Week 4 Publishing Leadership Project

With publishing my paper on Google Docs, my first choice would to have it published in the International Society for Technology Education.  I feel that seeing this publication is more geared towards the people that would use it most, that this would be the most feasible place.  There are others like this publication, but this one seems to be the best fit for me.

http://www.iste.org/

Introduction to Publishing/Leadership Project

The purpose of researching Google Docs is to provide a helpful, more organized way to present and keep information.  Many students have problems with keeping their work organized.  When it comes time to study, they might misplace their work.  With Google Docs, this alleviates the problem. Students also need more collaborative activities.  When it comes to the traditional setting, it may be hard for a teacher to truly know who did what with an assignment, or if thhttps://docs.google.com/document/d/18xVqH6gf8O5xf-_kH_Qszikg_MjhHQtkiomM7pWEjBE/edit?hl=en&authkey=CL6w3NYNere was one person in the group who did everything.  Google Docs allows users to see who typed what and what time.  They can work on the same assignment at the same time, but it does not need to be in the same setting.

Link to the entire Publishing/Leadership project
https://docs.google.com/document/d/18xVqH6gf8O5xf-_kH_Qszikg_MjhHQtkiomM7pWEjBE/edit?hl=en&authkey=CL6w3NYN



Link to Think Aloud Blog Post #1
Link to Think Aloud Blog Post #2

Week 4 Reading: Art of Possibility Ch 9-12: Response to Curt

Week Four Reading - The Art of Possibilities 9-12

“A distinction is not a standard to live up to, but a framework of possibility to live into.”

The Art of Possibilities, Rosamund Zander, and Benjamin Zander, 2000.

Instead of commenting on just one part of the last chapters of this book, I would like to write down a few simple thoughts on the whole book:

This book has really got me thinking about I interact with the people around me, and how I react to the environment that surrounds me.

I have to remind myself that reality is simply my reality and the perspective I view it from can be so fluid from day to day and moment to moment.  I believe that it is up to me to create my world and to make sure that I try to tackle it from a positive and educated viewpoint and keep the WE factor in mind always.

I cannot say I have had a book that has stuck with me so well as the Art of Possibilities. 

Week 4 Reading: Art of Possibility Ch 9-12: Response to Pam

Media Asset Creation (MAC) Week 4-Art Of Possibility- End chapters

I have recently added the phrase, "A vision articulates a possibility" to my Facebook page to see the comments that would be left. Since I am terrible with delayed gratification, after only one 'like' I moved onto my students to hear their comments. Some students were stuck at the word 'articulates' while others replied, "Oh yeah, yeah I get it Miss (for some reason all the kids use Miss instead of Mrs. such and such)." Anyway, I came to realize that students are the one who should be reading this book. The problem blocking most students is that they have no vision. Therefore blocking most possibilities and missed opportunities.

I look at myself. I always had vision and always steered my course to the direction I wanted it to go. I remember people asking me what I wanted to be when I grew up and I replied with specific details up to to the type of car I would drive. All have come true except my Eddie Bauer Explorer is a Kia Sedona (which most people think is the Cadillac). My visions determined my possibilities. I wish most of my students would see their visions like I saw (and still continue to see) mine, work towards those goals, and not miss opportunities that might belong to them. Like in the movie "Field of Dreams" if you build it, they will come.

Wk4 Publishing/Leadership project part 2 of 2: Think Aloud Post

I have been getting some ideas with reading other's posts and Google Docs with their leadership project. I have decided that the best thing for me to do is the paper.  I think that it will be more professional to create this than the Powerpoint/Keynote presentation.  I will place the document with an accessible link on Google Docs, of course.

Week 4 Reading: Art of Possibility Ch 9-12

This was an interesting book to read, seeing that most of the other books we read were geared towards that specific class.  This book, overall was to inspire us as we continue our journey after the EMDT program ends.  I can respect that.

Chapters 9-12 reflect on being optimistic despite our circumstances.  One of the examples of this is in Chapter 10.  A man finds that his wife is having an affair.  Some of us will let the situation consume us and and the Zanders' state "things move ahead, and life passes him by."   They speak of the notion of "being on board", where he would take this situation and be empowered by it and view it differently.  You can use it not as the fault of who betrayed you, but as something that you personally need to overcome.

This concept can easily be put in place in our classrooms.  Instead of blaming the students for their poor test scores, behavior, and other thing we complain about, turn it around to yourself. What could have you done differently?  Did you take in account the different learners in your classroom?  Did you exhaust every possible resource?  I know that we are underworked and underpaid, but that is what we signed up for!  Yes, it may be hard to do, but in the end, it will make you a better, more effective teacher.

from creativecommons.org

Wk4 Publishing/Leadership project part 1 of 2: Think Aloud Post

As for my publications, I have considered the following:

http://www.iste.org/
The International Society for Technology Education has thousands of members who are engaged in the advancement of using technology in education.  Seeing that I am using an online technology tool in my Action Research, this would be a perfect fit to be published in.

http://jite.org/
The Journal of Information Technology Education is an academically, peer-reviewed journal geared toward improving IT education all over the world.  Scanning through some of the articles, there were many web-based technologies being reviewed.  This made me believe that this would be a great choice as well.

Week 3 Reading: Art of Possibility Ch 5–8: Response to Ryan

from creativecommons.org

Rosemund Stone Zander and her husband Ben Zander wrote a book called the Art of Possibilities and it has quite a few words of wisdom.  Chapter 7 asks the reader to analyze their beliefs about life struggles big and small.  They talk about getting weighed down while you focus on negative events that are an evident part of everyones life.  I like how the Zander’s want you to clear your mind of any judgement about the things that happen to you.  This reminds me of a fable that I often read to my children called Good Luck Bad Luck.  In this story, a farmer’s lone horse runs away only to come home days later with four wild horses following close behind.  The farmer’s son breaks his leg training one of the horses just before the army comes to recruit soldiers for a hopeless war.  What seems to be bad luck at first, actually reveals itself as good luck later.  The current economic situation in the State of Michigan has forced people in power to make some very unfavorable decisions.  The Zander’s advice can help keep me from storming the capital building! 

Bruchetta Jones

Wow, what an interesting comparison!  It is sometimes where we are at our best when situations are at their worst.  I think the Zanders were trying to capture this so then we don't take every bad incident as a setback.  We are supposed to learn from each situation, despite how horrible it may have been.  I can emphasize with you with how your state's economic situation is.  Florida is no better...

Sunday, April 17, 2011 - 06:06 PM

Week 3: Free Choice

June 2nd is quickly approaching.  I am very excited that this program is coming to an end.  Every month, I have faced new challenges and struggles with time.  I started teaching high school for the 1st time as I ventured into this program, teaching US History & World History.  I am used to teaching 7th grade and only 1 subject.

My one question is what now?  What do I do with this degree?  Do I continue teaching or should I find something else?  There are so many more things that I need to answer that it is mind boggling.  If I do continue teaching, I do want to go fully digital:  students completing assignments and projects via blogs, Google Docs, and other online ventures.  I think that it would be a great adventure for the students and much easier for me.  If I get out of teaching, I would like to be a support to other teachers.  I would like to be able to help them find resources to incorporate technology in the classroom, but the only thing is these jobs are hard to come by.

If any of you reading this post know of what I can possibly do, please let me know!

from creativecommons.org

Week 3 Reading: Art of Possibility Ch 5–8: Response to Jeremy

SUNDAY, APRIL 17, 2011

Can we tell as educators if students are engaged when we are teaching? What process do we notice that can keep students attention? With verbal communication we sometimes need to make different voiced sounds to keep attention. Allowing discussions to help students become more involved can make students more engaged. This makes class more enjoyable and has better engagement. 

Another process that can help educators is trying to implement an idea called “calculating self”. This process is about making progress, striving for success, and positioning ones self in the hierarchy. This process is about creating an environment in the classroom that brings in self awareness to help students strive for success. Students need some more self motivation. By making your classroom a more self sufficient room students will want to learn on their own. This creates an intrinsic learning environment. 

1 COMMENT 

BRUCHETTA JONES

from creativecommons.org

Ways that we can tell if students are engaged when teaching is by assessment.  It doesn't always need to be paper & pencil or even a formal test.  One way that I find out if ALL students are engaged is with my smart board.  I have a texting devices that students send answers to questions I pose on the board or orally.  If you do not have this type of technology, you can use polleverywhere.com where students use their cell phones to text in responses.  Either way is keeping students' attention and communicating with them in a way that they like.

SUNDAY, APRIL 17, 2011 - 04:52 PM

Week 3 Reading: Art of Possibility Ch 5-8

With the chapters of The Art of Possibility, I understood the reference to a conductor not knowing his orchestra, as I was once part of an orchestra.  When there is a performance, the conductor and principal chairs (the 1st seated and usually best player in that section) receive the kudos.  I think that this can reflect in the classroom.  When a particular teacher's students gets high marks on a standardized test, it may be the teacher or the principal that gets the accolades, not the students nor the parents.  That is why in many professional development and master's courses in education, the word "facilitator" is stressed so much.  Instead of being the frontrunner or the one who takes all of the credit, be the run who "runs" with the group and helps along as needed.

As I read this book, it does reflect on emotions, moods, and how our personalities may effect others.  These are great things to think about not just as people, but as educators who have the ability to effect many lives. We need to be able to "forget" our troubles for the moment, which yes, is a hard feat in itself, and focus on the lives that we can shape, so then they will be able to spread that notion to others.

From creativecommons.org

Week 2: Wimba

In this week's Wimba discussion, the class had a great conversation on Copyright.  Topics discussed during the session were about what can be copyrighted and how long it last, our reading on the 10 myths of copyright, and fair use.  Fair use was the topic that I was interested in.  The "Disney" film was used to explain this. I saw this film years ago at orientation into my school district.  I was so fixated on what type of person would take the time to splice famous Disney films to make this video!  I did not know that use can use a small bit of someone's work for parodies.  I knew that people would "make fun" of items from our culture, but I thought they would have to get permission, like how the instructor used the example of Weird Al.  I knew about with teaching and the news already, but this was useful information.

from creativecommons.org

Week 2 Reading: Art of Possibility Ch 1–4: Response to Mike

The beauty of the EMDT program is that we have been challenged to move outside the boundaries we usually set up for our own students in creating the projects and completing each month's set of challenges.  In an almost subversive way, giving the A is the practice of most of our instructors throughout the ten-plus months we have traveled on this journey.  I say subversive because it is only now that the practice has been revealed to us through this excellent book. 

That said, I have been truly inspired by two non-traditional “textbooks” in this program.  The first isPresentation Zen, the perfect selection to inspire in us that less is more in presentations.  Garr Reynolds was able to teach an old speech communications teacher some new tricks and moved me towards the selection of my Action Research topic. 

Now, I have the Art of Possibility, which should be required reading for teachers, both old and new.  What a down-to-earth, simple approach to drawing the best out of each of the children we are charged with moving on to the next level in their lives. 

Just today, when I was working through my classroom to check on progress on the upcoming projects, I saw many of the same approaches to solving the problems of creating an effective presentation.  That seemed ok to me, until I checked on a group that was obviously enjoying what they were doing, almost, it seemed to me, too much.  To my pleasant surprise, they were sharing what they had done so far, which was the lyrics to the song they were writing to tell the story of their mythic hero.  It was really good, and made me wonder what made them go in that direction, when most of their peers wouldn’t.  Their answer was the same thing the Zanders reveal in the practice at the end of chapter one: they looked beyond what was already being done and looked at what they might invent that would be another choice and open up new spaces to work in.

Bruchetta Jones said...

Week 2 Reading: Art of Possibility Ch 1–4: Response to Trina

After this weeks reading, I feel inspired and motivated to see the possiblities in myself and in everyone around me. I am in love with this book. I have so many favorite quotes and pages that I could write forever. So I will try to be concise in my feelings and inspirations from the Art of Possibility.

The first thing that inspired me was from the TED video when Benjamin Zander said, “I’ll never say anything that couldn’t stand as the last thing that I ever say. It is a possibility to live into.”

I mean wow! I know this will be a quote I have to remind myself of daily possibly hourly, but what a way to live your life.

The next thought that struck me was the whole idea of the book, that being to think beyond the constraints of today and imagine the possibilities. Thinking outside of the box and allowing the possibility of recreating your paradigm often leads us to the perfect solution. Life really is all about how we invent it. Each new paradigm gives us the opportunity to see things that we may not have seen before. Exposure to different ideas and mind-sets allow us to see other ways of doing things, which can be very powerful.

My next moment of clarity occurred while reading the comments made on competition. So as good as competition can be to motivate one to push harder, it can be a strain on friendships and lead to a solitary journey. This makes me think of Race to the Top, a program that bases teachers’ pay on test scores. The new Govenor of Florida says healthy competition will improve our school systems, but is this the type of competition we want? Is our ultimate goal for teachers to retreat from collaboration and work alone?  Won’t this lead to thinking of our children as liabilities and of each other as an obstacle to overcome? Will this lead to more effective practices in teaching? What kind of example will we be setting for our children? This seems to me like the opposite of seeing the possibilities in each other, which makes me very sad.

Giving an A was a very moving chapter for me. When we look for the beauty within or give an A to ourselves or to others, we see the possibilities that exist in all of us. The measurement world often gets in the way with Standardize testing and curriculum maps and so forth. Chipping away at the stone to find the passion and the brilliance in each of us will add beauty where none was seen before. This giving an A comes from a place of respect, not from how others or myself measure up to arbitrary standards. This acceptance or A gives us room to realize who we really are. I feel this program at Full Sail has done that for me. Sometimes I feel like my work may not be A work if you compared me to other students in this class, but somehow I get an A as well. This has allowed me to realize things about myself that I did not realize before. I grew up feeling stupid because I struggled while learning to read. I was diagnosed with Dyslexia, which I thought meant that I was dumb and couldn’t learn like everyone else. As I have grown and become more educated on Dyslexia and on myself I realize that only half of that is true. I do learn differently then others, but I am not dumb. Seeing many of those A’s has helped me to realize this- finally. I can finally see the possibilities in myself.

One of my favorite parts of this book is where Zander (2000) stated “The freely granted A lifts you off the success/failure ladder and spirits you away from the world of measurement into the universe of possibility. It is a framework that allows you to see all of who you are and be all of who you are, without having to resist or deny any part of yourself” (pg. 46). This is life changing.

The starfish story found in chapter 4 is a type of inspirational story that we focus on at my school. During our Professional Learning Communities, which is where my team of 2^nd grade teachers meet monthly to reflect and learn from a book we are reading together, our mantra is based on the starfish story. Our Literacy Coach has given each of us a starfish as a reminder of the importance of reaching each child.

This is just another reminder that I want to be a contribution to my life and to others. I firmly believe in this, and I need to remind myself that the how’s and whys are not as important as just showing up and giving my all. I can’t wait to read the rest of this book!

Zander, R. S., & Zander, B. (2000). The art of possibility. Boston, MA:  Harvard Business School Press

Week 2 Reading: Art of Possibility Ch 1–4

It was interesting to read the 1st four chapters of The Art of Possibility by Rosamund and Benjamin Zander.  I liked the idea in the first chapter where it is said "We see a map of the world, not the world itself.  But what kind of map is the brain inclined to draw?" As a Social Studies teacher, I am constantly working with map a intangible items that I need to make tangible to my students.  Yes, these items exists, but I cannot physically bring the White House and the Capitol building into my classroom when I talk about the separation of powers.  This is the big picture that I got from these chapters.  We have to think outside of what we perceive and look at the bigger picture.  The exercise of the nine dots is a perfect example.  To be able to connect all the dots with four straight lines, you have to do something unorthodox.  You have to, as the authors state "extend beyond the borders that confine us to our everyday reality." This is an important concept that we can instill in our own classrooms.

from iStockphoto.com

Week 1: Free Choice!

With this blog being a free choice activity, I just wanted to reflect more into copyright.  As I was posting responses to other's blogs, I started to think...what if we as educators were not able to show famous copyright works?  How would our teaching style and curriculum be if we were not able to bring the world outside inside to our students?

I remember in my English classes listening to the works of Ernest Hemingway, Edgar Alan Poe, and Langston Hughes.  How would I know about these famous writers if they were never wrote down nor able to be used in the classroom.  Or if in History class, I was not able to see a picture of the White House, and if I never visited Washington, D.C., would I really be able to understand the depiction of my teacher's words better than a photograph?

With teaching, we must be careful what we reproduce, but we must also ask ourselves, "Will the students understand without a visual or an auditory piece?"  Within our lessons, we should embed modifications to our lessons for different learners.  We have all learned about our auditory learners, kinesthetic, visual, etc.  I am happy that during a lesson, I can go on Google and freely show my students a picture of who Emmitt Till is or a video about World War I.  Fair use make teaching much easier than creating original items each day for class!

Picture via creativecommons.org

Week 1 Reading: Copyright Issues: Response to Scot

Week 1 Reading Copyright

Copyright is a difficult thing to wrap your head around and in the moment of creating it is difficult to think that you might be breaking the law. Using media as we do today to enhance our creative projects or personal videos, songs, or even photo albums we need to be conscious of where the work came from and in what manner are we using it.

I often struggle with even giving copyright a thought because it is usually such a hassle and after viewing the "Good copy, Bad copy" video I feel even more like the fight to stay free of infringement is not always worth it. I am not saying that I use illegally downloaded music to enhance my videos or that I am recreating to make money. I am just saying that great things can happen while using bits of others work while giving credit. 

I think that most teachers today would probably be breaking the law at least once a day in their class, but under Fair Use they could probably get away with it. Fair Use is a simple way to use others work to enhance your lessons, and I think that this should continue. Teachers need to rely on the work of others to help them teach and give students different perspectives of the content. They can use creative commons work and that usually will help in some instances, but usually is not the same content as work not labeled creative commons. Fair Use is a great thing and can only be abused when the work of someone else replaces the teacher instead of the teacher using it as supplemental to what they are doing.

I believe that copyright is a good thing and it protects the original creators from losing their work or from not benefiting from their work. With that I think that great things can be done with others work mixed with yours, we push collaboration so much and copyright laws could squash this. Cite the work of others and use away!

Yes, I do agree that as teachers we do get away from copyright infringement due to fair use.  But, how can we talk about famous period pieces of art and how it may reflect the time period if we cannot show the actual piece?  Our whole profession deals with what has happened before, analyzing it, and making it relevant to today.  No, we shouldn't take it for granted and download and burn DVDs for each child, but we should be considerate to the author(s) and to what we are trying to get out of the piece.

Dvd picture via creativecommons.org

Week 1 Reading: Copyright Issues: Response to Sarah

Wk1/Blog4: Free Choice--Copyright & the Classroom

After listening to all of the information regarding copyright laws and fair use, it seems as though it's pretty difficult to easily incorporate copyrighted works into the classroom.  Permission can take a while to receive and would require intense future planning of lessons and projects.  I mentioned in one of the discussion boards this week that I use Prezi to introduce and review vocabulary words in my classroom.  A few weeks ago, one of the words was "awe." My students read the definition and I tried providing examples to paint a clear picture for them, but I could see they didn't really grasp what it meant to be in awe of something. Finally, I remembered the movie "Toy Story." At one point in the movie, the little green men in the toy vending machine are in awe of "the claw," and they "ooh" and "aah" over it.  Once I recalled that scene and shared that with my students, most of them knew exactly what the word "awe" meant. But this could have been so much more powerful if a movie screenshot or movie clip could have been used to portray this.  There were some students who hadn't seen the movie, and the connection didn't mean anything to them. It's instances like this that copyright laws can be disheartening. Even though the nature of the video clip I wanted to use was for educational purposes and not much of the movie would have been used, I didn't use it. After hearing the things in the videos this week, I'm glad I didn't.  The lesson could still be taught without the video clip, so it wasn't an absolute necessity that this clip be incorporated into the lesson.

Sarah-

You have some valid points in your post in regards to copyright and fair use.  Seeing that you would have used "Toy Story" in the classroom, I believe you would have been OK using the clip.  When I taught Language Arts a couple of years ago, we were using the College Board SpringBoard Curriculum.  For the 6th grade curriculum, they had to analyze part of "The Lion King" with plot and climax.  When using movies as a part of your curriculum, it is under fair use.  Now, if you wanted to just show it to a large mass of people and say that you created it, then you would be breaking copyright laws.

"Toy Story" picture from creativecommons.org

Week 1 Reading: Copyright Issues

We had several videos to watch in regards to copyright.  It can be a very "sticky" issue, but in this post, I will try to clarify some common issues.

First off, copyright, as noted from Nathan Bamey of Expert Village, is a form of protection for original works in a tangible medium of expression.  In other words, if you create it, you have the right to protect it as your own.  Items that are protected are musical recordings, works of art, or architectural designs.  Not everything is not subject to copyright.  Improvisational works, titles, slogans, or items of common property are examples.

Copyrights are not forever.  For an author, a copyright can last their lifetime plus an additional 70 years.  For a company, a copyright has a duration of 100 years.  All of this does depend on the type of work, the date of origination, and countless other factors.

What was very interesting to me was the last video.  I have known about sampling for a number of years.  Listening to many R&B and Hip Hop tracks over the years, many I have found to be unoriginal, thinking back to "what song did they take?"  I did not know that filmakers have made a documentary about this process and so many people that I would have never imagined having a hand in hip hop.  I think that it is something that will continue for years to come, seeing that it is easier to me a "beat maker" with all of the programs and technology available.  It is so easy to be a musician today without knowing how to play an instrument or read a music note!

Picture via creativecommons.org