As we move through this program, and address both the gaps in education and learning, as well as possible technological solutions or tools to fill those gaps, I feel myself moving toward greater comprehension of what that bigger picture looks like.  I've been a solid educator (well, maybe not the first few years) and my students have had successes within my classroom and as they move to the next grade level.   But, the picture of education is rapidly changing and how we approach it must follow.  

Prior to entering Touro's Master's program, it seemed as if I had the general feeling of the puzzle pieces---the parts to the new picture.  I could suss out the general shapes of the pieces, but didn't feel as if I could adequately piece them together to make a full picture.  Parts to whole.  

Now, as we are not only simply given the "website/tool/modality" but actually apply it to our own educational pursuits, I am able to look down at the puzzle piece in my hand and see a clearer picture of its role and use in education.  The timing is right, too.  At the full height of "No Child Left Behind," teachers' voices were drown-out, over political desires to fix a "broken" system.  The regimented, lock-step approach has loosened.  

The reevaluation of "standards" (i.e. common core) and what and how information should be measured has also played a part in these changes.  Now, we teachers find our voices again in the creativity of using a new modality (technology) to address education again.  We're presented a new puzzle picture that includes the same parts: experiential learning that includes motivation, clear goals, collaboration through and after the process and frequent feedback.  

Dr. Gee ended his lecture explaining that good teaching comes from a strong design of experience.  I let out a long exhale.  The "seasoned" teachers always explained that the "pendulum always swings back".  I quickly bring in a sharp intake of breath, as I realize that the pendulum has swung back, but not at the same angle it once came from.  We have a new angle.  And with it, brings new and deeper learning for all: educators, students and parents.  As we proceed through our first semester at Touro, I see a hazy picture of what my individual puzzle pieces will design.  And, it looks pretty vibrant.  

Our most basic common link is that we all inhabit this planet. We all breathe the same air. We all cherish our children's future. And we are all mortal.
John F. Kennedy

Case Study #4 Response and link to video04/01/2013

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Analyze one more video from the point of view of:

A. What is the nature of the case? Students worked in an eighth-grade classroom on a PBL project where they constructed a PSA.  They integrated reading, writing, revision, and the standards during the whole process.  Additionally, the structure of the PBL offered enhancing their skills in technology, research and collaboration.

B. Share some descriptive details: Students worked together and independently to construct this PSA.  The expectations for their project were very clearly planned out and clarified to them on a step-by-step basis.  They were given planning packets and met with the teacher and students to “pitch” their ideas and later presented their project to an editing team, too.  

C. What new and useful information did you learn? This lesson really helped shape how technology could be integrated into an eighth grade language arts classroom to enhance learning.  It clarifies the differences between understanding the theory of a PBL classroom and how it is applied to both a standard and real-world application.  

D. Could you potentially use this lesson? I not only could use this lesson, but will plan one for next year.  I’m concerned about the use of the Imovie since our school doesn’t have Apple computers.  

Rate the film experience 1 – 5:
 Score 5—useful, clear and applicable.

Trying to figure out how to embed this Quicktime video, check it out here: http://fcit.usf.edu/matrix/gradelevel.php, under "Middle School Adaptation" and PSAs.  

Analyze one more video from the point of view of:

A. What is the nature of the case? Students worked in an eighth-grade classroom on a PBL project where they constructed a PSA.  They integrated reading, writing, revision, and the standards during the whole process.  Additionally, the structure of the PBL offered enhancing their skills in technology, research and collaboration.

B. Share some descriptive details: Students worked together and independently to construct this PSA.  The expectations for their project were very clearly planned out and clarified to them on a step-by-step basis.  They were given planning packets and met with the teacher and students to “pitch” their ideas and later presented their project to an editing team, too. 

C. What new and useful information did you learn? This lesson really helped shape how technology could be integrated into an eighth grade language arts classroom to enhance learning.  It clarifies the differences between understanding the theory of a PBL classroom and how it is applied to both a standard and real-world application. 

D. Could you potentially use this lesson? I not only could use this lesson, but will plan one for next year.  I’m concerned about the use of the Imovie since our school doesn’t have Apple computers. 

Rate the film experience 1 – 5:
 Score 5—useful, clear and applicable.

Trying to figure out how to embed this Quicktime video, but the site is located at: https://bb-tuc.touro.edu/webapps/portal/frameset.jsp?tab_group=community&url=%2Fwebapps%2Fblackboard%2Fcontent%2FcontentWrapper.jsp%3Fcontent_id%3D_1659318_1%26displayName%3DLinked%2BFile%26course_id%3D_88083_1%26navItem%3Dcontent%26attachment%3Dtrue%26href%3Dhttp%253A%252F%252Ffcit.usf.edu%252Fmatrix%252Fgradelevel.php
 OR, http://fcit.usf.edu/matrix/gradelevel.php, under "Middle School Adaptation" and PSAs.  

 

This video addresses the need for reevaluating our views on technology both within and outside of the classroom.  It states that students spend 6 1/2 hours a day in front of a screen, "immersed in media."  Yet, most educational institutions view technology as "fun" and superfluous.  However, it challenges the viewer to rethink and reteach communication through the lens of technology.  It reiterates that we need to teach the tools, techniques and the language of media literacy.  This video presents a new perspective for those who are, dare I venture to say luddites (present blogger working to be excluded).  Given the length of time the average student spends in front of a screen and that technological tools are ever-increasingly present in disseminating information, the educational community must understand the value in this form of communication.  As such, we must prepare our students to approach conflicting information with an educated eye. It does present a short synopsis of different approaches to media literacy in a variety of classrooms. 

 Score: 5 for addressing a new perspective and supporting that through examples of lessons.  I do wish they'd have cited their source for the facts and statistics they presented.  

Case Study Video #2: Kids Represent Their Work Through Tech03/11/2013

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This video presents the project-based video project of a seventh grade class in Maine.  It discusses the full digital production process from research, drafts, uploaded art, student-made music soundtracks to a movie of the making of their CD.  In addition, it clarifies the community support the class received to complete the process. Furthermore, it reiterates the point that students work at their own pace (at their highest level) through a variety of educational tasks: field experience, research, technology, independent work and collaborative work.  After implementing this new approach to education, they found their test scores moved from the bottom 1/3 to the top 1/3 in the state.  Although the video delineates the major parts to the project and gives an overview of the process, one would not be able to fully implement this lesson.  However, it does present the overall picture of what a PBL project looks like.  

Score: 3.5 for an overview of what a project using the PBL model looks like and the success found within the use of it

Case Study Video #3: Digital Media Empower Youth03/11/2013

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This video presents an educational program, Digital Youth Network, where digital literacy is taught during the school day and in an after-school program.  Students have access to different media technologies and have specific classes on digital literacy, so that teachers can focus on integrating technology in their curriculum.  There are after-school classes that offer game design, robotics and a "Digital Queendom" class, geared specifically for girls and their specific interests.  Students also have access to a website 24/7, where students post their work, blog, and have mentors available.  Clearly, this is a unique project with special funding.  However, there are projects that one could glean and alter to fit his or her needs.  As stated by one of the DYN educators, "..we know that the world's shifting, and that there are a number of new ways of thinking, new ways of learning...and new ways of socializing that won't go away...It's not a fad; it's not a trend and they way people connect..work...learn, is very different."  

Score: 4.5 for Innovations and Applicability.  One could definitely find fresh ideas and new ways to present this, especially for an after-school program or during a workshop/tutorial.