Webinar

 On November 16^th, I attended a webinar entitled Ira Socol on Universal Design for Learning. The presenter, Ira Socol, in addition to being a novelist and short-story writer, is a specialist in Universal Design in education and assistive technology at the Michigan State University. The webinar was held with students and teachers from the University of Connecticut and was moderated by Barbara Lindsay. As you might have guessed, the topic of the discussion was Universal Design for Learning (UDL). UDL is an educational framework that recommends a way of teaching and a learning environment that meets the needs of individual learning differences.

 Ira Socol discussed a number of points related to the main theme by answering the participants’ questions. Giving tips to teachers (or future teachers), he talked about assessment through different learning tools, the incorporation of technology in class, and the management of a classroom and how to bring about an appropriate environment for each individuality. Moreover, he explained the importance for teachers to find a balance of commonality and individuality, to participate in the knowledge creation in an effective way, in order for their students to use their creativity and think on their own. Finally, he also dealt with the challenge of motivating students who are not interested in a class.

      I think the overall webinar and the presenter’s point of view were highly interesting. There are a few suggestions or thoughts put forward by Ira Socol that pushed me to a reflection. First, he suggested that lesson plans should be choice-based, project-based or passion-based, which I believe is the best way to get students motivated in any subject. Furthermore, Socol mentioned that many ‘‘students care about grades solely to be ‘pleasers’: students who only want to give the teacher whatever their teacher wants. This is not learning, but rather compliance’’. I had never thought of this, but it actually sounds very logical. Having good grades does not necessarily mean learning. It can simply be a short term memorization then be forgotten soon after the task or exam. Another thing that the presenter said is that teachers must be part of this world of learning in order for their students to become part of it as well. This is in total agreement with my philosophy of teaching. Indeed, it seems to me that teachers who are eager to learn can transfer this passion to their students and get them motivated much more easily.

      I will conclude simply by quoting Alan Shapiro and Neil Postman (2009), that Ira Socol also cited during the webinar, hoping it will also incite you to reflect:

‘‘Learning takes place best not when conceived as a preparation for life but when it occurs in the context of actually living’’.

Digital Smarts Video

Davis’s use of digital media helps kids learn how to learn in that she does not give them all the answers, but rather only the tools to find the answers. For instance, she often uses new terms in class and requires her students to look them up on the Internet instead of telling what it means. Moreover, she does not teach solely what she already knows about. She dares to use programs or suggest topics that she is not totally at ease with. The students therefore have no choice to find the information through the Internet, with the help of their peers or even people from all around the world that they meet through telecollaboration. All in all, Davis motivates her students by giving them the tools to ‘‘learn how to learn’’, tools that will empower them both in school and at home to learn on any given topic.

I believe it is of utmost importance that kids collaborate with other students across the world. Discovering different cultures opens their minds to the world that surrounds them and makes them see and understand what life outside of theirs is. Students can learn so much about themselves and about the people around them simply by learning other cultures and I think it is an extremely enriching experience.

As mentioned in Davis’s video, there are numerous media tools to connect ESL students to the world. I particularly like the idea of using e-mails and wikis. If I were to become a teacher, I would try do a project with a class in England (I say England rather than another part of Canada or the United States because although their L1 is also English, the culture is much more different from ours in England, so I think it could be more enriching for both groups), for instance. I would give the students specific guidelines and explain the goals of the project, without omitting to talk about the cultural differences, in order to avoid tensions.

students, technology teachers?

After watching a video of Henry Jenkins, I decided to share my opinion on it. Henry Jenkins discussed the problems of the education system related to the use (or lack of use) of technology. First, he explains how many teachers make very little use of technology in their classrooms either because they don’t master it or because they think they will lose control of their class if they take it to a computer lab. In such situations, everyone is harmed. Wealthy students, who were born and raised in a highly technological environment, are limited in their learning because all this technological knowledge they have is useless in school and they cannot develop it in school nor use it to acquire more knowledge. Financially limited students are also disadvantaged in these situations; if they have no access to technology other than in school, how will they ever learn how to make use of it and, in doing so, become autonomous learners? Teachers have to connect what students learn outside of school with in-school subjects. Students need to know that what they are learning in school is related to real life. Henry Jenkins therefore suggests that teachers be ready to explore, to use new techniques and allow students participate by showing the class how to use technologies. He hopes for an education program where people build relationships based on shared passions. He encourages online communities for teachers and experts to share and interact. This would allow a combination of skills to new technologies.

As mentioned previously, schools limit kids’ access to digital tools. I agree with Henry Jenkin that it also limits their knowledge. However, I am not sure it would be financially possible for our government to give students constant access to technology.

I am aware of the participation gap, to a certain extent, in my community. This, however, is mostly seen in extreme cases of people (mostly elders) who are technologically illiterate. I do know people who barely know how to turn on a computer, which limits their learning much; they have to ask someone to get google map directions, for instance.

I think the best way to create shared learning opportunities across generations is to put different generations in contact. Elders, who are often wise and have a lot of experience in life, have much to teach to children and teenagers, but they can also learn from them (mostly technological knowledge). Therefore, I think that giving students the opportunity to communicate (through class projects, for example) with people from other generations is an extremely enriching experience.

I am not sure if schools are ready to give up control to kids, families, and communities of learning. I think that many teachers, principals and even entire school boards would feel like they were losing control of the teaching situations.  

Wordle

How Teachers Collaborate Online and In Class

After watching a video in which the use of wikis amongst teachers was adulated, I considered relevant to share it and give my opinion on it. This wiki was implanted by the personnel of The Vail School District in southern Arizona. Its goal, which has been more than attained, was for teachers to share their ideas, lesson plans and resources. Today, this wiki has become a wealth of resources, a different, unique and probably most accessible and efficient way for teachers to share the concepts they have created with other teachers from across the district, the state, and even worldwide. Therefore, teachers from a variety of different schools join to participate, help each other and consult this digitized resource for ideas when planning their classes. This collaborative Wiki has had such an impact on some teachers that workbooks have almost become an antiquity.

I agree that this project is a highly motivating and pertinent one and undoubtedly has a positive impact both on teachers and students. I particularly liked the fact that many of Paul Sze's ideas for future wiki projects were put into practice through this one Wiki. For instance, the participants' ''work can be read by anyone''. Moreover, this Wiki includes numerous ''joint writing projects involving different classes and schools'' and ''writing projects involving schools from different school districts or countries

Moreover, the Wiki was created in parallel with Kovacic, Bubas and Zlatovic's research and suggestions. For instance, it facilitates the ''links to external sources'', ''the online collaboration'' as well as create ''an opportunity for the constructivist design of problem-based learning activities, and supports social networks of learners''. Indeed, teachers, when posting on the wikis or reading them, must make use of their critical thinking as to what to use in class and how to modify, improve or adapt the lesson plans or ideas to their teaching style and students' needs.    

Howard Gardner

Howard Gardner's video had more than pertinent information concerning digital youth. First, he brought about the issues that have been increasing in this new generation: sense of identity, of privacy, trustworthiness, authorship and credibility. The expansion of technology, mostly from the Internet, have indeed affected individuals' privacy and authorship in that all that they write or is written about them on the Internet can be seen by anyone, and therefore, also be copied. Websites such as blogs also give people the opportunity to create different identities which can confuse them as to their real identity. Finally, the fact that anything (sometimes true and proven and other times entirely made up) can be found on the Internet, young people can take the information for granted or plagiarize information, which has effect upon their trustworthiness and credibility.

Being aware of these current issues among the youth, the psychologist suggest that adults should be part of the solution by educating children and teenagers with regard to the use of technologies. For instance, it is the parents and teachers' role to teach young people that when creating an identity, ''trying different masks is ok'',  but not if it hurts someone.