Wiki is Not Wicked. Repeat. Wiki is Not Wicked. Repeat

"Commit your work to the Lord, and your plans will be established,"  (ESV, Proverbs 16:3)

As I found myself using Wiki for the first time, I realized I had to "Commit my work to the Lord" or be committed, myself.  I must admit, Wiki and I have not exactly bonded.  I know you techies are baffled, but I am the poster child for technology challenges and I have really earned my wings on learning about Wiki.  My first thought was to begin "playing the tape" I hear from some---not all---but some teachers at my school.  "Oh, Krista.  You just don't get it.  It's a generational thing.You didn't have computers when you started teaching.   Well, duh!   I knew that....now just answer my simple questions and I will be on my way."  Unfortunately, that is an all too common conversation, but it doesn't have to be that way. A school needs colleagues of all ages and all specialties.  We have an opportunity to set the best example in the world for our students that it truly is possible for all ages to work together and learn together and help each other....together.  I sensed Wiki was just such a collaborative tool, IF I could master it.   Because I could not seem to get Wiki to do what I needed it to do, my frustration level gained momentum.  I backed off from Wiki for a few hours to contemplate the reasons I had even started my doctorate.  Gradually, I remembered.  I had been placed by God at Liberty to work on this degree.  With renewed commitment, I tried again.  And yet again. Although I am still learning, I am beginning to see the worth of this new tool. I have realized it is possible to edit writing samples, a feature I have not witnessed in other online tools.  It is definitely a way to offer and receive feedback on an assignment or future lesson plan activity.   A "Wiki-ite" has access to a history of information and can review former writing attempts to see if an earlier version was better.  Several teachers all teaching the same subject could finalize plans for a lesson in several days with input from everyone. I rather like the give and take flavor a Wiki offers to conversations with colleagues.  I am beginning to value the collaboration aspect. "...therefore, wikis are a tool that may be very useful in tracking how groups work together," (Spector, et al, 2008, p.228).  My commitment has returned and I have made peace with Wiki.  I have realized I can be an example to the TWOC (techies without compassion) I teach with daily.  It is true, we did not have computers when I began my teaching years before your arrival on this earth, but keep in mind, oh little one.  The fire to teach is still with me and I have jumped on and off many educational bandwagons with great success.  Technology is just one more and is here to stay.  Scoot over and make room.  It may take me longer to "get it," but when I do, I will use my new tool with everything I've got.

Spector, J., Merrill, D., Merrienboer, J., & Driscoll, M. (2008). Handbook of Research on

          Educational Communications and Technology, 3rd ed. New York, NY: Taylor & Francis

          Group

The Holy Bible, English Standard Version





   

EDUC 639 The Muddiest Point: We are wallowing in the dirty truth!

EDUC 639  Week 5:  The Muddiest Point:  We are wallowing in the dirty truth!
"I am running out of time to get ready for my 6th period class.  Oh, here is something I can use.  Click, drag, copy, paste.....okay that looks good.   I'll just come up with some directions for a short written response, add a few empty lines for them to write on, and perfect!  I am finished with my handout. I need 60 copies pronto."

Any of that conversation sound familiar?  It certainly does to me....many times over. I know I am not alone.   Are teachers bent on breaking copyright laws?  Or ignorant about copyright infringements?  I can only answer for myself, but I must admit I have been ignorant of copyright infringements for many years.  Gradually I became more aware, thanks to a school librarian who would tell me "no" if I asked her to tape something or copy a story.  I became more interested in the process and I find myself still learning.  According to my trusty ol' dictionary,  the word "wallowing" is exactly what was happening in the copyright realm. "Definition #3---to devote oneself entirely; esp. to take unrestrained pleasure," (Webster's, 1975, p. 1317).  That is exactly what I was doing.  I was thrilled to find something unique and different to use for my teaching.   The principal did not have to shell out precious money from the book fund, and in the eyes of my students, I was a cool and innovative teacher for whom they wanted to learn with great enthusiasm.  Okay, that last part may not have happened, but I did find myself copying grand ideas to keep the darlin' babies interested. As awareness of copyright laws became prevalent on every copy machine and at the bottom of every page, internet and otherwise, I realized I had responsibilities for setting an example.  If I expected my students to document sources in research papers and speeches, then I had to follow the guidelines of plagiarism, as well. "If so [have increased personal awareness], you have just entered the through-the-looking-glass world of "fair use,"educational purposes, " and other such Cheshire categories that make most of us instructors think twice before we press the start button on a copying machine or even consider showing a videotape in class," (Nilson, 2010, p. 63). I am trying to increase my awareness and quit wallowing in the easy way of "creating" new teaching ideas.  As educators, we are being forced to become creative in teaching and here's an idea, THINKING of new activities geared specifically to our own students and school. The thickest mud in the copyright puddle involves teachers standing on our own two feet, recognizing our mistakes, and trudging through until we can be the best of all examples for our students as they face a world already challenged by too much wallowing in the easy way of doing things.

Nilson, L. (2010). Teaching At Its Best, 3rd ed. San Francisco, CA: Jossey-Bass

Webster's New Collegiate Dictionary (1975). Springfield, MA: G. & C. Merriam Company

EDUC 639 Millennials Breathe Technology: BYOD...Bring Your Own Decisions

EDUC 639 Millennials Breathe Technology: BYOD...Bring Your Own Decisions: I have utilized the information I gained from interviewing my colleagues yet again this week.  Perhaps I am listening and thinking deeper ab...

BYOD...Bring Your Own Decisions

I have utilized the information I gained from interviewing my colleagues yet again this week.  Perhaps I am listening and thinking deeper about technology because of the topics we have discussed in EDUC 639.  Either way, it is a new frontier for this ol' gal and I like it!  I have been inspired by all of you to consider, maybe even try a BYOD project in my class.  Some of you young whippersnappers out there may think the whole BYOD idea is not that far away from breathing, but I can assure you, it is a teaching explosion for me.  My first decision was to do a bit of research about devices we had available in the school.  I asked some of the "baby carrots" I knew who were using  BYOD  assignments in the classroom.  Several bemoaned the lack of devices for all students.  I am proud to say, I was able to empathize and even add a few techie sounding comments.  Unfortunately, I found the lack of devices more of a problem than I originally realized, but I was committed to adding BYOD assignments so I persevered.  I have decided on two assignments I will try for the rest of the first semester.  In my American Literature class today we watched two versions (an older Vincent Price and a more modern rendition) of Edgar Allen Poe's, THE RAVEN, via YouTube.  The students had printed versions of the poem, as well, but I wanted them to mainly listen.  Although I have some students without phones who needed to write the response, I had the others twitter two sentences discussing which version was the best rendition and the reason for their opinion.   My class today responded positively.  I plan to print off the twitter responses for further discussion.  Next week is our regularly scheduled library day.  I have set up a blog situation (I found out about a new program from my principal), which  will be used for students to respond to my literary questions from  Hawthorne's novel, THE SCARLET LETTER.  My principal was receptive to the idea and maybe just a little bit impressed.  When technology moves passed the normal computer skills, I usually flatline in interest.  Today's lesson using cell phones (which seem to be permanently attached to the palm of their hands) made my blood pump a little faster.  So is this the feeling  all you techies are talking about?   Okay. I get it!

Most Important Point: Here's what I'm hearing.

We have had an interesting assignment this week. We heard many different variations of the most important points of the technology world. I believe Mr. Ozolnieks touched on the situation I am seeing with technology in my school. He mentioned the immigrants (people who have taken on and learned technology) and the natives (the later GenXers and Millennials who have never lived without it). I believe herein lies the biggest challenge for my school and schools in our conference. Faculties are of mixed ages and training, as they have always been since the years following WWII when schools changed to the form we see today. The gap is growing wider however, as schools use limited resources to cover a variety of programs including the expensive technology issues. Some teachers reject learning any of the new technology ideas by ranting about the useless nature and waste of funds. I was one of those people several years ago mainly because it was thrown at us without the proper training. Our tech guy was a good history teacher but a poor and extremely arrogant tech teacher. Many people simply rejected his taunting nature during the inservice meetings. We lost precious time. As the years flew by and younger, tech-savvy teachers hired on, I changed my views about educational technology. When my husband passed away ten years ago, I was forced to become even more independent in my thinking. One of those areas was knowing I needed to keep teaching and I needed to step up and learn everything I could about the tech world. It is a slow process. I avoid asking questions of the teachers who have the same "make fun of the question" attitude the early tech guru had. I avoid them. I have no time for people who will not share the knowledge they have in an attempt to make themselves feel powerful. I have a group of teachers with whom I can discuss tech issues. We share information and we all are the winners. I believe the key point of educational technology is our willingness as seasoned teachers to learn the ways of the future and the knowledeable techies to recognize their opportunity to be a huge part of moving schools into using technology in a precise and admirable direction.