Google Reader

Not one to really explore new technologies or websites on my own, I was very unfamiliar with many of the learning tools included in Thursdays class. And, even ones that I heard of before, such as RSS, Google Reader, and Prezi, I knew only by name, and didn’t understand how to navigate them.

In spending a few minutes visiting each site and learning about their various features, Google Reader intrigued me the most. With Zach, we decided to delve into it further.

Essentially, Google Reader allows you to “surf the web” without “surfing the web.” Many of us have our usual sites we visit on the internet. Using Google Reader, you subscribe to a given site, and it sends you stories posted to that site to your Google Reader account. Therefore, depending on what sites you visit and subscribe to, you can simply visit Google Reader to use the web.

Additionally, if you happen to subscribe to sites that cover similar stories, you can group them together in a folder that puts their stories in one message. For example, I subscribe to Speed.com and Autosport.com, both motorsports sites. I have them grouped together under a “motorsports” folder, which sends news stories from both sites to me in one bulk.

In a classroom, this tool can be utilized to offer students additional resources and information without having to send them to multiple websites. So long as you provide them a link, they can subscribe to any given site and receive updates on it. And, creating a Google account is obviously free (and many may already have one, assuming they use Gmail.). So long a student has access to a computer and the internet, there shouldn’t be any problems.

Personally, it would have helped me during History classes, which for me included presenting a news story/current even to the class at the beginning of the period. In that case, a simple subscription to CNN.com would send news stories to your Reader page, allowing to access them by visiting only one site.

In all, it is a very handy tool that has nice potential for a classroom.

1/24/11

Article Reflection

In viewing the Flickr page, a couple of quotes stood out to me.

“At this point, we appear to have a 19^th century curriculum, 20^th century buildings and organizations, and 21^st century students facing an undefined future.”

This is an interesting comment on teachers who haven’t embraced technology and use old fashioned, or possibly archaic, teaching methods and how students react to them. Many classes I took didn’t incorporate much online activity. There were no blogs to write down thoughts prior to a class, and no true discussion forums to debate and discuss topics we thought relevant online outside of class. For example, one of the classes I have this semester is basically a straight lecture. Even though there may not inherently be anything wrong with that style, it is often difficult to remain attentive in such a course, especially when it’s a three-hour night class.

I have taken a handful of courses online and find that the interaction there, depending on what the professor does, can be greater than some classes I attended in person. For example, in one class we would have to respond to a topic from a chapter with some reflection and then relate it to a “real world” experience. There was another class I had in the fall, this one in person, in which the professor did something similar and then asked us to relate it back to the class. This learning environment made the course much more interesting, made me more attentive because I had to read carefully, and made it easier to participate. This scenario seems like it would be very effective for most classes, especially ones that involve group work and student-led feedback on certain assignments.

“Be an optimist prime, not a Negatron.”

First, this quote just made me smile. It’s lame, cheesy, corny…all of that. And I really like it.

Also, it exemplifies a value to instill in students: optimism. Sometimes, things aren’t perfect. You hit bumps in the road and concepts you don’t understand right away, making you put forth extra effort. And even then, you may struggle to grasp something. We’ve all been there.

It is key, though, to teach students not to be discouraged and push through. An easy way is to tell about famous celebrities who had to struggle in their profession (a really easy obvious one is that Michael Jordan was cut from his high school basketball team). Doing so teaches them a life lesson that goes far beyond the scope of a classroom, and can help them understand how to react when circumstances don’t always play out perfectly

(One quote about this that I particularly like is “Sometimes it goes well, more often it goes badly. Above all, you must believe in yourself. But, the enthusiasm behind everything is that enthusiasm for trying.” –Alex Zanardi).

Clive Thompson’s piece I found particularly intriguing, especially his point in the final paragraph. I can’t tell you how many times teachers scolded students (in high school and college) to not use “text speak.” They used different terms, but it all basically meant the same thing. No “2” when mean “to,” no “ur for “your”, etc.

However, as much as they discourage it, it is actually valuable in that it represents easy-to-understand shorthand that can be used for note taking in class. And, given that their notes aren’t normally graded, what does it matter if it isn’t formal?

Also, he brings up a good point that students who are adept in such language and speak can adapt well to different audiences. They understand how to evaluate who they are communicating with and what gets their attention. Such a skill is valuable to instill, especially if a course involves public speaking.

Learning in the “Real World”

I find that much learning I’ve done in the “real world” has followed imitation. For example, much of my work outside of school revolves around my push to obtain work in journalism, specifically motorsport journalism. In fact, it is something I still push heavily for, even though my studies have steered me in the direction of teaching. And, of course, when approached to write a story about someone, an interview is a requirement.

To help me further my understanding about how to conduct myself in an interview, I often watch other people I believe to experts at doing so. I listen to the questions the types of questions they ask, the manner in which they ask them, and how they interject in between questions to help me improve. For me, doing so has helped immensely, and I imagine others imitate people they believe to be experts as well.

We see such theories elsewhere. Athletes may mimic others’ training programs to better themselves, business may alter their way of business to follow a model they to be successful, and so on.

After all, imitation is not only the highest form of flattery, but also may be the best way to get ahead.

Technology and Learning in the “Real World”

The internet is the primary tool for finding information. A simple Google search, or Wikipedia search often gives you enough information to satisfy your curiosity. No matter what it is, whether that be a movie or when a certain bill was passed, the internet is invaluable and an endless source of information.

Also, social networking is becoming more and more important in terms of sharing information, with the ability to post and share links that all on your friend list (or subscriber list, depending on the site you’re on) can see; information and news is now shared in ways that weren’t possible before. In fact, many people may find out about a news story through social networking (for example, I heard about the Zodiac Sign controversy through a number of Facebook posts).

Additionally, along with sharing interesting and/or humorous sites and stories, it is also becoming a catalyst for social movements and projects. The “It Gets Better Project” (started after numerous homosexual teenagers committed suicide last Fall) involves posting and sharing videos on Youtube offering encouragement and support to those who feel alienated and alone. Social networking provided a platform for that project to get off the ground

It is the responsibility to understand the relevance of technology, the internet, and social networking and how to apply them to a class. The teaching world needs to keep up with the modern world, as Clive Thompson discussed, otherwise students may feel disinterested in a setting that feels “passive.”

Great Teaching/Learning

I consider the best teachers to be ones who understand that it’s o.k. to let the students hold some responsibility; it’s more of an authoritative approach than an authoritarian approach. Understanding that students are individuals who can and want to be treated as a emerging adults is key to ensuring they’ll be enthusiastic about a class, and therefore more likely to learn the material and apply outside of the classroom. For example, such an approach could entail student input regarding class rules and/or offering them a choice of topics on a larger assignment or project. That lets the student body know that their voice will be heard and understood, not ignored. They’ll feel a part of the classroom and the learning experience, not simply receivers of information from a teacher who doesn't accept student input. Ideally, that is the teaching approach I strive for.

As a student, I always had difficulty being enthusiastic about a course when the teacher didn’t seem to care about my thoughts as a student; this was especially the case as I got older and entered high school and college. Even though I knew that the teacher was the authority for the class, I didn’t think it meant that my thoughts should be ignored and viewed as insignificant. I always liked having a choice of topics to work for a project or research paper, since it was a chance to apply something I found interesting to an assignment, meaning I would be more willing and able to work on it in comparison to one that was fully assigned by the teacher, without any room for a choice of what topic to cover. I always liked it when a teacher would talk to us about setting up classroom policies, even if it was as small as asking students whether or not they thought it appropriate to raise their hand when they wanted to speak.

That challenge is one of the toughest a teacher faces: allowing the students a voice in a classroom, but still being the authority figure in that same classroom. Sometimes, in trying to treat the students with respect, a teacher may go too far and “let them slide.” They may not follow expected behaviors because they don’t think a punishment will be levied, or they may not do the necessary homework because at times because they don’t think it’s necessary. There’s a fine line between being authoritative and being “soft,” and going over that line will see the students run the classroom more than a teacher at times.

This article outlines several things to keep on mind to have a positive report with students.

Maintaining an authority requires an understanding of what expectations are and following through on them. It’s a good thing to let the students help decide the rules and regulations, but it is the job of the teacher to follow through on them and enforce necessary consequences.

Pressing questions:

1. My certification area will be in English/Secondary Ed. What is the best way to incorporate technology in that classroom?

2. In past classes, either as a student or a teacher, what strategies worked best for you?