1. Professor Dancealot
In
Professor Dancealot, the central message is that in a class, there needs to be student-teacher interaction. The author makes the case for this conclusion by showing examples on what should not be done in a classroom. One of the examples was that the teacher, Professor Dancealot, never moved in front of the counter. If he did, it was to sit on it. The students could never see his feet or get up and practice the movements that he was describing. Also, when it was time for the test, the students didn't know what the movements were or what to do. Furthermore, he never played music to give the students an idea of what the beat to the music was. He just went off of the powerpoint presentation and didn't allow for student interaction. As the class progressed, most of the students became disinterested, and attendance began to slack considerably.
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I do agree with this conclusion. The teacher needs to incorporate student interaction into their class. That is how the students become and stay interested in a class. Another result of this is that students become excited about learning. Some of my favorite classes had this aspect in them. The teacher would discuss a topic and throughout the lecture, the students could input something or ask a question. A question would be asked if they were confused about something or wanted the teacher to expand more on a certain topic.
2. What Does It Mean to Teach in the 21st Century?
In
What Does It Mean to Teach in the 21st Century, Roberts' thesis is that the teaching curriculum should be focused on teaching the students skills that they can apply in their day-to-day lives. These skills include teaching them how to validate, synthesize, leverage and communicate information as well as collaborate and problem solve with it.
Outline:
• Thesis: The teaching curriculum should be focused on teaching the students skills that they can apply in their day-to-day lives. These skills include teaching them how to validate, synthesize, leverage and communicate information as well as collaborate and problem solve with it.
• Argument: Students need to be taught tech skills, responsibility, reliability, and integrity.
The evidence supporting this is that students can find anything, anywhere. If they need to figure out facts and other information, they use the internet to figure it out. There is a lot of information on the internet that isn't very reliable or valid. The teacher needs to be the filter for his or her students. Teachers need to teach their students these skills so they are seen as professionals in the classroom and on the internet.
• Argument: "We need to rethink the tools we use and the types of problems we ask students to solve how to gather and discuss data via" different resources, such as "Facebook, Twitter,... and RSS feeds." - Roberts
The support of this argument is to have students use the internet to help them look up information to prove their position. To monitor their use of technology--cell phones, laptops, or tablets--, create projects that are relevant, challenging and engaging.
•Argument: "Engagement...should be fun and exciting." - Roberts
The evidence for this position is "Our charge is to provide meaningful and powerful engagement." - Roberts "1. See what's out there. Find some sites, try some software, and do some research. 2. Start small. What is one thing you could do in the next unit to better engage with 21st Century skills? 3. Collaborate. Don't do it alone. Plan carefully and ask what others have found successful. 4. Take a risk because change cannot occur without conflict. Try it and see what happens." - Roberts
Always remember that no matter what, the question to ask when you teach is what does it mean to teach in the 21st Century.
I feel that Roberts is probably right. I wouldn't convert to a completely online class. I think that incorporating these ideas is a great idea so that students know how to navigate and know how to judge information they find navigating on the internet. If Roberts is correct, it will affect me as an educator through having a much more technology filled classroom and doing most of the activities we do in class on some sort of device.
3. The Networked Student
In
The Networked Student posted by Wendy Drexler, the man presenting the video stresses the theory of connectivism. Connectivism is a theory that presumes that learning occurs as part of the social network of many diverse connections and ties. This network is made possible through various tools and technology. This video stresses the importance of being collecting credible information from credible locations on the internet and becoming socially involved on it. He emphasizes looking up blogs containing information and writing informed comments to promote discussion. He also promotes creating a own blog so the student can write their thoughts on the topic that they are interested about. The teacher helps guide the student in their search of information and opening the doors of social networking in a way that is appropriate.
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My position on this video is I agree with what he is saying to a degree. I do think that having the skills to know what is reliable information and being able to judge that information correctly is very important. Also, it is very important in this day in age and onward that people understand and know how to navigate social networking. It has become a very large part of the world and will continue to grow as time continues on. However, I don't think this should
completely dominate the classroom. I have always enjoyed the physical activities more than the ones on technology, especially now that I am so used to technology. I imagine most elementary-aged children would be that way as well.
4. Harness Your Students' Digital Smarts
In
Harness Your Students' Digital Smarts, Davis' thesis is that it isn't necessary for the teacher to teach everything in a classroom. I agree with her argument. The teacher can't know everything, especially in a classroom that is set up like hers. I have never experienced a class similar to hers before EDM310. Her students work very independently, which is a similarity. Even so, her class is set up pretty differently. In EDM310, we aren't working with a program like that. So far, we are just working with Blogger, but I know that we will be working with other programs later.
5. Who's Ahead in the Learning Race?
Much to my surprise when I was watching
Who's Ahead in the Learning Race?, I saw that the elementary school students at Gulf Shores Elementary School was ahead in the learning race. I would've thought for sure that they wouldn't be, but I was wrong. It definitely showed me what elementary school students are capable of. I know that they are little sponges when it comes to new information. On top of that, they love to explore new things in general, so in a way I'm not to surprised that it applies to technology as well. They just started exploring with different aspects on the iPads or MacBook Airs. I will remember that when I start teaching in an elementary school.
6. Flipping the Classroom
In response to
Flipping the Classroom, "flipping the classroom" is a different concept to me. I can definitely see where it would be beneficial and take advantage of precious class time. I think it would be useful for me when I start teaching. However, I don't really like watching online lectures and I find that I get easily distracted while watching them. I would have to experiment with it to see how my students react and how well they do with something like this.
7. Bringing the Locker Room into the Classroom
The learning discussed in
Brining the Locker Room into the Classroom is a great way to bring collaborative learning into classrooms. I could use this concept in my teaching by allowing lots of group related projects and promoting critical questions. I wouldn't answer them if I did know the answer for something specific, but I would guide them to find the information they need. If I didn't know the answer, I would assist them to a degree and I would learn from their research. This technique promotes collaborative learning and learning together.
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State University of New York Women's Soccer
