STSD Curriculum & Technology Update

Regular updates and musings on curriculum and technology in the Salisbury Township School District in Allentown, PA.

Teenagers and the Internet

With the title, “What’s the matter with kids today?: Nothing, actually. Aside from our panic that the Internet is melting their brains,” Salon.com writer Amy Goldwasser offers a brief article that prompts us to rethink our ideas about how and why students are different today.

Teenagers today read and write for fun; it’s part of their social lives. We need to start celebrating this unprecedented surge, incorporating it as an educational tool instead of meeting it with punishing pop quizzes and suspicion.

We need to start trusting our kids to communicate as they will online—even when that comes with the risk that they’ll spill the family secrets or campaign for a candidate who’s not ours.

This article made me think about how we still want our students to consume more than create. When we allow kids to create, we give them more control. This can be scary for us! But the nature of information, and therefore knowledge, has changed. As adults, are we working from a narrow definition of literacy that may not encompass the changes being experienced outside of school? What do you think? This is valuable for us to reflect on as we move full steam ahead on our literacy/technology initiative. Feel free to leave your comments below!

Toward A Definition of 21st Century Literacies

On February 15, the Executive Council of the National Council of Teachers of English (NCTE) adopted a statement titled, “Toward A Definition of 21st Century Literacies.” This professional organization has begun to articulate the shift that needs to occur in education if we are to teach literacies relevant in the real world. The connection between reading, writing, technology, social networking, collaborative problem solving, multitasking, information evaluation and ethics is addressed.

TOWARD A DEFINITION OF 21st-CENTURY LITERACIES
Adopted by the NCTE Executive Committee
February 15, 2008

Literacy has always been a collection of cultural and communicative practices shared among members of particular groups. As society and technology change, so does literacy. Because technology has increased the intensity and complexity of literate environments, the twenty-first century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies—from reading online newspapers to participating in virtual classrooms—are multiple, dynamic, and malleable. As in the past, they are inextricably linked with particular histories, life possibilities and social trajectories of individuals and groups. Twenty-first century readers and writers need to

1. Develop proficiency with the tools of technology
2. Build relationships with others to pose and solve problems collaboratively and cross-culturally
3. Design and share information for global communities to meet a variety of purposes
4. Manage, analyze and synthesize multiple streams of simultaneous information
5. Create, critique, analyze, and evaluate multi-media texts
6. Attend to the ethical responsibilities required by these complex environments

How will we carry these ideas into the classroom? What will an expanded view of literacy look like? What will be different? What are we already doing?

I believe the educational system must embrace changes that are bringing about the need for a new definition of literacy beyond simply reading and writing. These will always be important, but for the future viability of our students in a flat world with far fewer boundaries, a shift is necessary.

It is difficult to predict the future, but from examining past and current trends, futurists try to paint a picture of what we might expect. Futurist Ray Hammond in his book, The World in 2030, says this:

The speed of technological development is accelerating exponentially and, for this reason, by the year 2030 it will seem as if a whole century’s worth of progress has taken place in the first three decades of the 21st century.

Most of the world’s futurists, futurologists and computer scientists agree that at some point between 2030 and 2040 a milestone in technological development will be reached that will cause a rupture, a complete disjoint, in human evolution. Around this time we will build the first computer that is the intellectual equal of a human. Because of the accelerating, exponential nature of technological development (fueled entirely by faster and richer information flows) it follows that a short time after that we will be assisted by our super-intelligent computers to build a machine twice as clever as the most capable human. Shortly after will appear a machine four times as clever as a human, then eight times as clever, then sixteen times as clever, and so on.

A few things are certain: the speed of change (technological and otherwise) will continue to increase; and we can barely begin to imagine what the future will be like, but it will likely be significantly different than the world we live in. How can we prepare our students for this uncertain world? Think about it: in 2030, our current students (K-12) will be between the ages of 27 and 50. Will they have the skills necessary to navigate the world? Will those skills be sufficient to adapt to new literacies they will encounter in the future? Will their literacies be sufficient to grapple with and solve the problems of the planet?

Links: Toward A Definition of 21st Century Literacies; The World in 2030.

Videoconference Provides Students with Innovative Experience

Thanks to Kristen Kelly for contributing this article that originally appeared in The Falcon Courrier (Vol. 28, No. 2), Salisbury High School’s student newspaper.

Teachers are always looking for new and out of the ordinary ways to teach their students. Science teacher Cheryl Criscuolo has found a way for students to gain knowledge of hard-to-learn concepts during an enriching experience. Students in Criscuolo’s Anatomy and Physiology and AP Biology classes attended a virtual knee surgery videoconference on November 14. Criscuolo first heard of the knee replacement videoconference through Director of Data and Technology Randy Ziegenfuss. The webinar provided students with the opportunity to watch a live total knee replacement and interact with the surgeons and medical personnel by asking questions during the event.

While conducting the surgery, the staff went through a detailed, step by step explanation of what was happening, starting with explaining the anesthetic used to put the patient to sleep. The surgeon then opened up the patient’s leg and proceeded with the surgery which included shearing of the leg bones and placing of the metal prosthetics inside the knee joint. The surgery took place at COSI Science Center in Columbus, Ohio, and was sponsored by Cardinal Health Foundation and Mount Carmel Hospital.

Before attending the videoconference, students in Criscuolo’s classes went online and took on the role of a surgeon during a virtual knee replacement surgery. The online program allowed students to go through the motions of a knee replacement operation, foreshadowing what they would see in the webinar.

“The online virtual knee replacement program benefited me significantly because it allowed me to see what exactly happens during an actual knee replacement surgery,” said senior Angela Swavely.

Students agreed that watching the live webinar was beneficial to their learning. “It was a fascinating experience that vastly increased my knowledge of the inner workings of the human body,” said senior Brian Ludrof.

Criscuolo said the videoconference allowed her students, especially those in Anatomy and Physiology, to gain additional insight and preview future topics and concepts addressed in the class. She felt the webinar benefited her students. Criscuolo said, “It allowed them to experience something they would normally not have.”

In the future, Criscuolo plans on hosting another webinar; then, the students will watch a live autopsy. Because of the graphic nature of the autopsy, the webinar may only be viewed by her honors Anatomy and Physiology class.

Discussion Forums in eSchool Builder

This is the third year that I have been using some form of blogging or discussion board as online journaling with my students, moving from traditional response journaling.  In the beginning, I used b2evolution to create a class blog where students could post responses to literature or other types of writing prompts.  That particular site was difficult for my students to navigate since it is a continuous roll of people blogging.  Students couldn’t find who commented to them about their responses.  Therefore they lost interest and writing quality diminished. 

An alternate avenue was used this year through a discussion forum making it easier for my students to navigate once they were able to enter the appropriate discussion area.  Through much conversation, we decided to try eSchool Builder.  My students originally had some difficulty, but we sat down, went through the steps to login and simultaneously typed the steps together making the procedure clear and concise.  This provided another hook in that my students felt responsible for their learning and felt they had a say in how things are accomplished in the classroom.

Why online journaling many others ask me?  There are several reasons why I use online journaling with my learning disabled students.  First and foremost, it goes back to engagement.  I firmly believe that without engagement no learning can happen.  Students look forward to getting on the computers and access the online discussion.  There are certain items they must complete prior to accessing the computers.  Not only does the work need to be done, but it needs to be completed with quality.  Learning doesn’t end when students exit the building at the end of the day or for the weekend. Students are accessing the site through our class wikispace to respond to prompts and classmates.  Sharing their writing with family and friends takes down the walls of our classroom, thus expanding learning to an unlimited area. 

The second reason is that it allows for collaboration.  Student responses are viewed by others and the teacher is not going over it with the traditional red pen.  They are writing for a real audience.  Teachers and students alike can comment on responses.  Students are able to provide peer feedback and not all feedback comes from the teacher.  Learning becomes collaborative and student directed.  When you see a student helping another student it is a true testament to the learning that has happened.  The best assessment of learning is the generalization and application of strategies and concepts. 

The third reason is how it improves student writing.  Students are not as fearful of writing when they are on the computer.  When they know a larger audience will see their work, they put more effort into each piece of writing. With a more global audience their learning expands beyond the classroom.  The writing also improves because of the ability to scaffold learning for my students.  Some students have gross and fine motor issues that make writing difficult for them and the use of the computer eliminates the mechanics of writing and allows the ideas to flow and be captured in print.  The built in supports of the spelling and grammar are a definite help to my students.

One of the last reasons is that it has made my students more reflective learners.  They reflect on their own learning and that of others.  Reflection leads to improvement which leads to more creativity.  Their personal accountability increases and their quality of work shows improvement.

The use of a tool like eSchool builder inherently provides for 21st Century skills to be addressed in the classroom.  By utilizing the technology for online journaling, it has provided many opportunities for my students to be creative, collaborative, and leaders. 

Diane Kasaczun - 5th Grade Learning Support - Harry S Truman Elementary School
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If you are interested in your own discussion board, please contact Randy.

Technology is Alive and Well at Western!

As a third grade teacher, I integrate technology into my curriculum as often as possible.  Our classroom experiences are not confined to the computer lab.  Allow me to share with you one of my recent technology adventures.

On Tuesday, January 22, the entire 3rd grade at WSE traveled via technology to the Mariner’s Museum in Newport News, VA.  The purpose of this activity was to supplement our Language Arts curriculum.  Our current reading program explores several disasters and this particular program offered insight into the voyage of the Titanic.

Our third grade students were active participants throughout the hour.  They were engaged with the presenter and found bits and pieces of new information regarding this historic voyage.  This program was originally scheduled during the disaster unit of study, however, the museum encountered several personnel and equipment problems which forced a cancellation on the day of the online reservation.

As with any outside presentation, there are always positive and negative issues to address.  The last minute cancellation was only one issue I had to bear.  Prior to the original booking, I was sent information regarding the presentation.  Several concepts sent up a red flag for me; suicide aboard ship, socially unacceptable gestures and the memorable “car” scene from the movie.  All three of these items were not appropriate for this age group.  After several phone calls, we were assured that the content would be appropriate.

I have found with integrating technology into my classroom, up-front work is necessary and often time consuming.  I spent approximately four hours investigating and planning with this activity.  I realize that this may not have been the normal experience, and I will try again this spring to bring another program into our class.  I now know more specific questions to ask when inquiring about a program.

Our technology growth is a team effort.  Debbie Caldwell, our building computer technician, spent time and effort testing our equipment for both scheduled presentations.  Planning and preparation from both the sponsor of the event and the school are essential to a successful production. 

Kathy DeBona - Third Grade Teacher, Western Salisbury Elementary School