Life-Long Learner

I have recently been trying to catch up on my blog subscriptions and read Chris Harbeck’s blog posting E-Portfolios Year 2 What I have learned! It is amazing!

Chris talks about using electronic portfolios in his classroom as part of student-led conferences. He highlights what has worked and what hasn’t worked. He also shares examples of what his students have created and tools that will assist both teachers and students.

Though I gathered so much information from the blog, I was very interested in the accessibility of information and projects done in the classroom by parents. What an excellent way to engage parents in the learning process! Parents don’t have to wait until the parent-teacher conferences, but rather tap into what is going on at any time (literally). I also liked the idea that students did math work with their parents during the student-led conference. Family engagement once again.

If you haven’t seen this blog, I encourage you to take a look. It is a fine example of technology and the learning process.

Have a glorious day.

In my search for more information on brain development and technology, I came across a presentation on February 9, 2008 by Dr. Patricia Kuhl, Co-Director of the Institute of Learning and Brain Sciences at the University of Washington. The one hour presentation is called ““>Childhood Development: Early Learning, the Brain and Society.

Dr. Kuhl gives a brief introduction of the influence of academics, business, and society on understanding brain development and early learning in the United States. She goes on to discuss research results that identify that infants have the ability to differentiate between the sounds of 6000 languages within the first 6 months of age. After 6 months, the brain then starts to hard wire in the native language and sounds that are essential for learning foreign languages begin to drop off.

One of the results that she presented was that infants do not actually learn language from audio or television. They need social interaction in order to learn. “The social brain does improve (certain) cognitive skills such as making executive functions and direction of attention.” She also mentioned research is showing that though learning becomes more challenging as we age, if we use the same principles of early learning with adults, adults will be able to learn in ways that we have not incorporated before. I believe that this supports the philosophy of learning through play and interaction as a personal investment in learning (AKA learning through doing).

Dr. Kuhl also references an article in the New York Times (Nov 26, 2006) by Paul Tough called ‘What It Takes to Make a Student’ which references the ‘No Child Left Behind’ legistation of the Bush administration and the current achievement gaps in education.

Her closing remarks included a very interesting comment: ‘50 years form now we will be judged not by the children that succeed, but rather the children who are left behind.’ A scary thought indeed.

I encourage you to take the time to watch the presentation, but if your time is limited, try the experiment that she does with the audience at 47 minutes on synchronizing sound and visual language. It is very interesting.

Have a wonderful day.

Well, the long weekend is here and the craze has hit. Between getting a garden in, visiting with family and friends (with lots of cousins for my son to play with), birthday parties, and the seeding season on the farm, I find that I’m sneaking to the computer when I think no one will notice. Last night, my sweetheart actually had to ask me to shut down three times as I tried to catch up on reading the latest posts. Apparently the midnight hour had approached and our mornings come very early.

So here I am, posting again as my son enjoys a lively chat with his stuffed animals. Thank goodness for developing imaginations. Which brings me to my question – is there research in the development of the brain around the transition of using imagination and creativity with 3-D forms to using imagination and creativity with 2-D (computer technology, video games, etc) forms. When does a child have the foundation to switch gears and conceptualize creativity in a 2-D form? I think some of the these answers would be beneficial within the realm of early/elementary education. Though I intend to look further into this question, I am going to ask all my blogging friends to think about this and send me your thoughts. If you come across some interesting information, I would greatly welcome it. As I find answers I’ll send them out.

Take care and have a fabulous long weekend.

Well, I just finished watching online, on ustream, the George Siemens’ keynote address at the TLT summit in Saskatoon on challenges in technology. It was quite stimulating and at times entertaining – the qualities of a good keynote speaker.

Though I could follow much of the information around sustained systemic change, networks and ecologies, role of the teacher and role of the learner, I was most facinated with the Hole in the Wall project.

(On a side note, I was the person who asked who the researcher was during the chat, not realizing that I wasn’t logged in even though I was registered – brain fart moment.)

It is amazing that the children learned not only how to use the computer without any instruction, but taught other children how to use it. I also think it was interesting to find out that the children learned English with American accents without ever being in contact with American teachers. It is fascinating how the brain works.

Overall, the online presentation of the conference was a very interesting experience for me. I look forward to what others have to say about it.

Have a glorious day.

Okay, it’s official.  I have low computer literacy skills. 

I currently work in the field of adult literacy, particularly family literacy, while I go to school to learn new and exciting ways to engage children and adults in the learning process.   In the adult literacy field, we often refer to the IALSS report, which is the International Adult Literacy and Skills Survey report (http://www.statcan.ca/cgi-bin/imdb/p2SV.pl?Function=getSurvey&SDDS=4406&lang=en&db=IMDB).  IALSS is a seven country survey that measures the literacy skills of individuals between the ages of 16 and 65.  In 2005, Stats Canada released the Canadian results.  It was discovered that 42% of Canadians did not have the skills needed to live ’full’ lives.  It meant that these adults were struggling to meet the demands of today’s life due to their basic literacy skills.  So what does this have to do with ECMP 355?

Upon reading some of the blogs as suggested by Alec, I discovered that though I have been very comfortable and able to manipulate technology to support my current forms of learning and electronic presentation, I am offically a TSL (Technology as a Second Language) student and am struggling with a below basic understanding of technology literacy.  In Clarence Fisher’s blog - Remote Access, Vicki Davis’ blog - CoolCatTeacher, and Will Richardson’s blog - Weblogg-ed, I have come across a language that I have never heard of let alone can manipulate in my own learning experience.  I am being introduced to words and terms such as voicethread, united streaming, outsourced video request, feeds, blogging, linking, subscribing, Smart art, Ning, PLN, netvibes, and igoogle; and that is just the beginning.  This was not part of Comp Science 100 when I first started university a bazillion years ago (okay, technically 18 years).  I think I am drowning in tech literacy.

But I do have some light at the end of my tunnel.  I will first reference Clarence Fisher’s comment about living in a small community and how getting ‘professional’ help takes long-term planning.  For example, I have dragged my feet when it comes to high speed Internet (why do I need it when I’m on it all day at school or work?), then this class came along.  I called our trusty local network guy, Lance.  Though Lance was supportive and understanding, the earliest he could get me in was just over four weeks, but if something came up sooner, he’d let me know.  After the local librarian (and a wonderful friend) heard of my dilemma, she offered the computer there to assist with the class until Lance could set up the high speed.  There are huge benefits to living in rural Saskatchewan (help is only a few miles away, compared to around the corner).  So needless to say, YouTube and other visuals on my home computer have not been accessible, downloading pages has been a nightmare, and the language has thrown me for a loop. 

 So am I down, am I defeated?  No my friend, I am not.  My friend Lance is to the rescue (I got the call and he’ll be here tomorrow - yipee!), I’m going to order the book that Alec has recommended in the syllabus, and I am going to forge ahead in this new world of learning. 

But…in the event that I type ‘huh?’ or ‘blub, blub, blub’, consider it my expressions of drowning in tech literacy.  Feel free to throw me a life line.  I’m a good swimmer, but the support will be greatly appreciated. 

Well, family life calls and I need to switch gears.

 Have a glorious day.

Hello.  My name is Tam and I’m a full time mom and  student. My history includes a Visual Arts – Bachelor of Arts Degree from the U of R; teaching experience in S. Korea; a bazillion storytimes through the Regina Public Library for both the public and separate school systems; living and breathing family literacy through the Regina Family Literacy Network and the Saskatchewan Literacy Network; and the development/implementation of the Dads Connection: A Family Literacy Program for incarcerated dads.  With such a passion for learning and sharing with others, I finally listened to my family and friends and decided to return to school to complete an Education degree.  I am loving every minute of it!

My own experience with technology both professionally and personally include using numerous software programs to develop and desktop presentations, documents, booklets, and manuals.  I use the internet for research and program ideas for various projects.  Finally, I am quite comfortable communicating electronically, but I feel that by dragging my feet in the world of text messaging and blogging, I have been left in the dust.

I believe that there are a number of benefits and limitations of technology in the classroom.  The benefits include an unlimited source of information and possibilities for students to learn – both through curriculum development and personal interests.  With the introduction of SMART boards, students and teachers together can have engaging discussions and interactive learning opportunities through different learning styles.  With such a development, learning through technology is no longer an isolated experience with only a small number of people around one computer, but rather an entire class.  In addition, technology can also bring various worlds to students in a way that may otherwise be impossible.  For example, students can take virtual tours of art exhibitions around the world, view shifting weather patterns as they happen, or take a class online.  It is very exciting.

As with all good things, there are some limitations to technology in the classroom.  Though many worlds are open to students, teachers need to be aware of the isolating factors that take place and ensure that experiential learning in real life is not drowned out by a technological version; that experiential learning in a natural environment is not the same as learning in front of a computer surrounded by four walls.  

Another limitation includes the isolation factor that influences social and emotional development.  With the introduction of new technologies such as Youtube, Facebook, MySpace, and mobile phones, people are able to interact on a very self-focused basis.  You can literally post yours or another person’s best and worst moments in a very detached way without immediately knowing the response of each person who views the information.  The only way to incorporate verbal, auditory or body language in the communication of the information is through a webcam, if they are available.  As a result, I believe that many young people are not learning the social cues needed to develop strong communication skills within our society.

 Another limitation to new technologies is the instant information component.  I confess that I too fall victim to this on occasion.  It is much easier to search for information on the computer rather than visit the location, a library, or talk to the people that I need to talk to.  Unfortunately with easy access to information it is also becoming easier to post information for easy access; and at time post inaccurate information.  As teachers it is very important to show students how to identify the difference. 

Finally the limitation that concerns me the most personally is the decreased interest in books, actual physical book with pages and everything.  I love books.  I love the way they are designed, they way they smell, how I can pick them up or set them down at any time in any place, and that I can share them with others that requires personal connections.  Though I thoroughly enjoy many, many components of technology and the possibilities in the classroom, I hope that my love for books will be appreciated by some of my students.

I am quite excited to take ECMP 355.  I believe in all the positive attributes of technology in the classroom and I’m eager to learn more of how to incorporate them.  According to the ECMP 355 course outline, students will be learning various tools, skills, terms, and concepts relating to technology in the classroom.  Since it has been a very, very long time since I experienced computers in the K-12 classroom, I look forward to learning about how technology in the classroom has changed, what tools teachers are now using, becoming comfortable using those tools, identifying and discussing the issues around technology in the classroom, and learning about where technology is going.  Since this is my very first blog, it is easy to see how much I need to learn.