Relevant Matters

My primary goal as an educator is to provide relevant instruction and curriculum.  Education must be relevant to be effective.

http://www.photosnack.com/75A8A97EFB5/ph5wu66w

Postivive Traits in the Political Framework

The majority of educators avoid involvement and any connection to politics but it is an integral aspect of our careers.  It is important that teachers become involved in the politics of their work place and the political aspects of our profession.  “If achieving results, not just complaining, is the goal, we have to suit up and get in the game” (Mahlmann, 2005, para.5).  Teachers must be involved in forming policy in their work place and their educational field.  By understanding positive attributes of the political role educators will be able to implement change that will ensure that all students reach their potential. 

1.  “Build Relationships and Alliances-Work on building relationships with key players” (, pg.54).  Educational theory holds that building relationships with our students is an important part of ensuring classroom success.  It is important that we continue this practice and create relationships and alliances with our peers and coworkers.

2.  “Soothe and Learn From the Opposition-Machiavelli advocated centuries ago: Hold your allies close; hold your enemies even closer” (, pg.54).  We must expand our circle of influence and interact and learn from others that think differently than us.  It improves relationships and expands understanding.

3.  “Embrace Conflict and Deal Openly With Differences-No organization works smoothly all the time” (, pg.54).  We cannot avoid conflict completely.  It is important that we deal with conflict openly.

By using these positive aspects of political leadership educators can improve their ability to be successful in the classroom and workplace.

References:

Bolman, L. G., & Deal, T. E. (2010). Reframing the path to school leadership (2nd ed.). Thousand Oaks, CA: Corwin Press.

Mahlmann, J. J. (2005). Politics. Music Educators Journal, 91(3), 78. Retrieved from http://search.proquest.com/docview/197202916?accountid=458

Compromise

The ability to compromise is the primary determining factor for success in an educational setting.  “Politics is a process of give and take. It is a game of trade-offs in which the players compromise in order to reach a mutually accepted agreement people can live with. No one gets everything they want.  But pacts allow a school to move forward with most people aboard.  When you know what you and other key players want, you’re ready to talk about win–win solutions” (Bolman, 2010, pg.56).  It is important that educators remember that the final goal is providing relevant and effective education to all students.  The ability to compromise creates a collaborative environment and prepares teachers to work in true partnership.  The ability to work together opens up opportunities for co-teaching.  “Co-teaching in its most effective form can promote equitable learning opportunities for all students” (Graziano, 2012, para.2).  Co-teaching and compromise provide students with quality education as well as setting an excellent example.  Students become more aware of the opportunities that are made available when they are willing to work with others.  The ability to compromise improves and educators ability to be successful in the classroom and within their educational organization.

References:

Bolman, L. G., & Deal, T. E. (2010). Reframing the path to school leadership (2nd ed.). Thousand Oaks, CA: Corwin Press.

Graziano, K. J., & Navarrete, L. A. (2012). Co-teaching in a teacher education classroom: Collaboration, compromise, and creativity. Issues in Teacher Education, 21(1), 109-126. Retrieved from http://saccharometric

Description of the Learning Organization

"The learning organization (LO) is an idealized vision of an organization where the structures, routines, and working practices are open to continuous adaptation and improvement, where the individuals and teams engage in continuous learning, where the norms and values are supportive of continuous learning, and where strategic decision making is informed by and responsive to relevant data analysis and feedback" (Antonoaie, 2010, pg.105).

To evaluate my school  as a learning organization I must clarify what a learning organization is.  Based on the definition of a learning organization in "The Learning Organization", written by Niculaie Antonoaie, my school can be described as a learning organization.  Our school is open to change and improvement.  Our staff remains relevant and informed of current research and practices.  Professional development and continuing education are an integral aspect of employment within my school district.  Continuing education focus is determined by our mission, vision, values, and most importantly, data and feedback.  Our organization makes an effort to evolve as our community evolves and changes.  We must maintain our ability to be flexible and our desire to learn and expand our knowledge.  If my coworkers and I continue to treat learning as the standard for everyone in our community we will maintain our position as a learning organization.

References:

Antonoaie, N., & Antonoaie, C. (2010). THE LEARNING ORGANIZATION. Bulletin of the Transilvania University of Brasov.Economic Sciences.Series V, 3, 105-108. Retrieved from http://saccharometric

Organizational Mission Statements and Personal Vision

Pueblo District 70

MISSION:

To educate each student to achieve his or her full academic potential.

VISION:

We see D70 as a place where all children and adults are valued, similarities and differences are addressed, individuals are respected, and all children are treated as our most valuable resource and best hope for the future. We see a safe and trusting environment where children and adults are actively engaged in lifelong learning. We see a partnership with our schools and communities that flexibly responds to the educational needs of all learners in an ever-changing world.

The mission statement and vision for our school and district allows members of our organization to create common goals and a sense of community.  "Long-range planning can provide the unique opportunity to view the system holistically with a principle focus toward the whole organization rather than isolated and seemingly independent components" (Bozeman, 2010, pg.10)  Through a common mission we reach to increase our ability to teach all students and encourage them to meet their full potential.  The mission statement and vision statement for Pueblo District 70 clearly reflects the values of our organization.  Each member of our district strives to ensure that all student's meet their academic potential.  "The design and implementation of an effective organizational vision will, by definition, reflect some significant changes within the organization" (Scoolis, 1998, pg.20).  As a community of learners we wish to evolve and change our community into an environment that embraces all learners.  I feel that the mission and vision statements of my school accurately reflects the values of our district.

References:

Bozeman, W. (2010). Strategic Planning for Educational Excellence. Techniques: Connecting Education & Careers, 85(1), 10.

Scoolis, J. (1998). What is vision & How do you get one?. Thrust For Educational Leadership, 28(2), 20.

Student Reflection

It is important for instructors to provide students with multiple opportunities to reflect and evaluate their own work.  "Providing strategies for learners to self-evaluate their performance can enhance their critical thinking skills, help them find gaps in skills and knowledge, and develop a plan to fill the gaps." (Stavredes, pg. 162)  Reflection creates relevance for students.  "Reflection is especially useful for getting students to reflect on course concepts enough to apply them to their lives." (Grossman, pg. 15)

I feel that a digital journal or blog is an excellent tool for online learners to reflect and evaluate their educational progress.  I began a blog related to my degree in a class early in my degree program.  Though not required, I have continued to add to my blog and reflect on my development as a teacher leader.  Long after I have completed my degree the blog will be there for me to review how I have grown as an educator.  I feel that it is important learning tool for me to continue to grow as an educator.

Blog:  http://alhteacherleader.blogspot.com/

References:

Grossman, R. (2009). STRUCTURES FOR FACILITATING STUDENT REFLECTION. College Teaching, 57(1), 15-22. Retrieved from http://search.proquest.com/docview/274682242?accountid=458

Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco, CA: Jossey-Bass.

Timely Evaluation

Effectively evaluating student work and providing feedback is an integral part of creating an effective learning environment in online and ground classes.  “Immediate feedback to students is one of seven cardinal principles that enhances student learning.” (Lemley, pg. 251)  Educators must quickly evaluate student work and provide

There is a direct correlation between providing feedback and student performance.  Lemley, Sudweeks, Howell, Laws, and Sawyer completed a study to compare student performance to the time it took them to receive feedback on their work.  “Students in the delayed feedback group tended to complete their course work in less time than those in the immediate feedback group.” (Lemley, pg. 257)  Students who received delayed feedback were less involved and invested in the evaluation process.  “Immediate feedback students enrolled in English scored over an entire grade higher than their delayed feedback counterparts, while students enrolled in Exploring Values who received immediate feedback scored over one-half of a grade higher than those who received delayed feedback.” (Lemley, pg. 257)  The study provides a clear connection between feedback and student performance.

Feedback must occur in a timely manner for students to meet classroom goals and objectives.  “Obviously, students don’t learn much from feedback provided weeks after completion of a long-since-forgotten unit or assignment.” (Goodwin, pg. 82)  Educators should encourage students to learn from work and evaluate possible mistakes before providing feedback but it most be provided in a timely manner.

            Educators must provide clear evaluations and timely feedback to ensure students success.

References

Goodwin, B. (2012). Good Feedback Is Targeted, Specific, Timely. Educational Leadership, 70(1), 82-83.

Lemley, D., Sudweeks, R., Howell, S., Laws, R., & Sawyer, O. (2007). THE EFFECTS OF IMMEDIATE AND DELAYED FEEDBACK ON SECONDARY DISTANCE LEARNERS. Quarterly Review Of Distance Education, 8(3), 251-260.

Asynchornous VS Synchronous Learning

For online learners it is important that students experience asynchronous learning as well as synchronous components. Asynchronous learning is a determining factor for students that choose online education.  Synchronous education is important to continually motivate and encourage students.

Many students choose online learning due to the asynchronous nature of the environment.  Online learning allows students to study and complete course work based on their personal schedule.  “The traditional approach of face-to-face office hours has been shown in previous studies to be infrequently used by students, who cite lack of convenience or accessibility as the main deterrents.” (Lei, pg. 2)  Asynchronous learning provides the opportunity for non-traditional students to complete their education.

It is important that synchronous learning components are included in online learning.  “If real-time interaction (face-to-face or online) is neglected and only asynchronous learning is relied on then learners may feel isolated or be less motivated.” (Er, pg. 450)  It is important that students communicate with their instructor and peers to create a productive learning environment.

To create a convenient, productive, learning environment that focuses on collaboration asynchronous and synchronous learning must be integrated and balanced.  “Collaborative learning processes include individual as well as collaborative steps and computer support needs different communication modes for synchronous and asynchronous communication.” (Kienle, pg. 55)  The combination creates a strong community of learners.

References

Er, E., Özden, M., & Arifo&#x011fFlu, A. (2009). LIVELMS: A Blended e-Learning Environment: A Model Proposition for Integration of Asynchronous and Synchronous e-Learning. International Journal Of Learning, 16(2), 449-460.

Kienle, A. (2009). Intertwining synchronous and asynchronous communication to support collaborative learning--system design and evaluation. Education and Information Technologies, 14(1), 55-79.

Lei, L., Finley, J., Pitts, J., & Rong, G. (2010). Which is a better choice for student-faculty interaction: synchronous or asynchronous communication?. Journal Of Technology Research, 21-12.

Humor in the Classroom

Students must be able to create, and be a member of, a positive and focused environment to promote learning.  Students must feel comfortable and confident interacting with their instructor and peers.  E-learners approach building a learning community in unique ways.   “E-learners also join their own community, the one constituted in cyberspace, where they create norms for their ‘cyber-local’ online community that are different from any geographically local set of norms.” (Haythornthwaite, pg. 110)  E-learners create their own communities through interaction with the peers separate from their physical communities.  The use of humor encourages e-learners to create their own learning communities.    “Classrooms with healthy climates are settings in which students feel valued, emotionally safe, and free to actively participate and experiment. They are also classes in which student learning is maximized.” (Skinner, pg. 20)  Using humor in a positive manner promotes a healthy classroom environment.

References:

Haythornthwaite, C., & Andrews, R. (2011). E-learning theory & practice. Thousand Oaks, CA: Sage.

Pastis, S. (2010, May Day). Cartoon. Pearles Before Swine.

Skinner, M. E. (2010). ALL JOKING ASIDE: Five reasons to use humor in the classroom. The Education Digest, 76(2), 19-21. Retrieved from http://saccharometric

Effective Multi-Media Tools

Multimedia tools have greatly improved the online learning experience but it is important that instructors use it in an effective manner.  “The additional options of the internet can enhance the learning experience and be used to teach to a variety of learning styles, but it also requires faculty to rethink how they teach and how they engage online students.” (Salazar, para.1)  The effective use of text, audio, and graphics promotes an engaging learning environment.  “Multimedia, in conjunction with traditional teaching materials, enhances the educational experience for online students by offering a variety of ways in which to learn and interact with content.” (Buckley, para.18)  Reviewing effective and ineffective examples provides a clearer understanding of effective multimedia products.

Effective	Ineffective
http://www.sitepoint.com/goal-setting-tracking-tools/	http://voices.yahoo.com/the-top-10-online-goal-setting-tracking-tools-9037665.html
Extensive text and explanations with links	Extensive text and explanations with links
Graphics that match the written content	No graphics

Students will be much less likely to gain information and value from ineffective multimedia products.  Effective multimedia tools are engaging and present information in a manner that is not only informative but interesting.

References:

Buckley, W., & Smith, A. (2007). Application of multimedia technologies to enhance distance learning. RE:View, 39(2), 57-65. Retrieved from http://search.proquest.com/docview/222962615?accountid=35812

Salazar, J. (2010). Staying connected: Online education engagement and retention using educational technology tools. Clinical Laboratory Science, 23(3), 6-3_53,3_54,3_55,3_56,3_57,3_58. Retrieved from http://search.proquest.com/docview/759253282?accountid=35812

Benefits of E-Learning

E-Learning and online education programs have many benefits.  Multi-media tools assist instructors in successfully engaging students.  “Related technology may be intimidating, confusing or simply frustrating, lacking part of the informal social interaction and face-to-face contact of traditional classroom training.” (Virginio, pg.336)  The University of Phoenix provides a Technology Resources Library to assist students that are struggling in understanding and utilizing technology tools.  The library provides numerous tutorials to assist students.  “The segmentation principle simply states that a multimedia tutorial that provides the user with pacing control, through use of a Start/Stop button or Continue button, will result in greater learning than a tutorial that plays from beginning to end.” (Lusk, pg. 637)  Video tutorials allow students to start and stop as needed and repeat sections that they would like to review.  The library also provides images and written information to increase student ability to apply multi-media tools in their courses.  “Multimedia, in conjunction with traditional teaching materials, enhances the educational experience for online students by offering a variety of ways in which to learn and interact with content.” (Buckly, para. 21)  The Technology Resource Library provides resources to assist students in understanding and creating multi-media, technology based, products.

References:

Buckley, W., & Smith, A. (2007). Application of multimedia technologies to enhance distance learning. RE:View, 39(2), 57-65. Retrieved from http://saccharometric

Lusk, D. L., Evans, A. D., Jeffrey, T. R., Palmer, K. R., Wikstrom, C. S., & Doolittle, P. E. (2009). Multimedia learning and individual differences: Mediating the effects of working memory capacity with segmentation. British Journal Of Educational Technology, 40(4), 636-651. doi:10.1111/j.1467-8535.2008.00848.x

Virginio, C., Cellario, M., & Porta, M. (2004, October). Perspectives and Challenges in E-Learning: Towards Natural Interaction Paradigms. Journal of Visual Languages and Computing, 15(5), 333-345.

Education and Personal Goals

The majority of students pursuing education online are striving to obtain their education to meet personal goals.  To successfully complete the program students must feel satisfaction in their learning and feel that it will help them meet their goals.  “A rise in online learning opportunities motivates us to better understand the linkage between systems and eLearner perceived outcomes and satisfaction. Despite wide adoption of eLearning,there remains a high dropout rate. eLearning literature indicates that learner characteristics such as learner satisfaction are critical to the success of eLearning.” (Simmons, pg. 121)  I feel the greatest connection to the courses and instructors that create a connection between my classwork and my long-term goals.  I try to have multiple opportunities for my students to identify their personal, long-term, goals.

I think I can best meet the goal of helping my students understand the long-term reward by continually communicating with them.  “Understand the motivations of individual learners, and target communications to help them improve or sustain motivation to reach their goals. You need especially to motivate learners when they are unsure of how the activities can help them meet their goals.” (Stavredes, pg. 67)  If I am able to connect activities to student goals I will be successful as a classroom teacher.  I would like to have a goal setting session at the beginning of the school year and have a goal review assignment with each activity.  Students can identify a pre, mid, and post aspect of an activity that helps them meet their long-term goals.

References:

Simmons, L. L., & Simmons, C. B. (2012). A Good Fit: Increasing Online Learner Outcomes and Satisfaction. Review Of Business Research, 12(4), 121-128.

 
Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco, CA: Jossey-Bass.

Intrinsic VS Extrinsic Value

Educators can promote the intrinsic value of learning by giving students real-world examples of individuals that make great sacrifices to reach their educational goals.  “When issues arise or the content is difficult, learners who are extrinsically motivated may have a harder time staying focused on their goal and overcoming adversities.” (Stavredes,pg.61)  My students and I had a conversation about who we consider a hero and why.  We focused on Malala Yousafzai and her struggles to attend school.  She faced harm and death due to Taliban edicts on education for women.  “I think of it often and imagine the scene clearly. Even if they come to kill me, I will tell them what they are trying to do is wrong, that education is our basic right.” (Peer, para. 6) Many students had never heard of her though she is their contemporary.  Their understanding of the value of education expanded as they compared their personal challenges with Malala’s.  Presenting students with examples of intrinsic motivation is the most effective way to encourage the philosophy that educational success carries intrinsic value.

Standardized testing and grades are counter-intuitive intrinsic motivation.  “People have to meet a standard to maximize rewards, and thus there is a strong tendency for these rewards to undermine intrinsic motivation.” (Deci, pg.5)  Even high performing students can become distracted and focus on their grades over the acquisition of skills and knowledge.  I try to emphasis that I am more concerned with students making an effort and learning rather than the focus of grades.  I think that identifying long-term extrinsic goals helps increase student understanding of intrinsic award.

Intrinsic	Extrinsic
Inside	outside
Learn for the sake of learning	Learn for reward
Self-motivated	Externally-motivated
Long-term	Primarily short-term

References:

Deci, E., Koestner, R., & Ryan, R. (2001, Spring). Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again. Review of Eduational Research, 71(1), 1-27.

Peer, B. (2012, October). The Girl Who Wanted to Go to School. The New Yorker. Retrieved from http://WWW-girl-who-wanted-to-go-to-school.html

Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco, CA: Jossey-Bass.

Evaluation

I feel that one of my most successful, recent, instructional successes was having students evaluate themselves and evaluate me as an instructor.  I emphasis self and peer evaluation and feedback.  I wanted my students to understand that I practice and encourage critique and feedback.  “Writers and researchers in the fields of human behavior and cognition have suggested that for individuals to be able to hear and to heed criticism it must be couched in positive terms.” (Watrous, para. 1)  Students evaluated their progress over the course of the year.  They rated themselves and justified their rating.  We had one-on-one conferences to discuss their evaluations.  I had them evaluate me as part of the conference.  They identified the best and worst aspects of the class and have me suggestions on making the class more interesting and relevant.  “Pedagogy based on behaviorism focuses on the ability to modify observable behavior to acquire knowledge or skills.” (Stavredes, pg.34)  By practicing my expectations I can modify student behavior and ability to be successful.

References:

Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco, CA: Jossey-Bass.

Watrous, M. (2003). Do we "fire them up"?: Students helping teachers evaluate teaching. Magazine of History, 17(4), 54-54. Retrieved from http://search.proquest.com/docview/213747250?accountid=35812

Cognitive Load

Cognitive load has become an important considering factor in education.  Understanding cognitive load is an important aspect of being a successful teacher leader.  There are advantages and challenges in having vast amounts of information available. 

Cognitive load is the load that is placed on memory functions during the learning process.  Cognitive load can be intrinsic or extraneous.  Intrinsic cognitive load addresses the difficulty level of curriculum and content.  Extraneous cognitive load is affected by the amount of material presented and how it is presented.  Educators must consider these factors when creating curriculum.  “The more you can eliminate redundant materials and arrange information to avoid splitting the learner’s attention, the greater the opportunity for learning to occur.” (Stavredes, pg. 52)  Teachers must ensure that the balance the complexity of content with presentation method.  My technology students use a blog to complete their daily warmups.  They have become accustomed to a specific format and routine for completing their assignments.  During this school year I posted their warmups in a different format.  The requirement to learn a new format distracted students from the content.

Increased access to information and technology has benefits and challenges related to student ability to learn.  Access to information can be overwhelming for learners.  I have identified a need to provide focus when students are completing online research.  Without focus, students have trouble determining what information is useful and informative and what information if off topic.  “New technologies enable the construction of learning environments that allow presenting information electronically by different representational formats in flexible ways.” (Schnotz, pg.470)  Technology has helped me provide students with assistance and direction when finding and analyzing information.

Teacher leaders need to understand and consider cognitive load when designing and presenting curriculum.

References:

Schnotz, W., & Kürschner, C. (2007). A reconsideration of cognitive load theory. Educational Psychology Review, 19(4), 469-508. doi:http://dx-007-9053-4

Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco, CA: Jossey-Bass.

Global Service Projects

I find global service projects that use an online or digital component with a physical, hands-on, project.  I am most interested in activities that students can immediately apply and improve their community or world.  I think it is important that students learn that they are members of a global community through service learning projects.  “Global education seeks to show how people are linked by global economics, political, ecological, and technological systems.” (Nganga, pg. 151)  I am currently interested in creating a project in which students build solar ovens to support a local and international goal.  Creation of solar ovens ties closely to middle school Science standards and has a huge design and planning component.  Solar ovens can be used in many different ways to benefit and improve the world.  Solar ovens can be used locally for homeless to sanitize their water or in Africa to help women avoid being raped because they must travel great distances to gather wood to cook.  We had few students build ovens this year but we have not done anything with them.  I have also had my students participate in many online, service focused, projects but I have not combined the two aspects.  I am most interested in finding a way for students to integrate building, design, and project-based learning with online tools and collaboration.  Here are two links to give you a little more information about solar ovens.

http://www.solarcookers.org/about/about.html

http://www.solarovens.org/

Nganga, L. (2009). Global and Cultural Education Prepares Preservice Teachers to Work in Rural Public Schools. Teaching for Social Change in the 21st Century. Journal Of Education Research, 3(1/2), 149-160.

Global Service Learning

Educators must become leader in global service learning.  “How well we educate our children-whether or not the learn the skills now needed to participate and thrive in our global economy-will determine the future health, wealth, and welfare of everyone.” (Trilling, pg. 152)  Teachers must have skills, knowledge, and dispositions that promote global service learning.

Teacher leaders must have the skills needed to be forward thinking and adaptable.  “We can look forward to a time when a powerful global learning network of 21st century schools and online learning services will provide opportunities for all children, no matter where they live, to have a quality 21st century education, and to acquire the 21st century skills and expertise needed for a successful work life, a happy family life, an active community life and a lifetime of enjoyable learning.” (Trilling, pg. 154)  Educators must constantly be increasing their knowledge.  The world is evolving at such a rapid rate that teacher leaders must continually be learning to remain relevant.  Teacher leaders must have a disposition that is dedicated to global service learning. 

Teacher leaders must be adaptable, focused on expanding their knowledge, and dedicated to global service learning.

Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco, CA: Jossey-Bass.

Using Information and Communication Technology

“Using information and communication technology (ICT), such as Web conferencing and wikis, to connect students to their peers in other countries and cultures is one way to engage our students. But it’s not just about technology. Global collaborative learning is about connecting students in communities of learners around the world so they can work together on projects that make a difference locally and globally. It is about building relationships and achieving authentic, meaningful learning. And it lends purpose to lessons and drives just-in-time learning for teachers as well as students as they become co-learners.” (Bickley, pg. 20)

Literacy in the 21st century is the ability to find, evaluate, utilize, and apply information and resources.  Technology is evolving at such a quick pace that teaching students about current technology systems is not the limit to the training they must receive.  We must provide our students with opportunities to collaborate, be independent, problem solve, invent solutions, all within a focus of collaboration.  By providing students with opportunities to practice these skills we are providing them with the skills they need to evolve and be literate throughout the 21st century.  Many schools and classrooms struggle to obtain new and relevant technology equipment and software.  Teachers must focus on the educational experience rather than the technology experience.  The tools we use today will quickly become obsolete.  For students to be successful, it is more important that they understand how to train themselves in the use of new hardware and software.  The final activity in my technology class requires students to choose their own programs in an effort to meet a class goal.  At the beginning of the assignment I explain that I will not be teaching them a new program but I will help them find resources to train themselves.  I encourage them to use their peers and the Internet as a resource.  Contemporary information literacy is the ability to accomplish this task.  Students do struggle but at the end of the assignment they are drastically more confident in using technology and their own abilities.

Bickley, M., & Carleton, J. (2009). Students Without Borders. Learning & Leading With Technology, 37(3), 20-23.

Increasing Use of Information Technology

“The increasing use of information technology advances, particularly the internet present new educational paradigms and models that challenge conventional assumptions and indicators of quality assurance.”  (Rajasingham, pg. 58)  As an educator and a student I must be able to collaborate by using technology.   I have strengths and areas of growth in this area.  On a scale from one to five I would rate myself at a level 3.

Primary Strength

    I have a strong grasp of technology systems and easily navigate programs and processes.  I do not have any difficulty understanding and using tools that can assist me in my goal to collaborate digitally.  I can explain and assist my peers with using the tools necessary to work together through technology.

Primary Area of Growth

    I need to make sure that I clearly communicate my tone as well as my meaning and information.  Digital communication can make it difficult to share the emotion behind emails and posts.  Peers can get the impression that you are upset or have a negative opinion because of the inability to hear tone of voice and see facial expressions.  I need to avoid any type of sarcasm and make sure that I focus on the subject.

     It is important that I continue to evaluate my areas of growth and identify opportunities to improve my ability to collaborate in a digital forum.  “While the technology is changing and will continue to change, what will not change is the interactive communication process of higher education, where we will continue to design, explain, demonstrate, question and set problems in higher education, and to do this in a way that ensures quality, equity and sustainability.” (Rajasingham, pg. 64)

References:

Rajasingham, L. (2009). Breaking Boundaries: Quality E-Learning for Global Knowledge Society. International Journal Of Emerging Technologies In Learning, 4(1), 58-65. doi:10.3991/ijet.v4i1.664

Knowledge Spreading Activities

     Current events and changes in our society highlight the need for global knowledge.  In "Globalization Influence on Competitive Education and Knowledge Spreading Activity",  Rasa Viederyte presents six elements that educators must be aware of that have an effect on student ability to be successful in a global society.  The need for scientifically and technically trained persons and the ability to work in teams closely relate to the influence of current events and the need for global knowledge.

"2. Suppose the increased quantity and quality of scientifically and technically trained persons." (Viederyte, pg. 1034)

      Students must be introduced to scientific and technical fields.  "The common economy environment challenges the necessity of the increased quantity also quality of the scientifically and technically trained employees." (Viederyte, pg. 1034)  To be successful in a global community students must understand the need for scientific and technical ability.

"4. Compound researchers and students to work in teams." (Viederyte, pg. 1034)

      Educators must provide students with the ability to successfully work in teams.  "Working in teams requires students to develop skills in group dynamics, organization, leadership, discussions, negotiations and management skills." (Viederyte, pg. 1034)  The ability to successfully collaborate continues to be an important aspect of global knowledge.

      Events and changes in our culture require the need for global knowledge.  "The perpetually increasing economical globalization and the changes in world economical, political and social fields in the requirements for knowledge, competitive educational needs have been changed. The educational requirements for the labor of the future are extremely important."  (Viederyte, pg. 1033)  Teacher leaders must prepare students to be successful in a global society. 

References:

Viederyte, R. (2009). Globalization influence on competitive education and knowledge spreading activity. Economics & Management, 1032.

Global Knowledge

Teacher leaders must expand their students’ global knowledge skills, and values in your classroom.  Teachers need to be highly trained to provide students with the resources they need to increase their global knowledge.  Teachers must focus on the aspects of the curriculum and standards that promote global knowledge.  Educators must prepare students to work with

Teachers need to be trained and provided with resources to promote global skills in the classroom.  The increased need for students to understand that they are part of a global community requires unique teaching strategies.  “We must prepare those teachers.” (Levine)

“Every district, state, and school should examine its learning standards and integrate global benchmarks covering the international dimensions of subjects into curricula, assessments, and professional-development programs.”  (Levine)  Teachers must evaluate their standards and identify areas that highlight and promote.  Many standards, including the National Education Technology Standards, identify collaboration and communication as key elements of their standards.  Standard 2 focuses on communication and collaboration.  Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

It is important to train students to be interested and accepting of other cultures.   “By taking advantage of young people's natural interests in other nations' people, culture, music, and technology,” we can encourage their ability to communicate and collaborate with peers from diverse cultures and backgrounds. (Levine)  We must provide them with opportunities to collaborate with students from around the world.  Programs like ePals provide students with opportunities to interact with peers from around the world.  Activities like Free Rice help student understand that there is a connection between technology and global engagement.

References:

Levine, M. (2010). Teaching for a Shared Future: Think Global. Education Week, 30(7), 25.

STEAM and Globalization

STEAM and STEM education are the future of educational success.  STEAM and STEM education provide students with a connection between curriculum and future careers.  The primary thing that Vineland Middle School is doing is implementing a STEAM program at our school.  The program includes science, technology, engineering, art, agriculture, and math.  The mission statement and primary goals are:

Mission Statement

Vineland Middle School STEAM electives will prepare students to engage collaboratively, to reason logically, and to apply design and scientific process in order to become proficient and effective 21st Century citizens for tomorrow’s workforce.

Goals

STEAM electives at Vineland Middle School are guided by four, primary, goals.

G1 Project-Based Learning and Practical Application of Engineering and Design Processes

All students will participate in project-based learning.  Students will engage in the engineering and design processes to identify practical applications for subject matter.  Project based learning will increase student innovation and ability to produce finished products and become more self-directed in their learning.

G2 21st Century Skills

STEAM electives will integrate 21st century skills into all activities with a focus on independence and self-direction.  Students will become shareholders in the learning process.  Students will become responsible for their own success.

G3 Increase Entry Into STEAM Professions in Underrepresented Groups

STEAM will encourage all students to consider STEAM professions.  STEAM will increase the number of females, minorities, and economically challenged individuals that pursue higher education and careers in the STEAM professions.

G4 Leadership and Collaboration with the Parents and the Community

Students will become leaders in their classes, in their school, and in their community.  Instructors and students will work with parents, local professionals, businesses, and community organizations to create a strong, productive, relationship.

I have worked with a coworker to establish and create these goals.  I believe that STEAM and STEM education is the future of education and preparing our students for the future careers.

Here are three resources for investigating STEAM and STEM education.

http://www.steamedu.com/
http://www.stemedcoalition.org/
http://www.mn-stem.com/

Global Awareness in My Classroom

Global Awareness in My Classroom
The primary activity that I have implemented in my classroom this year is having students collaborate digitally.  In the 1st semester, 6th grade students worked with college students to create Glogs.  All communication was completed through our classroom blog.  The culmination of the activity was a Skype conference.  This was the first time the students had seen or spoken to the each other.  We were able to speak to college students that were originally from Russia and Puerto Rico.

Increasing the Incorporation of Globalization

“Adaption is Essential
In a competitive market economy, it can generally be said that the longer one waits, the more expensive it is to take corrective actions (e.g., as more people do the same thing, demand and prices rise).”  (Aggarwal, pg. 54)

 I want to teach students that they need to be adaptable and flexible.  Technology is changing quickly and frequently.

“Globalization
We humans are wanderers, having started in Africa but now spread to all corners of the world. “ (Aggarwal, pg. 58)

I want to use technology to allow my students to travel and experience things they may not otherwise.  Students can interact with members of cultures from around the world.  I want them to be able to use internet to expand their world.

“Need to Change Mind-Sets
The shape of the world economy is being transformed profoundly and rather rapidly but it is unclear how many companies are truly prepared to thrive in this new and emerging world economy where markets and companies in the recently “emerging markets” are suddenly larger and growing faster than countries and companies from the currently “developed first world.” (Aggarwal, pg. 64)

Students must be open minded and prepared for change.  I want to encourage my students to be accepting.  I hope that they will learn to be open to new people and new ideas.

References:

Aggarwal, R. (2011). Developing a Global Mindset: Integrating Demographics, Sustainability, Technology, and Globalization. Journal Of Teaching In International Business, 22(1), 51-69. doi:10.1080/08975930.2011.585920

Standardized Testing and Globalization

Standardized testing, data collection, and comparative studies of educational achievement in various countries is a major issue in education.  In the article “A Better Way to Evaluate Students and Schools”, Monty Neill, interim director of Fair Test, discusses three, primary, issues that may account for the discrepancies between countries’ test scores. 
1.  “Large-scale tests.  Many nations with better and more equal education outcomes test only one to three time before high school graduation and avoid multiple choice questions.” (Strauss)  Students in these countries are encouraged to focus on quality, well thought out, and well written responses.  Schools are not concerned with the quantity of correct responses but the quality of the material they receive.
2.  “Local and classroom evidence of learning.  If you want to find out what kids know and can do, look at their actual work.  This what many other countries do.”  (Strauss)  Countries that score well tend to focus on the classroom to ensure that they assess research projects, oral presentations, and other types of practical application.
3.  “School quality reviews.  The SQR is the central tool for school evaluation in places such as England and New Zealand.  Their systems focus on a comprehensive school review by a team of qualified professionals every four to five years.”  (Strauss)  This action not only identifies student ability and classroom environments but it provides feedback to allow schools to improve.

The way that countries acquire and report data and student growth varies greatly and affects how that data should be interpreted.

 If you would like to know more about Fair Test you can visit:  http://www.fairtest.org/

  

References:

Strauss, Valerie. (2010, June 24). A Better Way to Evaluate Students and Schools. Washington Post. Retrieved from http://voices.washingtonpost.com/answer-sheet/standardized-tests/a-better-way-to-evaluate-stude.html

Globalization Changing Teachers and Students

            Globalization and the increased prevalence of technology in our society has changed education for teachers and students.  Resources and tools are constantly changing.  The current education model must evolve to meet the needs of our students.

            Technology and access to information changes so quickly that techniques and practices used three years ago may no longer be relevant.  “We know the future is changing exponentially and that, barring a world catastrophe, change is unlikely to slow down. It is likely that the technology of our student’s future lives will be as much as a trillion times more powerful than today’s. From the perspective of today’s educators and planners, the future our students will be living in will be, in many respects, almost totally science fictional.”  (Jukes, pg. 20)  We are preparing students for jobs that may not even exist now.  Educators have to focus on providing students with the skill to adapt and evolve in their future world.

            Sir Ken Robinson, in Changing Education Paradigms, discussed the need to change the educational model to meet the needs of students.  The current educational framework has not undergone great change within the last 200 years.  To meet the needs of students and battle the increased drop-out rates, ADHD, and a dwindling stake in the arts teachers must evolve with society and implement change throughout the educational system.

            Change is not only frequent, but constant, in today’s society.  As a world becomes a global society educators and students must prepare and embrace this change if they want to be successful in the future.

 Video:  I am going to post this outside of my references as well.  Sir Ken Robinson was knighted for his work in education.  He focuses on creativity and engaging students.  I think this is an excellent video.  

 http://www.ted.com/talks/ken_robinson_changing_education_paradigms.html

References:

Jukes, I., McCain, T., & Crockett, L. (2010). Understanding the digital generation: Teaching and learning in the new digital landscape. Kelowna, BC, Canada: Corwin. 

Robinson, K. (2010, October). Changing Education Paradigms [Video file]. Retrieved from TED website: http://www.ted.com/talks/ken_robinson_changing_education_paradigms.html

Globalization in the Classroom

The educational system will change at the national, state, and local as the emphasis on globalization increases.  There will be an increased focus on student ability to work and communicate at a global level.  Students will become more involved in the educational process.

To prepare students educators will create a system that requires students to engage with learners from around the world.  “Beyond educationalists, internationalists, managers and corporations are looking at the need for staff to possess global capability.  (Di Iorio, pg. 91)  Educators will provide students with life experiences that expose them to globalization in the work place.  “To facilitate global-local comparisons, ensure concrete experiences in international environments to develop cross-cultural understanding.”  (Di Iorio, pg. 92)

National, state, and local educators will involve students in the learning process.  Students will be encouraged to become active participants.  Student involvement must be encouraged.  Educators will include students, staff, parents, and community members to create a new group of stakeholders in the educational process.  “This cycle of review and improvement draws on all stakeholders’ feedback.”  (Di Iorio, pg. 97)  Educators will make a greater effort to create a community of learner that highlights student involvement and ownership.

Globalization will change the focuses for educators at the national, state, and local level.

 References:

Di Iorio, A., Cerotti, P., & Richardson, J. (2009). The preparation of students for a global career: An innovative study tour program that provides an equitable and inclusive learning experience for students that advances the development of their 'global passport'. International Journal of Learning, 16(4), 89-104.

What evidence of globalization have you seen at your school? In what ways is your school responding to the globalization of our society?

         There is extensive evidence of globalization at Vineland Middle School.  I have addressed this global development within my classroom and signs are visible throughout our school.  VMS is implementing a STEAM program to prepare our students to be successful in a global society.
            Collaboration is a global skill that takes place in my classroom and work place.  Providing students with the skills required to be successful in a team setting prepares them for the global work place.  “Working in teams requires students to develop skills in group dynamics, organization, leadership, discussions, negotiations and management skills.” (Viederyte, pg. 1034)  Collaboration is encouraged among students and staff at VMS.  We are beginning to understand that successful teamwork at all levels is elemental in the educational environment.
            Vineland Middle School is implementing a STEAM program with a focused goal of promoting mathematical, scientific, and technology based career fields among under-represented groups.  “The common economy environment challenges the necessity of the increased quantity also quality of the scientifically and technically trained employees.” (Viederyte, pg. 1034)  STEAM fields provide students with the greatest opportunities for future success.  We are working with professionals and organizations throughout our community to develop a strong program that will prepare our students for tomorrow’s work force.
           Students, teachers, and staff must prepare to work and collaborate on a global scale.  It is important the teacher leaders set the example and prepare staff and students for the globalization of our culture.

References: 

Viederyte, R. (2009). Globalization influence on competitive education and knowledge spreading activity. Economics & Management, 2009, 1032-1036.

Summer Conferences

With all of the summer conferences and opportunities to learn I've been behind on my blog posts.  Be prepared to be overwhelmed with opinions and information!