Overheard In A Teacher Chat!

I am amazed, amused, and awed!

  • “I got my truck stuck in a Blog
  • He looks naked without a Starbucks cup next to him.
  • What system is Halo on?
  • Halo who?
  • does the audio sound like…chipmunks to anyone else?
  • the minds of our school board members are boundaries
  • their boundaries are in their minds
  • …..and in our firewalls
  • I think we are sometimes our own limiting boundaries!
  • I can’t search google images or right click!!!
  • The IT department often are boundaries
  • I think his point today about needing to create and define new boundaries given the “loss of boundaries” was an important statement
  • my boundaries are clear and blocked
  • Ignorance is a boundary… must educate more teachers!
  • networks are our information
  • traditional school has focused on information, but david is right, the focus on OVERWHELMING quantities of info is new
  • remind me to thank my district IT guys tomorrow…despite our differences in vision, they are nowhere near as obstructionist as what I am reading here…
  • We discussed the value of YouTube for education at school today.
  • I can act individually with information but its nowhere near the experience if I work with that same information in a network of people.
  • Policy’s simply need to be more accomodating. Things don’t move in 5 year plans anymore.
  • we just rewrote our tech plan around ideas instead of tasks
  • who will decide the content?
  • they can’t make decisions ahead of the changes
  • Kids may not all be more information literate but they are actively engaged in social networking. That’s why I think David said we need to provide the traction and learning to help them learn to teach themselves.
  • intellectual capital will be the value
  • that point David is addressing is the ATTENTION ECONOMY
  • relearn, unlearn & Learn
  • Our IS department was pointing out that their own jobs are now 24/7
  • Educators can’t be afraid to right/click
  • creativity almost entirely defies traditional measurement methods
  • Hard to assess W 2.0 using AD 1950 multiple choice
  • we can each recognize creativity, but we can’t put that in a bar chart in the same way we can with test scores
  • opportunities to fail and learn
  • How do we emphasize balance video games with real world experiences?
  • I think a big part of having a learning engine in the classroom is writing hyperlinked texts
  • effectively writing hyperlinked texts is a measurable outcome of the learning engine classroom
  • digital doppler
  • I’m a proponent of gaming, but balance is so important
  • Something wrong with my kids, they don’t like gaming
  • I’m TOTALLY unbalanced, but I love it (though I need to exercise more than my mouse-finger)
  • they have treadmills with computers built in to the front now.
  • We had some success with getting them to participate in gym class by using DDR.
  • Wii rocks!
  • i think “digital discipline” is a good term in this context. we all need it. balance fits in there too.
  • DDR is a blast
  • I think we all strive to have some “grounding” with the flexibility to fly a bit (or more)!
  • Heard a discussion on ReadingTeacher this week where they said balanced doesn’t mean equal time for everything (as in balanced literacy).
  • if you ban it, kids never learn to balance their lives. We have to let them fail. That’s where lessons are learned
  • how do we bring down the walled garden at school?
  • I think the best advice is to throw out the textbooks
  • I still see way too many teachers thinking integration is focusing on the technoogy instead of the content…
  • I’m launching a year-long classroom blogging unit (major overhaul from last year) – key elements: they claim their blogs on Technorati, they link to at least one blogger from the real world that they admire, they blog about what THEY’re interested in (within limits), and their goal is to grow readership network and extend self-directed learning.
  • if only we had time to learn with the kids – partners
  • I’m finishing a degree in assistive technology, and I signed up for a lab class this semester that has no lab… its all lecture
  • it’s because librarians don’t get enough partnership with teachers!!
  • so the teacher becomes the affective filter
  • The teacher is the model – not the information giver
  • I’m finding that it’s really tough to move students beyond the “consume and remix” stage in information processing. They love the creative aspect of playing with the tools, but to many the tools are more important than the message. I’d like students to take the time to “digest” the info and build it into an existing framework, or better yet, make a case for revamping the framework – then creatively communicate the learning.”

WOW!

For more on filtering there is a very thought provoking article on Doug Johnson’s blog.

(posted on my school blog)