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Monthly Archives: April 2005
What would students say?
But I’ve never in my life written the way I write in this Weblog. And frankly, I don’t know that I’ve learned as much from any other type of activity as I have from this type. And I learn when I’m doing just what I’m doing now (sweat on brow.) I’m not journaling. I’m not just linking. I’m attempting to synthesize a lot of disparate ideas from a varitey of sources into a few coherent sentences that I can publish for an audience and wait (hope?) for its response to push my thinking further. That’s the essence of blogging to me, and I can’t do it without a Weblog. That’s the distinction. That’s what tells me this is different. And that’s what makes me think so hard about the effects that blogging, not just using a blog, might have in a classroom. If we’ve been blogging without Weblogs in schools all along, then just put me out of my misery now. But I don’t think we have.
Will argues that "blogging" is a specific set of skills that are really best utilized in the form or genre of a blog (you can’t be a blogger in a notebook, for example) — and that much of what he sees in schools is journaling, not blogging:
Xanga is not a blog site. It’s an online journal site. There is nothing inherently wrong with journaling online (provided it’s done with the proper precautions.) But there is something wrong with calling that blogging. And that’s what’s happening more and more. And the problem comes when parents and principals equate Xanga and other such sites with blogging, which in turn predisposes them negatively toward efforts to use blogs the way we know they can be used. For better or worse, I agree with him. Blogging is a unique set of skills and much of what my students are doing on their personal blogs (journaling and ranting, mostly, according to one student) isn’t really what I’d like to see in the classroom. But I wonder how many students are actually participating in this conversation. Are adults once again making decisions for students without their input? Wouldn’t it be terrible if the decisions about blog use in classrooms were all made for students, instead of with them? I was curious, so I shared some of the debate with my students, and asked them their opinions on the matter — what uses do blogs have in schools? Are your current uses of blogs something that would be useful for schools now? What would be a way that your personal and public uses of blogs might intersect? Their class discussion was fascinating — and is important enough that, when their posts are complete, I will share that information with you. I am currently awaiting their answers on their student blogs. I am eager to see the "second draft" versions of our class conversation.
A new responsbiility of citizenship?
I’m not Catholic, but I, like much of the world, was saddened to learn of Pope John Paul II’s passing last week. The man made a difference in the world, and, agree or disagree with his politics, held human life in great respect.
But that’s not the reason for this post. The reason is to respond to this statement from Philip S. Corwin:
The Washington Post reports
that during the days leading up to the funeral of Pope John Paul a
Dutch priest "led Internet listeners on an intimate audio tour that
allowed them to pay one last visit to Pope John Paul II before he was
laid to rest. Father Roderick Vonhogen brought the Catholic Church’s
ancient rites to life through a cutting-edge format: the podcast, a
radio-style show that is distributed over the Internet. "The story continues:
"On
"Catholic Insider," listeners hear Father Roderick banter with students
camped out in St. Peter’s Square and describe the pope lying in state
in the basilica. "It’s beautiful, it really looks like he’s sleeping,"
he whispers as a choir sings in the background.Religion, whether organized or splinter, is clearly not asleep and seems to be emerging as an early adopter of podcasting.
That
said, articles like this are bound to fade as the novelty value of
podcasting dissipates. We already take ubiquitous video imagery for
granted to the extent that it hardly seemed remarkable that multiple
amateur videos provided a worldwide audience with unprecedented views
of a historic natural disaster, the recent Indian Ocean tsunami.
Likewise, it will soon be expected that any world event of note will
generate multiple first person podcast reports and reflections.
The last sentence is so significant, let me repeat it:
Likewise, it will soon be expected that any world event of note will
generate multiple first person podcast reports and reflections.
What a big idea — that the expectation of society will be that, when the big events of the day are occurring in one’s own neck of the woods, that person is responsible for sharing their experiences and information with the larger community.
I don’t know if society is willing to buy-in to idea that we are all responsible for contributing to the knowledge of others. Heck, many of us can’t seem to fathom that jury duty or voting are important civic responsibilities. But as a teacher, I hope to prepare my students to be responsible citizens. Stepping up to contribute when society has a need or interest is one way in which they can do so.
Grassroots Journalism, indeed.
Podcasting, then, becomes a tool that is a piece of a larger obligation to share information. This idea furthers the idea that blogging and podcasting are tools for students who have real value to add to an educational program, and that students are not just in school to gain value and/or meaning from someone else. We (schools) exist as institutions to help students craft their worth and interests into tools that are useful to society and to the students themselves. Schools that see students as vessels to be filled with information don’t need social technologies.
I’m off to check out the Catholic Insider. What other podcasts are exposing people to new experiences and ideas?
Winter Wonderland? On Spring Break?
They’re predicting between eight and 16 inches of snow on the Front Range of Colorado today. We’re watching the snow blow sideways at our house. The family is safe and snug herein. It doesn’t get much better than this.
Could a snow day be in the cards?
UPDATE: Yes.
Mistakes are Made
I had some extra time this afternoon as I was sitting in traffic in Denver. This gave me a chance to get down some thoughts about mistakes, how we can learn from them, and why we should allow
our students the opportunities to do so. Specifically, I’m exploring
some of the riskiness that I’m feeling and I’m hearing about from
others in regards to allowing and encouraging students to blog. Some
questions:
* What mistakes are students going to make?
* How can we help them to fix those mistakes in a responsible manner?
* How can we hold students accountable for the dishonest mistakes versus the honest ones?
Here are the links mentioned in the podcast:
* Teach42
* Blogmeister
* Principal Bans Blogging — via Will Richardson
As always, I’d love your feedback.
There’s a certain irony in the fact that I experienced several
technical difficulties in the creation of this podcast – - so there are
some audio "mistakes" herein.
Oops.
Online Book Clubs
A colleague/mentor of mine is looking to do some work with an online book club. By book club, she’s thinking about a place to discuss and converse on a shared reading experience. I’m glad that she is, because her thinking has gotten me thinking a bit about ways to orchestrate such work. I think a blog is a pretty good tool for use as an online book club. According to some, "blogs are cumbersome for discussion", but I think that a book club via a blog could be handy.
Of course, I’d need a good chat room application for real-time conversations, but something like this might work.
How would you host a book club online? Participating in any? What do they look like?
Blog Legs
Do you ever just itch to write something down? Since I’ve developed this blogging habit, I find myself taking better notes and trying to get ideas down more often than before. I don’t know if my skills have improved, but I do know that my desire to write, and to remember the good stuff so that I can get it down, has improved in the last couple of months.
Partly, I think that’s because of the fact that there’s a small audience to this blog. I feel a responsibility to "do good work and keep in touch" as Garrison Keillor might say, because there are others at the end of this pipeline. That might be the biggest strength of a healthy professional community.
But that’s not all that it is. I like writing more. I’ve been stretching my writerly legs and I’ve enjoyed the intellectual exercise in a way that I haven’t in a long time ever.
The exercise metaphor seems like it fits really well here. Two weekends ago, I went skiing. I’ve only been skiing about four or five times, and I’m not real sure of myself, but this last trip was the first skiing trip that I took where I wasn’t scared to death. I had a good day on the mountain because I knew what I was doing and I’d practiced on previous trips. I developed my skiing legs.
Blogging, for me, is beginning to be like that. I’ve got some practice in and I’m ready to do more. Although, what happens as I get more comfortable? Will the quality of my words (perhaps already questionable) diminish? I hope not — but it’s something to watch out for.
Grade “A” Blogging
I’m constantly blown away that other teachers, quality teachers, in fact, are reading and thinking about my reflections here. The feeling, to quote a student of mine, is "sickly-ill tight tight." (I think that means cool.)
Darren, over at A Difference, recently posted a comment here about my blogging course. He had some interesting suggestions:
I’m thinking I might like to teach a similar course. (It would be so
much fun!) I wonder how you’re going to assess your students work?Just thinking out loud here:
How about asking the students how they think they should be assessed?
What sort of required work should they have to do? What sort of
periodic formative assessment would be fair and legitimate? Build the
rubric together maybe.As I imagine myself teaching such a course, after listening to your
podcast, I’ve got some more ideas. In your podcast you mentioned two
things:(1) You began by reviewing some of the technology apps out there. i.e. RSS and Bloglines.
(2) Many students today are more technologically knowledgeable than their teachers.
Ok, so one part of the assessment might be to have each student
research a technology (is this grammar correct?) and then present/teach
the class how to use/integrate it into their blogs. i.e. podcasting,
videoblogging, flickr, wikis, blog template design/editing, etc.One last thought. Anne Davis wrote an article about an ESL teacher
whose class is blogging about bullying. Anne suggested other teachers
pick an issue and do the same. How would that be for one of your class
assignments?I’d love to hear what you think about all this.
What Darren didn’t know, is that I’ve already asked my students to help with the assessment piece of the course. I don’t yet know exactly what it means to earn an "A" as a blogger. I have some ideas, of course — but don’t we all. My students and I will be deciding together. I’ll share that here as it develops.
I’ve also asked students to pick a project or two for the class and to write up a contract of how they’ll earn the full credit for the course that way. I’m looking forward to seeing what they come up with after the break.
Darren, by the way, has created a wiki to use as a classroom text that is, in his words:
kind of like a student generated math dictionary that the whole class builds together.
His idea is quite sickly-ill tight, tight. Now if only I understood higher-level math.
Spring Break — Finally
Now that Spring Break has finally come to my district, I am able to catch up on some much needed rest and work around the house. Paradoxically, I think the week off from school will actually allow me the time to get a great deal of schoolwork done.
I’ve been reading lots about other student blogging projects recently; I’ll post more (links and summaries, etc.) when I’ve processed what I’ve read.