Thoughts About Common Core
I have not begun to teach yet, so I do not have anything to compare the with the Common Core program. I have heard from a few friends who are already teachers that it is more unnecessary regulation and changes to what students are being taught in the schools. Another friend that is an elementary school teacher told me not to worry, that the common core is very similar to the Oklahoma PASS program. I hope that I will learn more about the Common Core before I graduate, as it seems to be something I will need to truly be familiar with in my new role as a teacher. At this time, I have not learned anything about it in my studies.
Friday, February 8, 2013
Chapter Eleven - Top Ten Rules
Chapter Eleven - Top Ten Rules That Govern School Authority Over Student Cyber Expressions
Summary
This chapter simply lists the top ten rules that govern school authority over student cyber expressions. These are:
1. First amendment provisions only apply to public school students.
2. Censorship is permissible if the student expression reasonably suggests a substantial disruption to school activities.
3. Censorship is permissible if the student expression actually interferes with students' rights to educational benefits or substantially detracts from the learning environment.
4. Lewd, vulgar, or profane language is inappropriate in a public educational environment.
5. Reasonable regulations may be imposed with respect to the time, place, and manner of student expressions involving school property, school equipment, or school events.
6. Schools may regulate school-sponsored expression if the expression is viewed as endorsed by the institution.
7. Schools may regulate school-sponsored expression on the basis of any legitimate pedagogical concern.
8. Off-campus expressions may be regulated only when sufficient nexus to campus is shown.
9. Expression may be restricted if it is reasonably perceived to be inconsistent with the "shared values of a civilized social order."
10. True threats and criminal activity may always be regulated regardless of whether they originated on or off campus.
Reaction
I do not have a problem with any of the rules listed above. However, I do think that #9 is a bit confusing. I think the "shared values of a civilized social order" needs to be more clearly defined. Who defines the shared values? What are the values? In a diverse and multi-cultural society, not everybody shares the same values.
Summary
This chapter simply lists the top ten rules that govern school authority over student cyber expressions. These are:
1. First amendment provisions only apply to public school students.
2. Censorship is permissible if the student expression reasonably suggests a substantial disruption to school activities.
3. Censorship is permissible if the student expression actually interferes with students' rights to educational benefits or substantially detracts from the learning environment.
4. Lewd, vulgar, or profane language is inappropriate in a public educational environment.
5. Reasonable regulations may be imposed with respect to the time, place, and manner of student expressions involving school property, school equipment, or school events.
6. Schools may regulate school-sponsored expression if the expression is viewed as endorsed by the institution.
7. Schools may regulate school-sponsored expression on the basis of any legitimate pedagogical concern.
8. Off-campus expressions may be regulated only when sufficient nexus to campus is shown.
9. Expression may be restricted if it is reasonably perceived to be inconsistent with the "shared values of a civilized social order."
10. True threats and criminal activity may always be regulated regardless of whether they originated on or off campus.
Reaction
I do not have a problem with any of the rules listed above. However, I do think that #9 is a bit confusing. I think the "shared values of a civilized social order" needs to be more clearly defined. Who defines the shared values? What are the values? In a diverse and multi-cultural society, not everybody shares the same values.
Chapter Ten - Preventing Cyberbullying
Chapter Ten - Preventing Cyberbullying
Summary
This chapter discusses the prevalence of cyberbullying and the important role that schools play in stopping and preventing this from occurring. Each teacher has a role is assessing whether cyberbullying is a problem in his or he classroom. The author suggests that teachers give students an anonymous survey asking them to describe if they have ever felt marginalized, hurt or bullied by others online. All schools should have clear and policies and rules laid out regarding the use of technology in the schools. In addition, educators should attempt to create an atmosphere in the school that is safe and that promotes positive character building. Peer mentors can also be effective in helping students who have been the victims of cyberbullying. The school should promote the role of the parent in efforts to reduce this harmful activity. Parents should be encouraged to monitor their children's online activity.
Reaction
I really enjoyed the beginning of this chapter where the author related letting your child browse the Internet unmonitored with dropping your child off in Washington D.C. by themselves to see the sights. While there is much that can be learned on the Web and many useful resources, parents need to monitor and guide their children so that they do not become exposed to the darker side of the Web. I also feel that parents need to be more involved in the online lives that their children lead. Not only do they need to look for signs that their own child is bullied, they need to be certain that their child is not bullying someone else. The schools can provide a rules for use and a moral atmosphere, but educators and administrators can only do so much. Much responsibility lies with the parents.
I enjoy using social networking sites like Facebook as an adult. However, I am glad it was NOT around when I was a teenager. There was already enough middle and high school drama without social networking sites and cell phones. I can only begin to imagine how complicated it must be for teenagers to navigate this new online world.
Summary
This chapter discusses the prevalence of cyberbullying and the important role that schools play in stopping and preventing this from occurring. Each teacher has a role is assessing whether cyberbullying is a problem in his or he classroom. The author suggests that teachers give students an anonymous survey asking them to describe if they have ever felt marginalized, hurt or bullied by others online. All schools should have clear and policies and rules laid out regarding the use of technology in the schools. In addition, educators should attempt to create an atmosphere in the school that is safe and that promotes positive character building. Peer mentors can also be effective in helping students who have been the victims of cyberbullying. The school should promote the role of the parent in efforts to reduce this harmful activity. Parents should be encouraged to monitor their children's online activity.
Reaction
I really enjoyed the beginning of this chapter where the author related letting your child browse the Internet unmonitored with dropping your child off in Washington D.C. by themselves to see the sights. While there is much that can be learned on the Web and many useful resources, parents need to monitor and guide their children so that they do not become exposed to the darker side of the Web. I also feel that parents need to be more involved in the online lives that their children lead. Not only do they need to look for signs that their own child is bullied, they need to be certain that their child is not bullying someone else. The schools can provide a rules for use and a moral atmosphere, but educators and administrators can only do so much. Much responsibility lies with the parents.
I enjoy using social networking sites like Facebook as an adult. However, I am glad it was NOT around when I was a teenager. There was already enough middle and high school drama without social networking sites and cell phones. I can only begin to imagine how complicated it must be for teenagers to navigate this new online world.
Chapter Nine - Policies, Procedures and Contracts
Summary
In this chapter, the author discusses the need for schools to create rules (policies) for use of technology. The author explains that acceptable use policies (AUPs) are legal contracts that are binding between the school and the members of the school community. The contracts can be changed to suit the needs of the members of the community when needed. The chapter also discusses the research and evaluation steps and tools that administrators need to use when creating contracts related to the use of technology.
Reaction
I think that it is very important for school administrators too carefully craft any type of policy that is binding on so many people. I also think that schools should be extremely careful when crafting "zero tolerance" policies. While the examples given related to technology and the use of cell phones, etc., there are many other "zero tolerance" policies that are exercised without much thought or common sense. As an example, I recently read in the news that a 7 year old child was suspended from school for throwing an imaginary "grenade" at an imaginary "box" that was full of "super villains" while on the playground. Due to the school's "zero tolerance" policy when it comes to weapons, the child was suspended. I read that he stated he did not understand why he was "dispended." I think this decision by the school is careless and is an example of an "all or nothing" approach that does not fit the needs of the community. The author brought up the issue cell phones and how some students are given permission to use cell phones to be able to speak with parents who are in the military deployed overseas. I think the decision to amend the "zero cell phone use" policy was correct in this case.
Summary
In this chapter, the author discusses the need for schools to create rules (policies) for use of technology. The author explains that acceptable use policies (AUPs) are legal contracts that are binding between the school and the members of the school community. The contracts can be changed to suit the needs of the members of the community when needed. The chapter also discusses the research and evaluation steps and tools that administrators need to use when creating contracts related to the use of technology.
Reaction
I think that it is very important for school administrators too carefully craft any type of policy that is binding on so many people. I also think that schools should be extremely careful when crafting "zero tolerance" policies. While the examples given related to technology and the use of cell phones, etc., there are many other "zero tolerance" policies that are exercised without much thought or common sense. As an example, I recently read in the news that a 7 year old child was suspended from school for throwing an imaginary "grenade" at an imaginary "box" that was full of "super villains" while on the playground. Due to the school's "zero tolerance" policy when it comes to weapons, the child was suspended. I read that he stated he did not understand why he was "dispended." I think this decision by the school is careless and is an example of an "all or nothing" approach that does not fit the needs of the community. The author brought up the issue cell phones and how some students are given permission to use cell phones to be able to speak with parents who are in the military deployed overseas. I think the decision to amend the "zero cell phone use" policy was correct in this case.
Chapter Eight - Assessment in the Partnership Pedagogy
Summary
Chapter eight explains the different types of student assessment, including summative, formative, ipsative, peer, real world, and self. An example of summative assessment would be giving a student a test back with incorrect answers marked and no other feedback. Formative assessment is a bit more valuable because it includes incorrect answers marked along with comments and feedback. However, if too much time passes before the graded test is returned to the student, then the feedback loses value because the student may have lost interest. Ipsative assessment is more useful because it involves the student beating his or her own personal best, instead of peers in the classroom or in other schools or districts. Peer assessment involves exchanging work with peers to gain feedback and can be a useful too. Through various technological tools such as the Internet, students can now share work with others around the globe, and not just the student sitting next to them (real world assessment). Self assessment is necessary for success in life and standardized tests are necessary to satisfy state and federal requirements. The author suggests that students should be given the opportunity to be assessed in all of these different ways to provide well rounded and adequate feedback. The author also posits that students should be able to use tools such as calculators and cell phones to take tests.
Reaction
I really liked this chapter and agree that summative assessment does not go far enough in providing feedback. It leaves students with little information on how they can improve their grades. In addition, I have found that even as an adult, if I receive a test back and several weeks have gone by since I took the test, I am not as interested in figuring out why I missed certain items and how I can improve. I also prefer to compete against myself, knowing that there will always be others that are more or less knowledgeable.
Summary
Chapter eight explains the different types of student assessment, including summative, formative, ipsative, peer, real world, and self. An example of summative assessment would be giving a student a test back with incorrect answers marked and no other feedback. Formative assessment is a bit more valuable because it includes incorrect answers marked along with comments and feedback. However, if too much time passes before the graded test is returned to the student, then the feedback loses value because the student may have lost interest. Ipsative assessment is more useful because it involves the student beating his or her own personal best, instead of peers in the classroom or in other schools or districts. Peer assessment involves exchanging work with peers to gain feedback and can be a useful too. Through various technological tools such as the Internet, students can now share work with others around the globe, and not just the student sitting next to them (real world assessment). Self assessment is necessary for success in life and standardized tests are necessary to satisfy state and federal requirements. The author suggests that students should be given the opportunity to be assessed in all of these different ways to provide well rounded and adequate feedback. The author also posits that students should be able to use tools such as calculators and cell phones to take tests.
Reaction
I really liked this chapter and agree that summative assessment does not go far enough in providing feedback. It leaves students with little information on how they can improve their grades. In addition, I have found that even as an adult, if I receive a test back and several weeks have gone by since I took the test, I am not as interested in figuring out why I missed certain items and how I can improve. I also prefer to compete against myself, knowing that there will always be others that are more or less knowledgeable.
Chapter Three - Strategic Leadership
Chapter Three - Strategic Leadership
Summary
In this chapter, the author discusses strategies, models and ways that administrators, teachers and other school leaders can work together to incorporate the use of technology in schools. The five categories of how individuals react to change are explained, as well as theories about how people actually respond to changes in their environment and how quickly individuals put changes into practice. The author recommends that all teachers be able do the following six things with technology before being effective in technology integration:
1. Every teacher should be proficient in the use of productivity tools (word processing, presentation software, spreadsheets, etc.)
2. Every teacher should be able to troubleshoot common technological problems that are common in the classroom.
3. Every teacher should know where to go for assistance.
4. Every teacher should be familiar with what is available on the Internet in his or her subject area.
5. Every teacher should have well-honed Internet search skills.
6. Every teacher should be open to new ideas.
The chapter also outlined ways that school leaders could for groups and committees within the school advocating for the integration of technology in the classroom.
Reaction
I was very interested in learning about the five categories of how people handle change. I consider myself to be a member of the "early majority." I am excited by new technology, but I am not the first to run and out and by the latest gadget. I will typically research how the technology will be useful to me and if it will be useful and without too many 'bugs', then I will snap it up.
I agree that teachers need to be proficient in basic areas of technology, and I really liked the idea presented in the chapter that teachers need to be shown and actually see examples of technology infused lesson plans. Once you see an example, it is easier to emulate.
Summary
In this chapter, the author discusses strategies, models and ways that administrators, teachers and other school leaders can work together to incorporate the use of technology in schools. The five categories of how individuals react to change are explained, as well as theories about how people actually respond to changes in their environment and how quickly individuals put changes into practice. The author recommends that all teachers be able do the following six things with technology before being effective in technology integration:
1. Every teacher should be proficient in the use of productivity tools (word processing, presentation software, spreadsheets, etc.)
2. Every teacher should be able to troubleshoot common technological problems that are common in the classroom.
3. Every teacher should know where to go for assistance.
4. Every teacher should be familiar with what is available on the Internet in his or her subject area.
5. Every teacher should have well-honed Internet search skills.
6. Every teacher should be open to new ideas.
The chapter also outlined ways that school leaders could for groups and committees within the school advocating for the integration of technology in the classroom.
Reaction
I was very interested in learning about the five categories of how people handle change. I consider myself to be a member of the "early majority." I am excited by new technology, but I am not the first to run and out and by the latest gadget. I will typically research how the technology will be useful to me and if it will be useful and without too many 'bugs', then I will snap it up.
I agree that teachers need to be proficient in basic areas of technology, and I really liked the idea presented in the chapter that teachers need to be shown and actually see examples of technology infused lesson plans. Once you see an example, it is easier to emulate.
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