings up the point that memorization must be thrown out in favor of deeper learning which can only be accomplished when teachers are allowed to move to more effective learn-by-doing methods.  And, it is also quickly added that applying what is memorized is the key acquisition of knowledge.  If only teachers were allowed to take the time away from teaching to the test and given the opportunity to help students better understand the “whys” of the knowledge.  Students need to be give the opportunity to be taught why learning the information is important and how it can be integrated into real-life.  I believe that being allowed to do this in the classroom is one of the bigger challenges facing education today.

Hiles, H. (2013). Moving beyond rote learning. LinkedIn.  Retrieved from:  http://www.linkedin.com/today/post/article/20130211172636-1265384-moving-beyond-rote-learning   

Olasky, M. (2012).  No Useless Knowledge.  World Magazine.  Retrieved from:  http://www.worldmag.com/2012/07/no_useless_knowledge

Thomas, D., Brown, J. (2011).  A new culture of learning.  CreateSpace Independent Publishing Platform

Week #8 Initial Post

Blog #8 Initial Post

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

By taking online courses at the graduate level since 2004, I have been “learning in the collective” for quite a while.  Because of this, I, of course, have an opinion about learning in the collective.  I agree with Thomas and Brown (2011) with the idea that learning in the collective is not a new concept.  I also believe, along with Thomas and Brown (2011), that if students take an active role in creating and molding learning, the information shared is more up-to-date alleviating the need for the teacher to keep current in all things.  But, learning in the collective can be a tough method for a teacher to use.  I have seen it used in discussion boards when all students are expected to share their learning.  I have also seen it used poorly in that students who think they have all the answers criticize other’s perspectives and thoughts, thus shutting down conversation and ostracizing  students.  I am not sure how to best approach the collective learning of students since so often either students won’t disagree with others because of not wanting to hurt feelings or confront issues, or students will use the learning medium as a way to push their philosophies on others.  It seems that Thomas and Brown’s thoughts would work in a utopian environment, but I have yet to see collective learning work very well.  Sorry, I hate to “rain on parades”, but although I would love to see collective learning take place, I don’t have many examples when it did.

So, what are my solutions to making “collective learning” work?  I can’t be negative without offering solutions.  In 2007, Pfizer offered access to their knowledge networks so that doctors and the healthcare industry could work together to improve patient care.  By working together on a similar goal, folks with expertise in various areas were able to collaborate and build knowledge that would be impossible otherwise (LittlebyLittlejohn).  This method is very similar to the collaborative learning we have been using in this class.  I think that when we worked together to create our rubrics, we, as students, were very helpful and encouraging to one another and used our skills in various areas to make a rubric where the sum total was greater than the individual parts.  I think it worked great in this instance.

Don’t get me wrong...I love the idea of collective learning.  As Garavan and Carbery (2014) have said, “Learning emerges because of interactive mechanisms where individual knowledge is shared, disseminated, diffused, and further developed through relational and belonging synergies.  I don’t believe there is a better way of learning.  Although “synergy” seems to be a somewhat new “catchphrase”, I do believe when we can gain a sum total greater than the parts, we are learning far more than we might otherwise.

So, although I may appear to be rambling (or maybe I really am rambling), I think collective learning is a great idea and when used correctly can be an excellent method for students to learn.  The downside, from my perspective, is that it is a very difficult method to use and a challenging skill for students to develop.  Because it is so difficult to implement correctly, it is often misused by both educators and students and can cause more problems among students than good.

Garavan, T., Carbery, R. (2014). SpringerReferecne. Retrieved from http://www.springerreference.com/docs/html/chapterdbid/319564.html

Little by LittleJohn.  Retrieved from http://littlebylittlejohn.com/change11-position-paper/collective-learning-examples/

Thomas, D., Brown, J. (2011).  A new culture of learning.  CreateSpace Independent Publishing Platform

Week #7 Contribution to Learning

Blog #7 Contribution to Learning

This week I think I contributed to my own learning a lot more than I contributed to others.  I read the assigned material, do my own research, read the blogs of others, then respond to these blogs and really start firming up my philosophies of teaching and learning by putting all my jumbled up ideas into words on a page.

I teach an outdoor survival course for Alaska Marine Safety Education Association out of Sitka, and one of the key 7 things you must do in a survival situation is “play”.  This is to keep your spirits high and your mind focused on the good things in life rather than the dangers and struggles when in a desperate situation.  That seems like it works for any job as well.  Play, whether it be a practical joke I play on my students, or taking a few days to use technology as a learning tool in game form, will help my students to have a better attitude toward my class and what I am helping them to learn.

I mentioned to Megan my newly learned idea that games can so easily be incorporated into the day to day classroom...sometimes with no preparation.  True, it is good to implement the game into the classroom environment when you are planning your lessons, but it is also good, and sometimes more fun, to “spur of the moment”, throw out a quick and easy game just to give a freshness and happy spirit to the class...even if it is to jump up, run outside, and race around the parking lot for a minute.  

I also mentioned to Shauna my fear of embracing all change.  I am of the mindset that not all change is good, and some change may be good for some teachers and not for others.  I think it is important for teachers to be a bit autonomous and able to choose the technology ideas that are best for their classrooms and not be pressured to use ideas that may be against their own personal philosophies.  Although, I do agree that “old dog’s ideas die hard” and sometimes they may need to be strongly encouraged to make changes, it needs to be done carefully.

Finally, I loved the comment that Leslie made about helping our students be explorers and search in the dark corners and discover new ways of doing things.  I hope I was an encouragement to her when I mentioned that I believe that all humans have an innate desire to learn, it’s just that many times this desire is “squashed” by others (sometimes teachers) and becomes dormant.  Then, it is up to us to do what we can to bring students to those “dark corners” where they can discover new things and get excited about learning again.

So, this week, my direction seemed to be more in the area of a philosophical change of integrating games in the classroom (not just technology type games) to help students re-establish a love for learning and self-discovery.

Blog #7 Initial Post "What Does The Way You Play Have To Do With Embracing Change And How Does This Impact You As A Professional?"

Blog #7 Initial Post

What does the way you play have to do with embracing change and how does this impact you as a professional?

This is a question that had never entered my mind...the way I play having an effect on my impact as a teacher?  Well, I decided to do some investigating on this idea and found that gamers are happier and more successful as adults (Trunk, 2013). Well, a happier teacher would impact students in a positive way.  Trunk (2013) also discovered that gamers are better at any occupation that is intellectual in nature (e.g. teaching) since gamers gather information and synthesize skills to become a better player and this skill building also makes one more specialized in their occupational field.  I never really thought about it, but lecture-style of teaching is a passive method to dealing with students and has very little effect on learning, whereas active learning is a great method for teaching.  So, I can only conclude that my lecturing has less of an effect on my student’s lives than having them play serious games.  Hmmm, that is a little painful to accept, but it does make sense to me.  So, in week #7, I am continuing to move from an “anti-gamer” in education to one who is open to using this method of learning in my own classroom...what an attitude change in a short period of time.

I guess, in the past when I heard the phrase “embrace change”, I defined it as whatever “comes down the pipe”, grab ahold of it, use it, and get on the bandwagon with everyone else.  Problem is, if there is a bandwagon, my personality doesn’t want anything to do with it.  But after reading chapter 3 of Thomas and Brown, I have a new idea of what is meant by “embracing change”.  Thomas and Brown (2011) define embracing change as “looking forward to what will come next and viewing the future as a set of new possibilities”  (p. 43).  I can do that.  This definitions does not force me to do the new-fangled ideas that are advertised as being the best way to educate.  It allows me to look at all the possibilities out there and look at how they can help me be a better educator.  One of these ways of change is the ever-challenging integration of play into the classroom.  As I have played in the Alaska Wilderness, I have become an avid boater and backpacker.  From this “play”, I have learned to integrate the outdoor skills I have learned into the classroom environment.  Over the years the State of Alaska has seen my passion of educating students about the outdoors by giving me grants for over $20,000 to train students to enjoy the wilderness safely.  I guess that this was a great example as to how my “play” has impacted me as a professional.  This being the case, I can only assume that my “play” with technology may also help me as an educator.  

Probably the most influential resource that got my head “out of the sand” (notice I love to use idioms) was a blog by Chris Rogers.  He said, “There are many from the 1400s and 1500s that refused to adopt new methods and navigational tools.  I am sure many of these guys were great sailors, but their names are not written in any history books” (2013).  I don’t think it’s being arrogant, but I would really like to be remembered for something in my teaching career that made a difference in kid’s lives.  I always tell my students to try new things, do the hard stuff, make stories with their lives by getting out of their comfort zones...but I don’t.  So, what has this week’s reading done for me?  It’s taken me across the line and helped me to embrace change as a professional.

Rogers, C.  (2013, July 12).  Embracing change:  The key to improving technology integration in the classroom. (Blog Post).  Retrieved from:  http://elementarytechblog.wordpress.com/2013/07/12/embracing-change-the-key-to-improving-technology-integration-in-the-classroom/

Thomas, D., Brown, J. (2011).  A new culture of learning.  CreateSpace Independent Publishing Platform

Trunk, P. (2013).  Kids who play video games do better as adults.  Retrieved from http://education.penelopetrunk.com/2013/04/11/kids-who-play-video-games-do-better-as-adults/

Blog #6 Contribution to Learning...not sure why this didn't upload on Sunday, Feb 23 : (

Blog #6 Contribution to Learning

This week was one of those weeks where epiphanies happened and I believe I learned a whole lot more than I contributed to the class.  After watching videos, reading books, reading other student’s blogs, and thinking through my own personal philosophy of technology in the classroom, I was too exhausted and “brain-fried” to believe I had anything of value to offer anyone.  But, I did write to student teams about the great things I saw on their websites.  So many of these students really have the technology skills down really well.  I loved that they did such a great job on their sites and I shared a few things I thought they could do to improve their sites such as making sure the games they choose to highlight were games that would be useful to the majority of students who played them.  For instance, I suggested that games like flight-simulators would be fun and educational, but only a limited number of students would really benefit from it and become pilots, whereas a game such as one that Chrysler has available to teach students how to drive by teaching “rules of the road” might be a better choice because of the high number of students it affects.

When responding to blogs, I mentioned to Leslie my frustration with technology.  I guess I see it more now that I am on vacation in the Florida area and see so many people using technology, not as a tool, but more of a distraction of what is really important in life.  I sit at a cafeteria at Disney World and watch entire families sitting around a table, each with a phone, and not seeing the world going on around them.  No conversations...nothing.  It makes me sad that a tool that is so helpful and beneficial to our world is robbing families of time together.  I guess that is not contributing to learning to a certain degree, but on the other hand, it may help us to all focus on the awesome tool technology is, but also remember that it can be our biggest enemy as well.

Megan and Sara H had a few points I responded to on each of their  blogs.  I especially like the quote mentioned by Thomas and Seely about the teacher of the past was the authority and holder of knowledge...in fact, I had used the same quote in my blog.  But, the warning always comes to my mind that just because we read something doesn’t mean it is true or helpful to us.   We must filter and ponder what we read or hear from others and not accept what folks say as truth just because they are smart or appear to know what they are talking about.

I mentioned to Sara H that the hard part is helping our students to be wise enough to be able to distinguish WHO are the good teachers in our lives and WHAT is the information that is valuable and good in order to be successful in life.

I guess, my main contribution to this week had to do with a philosophy to learning...being very careful who we allow our teachers to be. In other words, we must be careful who we let influence us, and really careful about who we allow to influence our children.  Sure, everyone is a teacher, but is everyone teaching “good stuff” to those we are responsible for?  The answer is obviously, “No”!

Blog #6 Initial Post

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

In the reading, it was mentioned that some of us are “post-PC” or “pre-PC” as far as our journey as students is concerned.  But, there are also a few of us that I would call “pre-teacher-PC”.  Some of us…albeit a few, started teaching before technology.  The most modern conveniences I had in my classroom was an overhead projector and a whiteboard (you could actually write in different colors!!).  For teaching math, I had this huge compass and protractor that I held up to the board and used as a visual.  That was it.  So, when technology was introduced into my room, of course, I did the “unforgiveable sin”, like my peers, and used the convenience of technology to do what I had always been doing.  I failed to change my teaching style and forced the technology to be used in a stifled manner without allowing it to take me out of my box.  

Probably the biggest issue for me, is that I would love to integrate technology into my classroom, but I don’t know what that would look like.  I also don’t have the time to search and discover new ways of teaching.  My best resources for learning technology is from my students (they are experts at finding really fun Youtube videos and wasting class time), as well as from the new, young teachers we hire from year to year who have used technology as students and have been trained to use it as a teacher.

I do know, as Elizabeth Melville of Glencoe Publishing discusses, that it is imperative to integrate technology because State standards require it and research supports the positive impact technology has on learning.  Those facts are acknowledged and accepted, but the question of how best to do this seems to be unclear at times.  It seems that technology, when used by me, has a tendency to be “stuck” onto a lesson, or as a separate fun activity that doesn’t strengthen the learning.  My goal must be to implement technology in such a way as to strengthen learning by using the resources students use on a day to day basis so they can discover the applicability of the lesson.

As I implement technology into my classroom, I must not feel threatened that I am no longer the "dispenser of knowledge"...although I miss that.  I must be involved by being immersed in the technology my students are involved in so I can better direct their learning (Douglas & Sealy, 2011).  I must create a learning environment where my students can learn from their peers and communities online.  This is hard for me since it seems that I lose touch with exactly what my students are learning.

After watching the video of Kyle Gombloy (sp?), I was at first wondering at how I could ever implement Unity 3D into my classroom.  The learning curve for one of these programs seems really huge, then after you learn the “how”, you must then come up with a “why”.  Why would this be helpful to any of my students?  Then, the time coming up with a game, then designing it.  Phew!!  Too much for me...but, my students who are so much more “tech savvy” than I would love to use this program.  So, after hearing Kyle discuss his offering of free tutoring for classes, I might have a plan that would work.  I am teaching a 3 week mini-course for high school students beginning on April 28.  This would be a course of great interest to lots of students, especially some who have an interest in computer game design.  The great thing about this idea is that I am no longer expected to be the expert first, and then teach my students.  They can discover and learn on their own, with the help of Kyle.  What has happened in the past when teaching a course on AutoCAD (computer drafting and design) is that each of my students becomes an expert in a certain area and they become the “go to” person.  This allows all my students to be successful and build their self-esteem as they learn.  OK, I had better calm down...as I write, more and more ideas come to mind that are actually taking away my hesitation for using games in the classroom.

At present, I use an iPad to teach math using it wirelessly with my Apple TV so it appears on the big screen.  It is also recorded so students can access the lecture on their own.  I have all students turn in their writing assignments using Google Docs, I grade them on Google Docs, and share them.  I also expect my students to use online libraries and virtual bookshelves to do research for research papers.  Finally, I use animation sites to teach how to do constructions in Geometry.  That’s about it.  I try to use technology, but it is really hard to get out of the “old-timer” mentality and implement new ideas and activities.

In conclusion, as I reflect on the reading and the video this week, I am reminded of Dave Burgess’ methodology of becoming a passionate teacher by offering students creative teaching.  One of the highlights about Teach Like A Pirate is that Burgess not only gives theory, but he shows the reader how to implement the theory into the classroom.  Many of his ideas I have known about for years, but as time goes by, it is easy to get lazy and comfortable in my teaching and sometimes I just need the proverbial “swift kick” to be reminded as to why I am a teacher.

Burgess, D. (2013).  Teach Like A Pirate. San Diego:  Dave Burgess Consulting, Inc. Davis, V. (2014, February 12).  The Potential of Unity (Video file).  Retrieved from  http://www.coolcatteacher.com/videos/kyle-gomboy/      Thomas, Douglas & Brown S., John. (2011). A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. Lexington, KY;  Melville, E, Technology Integration Strategies http://www.glencoe.com/sec/teachingtoday/subject/tech_integration.phtml

Blog #5 Contribution to Learning

Combining innovation and excellence in the classroom is quite the conundrum for teachers.  I have discovered that many teachers struggle with this because of the inflexibility of administration as well as taking the time and neglecting the prescribed curriculum to do it.

Sara L brought up some excellent points about how important it is for the teacher to build relationships with their students so the teacher knows how to bolster passion in the classroom.  I tried to be an encouragement to her by saying that we all are challenged to balance time, energy, and curriculum expectations with the idea of being innovative in the classroom.

Reading Thomas’ blog took me back to the days when my family was young and I struggled, like he is now, with balancing my time at school with my time with my family.  As a husband of 32 years with 2 adult children, I tried to give him some advice as to the importance and priority family should have.  It is very difficult to say, “No” to administration, parents, or coworkers when there are jobs to do, but those jobs take you away from your family.  But, being able to turn down after school work once in a while does two things:  1)  it shows others that your priority is your family, 2)  it shows your family that they are the most important...you always win when this happens.  I also suggested to Thomas some ideas that may help lessen his time doing schoolwork.  He had a great idea of using audio books in his classroom...I am excited about trying this in my high school English class.

As I read Megan’s blog, I was able to look at a new teacher’s frustration in the classroom when they try to be innovative, excellent, and get through the curriculum...all at the same time.  I tried to encourage her with the awesome things a new teacher brings to the classroom and school. Finding time to be innovative is her struggle right now and I tried to encourage her to use small bits of innovation rather than step into huge projects that take lots of time, energy, and money.

As far as our group #2 project, I tried to be an encouragement to the students at Vicki’s school by praising them for the awesome job they are doing, but also giving them bits of advice to fix some grammatical issues in their writing.  I also worked at cleaning up my “instructions for teachers” in the use of the rubric by reading comments and then correcting and streamlining some things.  

Blog #5 Initial Post

How do we maintain excellence as we innovate?

Oftentimes, the words “innovate” and “excellence” are in direct opposition to each other since innovation carries with it new ideas and changes in the tested and true ways of doing things, forcing  excellence to no longer be a descriptor , especially in the arena of education.  But being innovative does have the opportunity to encourage excellence depending on how it is used in the classroom.

Throughout the years, schools have focused on analytical thinking skills that teach students that there is one correct answer to the problem.  But as Miriam Clifford (2013) discussed, when students are taught to develop a more divergent way of thinking, the learner is able to use many different ways to approach a problem.  This divergent thinking allows students to use a multiplicity of thought allowing them to solve problems in more creative and productive ways.  This innovative method of teaching students is new, but also promotes excellence in the classroom.  In this manner, innovation can work hand in hand with excellence and provide our students with an education that promotes a desire to learn.

Having the ability to teach both in a divergent and convergent way is not the only way to bring excellence and innovation together in education.  It is also important to expect teachers to innovate within the realm of standards.  Even though innovation seems to be the antithesis of following state standards, it doesn’t have to be.  The University of Wisconsin shares a guiding principle to bring excellent teaching together with innovation when they suggest that learning objectives must drive the innovations that teachers use.  This is an opportunity for teachers to encourage excellence from themselves and their students, while allowing themselves the freedom to bring new and creative ideas into the classroom.

As I was perusing websites looking for ways to be more innovative in my classroom, I stumbled upon an article by Saga Briggs which discussed many emerging technologies over the next five years.  I was encouraged to see that “gamification” was on the list to be fully implemented into the classroom in the next two to three years.  Briggs (2013) brings up the point that game play is proving to be useful not only in training, but in motivation as well.  As we are studying the use of serious games in the classroom, I am becoming convinced that gamification is an opportunity to bring innovative ideas and creativity into the classroom without losing course objectives or diminishing excellence in the classroom.

Briggs, S. (2013)  10 emerging educational technologies & how they are being used across the globe.  Innovation  Excellence.  Retrieved from http://www.innovationexcellence.com/blog/2013/07/29/10-emerging-educational-technologies-how-they-are-being-used-across-the-globe/

Clifford, M. (2013). 30 ways to promote creativity in your classroom.  Innovation in Excellence. Retrieved from http://www.innovationexcellence.com/blog/2013/01/10/30-ways-to-promote-creativity-in-your-classroom

Why educational innovation is important. Retrieved February 12, 2014, from

http://edinnovation.wisc.edu/why-innovate/

Week #4 Contribution to Learning

As we started developing our thoughts and discussion ideas into concrete “matter”, it was great to see them become a reality.  Sara L. got us moving in a good direction by initialing posting the rubric.  My responsibility was to follow her with teacher instructions for using the rubric when evaluating a serious game.  

I started with no idea as to the direction to go with writing instructions for using the rubric for serious game evaluation, but after some thought and “drafting”, I was able to come up with some preliminary instructions.  Although I am not happy with the instructions at this point, I do believe that I am off to a good start giving teachers some usable tool ideas to evaluate their serious games.  

As I read initial blogs from students, I am always impressed at the quality of the teachers involved in my graduate classes.  I love knowing that there are younger teachers who have the desire to continue working on their teaching skills and have the energy to do so.  A few of the comments I made to initial blogs included a resounding praise for passionate teaching.  I appreciated Dave Burgess’ and fellow classmate’s desire to find ways to be passionate for subject matter, even when you are not passionate for everything in the subject.  I suggested that even if you are struggling with being passionate about the lesson, there are still ways to make the class time enjoyable and profitable to the students by doing things that may be on quirky to your personality.

I hope I was an encouragement to Scott when applauding the inside jokes that take place in his class. In the years I have been teaching, I have seen, many times,  the student who is a social outcast and really doesn’t feel a part of what is going on in the class. But, if this student, by just being in the classroom, is able to feel a little bit of camaraderie because he/she “gets” the inside joke, sometimes this is enough for them to feel a part of class and involved.  I also, like I am sure Dave Burgess would do, encourage “weirdness” in the classroom.  The opportunity to be real with students cannot be overemphasized.  Even when our “realness” involves the eccentricity of many teachers.

Finally, I brought up the idea that “controlled chaos” is an excellent skill to learn as a teacher. I also suggested that a new teacher will almost always struggle with this concept as they usually have not figured out their place with classroom management and the idea of controlled chaos may be a skill to work on and use in the future.  My one suggestion to pretty much guarantee if the chaos is controlled, is to have the class move from chaos to orderliness when the teacher says something along the lines of, “OK class, that was great fun, now I want you all to face me, straighten up, get quiet, and listen”.  If the class does so immediately, then you are in control.  If you have to repeat yourself many times, or raise your voice several decibels, then the class is chaotic, rather than controlled.

This was a good week with lots of great information shared between students as well as from the textbook.