Final Blog Integrated Unit

Lisa and I met last week to discuss the teaching process of this integrated unit. It must be said that Lisa’s students are generally more adept with Spanish at the end of the year, so this unit would normally be taught then. Because of EDU 584 taking precedence, I forged ahead and taught the text and completed the projects with my students. Lisa did what she could (given her students ability early in the year) and completed portions of the unit (watching/reacting to 30 days “Immigration” and having a discussion concerning illegal/legal immigration in the United States). Luckily, a great deal of the work from this unit (at least in Spanish class) can be moved around and taught at the end of the year. In world literature and cultures, I had to forge ahead with little technology and a program (Museum Box) that was less than stellar for my purposes. We did have a chance to chat about what we were doing, but true integration was difficult. I think we’ll have better luck next year when we can teach the entire unit at the same time.

The teaching process with the unit was great. Having everything laid out and tied up neatly beforehand really helped. None of the lessons needed tweaking, except that my students didn’t have their laptops yet. Because of this, I had to reserve library time when possible. This is hard to do when a building of 70(ish) teachers becomes reliant on 10(ish) computer carts and we are left with 20(ish) library computers.

Students definitely learned from and enjoyed the unit. The worst part for them was creating the final product. I’m not certain what other web 2.0 tool I will use the next time I do this project. Glogster or Wallwisher may be my best bet. Lisa and I will need to test them out when we have a moment.

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Dimitri Martin

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Chapter 11 TPCK in Preservice Education

Before I begin I just want to say that I love the way the inspirational quotations are dispersed throughout this TPCK Chapter.

I’ve been pondering ideas revolving around technology and preservice education a great deal. Many people become teachers because they are successful in school. They carry their successes with them, and sometimes wear them on their sleeves. Because these preservice educators were successful with a traditional approach to education, they are likely going to model their own teaching in the same way. I fear that these preservice educators will push technology to the side and continue teaching in the same way that people have been teaching for the last two hundred years.

We’re so lucky to have UMF so close. I feel like UMF has certainly come a long way embedding technology in their program since I completed my undergrad. That being said, as a mentor teacher, I have yet to see a huge push coming from my student teachers and practicum teachers as far as technology is concerned. I know that the knowledge is there, but I feel that the student teachers and practicum students I’ve had have been using technology for their own learning rather than that of my students. I’m surprised that they haven’t come to me with new and fabulous ways of embedding technology into their lessons. Perhaps it is because I haven’t had a student teacher this year.

It is my own colleagues at the high school who have been pushing the envelope and sharing tools and strategies connected to technology. I have been so impressed with the technology that has been shared by my colleagues.

Sample Project

Here is a sample page of my museum box student sample. My rubrics are here as well.

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Chapter 8: TPCK in arts education

While I am the first to admit that I didn’t go to all of the sites listed in this article, I appreciate that the author did some research and names sites where teachers can find resources utilizing arts education. My only gripe about having a plethora of websites is the way they were listed. It would be more user friendly to have this information in list form. Lots of the websites are fabulous.

I like that the author believes that arts should be integrated across subjects. As an English Language Arts teacher, I try to integrate art or discussions connecting literary works to art in my classes regularly

This chapter was one of the best in the text. Because we live in rural Maine, access to famous works of art can be limited. There are immense access and equity issues when it comes to art in Maine Schools. That being said, in Maine there are programs available via Colby College and The Farnsworth that help teachers bring students to the works of art at their sites. Although there is really nothing like looking at actual works to really understand the depth, breadth, or sheer size; looking at the actual works is not always an option. The internet can open the world of art to our students in ways that were once inconceivable. You can go to the Louvre or MOMA (and many other art museums) without leaving your classroom.

Chapter 7 TPCK Math

When I think of math I grumble a bit. I always did well in math in school, but I felt it was because I could follow directions with ease. I could find the answers, and I understood the processes for the most part. The difficulty was in the fact that math was boring. Nothing and no one ever made it interesting, intriguing, or engaging. If we had had more access to technology, it may have been better. I think it really does depend on the teacher when it comes to math (for me). I could have had the most bland, dry English teacher in the world and been excited because the subject is fascinating to me. Math, on the other hand is not something I am drawn to. Because of this, I especially appreciate a creative math teacher. I wish the technology mentioned in this chapter had been used in my math classes. I certainly would have been more engaged with my mathematics education if it had been.

This chapter touched on the use of calculators. I happen to be a huge proponent of calculators as they expedite work, but I know that many people don’t agree with me. I have found that people who argue against the use of calculators oftentimes argue against the use of computers in the classroom. These people believe that students must know the basics, and that technology is a waste of time.

Chapter 9: TPCK Science

“Discussing TPCK in general, or science knowledge in general, is not especially helpful. TPCK is made up of very specific knowledge that happens to live in the boundary between subject matter and teaching. Technology adds a layer of complexity to the demands on teacher knowledge because of the unpredictability of what will be available, and how it will change over time.” (McCrory 204).
I especially appreciate this quotation taken from the reading as it encapsulates my thoughts on technology. I feel like technology is evolving so rapidly that as I learn more, I only truly learn that there is much more out there. Students are initially engaged and excited with new technology, but this engagement can quickly turn to boredom. I feel like part of this is due to the world of instant gratification we live in.

“We need to teach teachers as we wish them to teach.” (205)
This is another quotation that hit a note with me. Some veteran teachers in our district (in all districts) have never been exposed to technology in the ways that younger teachers have. I feel that teachers should be encouraged to take courses that have at least a partial focus on technology. If they do this, then they will be forced to be more comfortable with technology.

Leadership Blog Two

To me, Lisa is a clear leader in our school. She is department coordinator of Modern Languages and plays an integral role on the technology committee. She utilizes technology in her classroom and makes sure we all have access to technology via her role in the technology committee. Since I started working at Mt. Blue I have looked to her as a leader. It is interesting for me to have our roles reversed in some respects.

It’s funny, because I thought “leading” a leader would be more challenging. My fear was that Lisa would be so used to leading that she may have trouble when not in that role. My fears were allayed immediately. Lisa has been comfortable taking on the role of a passenger on this journey, and I am thankful for this. Our personalities are compatible. We’re both fairly laid back and accessible, but we also have clear goals and high expectations for our students. Collaborating with Lisa has been simple so far. I almost feel a bit guilty because the meeting and collaboration process has been so straightforward as I know this is not the case for everyone in our cohort.

Chapter 10: TPCK in physical education

I feel like this chapter spent a great deal of time focusing on content knowledge in physical education. It is as though the author felt that the reader needed to be reminded that physical education is a class. Actually, I guess I sort of did. I had never really thought about the challenges that arise when assessing a student in physical education until reading this chapter. Kelly also notes that data can be gathered to evaluate (assess) student performance. Physical education teachers have lots of students to track. The cost of the equipment for gathering this evaluative material can be huge. In districts like ours where the laptop initiative is implemented, the cost is as big an issue.

The author gives me insight into the difficulties of assessing in a physical education course. While it is obvious to me that physical education teachers can use videos to assess, it is refreshing that the author makes note of student motivation. Students are more motivated when they have instant data and feedback.

I feel like TPCK is more difficult to find in physical education. I wonder if it would have helped to focus on health education a bit.

Chapter 3: TPCK in K-6 literacy education

An entire section of a paper I co-wrote last semester was dedicated to ICTs and how the definition of literacy is changing. Literacy used to refer to the ability to read and write, and though the more current definition still envelops that old one, we now (and for a while) have literacy connected to technology. Students (and teachers) not only need to learn to read from left to right, but they need to read webpages that are multi-layered and filled with hyperlinks. Reading these can be like reading the mind of the creator.

My concern is that literacy has become synonymous with reading education. While this may be true (in part) at the elementary level, it is certainly not the case once students begin moving from teacher to teacher (usually around middle school). At middle and high school levels teachers are more apt to say that teaching reading should be left to English teachers. Mt. Blue is in the throes of a literacy initiative that started this year. The goal is to hold all teachers accountable for the literacy of our students. Actually, the accountability isn’t really here yet, but the message is out that we all need to start making sure our students are being engaged with literacy strategies.

The product software noted on page 70 is interesting, and I’ve noted the mention of ReadWriteThink as I sometimes use this resource. Others are worthwhile as well.

Leadership Blog One

March 6, 2009

Lisa and I met today to discuss our integrated unit. We’ve sort of talked about working on something like this for years. Talking about Latin American literature with her is great as her perspective on it is one of a Latina. We both have a lot going on, but we’re giving this a shot, and are even really going pilot this unit (or at least some of it) this year. It’s easy to get excited and just jump in, but we’re going to wait until quarter four to start the unit. We’re going to start with honors students before going for it next year. My fear (initially) was that we would end up taking on too much, and I think this still might be the case, but I am going to pare it down a bit and just get at the core for this presentation and product. I am planning on having other assessments (some large) embedded within the unit (eventually).

We want to discuss how the translation shifts (or does not shift) the meaning of a text. Lisa’s class is going to translate the text that my students have analyzed for figurative language.

It’s difficult to think of both a product and a performance that both classes can utilize. I think we talked it out really well, and I’m going to be making some clear revisions to the integrated unit and the performance task. We’re now thinking of creating a class wiki and scoring online discussions of themes noted in the text. We’re planning on having students discuss cultural differences connected to pride, family life, immigration, family roles, poverty, gender roles, self-esteem, and the role of words. We will be assessing their written work/responses.

I will still include vignettes and figurative language as part of the assessment for my students, but we thought it would be too difficult for Lisa’s students to do this as well because Spanish is not their first language. These vignettes will also be posted to the site

So I’ve written lots about what we got out of the meeting (because it was so productive), but the leadership role I played in this was also essential. I think of myself as a collaborative leader and working well with others is certainly one of my strengths. I initially gave a little presentation of expectations and ideas before asking lots of questions about what Lisa thought. She, in return, gave lots me lots of feedback. I took notes as we bounced ideas back and forth. The meeting was more like a conversation than anything else. I feel like that is how I lead. I gently prod for information by asking probing questions. I engage in conversation, but don’t do so to hear myself speak. I really listen and take suggestions.

Chapter 6 Social studies and TPCK

Lots of things that can be used in social studies, are also resources that can be used in the English Language Arts classroom. I appreciate that Lee reports on multiple resources, and I looked up the ones I hadn’t heard of. The archival class projects were of particular interest, though I would like to note that while Lee states they are all high school history projects, the last two mentioned were actually completed for high school English courses. While his statement was erroneous, it just verifies my initial statement--resources between English and history classes can be shared. One of the projects has been ongoing for 15 years and is a history/technology elective that seems very cool and rich. I couldn’t find the Cherokee Digital History Project that Mr. Lee wrote about in a 2004 article and mentions again here. The chapter also touches on project based learning as well as problem based learning, both of which are of particular interest to me.

This chapter is well organized and thorough. Though I didn’t necessarily “learn” lots of new information, it was nice to see social studies TPCK broken down in such a manner. Something else worth noting is the issue of intellectual property and plagiarism that Lee raises. I feel as though I constantly need to check for plagiarism and ask students to cite cite cite. Even then, I still have at least one instance of plagiarism a year. Students have a difficult time recognizing that things posted online aren’t to be cut and pasted (not even pictures) without citing an original source. I wonder if this stems from our youtube, limewire, hulu, flickr society where you can watch and share music, television, videos...(do I really need to list it all) for free. I find myself answering the question “I can share it and view it for free, why can’t I just print it and call it part of my project?” multiple times throughout the year.

Chapter 5 TPCK World Languages

I appreciate that Van Olphen mentions the use of email and the internet (online exhibitions and such) as ways modern world language teachers can reach their students and integrate technology. Though simple, rich experiences and serious engagement of students will occur if one utilizes these technologies in the proper manner. These are simple ways to encourage the use of technology in our classrooms with teachers who may not be comfortable with technology.

When I think of Mt. Blue High School and technology the teachers whose names first pop into my head outside of the English department are world language teachers. Two modern world language teachers earned their masters degrees with a focus on technology, and one is a half time technology integrator at the high school. These three teachers all are pushing for seamless integration of technology in their classrooms and all classrooms at MBHS.

I know that they are currently using the MacBooks for students to record oral portions of exams. I no longer see teachers in the hall questioning students and taking notes. Modern language teachers now ask students to record themselves on the MacBooks and upload recordings to wikis. The teacher then listens to these and scores these at home. The speaking portions of tests used to take days to administer. They now take one class period.

These teachers impact my classroom as the shift of the school culture toward one that integrates technology has been successful because of these educators. I know that students who come to me from their classes will have knowledge pertaining to imovie, garage band, and wikis. A huge weight is lifted as these students will aid others in my room with technology troubleshooting so there is not a huge line waiting for me to answer technology questions.

It is mentioned (yet again) that teachers need the proper training so that they may feel comfortable using technology in classrooms. It was not lost on me that Van Olphen states that Krashen found in a 1981 and 1982 study that “adults acquire language structures in a predictable order provided that they are exposed to comprehensible input and within a low anxiety environment” (p. 111). Many adults (many people for that matter) acquire technology skills in the same manner. They need the technology to be straightforward and they need an environment that has little stress.

TPCK Chapter 4 English

• The chapter doesn’t really give me tons of insight. I can think of a few answers to some of the statements concerning preservice teachers appearing on page 94.

1. The first is that I feel many preservice teachers do not (or did not) use technology because they were not taught by teachers who used technology. They probably like (or liked) their teachers (and school for that matter), and see little reason to alter what has always worked for them.
2. The second is that one of the studies was done in 2000, which is a great deal of time as far as technology is concerned. I think if the study were done today, one would find that preservice teachers would be much more comfortable with integrating technology and would be much more successful doing so.

• As far as the other studies that found that preservice teachers relied heavily on one or two models: What new (or veteran) teacher doesn’t rely on what they already know how to do? It would be crazy for a brand new teacher to take on brand new technology when they are already taking on new classes and being introduced the idiosyncrasies of new attendance and grading systems that ARE new technology (even if they are not linked to student learning). I feel like it is veteran teachers who are usually less willing to try new technology and applications.

• It all comes down to time. New teacher “Laura” used the Internet and was successful in doing so, but she did not have E-TPCK.

• Nell” used lots of her personal time and was dedicated to making her unit work. She trained herself, wrote grants, bought software, and was obviously driven. This is not often the case with veteran teachers.

• There is no “content focused” training in either situation. It all came down to who was willing to sacrifice her own time to make technology work for their students.

• We (luckily) have the technology at Mt. Blue. Now we need training and time to create stimulating learning environments for our students through the use of this technology. I’m glad that this chapter supported these beliefs.