My course4 final project: How would you get yourself prepared for the natural disasters?

Here is my unit-planner for the course4 final project.

 

Not enough infos ready at my district
I do not want to be negative for unpredictable situations you might come across, yet this is something you could not expect to know how it would be like when it happens. How much you prepare for those days might not make sense at all , in particular, in such days.

Yet we would not want to regret that the preparation is not enough. I am sure that there are tons of situations possibly thinkable depending on whenever/wherever/however you are on those coming disaster days. This is not something you could prepare for yourself and other people perfectly, yet at least sharing various simulations ready for the natural disasters would  help students to get more confidence to confront the tough situations.

When we had the huge earthquake disaster on the 11th of March, it terrified us a lot in many ways. The earthquake evacuation did not work so much. Some of students and faculties could not follow the emergency rules the school had set up. We had the meeting right after the 11th of March in 2011 to review the day. We realized that we could not follow our emergency procedures exactly, yet since we had practiced so many times, intrinsically we knew that where we should go, what we should do and how we should behave.

However there could be possible occasions, which you might be at off the school campus, and officially in our schools any other possible cases have not been shared with each other.

Since the course 4 is all about how we could urge ourselves to learn in this hyper-connected society, the possible  natural disasters would let us be proactive for creating the strategy to deal with the unpredictable situations. This might be something we could work together and/or collaborate with outsiders, who could be official people/experts/peers.

The reverse instruction and/or flipped classroom

First of all, I would like students to have the basic information or brief idea of the consequence of natural disasters at home via watching a short video/slideshows about how other institutions/organizations prepare themselves for the expecting natural disasters. By the time we have the first session, they should have the rough/fundamental idea to think ahead the strategy.

On the second/thrid/forth sessions at home/school, they will start researching their living area(for instance, Minatoku district, Shibuya district and Chiyoda district). I would suggest that they should go for the homepage of according district to find out the current status of the qualitative/quantitative release of information since a student/s is/are appointed to be a civil servant/s to improve the risk management of an area. For instance, Bunkyo-ku does not seem to have enough info of the case of emergency.

It would be great if they could find a way to collaborate with outsiders (, one of whom might be a real appointed director of his/her area). Since this is more likely to be challenged based learning leading to project-based learning, they should be expected to find their own strategies/solutions to their living area. It is totally up to them that they could make a video to show the citizens of a particular area of the district  the safe ways or tips to evacuate their living area. For instance they can take an advantage of the utility of Google Maps.

They could also think as realistic as possible how it would be like if they were in some sorts of situations such as sleeping at night, going out for dinner and staying at their friends’ houses.

On the final day, those simulation videos created by students will be loaded to the voice-threads, which could be shared and make other groups comment/feedback on their opponents’ simulations. This opportunity would give students other inspirations/approach/unknown- useful information.

Finally…

I hope that this topic itself is dynamic enough to urge students to learn autonomously, collaboratively and enthusiastically. At the same time, this would involve their physical field investigation on their area, which would not let them sit in front of lap-tops or i Pads all days. Hopefully this topic makes students find their own balance to get strong concentration on their work.

Credentials:

‘Are You Ready for an Earthquake?’ by CollegeoftheCanyons. Youtube. 2012/03/15. Online. Youtube. 2012.

Both in academics and (in)sports

Confronting with students using lap-tops

My first experience to have students in our library use lap-tops is my course1 project. We let them use the image search engine, which was taught by teachers beforehand during their computer class. When I oversaw students do their own research by way of open-ended survey strategy, they engaged in their work enthusiastically and many of them were not distracted by their own habits(such as checking-emails and going to facebook. ) The reasons behind this could relate to the facts that they were the 4th graders(, who are under 13 years old and are not allocated any accounts of e-mails, and  are not supposed to use any social network services for their own private/official social use due to their young age).

However regardless of the age restrictions made/released by those social network companies,  I am sure that there are tons of ways to sneak out and some students might have already created their own accounts for social network services, and if they were allowed to have their own accounts, I would think that they had probably been tempted by checking their own e-mails, facebook and personal digital relationships with their friends in real time. Moreover recently two kids, who are brothers in their family in USA have created a social network communication service available for kids.

In addition, it seemed to me that they wanted to explore any other applications or their frequent visits to their sites since they had been only told to use one of the application for the research. From this point, they would unconsciously think of their commitments in the digital world soon after they are in front of their lap-tops.

Both in academics and (in) sports

There is saying in Japan that ‘ Both in academics and (in) sports’. This notion could be extended/applicable to the post: ‘the amazing power of tech breaks’ by Larry Rosen, Ph.D.

I remember at my junior high school days that teachers or the whole school strongly recommended at that time that we should belong to at least one of sports/culture clubs during the school days.

Deep in the study of sport

Title: Sports and Academics. Attributions: By Wyoming_Jackrabbit.

Moreover they did not encourage us to belong to any kinds of culture clubs or only if it is the orchestra club, your choice of culture clubs was very welcomed. They did not encourage other culture clubs other than the orchestra club since some of them were not valued so much in terms of the universal/hypothetical recognition/assumption/biased view by teachers that members don’t do so much activities to be engaged in.

What they were saying to students, who are reluctant to belong to/commit themselves to any kinds of intensive clubs is the evidence, which shows that people, who engage in sports clubs have better academic results, and their social relationship with others/performances become healthier/productive than people, who have not so much other social activities/relationships outside of their own fixed-classroom.

Especially at that time, it was very hard for me to accept their encouragement since I was not sure if I could do both fair school work and busy club life. Each student had some sorts of pressures that we had to pass the competitive exams to enroll in one of the high schools. I ended up belonging to the orchestra club, which I assumed was a bit easier than any other options I had had since I was comfortable in that area.

However still it was very tough for me to do two big things in a time(, since the orchestra club does really make you engage in your time a lot for practicing the music piece by your instrument and have to get yourself prepared for the rehearsal or the collaboration with other music players for the concerts being held several times a year. ) In addition, the music teacher’s expectation was so severe and intense too.

Concentration and multitasking

The effective use of technology in the classroom, in particular, the lap-top would essentially or automatically ask students to engage in so many tasks in an occasion, which refers to the managing multitasking by Common Sense Media. If you see the tablet PCs, the concept behind the product is what you can do anything anywhere anytime, which is our human desire yet it requires multi-tasking capabilities more than ever. All current students live in an environment, where you are supposed to do so many things at the same. In order to do so, I believe that the concentration is a key word for this topic. We would have to let them have concentration to engage in their tasks.  

Now I can tell why junior-high school teachers strongly recommended that we should belong to any sports club for the holistic educational purpose.

If you could engage in one thing enthusiastically, you could apply that method to your other school performances such as academic life, social relationships and public/private life. In addition, if you feel very reluctant, or less positive toward anything you have to do, playing sports or being active in other committed sides of societies would help you to start thinking positively/approaching in different ways or be refreshed. Moreover even in a physical world, you would have to handle so many things in an occasion as you get older  if you like it or not, and it might have been a training opportunity for students to get prepared for the reality of society.

Since they are automatically in the situation, where students are meant to be multi-task players in the digital world,  they need time to organize themselves in different ways to control their private/social/academic lives, which could be all interrelated/circulated. Moreover if you know how to refresh yourself by mode of putting yourself in other social activities in physical would, you learn that this is an effective way for you to concentrate on your engagements/commitments better.

Within the digital world, it could be the same. Students would have to think of their many private/school commitments/communities anywhere anytime, and any sorts/notions of belonging to sports/culture clubs in physical world would work for digital world too.

Credentials:

‘Sports and Academics’ by Wyoming_Jackrabbit No real name given. Flicker. January 20, 2010. Online. Flicker. Yahoo! Inc. 2012.

No chances for the poor users of non/verbal communication?

Difficult society?

One of the commentators, whose occupation was the sociologist and the essayist said on TV last week in the Japanese documentary program relating to ’Autism Spectrum Disorder (ASD)’, that

we were living in this modern society, where the communication is heavily relied on / focused on and every company or social institution values people, who could have an excellent communication skills and collaborate/connect/socialize with others efficiently/effectively whereas there was a time prior to the advent of information era that it was ok to be a wordless person.

 

This is because there were all types of  labour/occupational opportunities available even for people, who don’t necessarily like to communicate with others in contrast to the mode of the current society. For one of  instances, almost everything is now automatic, which creates less human labour grounds whereas more jobs  for craftsmans existed in the early 20th century.

 

Because of the social trend,  this type of human-beings in Japan were largely accepted in our society especially during the time without any technology introduced to our society, and sometimes they were highly valued type of males respected by females.

 

Hence for those minority people or what we call ‘clumsy people’  the present era is more difficult to live in since we are in a society ,where the communication/social relationship is a crucial key element to create or/and make something happen. (For instance, IT enterprises, entertainments and social network systems.)

 

People, who have ASD are likely to be more outstanding and recognized than ever since they did not have so much difficulty to live in prior to the the advent of hyper-connected world. There were positions available even for less communicative competent people.

 

(I summarized her comment, which was interpreted into English.)

Connectivism as savior

Then would they be segregated by or left behind by hyper-connected society after all, where only highly communicative competent people are demanded?

As I read through the article: ‘Collaborative Learning for the Digital Age’ by Cathy N. Davidson,

Title: The Collaboration Pyramid. Attribution: By oscarberg Oscar Berg.

it makes me realize that they should not be so disappointed at the current trend. Moreover all about concepts/ideas behind connectivism, MOOCs(Massively Open Online Course), global collaboration  should support the deficiency that we are limited in our capability to receive all of the information and do the processing perfectly/efficiently since we are anyway unperfect organisms.

In my understanding for the definition of connectivism, since we are exposed to the hyper-network society, we are living in an environment, where other set-standards of notions(such as behaviorism: ‘reality is external and is objective, and knowledge is gained through experiences.’ ; constructivism: ‘reality is interpreted, and knowledge is negotiated through experience and thinking.’ and cognitivism: ‘reality is internal, and knowledge is constructed.’) are getting less appropriate to our understanding of current native digital students/citizenships, and we have been shifted to being or developed to have become  world-wide connected people more than ever in terms of time and space.

This would affect us in a way of thinking, sensing and learning anything of the outside of ourselves. For instance, within the idea of constructivism, the everything in a society can be learnt in or followed by a set-up standard of systematic vision/framework, which is constant and absolute. In our current society, we could find this idea difficult to be correspondent to our hyper-networked society, where every moment new information is in/out and facts are revised/edited/rewritten because nothing stays the same as before.

Supplements

Since thanks to the social network systems we are so connected to each other, we could help/substitute/supplement each other (, which result in some collaboration). For example, Massively Open Online Courses(MOOC) like University of People in the world might give us  an option or a clue for bridging a gap between passionate learners(, who are eager to know/learn the outside of their world) and reluctant learners(, who are negative to interact with outsiders).

 As for positive learners, our face to face learning is also a crucial thing. In our last workshop for course4, we again confirmed each other that interacting with others in an offline learning space had meant a lot to us too. I don’t think we could only rely on online learning environment, where each student does not have to come to schools/institutions.  Offline human relationship with others is inevitable,  so is online connection with others. Either interaction is not perfect, and each could cover for its deficiency and its limitation. Hopefully ‘poor users of non/verbal communication’ could be supported/supplemented/substituted by excellent communicators in on/offline environments.

Credentials:

  • “Collaborative Learning for the Digital Age” by Cathy N. Davidson. The Chronicle review. August 26, 2011. The Chronicle of higher education. Online. 2012.
  • “Connectivism-A Learning theory for the digital age” by George Siemens. elearnspace-everything elearning. December 12, 2004. elearnspace-everyting elearning. Online. 2012.
  • “MOOC: Massive Open Online Course” by . Open education news. July 30, 2008. Open education news. Online. WordPress.com. 2012.

  • “Autism spectrum” by Wikipedia-the free encyclopedia. 2012. Online. Wikimedia Foundation. 2012.
  • “The Collaboration Pyramid” by oscarberg Oscar Berg. Flicker. March 2, 2012. Flicker. Online. Yahoo! Inc. 2012.

‘For sport and play I think that we are born…..’

遊びをせんとや生れけむ 戯れせんとや生れけん
遊ぶ子供の声きけば 我が身さえこそ動がるれ(#359)

Title: Royal Visit to Ôhara, from The Tale of the Heike. Attributions: By peterjr1961 Peter Roan.

梁塵秘抄(りょうじんひしょう) ‘Ryoujin hishou: The Collection of Japanese Popular Songs’ Edited by the Ex- Emperor Goshirakawa in around B.C 1180.

For sport and play

I think that we are born;

For jesting and laughter

I doubt not we are born.

For when I hear

The voice of children at their play,

My limbs, even my

Stiff limbs, are stirred.

 

Translated by the reknowned Arthur D. Waley in the Journal of the Royal Asiatic Society, April 1921.

(Please refer the above translation to the link here.)

Absorption

When you are absolutely riveted by your interests, you forget the time passing by. It seems to me the whole concept behind reverse instruction and game-based learning or play lies here.

Since we want students to be absorbed in what they learn, educators thinks of various possible teaching methods to have them interested in the subjects, which teachers teach to students.

Even extra schools, where students go after their commitments of compulsory schools attract  new/incoming students and their parents in innovative ways of coaching them. They could refer to things, which normally compulsory schools could not offer to students because there are not enough time to do relevant experiences such as experiments/practices for science/math, programming lessons for IT and following-up or going ahead of/some explorations of school curriculum.

Extra (cram )school and its developing coaching methods 

As I read through articles for this week, one of extra schools after regular compulsory schools in Japan came up to my mind. This school was a kind of cutting edge at that time when I used to go there to review or prepare for my studies at compulsory educational institutions. It introduced the concept of game-based learning, which had been integrated with school curriculum. By means of the game-based learning, students are supposed to learn the elements of subjects step by step.  However  this was not about ‘learning new things in new ways’ since the contents were all top-down contents, but rather ‘learning old things in new ways’ if we could still see this type of learning at the extra(cram) school, where I went.

At that time, this was quite innovative learning method at least for me, and it was OK to be left behind the progress of other students since the curriculum at that school customizes your according level. Every booth(, in which there is a desk-top computer with the integrated curriculum installed into the extra school’s system) was segregated by the board in your right and left, and there were no pressures at all compared to any other types of cram schools(Juku) in Japan since the school would have no rankings of your extra-school performances visually posted and you were graded against your previous scores and levels. In addition, you were welcome to call for coaches or teachers to ask inquiries as they did their work(answered the questions based on the game-based learning method) on the computer during your contact hours.

The process of the learning system was that the first cycle of each lesson has the lecture, and the other half of the lesson takes you to answering the questions regarding the topic. This was a kind of early developing stage of flipped-classroom since there were no hours spent for experiments or exploring your learning journey.

Your competitive rivals were yourself within the educational philosophy at the extra school. Customization of your lessons, the way each student is assessed within the institution and the lecture you could take on your demand in front of the desk-top at the extra school could be said to be ‘learning old things in new ways’.

It is your job to get yourself motivated/absorbed.

On the other hand, I enjoyed the first half year of the custimized program at the extra school since game-based learning attracted me in an easy-going way, and I felt or had illusions on myself if I could be on the better track or  learn better/more  to catch up with or enhance my understanding of the compulsory curriculum of the school.  Yet the attraction or my addiction to the method of using the desk-top PCs to take the lecture and answer the questions based on the curriculum did not last since I simply got bored with learning old things in new ways(,in particular, learning methods) although I kept going to the extra school for a while. You would get bored with some kinds of innovations once time passes by and you get used to it.

Although the new ways of learning such as game-based(or sound-like play) learning,the reverse instruction itself and even flipped classroom are applied to the provisional and novel educational methods, the contents have to be dynamic enough to attract learners. In other words, I personally think that this is something each learner has to find in his/her way to get himself/herself absorbed in enjoying to learn.

It could be you that can motivate or inspire yourself. Moreover no ones could help this point no matter what parents or teachers encourage learners or students to do their studies or research. Since nothing stays forever, everything is changing. Yet  the fact that each student’s curiosity needs to come from his or hers seems to be an unchangeable status or element for learning whereas all sorts of learning methods such as the reverse instruction, flipped-classroom,the gamification and the game-based learning could be replaced with far-out strategies at some points in some days.

Idling moments

In order to have learners motivated by themselves, educators should welcome idling or seemingly ineffective/inefficient time, which learners are confronted with or spend although more or less to educators or parents it could sound nonsense or unproductive.

Credentials:

  • “Shaping tech for the classroom” by Marc Prensky. Edutopia.12/2/2005. Online. The George Lucas Educational Foundation. 2012.
  • “The Ex-Emperor Goshirakawa (1127-93)’ under ‘Japanese Elegies Index’ categorized by ‘Modern World-surveys of poetical works’ by Kiyo. Repository of mythos and poesy-Welcome to Kiyo’s gleanings from literature. 02/06/2008. Online. GoStats. Hosted by Earth-Link. 2012.
  • “Royal Visit to Ôhara, from The Tale of the Heike” by By peterjr1961 Peter Roan. December 18, 2010 in Upper East Side, NY, US, using a Canon EOS Digital Rebel XSi. Online. Flicker. Yahoo! Inc. 2012.

Challenged-based inquires lead to project-based learning.

2PBLs and CBL

For me, Project-based learning has got all of the essence of problem-based learning and challenged-based learning. To make it simple, all of the challenging issues in this world or problems relevant to human-beings or this planet could easily bring up projects to be taken actions for otherwise they would disturb our ways of living or lives themselves in unsorted ways.

They are normally unprecedented or unexpected events, which would let us think ahead and be proactive for any sorts of circumstances or situations. If all of those three instructional methods are chronically looked at, problem-based learning(1960s) comes first, and  challenged-based learning(2009) is followed after  project-based learning(1990s).

The basic needs for societies as problem-solving strategies

Although I learn that the pedagogy of those three instructional methods is independent of each other, the fundamental educational needs for human-beings in the 21st century would not be so much different from those of the past if we consider what we would need to learn for living on this planet.

All surrounding environment where we live always have some sorts of problems such as economic issues, political issues, environmental issues, educational issues, medical issues, family issues, which we could not pass through and ignore them. Even working in companies could relate to solving problems in/outside companies, which would let them make money instead. Companies exist or are prosperous in this world because there are so many demands or requests by audiences (or customers), which could be challenged by innovators or inventors or creators or producers to meet their needs.

Companies always look for people, whose ideas are so creative or innovative and they want to employ people, who could find solutions to day-by-day problems(usually cost effective/efficient performance/management in proportion to attractive products or innovative plans)and look for more advanced strategies.

I learn from the quote by Keisuke Honda

One sentence coming up to my mind is  ‘Be prepared and have no regrets’, which was commented by Keisuke Honda as the Japanese professional football player when he was interviewed after the winning match.

He said that “ the everything is the preparation”. All the difficult path to get to that point goes back to the preparation for that winning tournament.

Title:009/365: on Opening of Asia Cup 2011. Attributions: By Najwa Marafie - Free Photographer ŇÄĵŵÅ Ă. Мǻŗǻƒįę

In my impression, since no ones ever expected Japan team to be a winner of AFC Asian Cup in 2011, few people were interested in the competition at first. For us, it was unprecedented winning outcome, yet for professionals, they believed in themselves what they had prepared for the competition.

What Mr Honda Keisuke means to say by ‘the preparation is the everything’, he simulated his winning  scenario, and he prepared for it step by step to be close to his scheme or strategy as much as possible. This sounds like a project-based learning leading to a challenged-based learning and a problem-based learning since he challenged seemingly an incredible project to have lead to winning the match.

In his vision, winning the match was possible thing since he had prepared everything for the hypothetical winning match as much as possible. The concept of challenged-based learning is to tackle with the real world issues collaborating with in/outsiders even if they look overwhelming or impossible to be achieved so that challenged-based learning has to be a project or big scheme, which should be organized, implemented and reflected in limited time.

When Mr Honda Keisuke mentioned ‘the preparation’, I imagined he had had a big plan or project in his mind, which probably was shared with his teammates. Even for the strategies we would have to think of when real-world problems are needed to be solved. The actual solutions that all well-known professionals in all sorts of areas had taken would help learners to find their own strategies.

Project X: Challengers by NHK

This reminds me of ‘Poject X’ as TV documentary program on air  every week produced by NHK almost 10 years ago. The program was quite popular among audiences, and I am sure it was one of  the greatest hits or phenomenal documentaries welcomed by TV watchers.

Title: Ingo Gunther, The Participation Revolution. Attributions: By AlphachimpStudio Peter Durand.This photo was taken on August 7, 2009.

It was the program that how people working in a company challenged or overcame the difficult time/tasks to keep the company going. Within the documentary non-fiction drama, sometimes an ordinary employee of that company was the hero since he saved his company in his innovative way, and in the other week, CEO was the hero, who invented a phenomenal product. Any members of various companies could have become heros in each week  to have challenged the difficult time within the ‘Project X’. No matter who they are. CEOs, researchers, mechanics, manufactures. This program showed us the whole drama of various projects, which eventually went into success stories although there were trials and errors.

Problem-based learning is not as realistic as challenged-based learning so that learners would not get pressured to get motivated. Project-based learning within the framework to challenge the unprecedented/unexpected problems would make learners  be confident to solve the problems easily since they have got so many realistic and tactic experiences.

Credentials:

 

Technology integration and me

Integrated Technology into the service

 ‘—and her recent IMLS-funded “Digital Libraries to School Libraries (DL2SL)” project will explore how media centers can take advantage of free Web resources and how librarians can successfully integrate them into collections and services.’

(By Debra Lau Whelan — School Library JouRNAL, 05/01/2010)

This article makes me think that how I could integrate technology into the service we offer in our library. To put it in other words, how can librarians successfully integrate free Web resources into collections and services?

This process refers back to how technologically integrated services we could offer to users too. SAMR and TPACK model makes sense to teachers, and theoretically I could imagine, yet if you do not teach, you would not really understand how those two models can be embedded into your teaching curriculum.

First of all, I thought I should understand how the technology integration could work for me working in the library. If you could tell what it means to yourself, it would be easily applied to any other cases, which could refer to helping users including teachers, parents, and students.

MARC records

Everhart and Mardis as two members of Florida State’s Partnerships Advancing Library Media (PALM) ‘s research team created an application called Zotero, which makes the 21st century librarians much more happier when they have to do cataloging. It looks like enabling a variety of resources viewable on the web to be cataloged since nowadays non-print resources are part of user’s lives and being very much used. Although I have never cataloged non-print materials(, which are outsourced by our vendor, who hosts our OPAC system), this invention by Everhart and Mardis will help librarians to explore any sorts of non-print media resources or materials, which could be added to our collection according to our selection in a minute. Non-print materials as electrical resources could be more specific to our needs and demands in our school, which could reflect on our school curriculum or philosophy.

SAMR

If I could successfully utilize this tool and make any kinds of outer-resources(free web-resources) available online imported into our OPAC(, which means that we could control which materials we want for our system more specifically depending on your TPO), which phase could I belong to in the case of SAMR model?

Title: SAMR koping. Attribution: by eggib Birger Eriksson. Date: November 1, 2011.

Free-web resources are for everyone, yet if they are selective enough to meet the need of our curriculum, they could be easily accessible as users look for correspondent physical books.  I see this process in the phase 2 as augmentation since Zoetro seems to be just a tool for me to catalog, and it expands external possibilities for us to have outer free source materials in our OPAC although the evaluation process for external resources(, which are our non-contract online items) involves Bloom’s taxonomy.

Then what would be possible for us to do if this task could go up to one more level as the phase 3: modification. Once I get used to using Zotero or as I use it more, I could research how other librarians use it for, and any other additional benefits for us to use it. When we come to the point to customize it for our systems, we might need to develop an application integrated with Zotero as we consult with our technology specialists or external developers.

However the important thing in here is that we are going to use Zoetro not for the technology integration purpose itself but for providing more flexible non-print resources or opportunities as our part of service integrated with teaching curriculum. As Mr Garry Baker points out  in his recent post, the technology integration has to be transparent.

‘Technology in the classroom should be like windows: we see past the media to the information and gain better understanding of the concepts. Just as children ask for books but what they want is a story.’

The purpose to use the tool is to enhance our database and collections according to our needs.

TPACK

In the case of Technological Pedagogical Content Knowledge(TPACK), the method to use Zotero for our enhanced collection could refer to Technological Knowledge(TK) itself, and Content knowledge(CK) in addition to Pedagogical knowledge(PK) needs to be input if the task can be regarded as the authentic technology integration.

Title: TPACK framework. Attribution: By David T Jones David Jones. Date: April 13, 2011.

As Jeff Utecht ,who had cited Marc Prensky’s article applied his idea to Marc’s theory, the task of MARC records in an augmented way could relate to the question: ’Is the technology allowing the teacher/students to do Old things in New ways?’ However I would like to use that tool for this inquiry: ‘Is the technology creating new and different learning experiences for the students?’.

Methodological  research

In order to strive for this point, the steady observation of the fact that how free Web non-print resources are utilized is necessary just like what Debra says in her article that researchers are trying to find out how inventors or creators collect information for their entirely new things  and so is our constant communication with staff/teachers, other users and technology specialists.

Credentials:

  • Up, Up, and Away: How a group of researchers is reinventing school libraries” by  Debra Lau Whelan. School Library Journal. 05/01/2010. Online. Media Source, Inc. 2011.
  • “It Takes a Village: Full Tech Integration Plan” by Garry Leroy Baker. Garry Leroy Baker El Zocalo. Posted on . Online. WordPress. 2012.
  • “Shaping tech for the classroom” by Marc Prensky. Edutopia.12/2/2005. Online. The George Lucas Educational Foundation. 2012.
  • “Evaluating technology use in the classroom” by Jeff Utecht. The thinking stick. January 23, 2008. Online. The Thinking Stick. 2010.
  • “Beyond Substitution: The SAMR Model” by 2011 Summer Tech Institute. 2012. Online. WordPress. 2012.

  • “Description of the TPACK Image” by OER in Mathematics Professional Development Project partners from Maine RSU#54 & RSU#11 and staff from Education Development Center, Inc. 2012. OER in Mathmatics. 2012. Online.

  • “SAMR_koping Ruben Puenteduras SAMR-modell som pusselbitar, på Köpings vis…” by eggib Birger Eriksson. Flicker. November 1, 2011 in Koping, Vastmanland, SE. 2012. Online. Yahoo Inc. 2012.
  • “TPACK framework” by David T Jones David Jones. Flicker. April 13, 2011. Online. Yahoo Inc. 2012.

NETs standards and curriculum

NETs’ standards

Since I am not sure what teaching the NET standards to students means to students and us, I looked at Jamie’s blog post called ‘Tech Standards: Who Should Be Teaching Them Anyway?’ This helps to give me a clue to know how NETs should be treated.They look to me that they are the global guidelines, on which digital users such as students and us could follow to meet international standards. In Jamie’s school, NETs have been integrated with his school’s educational technology expectations(ETE). They are the basic components to meet his school’s ETE so that his school is on the right track of trans-media age.

Then is it something right or wrong? Does it matter if they are not on the right track, which refers to the NETs standards? What for reasons those standards are made? Since all technological tools are part of our daily lives, they have already been embedded with our normal days. Such tools are analogous to languages too.

Hidetoshi Nakata and his talent

Last week when we had a fun conversation about sports during our lunch break, one of my colleagues said to me

Nakata as the ex-football player is my favorite player! He is so intelligent that he could have gone to Tokyo university, yet he took his career as a football player at first hand. After his retirement as a professional football player regardless of his young age, he lives in a completely different world as he speaks 4 languages or so.’

 

I also know how talented he is since his gift has been exposed to the media . I have heard that in terms of his talent on languages and footballs, they are not only the targets of his life. They are part of his life, and he has been on his way to building up his life. As for languages, I assume he did not learn them only for the purpose to acquire language skills, which have been integrated with his life.

Title: Hidetoshi Nakata. Attributions: by aiksing Aik Sing Neo.

I know that what he has been doing can not be done as easily as he does  since I am sure he is born to be smart and his intelligence is beyond my understanding, yet what he approaches his life could give me a hint to tackle with how we should interact with the advent of  technology, in particular, in this case ISTE Standards. How could they become a part of the educational curriculum as Nakata’s conductive 4 languages and his experience as a professional football player have been in his life? Technological standards such as ISTEs are not the purpose for us to achieve but only a part of our lives or a tiny bit of a process to formulate each long or short life.

NETs standards VS The project itself

If this is considered, I think how we could tell whether they are being met in the integrated model can be only clear or transparent when students and us could feel themselves or ourselves in a short term or long term that they could not achieve or accomplish their or our purpose without the aid of those tools. (I am sure this kind of aim or big idea would never end even if it is completed to the deadline.) No ones could seem to judge if what you have been doing reaches the standards because it has been going on not to meet the standards but to strive for the project or the problem based activity.

This kind of open-ended thinking could lead to what Rebekah and Kim made a point  during the workshop yesterday referring back to a school where Rebekha used to teach. When there are nothing to be scared of or lose, we could easily go beyond the set-frameworks such as curriculum and standards.

Whose job is it?

Can we explain to students and ourselves transparently that we have a curriculum to meet or follow the global educational standard, which has to be coordinated with the current technological tools. This means to us that they will change day by day just like the currency in the stock market, and we would have to adapt to the environment. As a school staff or a teacher, some teachers/staff know better than others regarding how to interact with up-dated technology and so do students. Could we help each other regarding technology matters to pursue what we want or how we want to be in a future?

Then Who’s job is it to teach the NETs standards to students? It is teachers that instruct the NETs standards to students. Who’s job is it to teach the NETs to teachers, by whom students are learned? It could be everyone who understands the NETs that guides them.

Since our school currently is trying to approach the technological integration with our school curriculum, media department where I belong is getting ready for a new school year, when every one of us in our school would have one lap-top for each(M/HS students and all school staff).

Mitch as a computer technologist instructs each member of our media department to be proactive for possible situation once everyone gets a Mac every two weeks. So far he introduces us convenient tools to be used for your digital educational life. I take the session in a sense that we have been learning useful applications or tools now to be able to help other staff or teachers in order for each of us to feel natural or part of the better digital environment.

Credentials:

  • ‘Tech Standards: Who Should Be Teaching Them Anyway?’ by Richard, Jamie. Learning for life. April 20, 2012. WordPress. Online. Learning for life. 2011.
  • ‘Hidetoshi Nakata’ by aiksing Aik Sing Neo. May 1, 2011. Yahoo. Online. 2012. Flicker. 2012.