Today we are connected 24/7/365 courtesy of digital technology. With respect to identity, there is pressure for our learners to present them self as an impressive, desirable type of person and to make sure that all postings confirm that sense of identity. If they do not get enough likes they will take down their post because they do not want to have negative comments or little to no likes.
Last week I had a conversation with my Cosmetology 1 class and asked them why that take posts down, and they said that they need to always present them self in a certain image for their followers. I then challenges them by saying that they should have the same pride about their school work. I wish you could of seen their faces, it was a sight to see. I'm a "Boomer" so this is foreign to me.
We as educators are told that we need to teach our learners twenty-first century skills and the "four Cs": Critical thinking, creative thinking, collaboration and community. But, most school systems in the United States call for the traditional standard tests. There are two sides of this digital learning and apps. debate. Those that are forward thinking and open to skills focused and the qualities of the digital world, and those defending the traditional skills, but seek to use digital media to increase the efficiency and effectiveness of existing delivery and assessment processes. I personally am on the second thought, because we should give learners a strong foundation, but also allowing for technology to enhance instruction/learning when needed, it shouldn't be the only medium for teaching.
What does the future classroom look like? I'm excited and apprehensive, because technology changes so quickly that we cannot keep up. Learners need a strong foundation, so that they can build a million dollar education. Just my two cents.
Here's a video that talks about some points in this blog:
https://youtu.be/Ui_rzJ8OYNc
Sunday, November 24, 2019
Friday, November 15, 2019
#11 Net Smart
What did my teachers say about my generation in the 70's when I was in high school? Long hair, bell bottoms and polyester shirts with wide collars, let alone the technologies of the 70's: Microwave ovens, color television, computers, cell phone or even the first video game. I remember one my teachers saying to me and my friends that these new technologies were going to ruin the next generation! (sound familiar?)
Net Smart was an interesting book, because it made me reflect back to when I was in high school and what the adults said about our generation. Today's technology changes daily as opposed to every 6 months to a year when I was in high school. Today adults and learners are inundated with new apps, games, social media and entertainment, we lose ourselves....But at what cost?
We are always on 24/7/365, but we have lost the time for meaningful conversations. Learners of today have been connected since they could crawl: videos, games or educational shows, they know nothing but some type of technology, so we shouldn't be shocked when their default is to choose to be connected? What will the consequences be in 10-20 years for our learners, what trade offs will these new tools have on them and us? As the book says:the web is no longer a special place, but a part of what we do on a daily basis.
I found this video, that I thought was interesting:
Net Smart was an interesting book, because it made me reflect back to when I was in high school and what the adults said about our generation. Today's technology changes daily as opposed to every 6 months to a year when I was in high school. Today adults and learners are inundated with new apps, games, social media and entertainment, we lose ourselves....But at what cost?
We are always on 24/7/365, but we have lost the time for meaningful conversations. Learners of today have been connected since they could crawl: videos, games or educational shows, they know nothing but some type of technology, so we shouldn't be shocked when their default is to choose to be connected? What will the consequences be in 10-20 years for our learners, what trade offs will these new tools have on them and us? As the book says:the web is no longer a special place, but a part of what we do on a daily basis.
I found this video, that I thought was interesting:
Sunday, November 10, 2019
#10 Synthesizing comments from "Information Diet"
With new information and apps coming at us at lightening speed, how do we teach learners to "self" regulate, when we as adults struggle?
As I read through the comments from my Blog, I have a clearer understanding of our role as educators to help our learners become better "Global" citizens. Just as a health teacher teaches appropriate nutrition for a better life, we should also teach our learners the same about technology. What is too much and how can they use it for good and not evil. With new information and apps coming at us at lightening speed that are suppose to make our lives easier, but do they? We can order food, groceries, shoes, clothes, post pictures and stories to our social media and even talk/Facetime someone anywhere anytime! Does this really make our life easier or does it complicate it more?
I believe like one of my fellow bloggers said: Information consumption should be supported with taught skills, so that our learners are better informed. We as educators should teach data literacy like they teach health and nutrition, to help them be more mature educated community participants. FCPS has a "digital Eco" system, but is there time to research, explore and find what fits into your classroom, with the high stakes testing of the SOLs? We are always asked to do "one more thing" when our plate is already full, and getting new information during a one hour professional development class and then asked to incorporate it in your classroom, is confusing and overwhelming.
I believe that teachers need the autonomy to incorporate what is age appropriate, with topic interest so that our learners will continue to use the skills as they become "Global Citizens"
As I read through the comments from my Blog, I have a clearer understanding of our role as educators to help our learners become better "Global" citizens. Just as a health teacher teaches appropriate nutrition for a better life, we should also teach our learners the same about technology. What is too much and how can they use it for good and not evil. With new information and apps coming at us at lightening speed that are suppose to make our lives easier, but do they? We can order food, groceries, shoes, clothes, post pictures and stories to our social media and even talk/Facetime someone anywhere anytime! Does this really make our life easier or does it complicate it more?
I believe like one of my fellow bloggers said: Information consumption should be supported with taught skills, so that our learners are better informed. We as educators should teach data literacy like they teach health and nutrition, to help them be more mature educated community participants. FCPS has a "digital Eco" system, but is there time to research, explore and find what fits into your classroom, with the high stakes testing of the SOLs? We are always asked to do "one more thing" when our plate is already full, and getting new information during a one hour professional development class and then asked to incorporate it in your classroom, is confusing and overwhelming.
I believe that teachers need the autonomy to incorporate what is age appropriate, with topic interest so that our learners will continue to use the skills as they become "Global Citizens"
Tuesday, November 5, 2019
#9 Copyright Clarity
Today, more than ever, educators and learners are using the Internet and social media tools for teaching and learning. And to tell you the truth...I'm so confused!
Educators and learners are using digital files, slides, audio clips, and YouTube as part of their classroom and learning. We are told that the "fair use" doctrine is more flexible and powerful tool. I get so much conflicting information, that I don't know what to believe.
In the book Renee Hobbs says that copying is part of the creative process. It's impossible to do anything without making reference to the work of other creative process. Really? I see and hear learners talk about how they copy and past most of their work to get it done and are never called out for it. My classroom is different, because I don't do research projects, but I do have them make PowerPoint presentations and they need to use some research and they use copyrighted materials: YouTube, audio files and images from the internet.
I understand that when I copy a recipe from a magazine, but add a few different ingredients, it's part of the creative production. I know that having my learners make a power point and sharing it with their peers, is essential to critical thinking and communication, BUT at what cost...my job? I believe that my lack of clarity reduces learning and limits my ability to use and allow digital tools. I do not want to limit my effectiveness as an educator and limit my learners experience.
In the reading: Best Practices in Fair Use for Media Literacy Education, it says there have been no important court decisions of any kind, that interpret and apply the doctrine in educational context. It says that Copyright law does not specify how to apply fair use, and it's flexible that works for the user. Hobbs says that judges refer to four factors, but this still leaves room for interpretation. If that's not confusing, I don't know what is?
As an educator, I want to be a leader, not a follower, but as I stated earlier....I'm still confused! FCPS says one thing, Renee Hobbs says another, and EDIT-781 is in between! Guess I need more information.
Educators and learners are using digital files, slides, audio clips, and YouTube as part of their classroom and learning. We are told that the "fair use" doctrine is more flexible and powerful tool. I get so much conflicting information, that I don't know what to believe.
In the book Renee Hobbs says that copying is part of the creative process. It's impossible to do anything without making reference to the work of other creative process. Really? I see and hear learners talk about how they copy and past most of their work to get it done and are never called out for it. My classroom is different, because I don't do research projects, but I do have them make PowerPoint presentations and they need to use some research and they use copyrighted materials: YouTube, audio files and images from the internet.
I understand that when I copy a recipe from a magazine, but add a few different ingredients, it's part of the creative production. I know that having my learners make a power point and sharing it with their peers, is essential to critical thinking and communication, BUT at what cost...my job? I believe that my lack of clarity reduces learning and limits my ability to use and allow digital tools. I do not want to limit my effectiveness as an educator and limit my learners experience.
In the reading: Best Practices in Fair Use for Media Literacy Education, it says there have been no important court decisions of any kind, that interpret and apply the doctrine in educational context. It says that Copyright law does not specify how to apply fair use, and it's flexible that works for the user. Hobbs says that judges refer to four factors, but this still leaves room for interpretation. If that's not confusing, I don't know what is?
As an educator, I want to be a leader, not a follower, but as I stated earlier....I'm still confused! FCPS says one thing, Renee Hobbs says another, and EDIT-781 is in between! Guess I need more information.
Sunday, October 20, 2019
#8 The Information Diet
This book was eye opening to me. I like how Johnson compared agriculture and how it started out small and moved to mass production, and how the information/internet started in a similar way to mass production.
The fact that we as consumers spend upwards of 11 hours a day consuming information, was eye opening to me! I believe our learners consume more than that, with e-books, Google classroom, Blackboard, Netflix, social media, and FCPS's policy of one to one, it could easily be 14-15 hours a day. Today, over five Billion people have a cell phone, which holds more information in their hand than the first rocket in space! Technology is at the palm of our hands: we can text, call or FaceTime anyone, anytime, and anywhere.
My concern is, what is too much information? Today learners struggle with anxiety, depression, and lack of sleep. Can too much information be causing this? I'm a PHD, but not a Dr., but I think information 24/7/365 is hurting not only our learners, but I've seen the effect on adults as well.
So the question is: What can we do about it?
Sadly, I don't think there is anything we can do as long as we keep developing new technology for teachers, learners and the world to use. Just like eating, we need to consume in moderation...But I don't think we as consumers have the discipline to do that. That's why there's an obesity problem: Food & Information.
The fact that we as consumers spend upwards of 11 hours a day consuming information, was eye opening to me! I believe our learners consume more than that, with e-books, Google classroom, Blackboard, Netflix, social media, and FCPS's policy of one to one, it could easily be 14-15 hours a day. Today, over five Billion people have a cell phone, which holds more information in their hand than the first rocket in space! Technology is at the palm of our hands: we can text, call or FaceTime anyone, anytime, and anywhere.
My concern is, what is too much information? Today learners struggle with anxiety, depression, and lack of sleep. Can too much information be causing this? I'm a PHD, but not a Dr., but I think information 24/7/365 is hurting not only our learners, but I've seen the effect on adults as well.
So the question is: What can we do about it?
Sadly, I don't think there is anything we can do as long as we keep developing new technology for teachers, learners and the world to use. Just like eating, we need to consume in moderation...But I don't think we as consumers have the discipline to do that. That's why there's an obesity problem: Food & Information.
Wednesday, October 16, 2019
#7 Student as Designers
In EDIT 780 we learned 6 Design Priciples:
1.Teacher Principle: Practice before action
2. End Principle: PICKLE
3. Knowledge: Tools; reflectiong authentic activity, conceptual tools/culture, and analyze content.
4. Learning: Engage students in "playful" activities.
5. The Means: Reflect technologies chosen after mindful consideration.
6. Students as Designers: Engage students using content to construct meaniful outcomes.
In Cosmetology, I use the "Creative Spirit of Desins'" three characteristics with my learners.
1. Imagination: In creating an Updo, haircut or color/highlight on a guest, a PHD (Professional Hairdresser) has to envision what the outcome of that design will look like on that particular guest, or as the article says: "That-which-does-not yet-exsist'.
2. Creation-orientation: as a PHD, we have to shift from physical to abstract and back again, because "one size fits all" does not work in creating a style. They have to "game plan their vision, sometimes on a head sheet and look at the guest's texture, density, porosity and elasticity of their hair. They also have to analyze at the guests' head shape and design their vision to create that design.
3. Inter-disiplinary action: "Collaborating with others" as a Hairdresser we have a saying "Teamwork makes the Dream work!" It is important to collaborate with your teammates, to make sure that your guest is 100% satisfied. Getting different opinions helps you expand you create that personalized deign for you guest.
As a student designer, they learn to be flexible because they will have to adopt as they go, because hair is a material that is different on everybody. They also need to be perceptive to the situation, because there are more than one way to create that design for your guest.
As and educator, "Student as a Designer" is extremely important practice to create a successful PHD. They need to know and understand the foundations of a design, but they need to understand the "One size does not fit all" and they need to understand the three characteristics of being a "Creative Designer" to be successful in the profession.
Here is an example of a PHD, designing an Updo for her guest:
https://youtu.be/VPWs3ndY-ds
Saturday, October 5, 2019
Post #6 Affordance
DDL 780 has stretched me as an educator/designer. I have learned to re-examine how I design a lesson to help my learners become better learners/Cosmetologists.
This week we worked on a chart about "Affordance" and we had to design a task using a tool given to us. It was challenging, because the tool was something new to me. I had to figure out how the tool would be useful to my learners. The take away from this design plan was that I need to think of different/new ways to challenge my learners, instead of using the same old things that they and I are familiar with.
Using the Affordance analysis design make sense to me and I will apply this design plan to my next design plan. My learners are comfortable using Kahoot, Quizlet, Milady online, and Power points, but I will use different tools to engage and challenge them to learn the information. Leaning needs to be challenging and make them uncomfortable, so that they learn that there are many ways to learn the information.
Cosmetology uses many "Affordances" because we have theory and practical lessons in our classrooms. We are connected to our community; school and the profession. I teach the "World of Work" and Cosmetology is my way to get them there.
Here is a short video about what is expected in our workforce today:
This week we worked on a chart about "Affordance" and we had to design a task using a tool given to us. It was challenging, because the tool was something new to me. I had to figure out how the tool would be useful to my learners. The take away from this design plan was that I need to think of different/new ways to challenge my learners, instead of using the same old things that they and I are familiar with.
Using the Affordance analysis design make sense to me and I will apply this design plan to my next design plan. My learners are comfortable using Kahoot, Quizlet, Milady online, and Power points, but I will use different tools to engage and challenge them to learn the information. Leaning needs to be challenging and make them uncomfortable, so that they learn that there are many ways to learn the information.
Cosmetology uses many "Affordances" because we have theory and practical lessons in our classrooms. We are connected to our community; school and the profession. I teach the "World of Work" and Cosmetology is my way to get them there.
Here is a short video about what is expected in our workforce today:
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