Ch 15 & 16

"Lessig (2005) claims that at a very general level all of culture can be understood in terms of remix, where someone creates a cultural product by mixing meaningful elements together (e.g. ideas from different people with ideas of one's own), and then someone else comes along and remixes the cultural artifact with others to create yet another artifact" (Lankshear 312).

First of all, I really like this description or definition of "remix". This definition shows that a remix is more than just changing something around. It shows that it is a way of expressing one's feelings about something by making it one's own. Before reading this chapter, I was one that thought a remix was only something in music, and I also thought that there was nothing special about a remix..."It's just changing up the original, right? They couldn't even come up with their own idea?" But after reading this chapter, and this definition in particular, I now see that a remix is a way of expressing one's thoughts and feelings. It is a form of creating a new literacy, and I now realize that creating a remix is a form of creating something, not just copying something.

(I thought this was funny because a lot of times the remix is better than the original.)

"These enabling services and applications are not packages, or artifacts, or consumables, but resources that have to be performed" (Lankshear 338)

When I was growing up, if you wanted to use a computer to create something, you had to do it on Microsoft Word or Paint. Now, there are hundreds upon hundreds of Web 2.0 applications that allow people to create or produce something. The text goes onto say that "you have the opportunity to drive them" and "what you get from them depends on how you perform them". 

(I recently started writing my own blog, and I love that I am finally able to write for others to view.)

Ch 13 & 14

"eBay calls for interesting new constellations or 'batteries' of ways of reading and writing in order to achieve one's purposes as an online buyer or seller" (Lankshear 264).

I have learned my eBay lesson on reading thoroughly before you click "Buy". We have been re-doing our sons' room, and we wanted to order another roll of Avenger's border. I found what I thought was a roll for a pretty good price on eBay, so I just bought it. Then, my order was delivered...in a flat envelope...and I realized I did not read the description close enough. (Apparently I ordered an 8x10 sample, so it was absolutely useless.) It was a valuable lesson, and I am glad it only cost my $11.50. I am sure others have lost much more because of not reading thoroughly.

"Wikipedia entries are written by anyone who wants to contribute their knowledge and understanding and are edited by anyone else who thinks they can improve on what is already there" (Lankshear 291).

This is exactly what I try and explain to my students when we are beginning research skills and evaluating websites. I always use the illustration that if I watched an episode of The Big Bang Theory and they are discussing string theory (which I can tell you I know nothing about...I mean does it even involve strings?), and I think I picked up a little bit of knowledge, I may now make a Wikipedia page on string theory, or add to a page already made. You do not have to be qualified in anything in order to write or edit on Wikipedia, and while I know they have people that fix incorrect information as quickly as they can, someone out there may be getting incorrect information and taking it as fact. 

Ch 11 &12

"But like information, attention moves through the Net" (Lankshear 213).

We all know about Internet fads...the dress (is it gold or blue?), the find the 1 panda in a picture of snowmen image, phrases like #BlackLivesMatter, and so many more. There are always fads and trends on the Internet, and I even see this in my classroom. Every once in a while, my students get free computer time. For the longest time, THE game to play was Agar - ee- O (I don't actually know how to spell it). I was surprised when just yesterday, a small group of students got their work done for some free time, and they were all playing the same game...a game called Slither.

"A teacher who could appreciate and celebrate tactics might have been able to reward the potentially fruitful and genuinely subversive element of Jacques's 'trick' and extend it pedagogically" (Lankshear 250).

Did this student do his assignment? No. Did this student work as the teacher thought he should? No. Was this student producing something? Yes.

It is clear that the student was obviously not doing the work he was expected to do, and maybe the teacher was right to be a little frustrated, but we cannot overlook student production. This falls under what I said in an earlier post about not all students going the traditional college degree--full time career route. Some students will never be able to write a 5-page research paper in perfect MLA format or create a chemical creation. There is a chance this student may be a children's book author. Instead of being overly critical, this teacher may have tried to foster his ability to write little stories for small children.

Can You Just Tell me the Answer, Mrs. Long?

"being able to read means that you can follow words across a page, getting generally what's superficially there [improper literacy}; By contrast,being literate means you can bring your knowledge and your experience to bear on what passes before you [proper literacy]" (Lankshear 39).

My sixth grade students are right in the middle of their big research project. They are each researching a chosen career. They are answering questions on various aspects of their careers, and they are using the Internet to search for the information. I assumed that I would be answering a few questions here and there but that students would work independently for the first part. I was mistaken.

The first day of research, I have never walked so many laps around my room. Constant hands in the air..."Mrs. Long, what website should I go to?", "Mrs. Long, what should I type into Google?", and so many more questions. Then, I cam across a student who did not have his hand in the air, but I could tell he was stumped. I came up and asked him what he needed. His response--"I can't find anything, can you just tell me the answer?" I looked at his screen, thinking maybe he was just on a site that was above his level, but I found his screen on a blank Google screen. After talking to him for a few minutes, I discovered he had only tried one website. This was not a student on an IEP, and he is typically a very good student. 

I gave him a few suggestion websites to start with, but I did make sure to explain that I was not going to give him answers. After our conversation, he seemed to begin working. This made me wonder...as Lankshear stated in the quote above, is this student able to read without being literate? Maybe he is able to read what is on a page and pick up the general information, but when a website provided more description or information, he may not be literate enough to decipher the information. I think this is an issue of Digital Competence. He seemed to struggle with finding information and deciphering information.

Ch 9&10

"Standard-setting and benchmarks only seem to make it easier for students to 'fail' because literacy--or more accurately in such contexts, reading, writing, and spelling--is constrained to school literacy" (Lankshear 165).

I am about to tell you something that may shock or disgust you, but I cannot help it, it is how I feel...school is not for everyone, and not everyone is for school. Okay, now that, that is out of the way, let me explain because I do not feel we should start letting students drop out of kindergarten or anything like that. What I mean is that there are some students who are cannot do algebra, but they know more about cars than I do at 27; some students may not be able to read Shakespeare, but they may be the most amazing cook of their age. I do believe all students should finish school up through high school, but I do feel they are delivered an injustice because we expect them to master skills that their brains are not wired to master. (I really hope this makes sense.) In my school, we no longer have a home ec. class or a shop class. I find this extremely upsetting because these types of courses appeal to those who may not succeed in math and science, but they are not given any other opportunities.

"MEME-ing is a powerful metalevel literacy:  an enactive project of trying to project into cultural evolution by imitating the behavioral logic--replication--of genes and viruses" (Lankshear 196).

Can I just start with...I LOVE MEMES! They usually entail one of my favorite tings...sarcasm. They are so witty, and I could read them for hours. I have not introduced meme creation to my classes, yet, but I plan on doing that as an end of the year project. They show comprehension and understanding of topics, and they have a way of explaining complex ideas but in an easy-to-understand, humorous way.

(Okay, they don't all explain complex ideas...)

Ch 7&8

"A National Science Board publication, Educating Americans for the 21st Century, claimed that alarming numbers of young people Americans are ill-equipped to work in, contribute to, profit from, and enjoy our increasingly technological society" (Lankshear 134-135).

I have caught myself frequently thinking, "Wow, for growing up in such a technology age, my students know nothing about using technology." We have to remember that even though students today may know how to Tweet, Snapchat, and Instagram, that does not make them technology proficient. They may be able to figure out how to use a new phone immediately and how to download new apps on a tablet with ease, but they cannot do some of the most basic things to show productivity. Using Microsoft Word, for example, is one that I notice. I actually began teaching my students last year, and have now carried the lessons to this year, basics to using Microsoft Word and PowerPoint. I figured it would be boring, but most of my students have never used bullets, italics, bold print, added a picture, word art, or even saved a document to a folder. We have to realize that teaching our students how to be productive using technology is a major goal.

"At the time the research was done the great majority of teachers in Australian state schools had relatively little personal experience with computing applications, and many of those who participated in the project expressed their unease with the pressure they felt to integrate new technologies into their teaching, often seeing themselves as, at best, muddling through" (Lankshear 139).

It is somewhat comforting to know that teachers in other countries feel the same as we do here about implementing new technologies. I have talked to several teachers while at Professional Developments with new technologies as the focus, and a lot have felt this way. I have found myself feeling this way before. I had an assistant principal that wanted me to try using the Pleckers application in my teaching, and this was without a PD. I am usually very willing to try new things, especially when it is a new tech tool, but I could not figure out the program. It is almost not right to expect teachers to implement a multitude of technology tools without proper trainings, and sometimes, 1 Professional Development is not enough to feel comfortable with a new tool.

Chapters 5&6

"Many young people feel alienated from community affairs, lacking skills and interest to participate in formal community processes and decision making. Many young people, failing to see 'any direct link between...government...and their own lives' do not register to vote" (Lankshear 79; ibid.: 9, 14).

I was one of these young people that this quote is referencing. I did not vote until the last presidential election, and honestly, I didn't care that much about it then. I have always felt a disconnect with politics. I remember learning in school about how many terms the Senate has, how many people are in the House, and the age limit for the President, but what I don't remember ever learning about are the issues that politicians address. I don't remember ever being given the opportunity to debate my views on things like immigration and abortion, and how my views relate to politicians running for office. I was never taught to think for myself or think about the issues they believe in. No, I simply voted Republican because my parents did. Now, though, I read about the politicians and where they stand on issues that I feel strongly about. Now, I still vote Republican, but I do so because of how I think and feel about certain things.

(I had to put this here in reference to the discussion on empowerment in Chapter 6.)


I feel like the word "empower: is one of those filler words that people use in vague mission statements. "We will empower our students!" That is great, but ow are you going to do that? I agree with the angle that is mentioned in Chapter 6 about the word having too much meaning (Lankshear 104). The problem is that when it is used too much and in too many contexts, it takes away from the word and makes it mean less.

Ch. 3&4

It was hard for me to find anything in the chapter that related to my example case, so I decided that I would just focus on what I thought was the main idea from the reading, which is the difference between proper literacy and improper literacy.

"being able to read means that you can follow words across a page, getting generally what's superficially there [improper literacy}; By contrast,being literate means you can bring your knowledge and your experience to bear on what passes before you [proper literacy]" (Lankshear 39).

I think this is a powerful quote because of the truth it rings. For example, some people cannot read a Shakespeare play, but they can read a car manual; some people can read a medical report, while some people cannot. Most people have literacy to some extent. This actually reminded me of the difference between my husband and I. He can read, and he reads rather well, actually, but in high school he had a hard time comprehending Chaucer's Canterbury Tales. I helped him read through it, explaining each line's meaning. On a different note, I was always awful at Math and could not comprehend the directions in our Algebra II class, so he would sit down with me and go over the directions, step by step. We are both literate, but in different ways.

A Case Study Draft: Frustration in the Library

A couple of weeks ago, I decided to use the site Padlet in my classroom as a means of discussion. I had learned about the program in one of my grad classes, and I love trying new technologies with my students. We were discussing the Dewey Decimal System. I had my students examining particular shelves in the Library, and then they were to log onto the computer, go to the assigned Padlet site, and answer the discussion questions. Every class, students were excited to get on the computers. A lot of my students thought the site was neat, too.

I watched as my students eagerly clicked around the board to begin typing their questions. They were actually discussing the questions before they began to type. As I walked around monitoring, I saw students typing ferociously on their keyboards. They were actually engaged...and with the Dewey Decimal System...this was great. This is where the assignment went south, though.

When they were finished typing, students just clicked off of their text boxes and were to go to the next question. This worked, with some of the students. All of a sudden, I began getting upset hands in the air..."Mrs. Long, everything I typed disappeared", "Mrs. Long, my work isn't there", "Mrs. Long, what did I do wrong?" I kept checking, and some of the students clicked off and their work was there and saved, exactly like Padlet is supposed to work, but there were several students whose work was gone.

I logged on to my Padlet account, hoping maybe everything would show up on my screen. No luck. Not wanting to give up, I still did the activity with all of my classes, but the same thing kept happening...some would save and some would not. My students were discouraged because the work they did was gone. I was frustrated because I was so excited at how the lesson had been going.

To this day, I have not used Padlet again, and I still have never been able to figure out why this happened.

Functional vs Authentic Literacy

Preface: "As a person's circumstances change, so it is likely that the arguments they follow and the places they follow them to will change." (Lankshear xiii)

This is true, not only in the terms of education, but also in life in general. Our circumstances and experiences shape our beliefs and arguments. For example, one's circumstances probably have shaped their thoughts on who should be our next president. My opinions on abortion changed when I had my first child. In the example of education, once a person's circumstances change, like their particular classroom or students, or new knowledge after a training, will alter a teacher's ideas and practices.

Ch.1: "An individual needs a minimum level of mastery in order to 'pass' as literate in public and keep intact his or her self-respect; as schools and literacy programmes become more effective in equipping their students with these skills, the effective threshold of acceptability will be raised accordingly" (Lankshear 11).

Being in a middle school, I see this. Students do not necessarily have to be at a mastery level in order to pass as a literate student. The problem that I have noticed is that a student may have been passed through the grades without anyone noticing a literacy issue.

Ch.2: "Moreover, promoting literacy means more than just ensuring that people can read and write on a particular day--the day of an exam or assessment" (Lankshear 29).

This is such an important quote for people to hear and grasp. We need to stop assuming that students being able to fill in a bubble sheet means they are prepared for life outside of school. Students being test-literate and students being life-literate are 2 different things. In order for our students to thrive in the outside world, we must promote literacy needed to thrive.

Ch 6: WritingCases from Your Own Experience

What would you have done if you were in Sandra's shoes?

From being in a place where a host teacher was cruel to me and was unable to help me through things (to the point I almost quit), I am so torn with this situation. Part of me thinks the student teacher should have been given the opportunity to figure it out, after all, this would be her job someday. On the other hand, if it was truly out of control to the point that the student teacher had no hopes of regaining control, I do think it is okay for the host teacher to intervene. I think the part that bothers me the most is the way the host teacher handled everything. In the role of host teacher, you are there to mentor the student teacher. There has to be a certain level of compassion that goes along with mentoring. If I were in her shoes, I probably would have given her some advice for regaining control. I also may have told her that she may get better results if she tries the activity again. I don't necessarily think Sandra was in the wrong, I just don't think she handled the situation as compassionately as she could have.

Who do you think was at fault?

Again, I do not necessarily think either was at fault. The student teacher is learning, and the host teacher did her job as the teacher. I just think there was a certain level of compassion and understanding missing on the host teacher's part. With that being said, I also feel as if the student teacher probably could have handled the situation differently. As frustrating as it can be when you are trying your best and someone tells you it is not good enough, you must handle the criticism with some integrity. Yes, she was upset at the host teacher telling her she was not doing well, but she should have taken note of what the host teacher was saying, took the advice, and tried to move past it to improve the lesson next time.

What do you think teachers can learn from Sandra's story?

I think that teachers can learn that there needs to be an understanding between student teachers and host teachers that there is respect, but that criticism will also be part of the journey. I also think that teachers could learn that the situation should be very much like co-teaching until it is definite that the student teacher is ready to handle all aspects of teaching:  planning, behavior management, instructing.

Case Study Reviews

Kaboom, Kaput!

What I learned the most from this case study is that even as teachers, we are still learners. I know that these were not full-time teachers, but I also know that this situation probably happens even with seasoned teachers. Anytime we are about to teach a new lesson, there is always going to be some level of uncertainty, even with a topic you know very well. We will never be fully prepared for all of the questions students are going to ask, and there is always a chance something may not go right.

Help! How Can I Teach Without Supplies?

This story, as sad as it was to read, shines a true light into the world of education. We are expected to teach and make a difference, but we are not given money to do so. We are expected to collaborate and share, but others are not held to the responsibility of doing the same in a respectful manner. This poor teacher did the work and used her own money to produce materials to form a meaningful learning environment because there were no funds given to her to do this. Then, items were returned broken, missing parts, or not at all. It is truly sad when you cannot trust your fellow teachers.

 

Spider!

 

This study was about a teacher who made something out of a teachable moment. Sure, she could've calmed her students down and went back to the original planned lesson, but she decided to use something that happened, the spider in the bathroom dilemma, to teach her students something new. By doing this, she made the learning more meaningful because at that moment, her students were interested in spiders, not whatever she was planning on teaching, so therefore whatever she taught them about spiders most likely stuck with them.

 

 



Case Studies

Structural Problems
The only structural issues I have in my Library classes comes when I have another class using the computer lab in my room. The two areas are separated by a bookshelf row, but it is not very tall. I love to see my Library being used, so I will never "close" the lab. I just have to really monitor what I am doing that day with my own classes and where my students are focusing at all times.

Human Relations Problems
Because I see the entire 5th and 6th grade (about 400-500 students) throughout a school year, I see a lot of students with IEPs. Sometimes it becomes difficult to accommodate to everyone, but I always try my very best to do so. Another issue is that sometimes the IEP does not specify anything for specialists, but I know the student is not able to work at the same level my other students are. In these cases, I simply adjust my lessons to what I think will be plausible for these students.

Political Problems
I have one of my nieces in class, and while she is a pretty good student, she is still a 5th grade girl, and she gets ornery at times. I have such a hard time disciplining her because she is my brother's child. I know this is awful, and I have to treat her like everyone else, but it can be a struggle.

Symbolic Problems
I honestly thought and thought about this one, and I could not think of anything...I am stumped. We do not have a hat issue in any of my classes, and I cannot think of an instance where something triggered a memory. I do know that every once in a while, I will be teaching a lesson and I will have a student think of something that happened to them and they want to share the story, but that is all I can think of.

I decided to make a concept map of a Library Media Specialist, instead of a Science Teacher.

Oh, the lessons I have learned from books...
I have learned so many valuable things from reading, and a multitude of my knowledge comes from Harry Potter books. I think the greatest lesson I gained from an Albus Dumbledore quote is:

It is our choices that show who we truly are, far more than our abilities."

My School Days
My story actually travels from high school into college. I had an extremely tough English teacher in high school, but I loved the class and the teacher. I was the only one who ever seemed to ask a question in our class, and she sort of scared me. Anyway, 2 years after I graduated, I came back to visit her. She was asking me about my classes in college, and I told her I was nervous for my upcoming Chemistry class. Science was just never my thing...it actually made me want to cry several times. She looked at me and said, "Jessie, you are a good reader, so therefore, you can make it through anything." From that moment on, I never felt intimidated about a class because I always go into it thinking, "I am a good reader, so I can get myself through this."

Right now, I teach Library, but I want more than anything to be an English teacher.
I have always wanted to be an English teacher, and while the pressure attached makes me a little apprehensive, I know I want the challenge, and that I am ready!

The Fourth Way

The Path of Autocracy

"In the Path of Autocracy, "letting go: is seen as a sign of weakness, a kind of moral incontinence. Stopping to think, gathering others' opinions, and making midcourse adjustments are viewed as reprehensible failures to hold fast or get a grip when faced with doubt or difficulty" (Hargreaves 27-28).

This quote really frustrates me because it highlights exactly what is wrong with the world of education...don't go against the norm, don't ask the opinions of others, don't stray from your plans...it is so upsetting. These are all things that we as educators should be doing on a regular basis, and they surely should not be seen as failures.

The Path of Technocracy

"Achievement gaps reflect economic and social status gaps that exist around the world. Increasingly, though, teachers and schools have been made solely accountable for the persistence of these gaps" (Hargreaves 29).

Alas! One of the cruel realities that teachers are faced with. We are held to so much accountability for student achievement on student test scores that we do not have the ability to focus on new technologies or creativity. We have students that come to school every day with no food in their bellies, the same clothes on every day, and other painful realities that we cannot imagine. Instead of focusing on helping students with these kind of situations, government officials focus on blaming teachers for these students not succeeding.

The Path of Effervescence

"In a carnival of collegiality, this path solves the motivation deficits created by top-down standardization and market-based reforms by stimulating and spreading increased professional engagement and interaction. Teachers interact with teachers, schools learn from schools, and the strong help the weak. This is not only an empowering and effective way to approach improvement, but it's also lots of fun" (Hargreaves 41).

WE have all been there, I'm sure. The professional developments, the faculty meetings...we all get together and brainstorm the secrets to fixing our schools and helping our students. The problem is that in most cases, nothing ever leaves the room. We all make lists and set goals, and then we leave and go back to what we were doing before. In order to truly start implementing new strategies, particularly technology strategies, we have to start making intentions become more than that.

Schools in the Cloud

 

I like that Sugata's proposition comes from a place of letting the students learn, instead of forcing them all to learn the same things the same way. I also like that he is trying to make schooling mimic what the future of careers is sure to look like.

 

 

Some of the problems that I see is that I am not sure if some kids, particularly those that grew up with technology always around, would be as excited as the students in the slums of India. In my own classrooms, I give my students research projects using topics that interest them, and some are still hesitant to want to discover new things. I think some of our students feel so indifferent towards technology because it has just always been there.

 

 

I like that his vision of the future of schooling focuses on wondering and collaboration. Those are two of the main principles of his proposition. Getting students to want to learn and getting them to work together to discover is a true goal of education. My own personal vision for the future of schooling is similar to the Montessori schools, where students are able to control their learning, and a teacher is a facilitator.

1st post - EDUC 6818

My name is Jessie Long, I am from Fairmont, West Virginia, where I live with my husband and our two sons. We are also expecting our third child this July! I m a teacher/Librarian at East Fairmont Middle School. I also am the Student Council Adviser and one of the girls' basketball coaches at my school. I am currently working on my second Master's degree in Digital Media and Learning Technology, and this class will help towards finishing that degree.

This cartoon makes me think of my 6th grade students. Whenever I start teaching research skills, that's all they say..."Can't I just use Google to get the answers." It takes them a while to understand that they still have to learn how to evaluate information they find. Students these days think they can learn all that they need to by Googling it, and they believe what they find is fact. I think this shows us as teachers, though, that our students want to learn using technology, so we have to find ways of making them learn while implementing technology that will peak their interest.