As you read Redefining Literacy for the 21st Century by David Warlick what is one point that resonates with what you are currently doing in the classroom and/or what new awareness did you discover through reading this text?
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David Warlick pointed out at the end of chapter 2 that teachers should start incorporating the Internet into everything that they teach. This resonated strongly with me because I began to think about how much I DON’T use the Internet in my in-class and out-of-class assignments. In the past, I have always used the excuses of “Not every student has access to the Internet” or “Parents might not like the fact that their children will have the need to be on the Internet so much.” As I continue into my fourth year of teaching, I’m learning that my students DO have access to the Internet, even the ones from low socio-economic backgrounds. I remember how I balked at fellow English department members when they made the requirement that formally submitted papers had to be typed. Yet, I have learned over the past two years that those students who care enough to complete the assignment and succeed in class take the time to gain access to a computer, no matter what their resources are. Those who don’t understand the necessity of turning in a paper (even though I’ve all but shouted it into their eardrums) won’t take the time.
Technology is such an important part of 21st learning skills, and I really have misjudged my students’ ability to implement it in their learning. I have performed WebQuests with my students as well as showing them how to properly use the Internet for research. What I now need to focus on is adapting more of my lesson plans to include Internet and use more creative, fun ways instead of my traditional methods. I admit that it is going to take some adjustments on my part because I do have some “old-school” methods of teaching and prefer using handouts and guided notes. Yet, with proper planning and stepping out of my comfort zone just a little bit, I can use the Internet to not only enhance my lesson plans but also to improve the knowledge base and retention for my students.
I believe it is essential for anyone who is reading Redefining Literacy for the 21st Century to understand the puzzle into which Warlick recommends we try to fit this brand new technology. Teachers are managing classrooms of 28 to 38 students, each an individual with distinctive experiences, intellectual strengths and weaknesses, and learning styles. Teachers are accountable for assuring that ALL students exit the classroom at the end of the year with specific skills and knowledge as outlined in state or local curriculum mandates. Teachers must prepare ALL students to take high stakes tests, which effect the school's ranking, teacher bonuses, or whether the state takes over the school. I believe technology will and must serve as the hinges of the puzzle among all aspects of the education landscape. This being said my piece of the puzzle deals entirely with students with disabilities who come with their own set of problems and challenges. I wanted to read more about how this population will be brought into the fold. Certainly not all, but many students with disabilities find themselves living in culture of poverty with limited access to new technologies; not to mention, in some cases, limited capacity to engage with the technology.
With this in mind, I was encouraged when looking at the Priority of Education Questions that are very similar to concepts discussed by Dufour (to which I am very committed). Specifically, the notion ‘what do we want students to be learning’ requires a unique framework that specifically addresses technology curriculum outcomes for students with disabilities. Technology presents a new set of problems and challenges to address, but technology integration should be as seamless as possible for ALL learners and their learning environment.
Reading the first three chapters of the test, I recognized that I have little awareness of what educational resources are available on the internet. Though I use it to communicate, rent videos, books flight, order books, to keep up on the news, and to listen to radio programs, I had no knowledge of how to organize the sites I visit. Nor do I use any of the advanced methods of searching or completing research. I took a teaching and technology course as undergraduate in 2003, and I am amazed at how much the internet has changed even since then. It is clear to me that in order to stay on top of advancing technology, educators will need frequent professional development opportunities throughout their teaching careers.
Because I teach early childhood and early elementary students, the ways in which we can use and explore the internet are drastically different from middle school and high school students, particularly because my students may not be able to read or write skillfully enough to perform independent research. In thinking about the standards for this age (discussing the internet as resource of information, using multimedia software, and demonstrating use), any of the activities in Warlick’s book do need to be modified greatly in order to be used with younger students. However, the resources he provides can greatly benefit teachers as they gather content for the classroom and as they present content to their classrooms and manipulate data with their students.
I do think that students in early elementary school and younger benefit and are interested in Web 2.0 activities. My class of 3 year olds is currently very interested in maps and roadways. Initially, I had planned to replicate a map of Chapel Hill onto a sheet that we can use in our block area. We will still do this, but in response to instructional methods I have been introduced to in this class, I have also plotted their homes and our school on google maps. They are always interested in discovering new ways to look at aspects of their lives, and technology can do just that.
As I read Redefining Literacy for the 21st Century, I was immediately drawn to the section that discussed “Contemporary Literacy.” It redefined basic literacy and expressed how they are refined within the context of information that wee are becoming more familiar with today…digital, multi-media, etc… I then read a little bit about a more familiar topic….the 3 R’s : Reading, Writing, and Arithmetic. They are the foundation of a basic skills oriented education program. I believe that the 3 R’s will be seen as, if not already, dated and obsolete in the 21st century. I feel that Mathematics is now about writing, statistics, charts and communication and that there is increased emphasis made on science, social studies, the arts and physical education.
I then became more aware of what is referred to as the 3 E’s : Expose the Information, Employ Informatiion, and Express Ideas Compellingly. I’m realizing now that it isn’t enough for me to prepare my students to be able to simply read, write, and basic problem solve. The students that I have in my classroom today will have to be able to use multi-media, construct information and problem solve using computer skills, and express ideas digitally in order to be successful.
I’ve always felt somewhat confident with my computer skills and I try to incorporate media and technology when possible, but now I feel that if I don’t incorporate it more, I am doing a disservice to my students. As a kindergarten teacher, I’ve focused on basic computer skills which include typing words and sentences, as well as being able to complete math and reading activities. I now feel that if I don’t dive deeper by exposing them to other activities as well as use more technology in general, they will fall behind. Some children are not exposed to technology outside of the classroom, so, I have to make my activities meaningful and engage the students as much as possible.
With technology changing as quickly as it is, we have to do the best to prepare our students for a future that we are uncertain of. The only question that I have is….where do I start?
After reading chapter 1 it was really an eye opener to what classrooms will really look like in the year 2014. Warlick describes classrooms in the future to be full of technology – webcams, tablets that can be used for virtually everything that both students and teachers have, projects, wiki’s, chips in your nametags allowing you to enter rooms, etc…It is unbelievable to think the world can change so quickly and that we are living in this world. As educators it is our job to prepare our children for the future, and as Warlick states, “ The process of preparing our children for their future should involve holding their hands and personally guiding them into the future.” We need to expose them to the technological changes that are occurring in our society.
Warlick also talks about the number one barrier that teachers face is the “lack of time.” This is so true, we are often given several tasks that need to be implemented and are not given the appropriate resources, follow up training, and time needed to successfully implement the practice. This has been a problem since I started teaching 8 years ago. I agree with Warlick when he talks about it is time to stop forcing teachers to work harder, and start helping them work smarter, giving them the time to create relevant learning environments and experiences for our students. This makes so much sense to me, but then I question why we are not doing this???
I agree with Laura that I too lack awareness of what educational resources are available on the internet. It’s almost like we have gotten to a point where there is so much out there that I don’t always know where to begin. In chapter 2 they talked about the website that could organize your favorites and bookmark sites, etc… I never knew about this but can’t wait to check it out.
When I think about the reading overall it kind of scares me to think that it’s our job as educators to prepare our students for a future that we cannot even clearly describe. However, it’s evident that we do need to make the shift!
One part of the reading that resonated with me was the section in chapter two subtitled “Investigative Strategies-Asking Questions.” He advocates teaching students to approach information they find on the Internet like an investigative reporter by employing the 5 Ws. These questions are intended to help the students assess the reliability of what they have found. Like Warlick says, just because the presentation is polished or attractive, does not mean the source is credible. Several years ago David Warlick spoke at my school and demonstrated this fact by finding the true source the website “Martin Luther King, Jr: A True Historical Examination” that he mentions in the book. He followed the trail from a professional looking site to its true source (a white supremacist organization) and it was chilling to watch. Not all examples are this startling, but I think more subtle manipulations of readers/viewers of media can be equally dangerous. I fully agree with Warlick’s assertion that “addressing inappropriate information on the Internet is not a technology issue, it is a literacy issue.”
A less dramatic example reminds me of an activity I did with a junior English class. One of our course objectives was to study how authors use rhetorical devices to persuade an audience, which we did using the Declaration of Independence and Thomas Paine’s The Crisis. One of the techniques we examined was the authors’ appeals to emotion. Since it was an election year I videotaped speeches from both the democratic and republican conventions and we used the same critical eye to see how the speakers tried to persuade their audiences via emotional appeal, imagery, charged or loaded words, etc. The students really enjoyed this activity and subsequent discussion. I was amazed at their perceptiveness. Also, I felt I was helping them learn a valuable life skill in teaching them how to avoid being manipulated by media through a healthy dose of skepticism and analytical skill. Just a few years later, I think that this skill is even more important given the increased amount of time students spend at their computers and the massive amount of information they encounter there. Further, I think we need to encourage this critical literacy with younger students. That is why I particularly liked Warlick’s “Defend Your Information” strategy and accompanying handout. An idea for a project surrounding this idea could be to create a multimedia presentation on a socially relevant topic and have students select, present and critique various media sources. I agree that they should also challenge information we provide them with, including textbooks, as he says.
The first chapter describing the classroom of 2014 was a bit scary. I’m old fashioned in that I like the idea of a book you can hold in your hand. Also, while I understood his point and its context, as a former English teacher, the suggestion that students will or should spend “less time working on the technique and craft of writing” did not sit too well with me.
I think that reading the first three chapters of David Warlick’s book, Redefining Literacy for the 21st Century was eye-opening. The story of the future that he told at the beginning of the book really helped me to visualize what our schools could be like in the years to come. Education will be primarily centered around the technological advances that are going to take place and this helped me to see how crucial it is for educators to prepare the students for what is ahead of them. This story stuck with me because I currently , like Tina, teach Kindergarten, so it really important that I begin to introduce my young students to as much technology as possible so I can build a good foundation for them. By the time my students get in middle school and high school, they need to be comfortable using technology and applying the 21st century skills. Thus, we must begin introducing these skills early. Like Sara said, it is scary to think we have to prepare our students for a future we cannot see; however we need to strive to do this everyday by bringing technology and 21st century skills into our classroom.
While all three chapters of the book resonated with me, the section on Personal Information Digital Libraries was particularly interesting to me. I think of all the books, notes, activities, etc. that I have collected throughout my teaching experiences and my educational experiences. I have all of these neatly filed away so they are easy for me to get at school and at home. However, when as I read this section I began to think how important it is for me to also organize my digital files. I don’t know how many times, I have found a great website, bookmarked it, and that was it. Then somehow the bookmark got lost, or I was in too much of a hurry to sift through the hundreds of unorganized bookmarks that I did have. From reading this section I have determined that it would be incredibly beneficial for me to organize my digital files, such as websites, by using Backflip, Pi Net Library, or Sig Software. I would love to use these programs to begin organizing my digital files for my classroom, so that I can begin to use the websites more easily. I had never heard of these types of programs to organize my files, so this was truly an eye-opening section for me. I feel that if my digital files are more organized I will be more likely to use them in the classroom with my students or obtain information from them. Like Warlick describes in his book, keeping digital information organized is just as important as keeping books organized because they it’s helps to consistently supply educators with the necessary information for doing their job. It is my goal to begin to organize my digital library to benefit my students and my future educational career.
As I read the beginning of the first chapter, I was initially skeptical that the world could change so much in such a short period of time, but then Warlick pointed out where we were with technology just 10 years ago. My mom kept all my classroom projects and activities in a box that she gave me recently. Looking at these works, I think of how I have taught many of the same lessons in my classroom, but how differently I have done so. My teacher had us create an autobiography of our life from birth until "graduation from elementary school". We created a bound book, in which we glued material to design the cover and the text of the book was handwritten in our best cursive writing. This same project I did in my classroom, although, my students digitally designed their covers, typed all of their text, added clip art, changed the appearance of their font, and their books were sent away and bound professionally. Their final product looks like something that you could check out at the library. Although as Warlick points out, we might not be using "paper books" much longer. So it makes me really think about how our classrooms might be run in another 10 years and all the technology that we are going to have to become comfortable with in order to really prepare our students.
Thinking of our classrooms in this way in 2014 in some ways scares me. I wonder how am I going to be prepared to keep up with the technology. I thought I was pretty tech savvy until we started seeing all the different elements of technology through this class. Though I have experimented quite a bit with blogging since the first day, I still don't feel that I have really explored all the capabilities of blogging.
One of the main reasons is the time, which Warlick points out as a large obstacle for teachers. We need time to do professional development in order to be able to use the technology effectively, time to plan lessons that utilize the technology, etc. Sara asked in her blog why we aren't getting teachers more time if we know it is such an obstacle. I will say the school where I felt I was the best teacher was in Virginia. Looking back, I think I know why.... I had 90 minutes of planning every day. Some days I would have a parent conference for 30 minutes of that, but the school valued our planning time and made it so that we could plan with our team during that time or plan individually. They also made professional development opportunities available during this time or other convenient times. I felt like I was not as overwhelmed and stressed with time at this school. My point with this is that schools need to make it a priority. It is not easy but in the long run, we might end up with happier teachers who last longer before being burnt out. I think the investment would be worth it.
I think my first step is to begin exploring the various new technologies that I have not even exposed myself to. The more I learn now, the easier it will be as our classrooms are transformed.
Much of what was written in Redifining Literacy resonated with me--in what I am doing in the classroom and what I should be doing. I think most of us would probably say that we use technology with our students as much as or more than the average teacher. Previous to taking this class, I considered classroom technology to be SmartBoards, AverKeys, Powerpoints, publishing writing pieces, Internet research, and Web quests. Now I am thinking about wikis and GPS and digital libraries and teaching my students to surf the web safely and digital story telling and a class webpage that eliminates the need to use our "public" drive at school. Basically, my mind is spinning with new ways that I can incorporate or increase my own use of technology and therefore use it more successfully in the classroom.
The main awareness I have gained from Redefining Literacy in combination with class conversations is that THE WORLD IS CHANGING FAST...and we've got to move on to get with the program. Now, I think I am really traditional, and even a little leary of technology's fast-paced race to take on the world, but this will be/is the world in which our students live. I agree that we have got to find ways to use technology more effectively for educational purposes.
Like Andrea, one of the biggest realizations I gained from reading Chapter 2 was that I HAVE to find ways to ORGANIZE my digital resources; thus, I created a del.icio.us site, which I will introduce Monday during our presentation.
One of the first steps to making any changes in our classroom is awareness, and I feel that through this reading and our discussions, we have created a great awareness for ourselves about how much technology is changing and what implications this has for us as teachers.
David Warlick captured my attention beginning with the short story that he told in Chapter 1. Throughout the first three chapters, Warlick describes how technology and other advances are redefining how we teach literacy as well as other subject areas. I was able to reevaluate my own teaching and seriously consider how I will adapt my teaching to the changing times. I think that we are already seeing how technology is changing the way we teach and interact with our studetnts. Warwick puts into perspective the fact that cell phones, webcams, wikis, tablets for both teachers and students, and even chips in nametags are inevitably going to be implemented in educaiton. The quote that Sara used in her blog was a dynamic statement for me as well. If our purpose is to guide children into the future, then why shouldn't we as educators accept the advances in technology that our students will use in the future. Preparing them for their future is our ultimate goal, so providing them will all the resources they need should also be our goal.
Potentially having a classroom like the 2014 classroom that Warlick desribes is a frightening reality. However, I think that it is important that we recognize these changes and begin shifting along with the rest of the world. As I read, I began to think about ways that I can begin incorporating technology into my lessons with my 2nd graders. Technology and literacy go hand in hand. Starting with early elementary students and even younger will allow for all students to acquire the 21st century skills that they need.
I agree with Tina in the fact that most educators know that technology is a driving force in our society today. However, how and where do we as educators begin incorporating the technologies available with our students. Knowing and applying is where the boundaries are becoming evident.
When reading chapter one I was not surprised by the future fiction story, but I was surprised that Warlick suggested this would be 2014. But, when I stopped to think about how much technology has changed since I have been in school, I could see this as a possibility. In order for this to happen, I think that teachers need to be prepared for this. I agree that we need more development and training so that we can help prepare our students to acquire 21st century skills and provide them with the resources they need.
stood out for me was when Warlick mentioned that teachers have a "lack of time" to learn about new technologies. I agree with this. Instead of making teachers work harder, we need to be given the skills to teach the students what they will need to be competitive in the world. Not only does the students' work need to be meaningful, but so does ours.
Reading Warlick's text, I see that I need to incorporate more technology into my classroom. I teach kindergarten and many of my students have not been exposed to computers before. I do try and make sure that they have the beginning skills that they need to be successful. Like Laura, I was surprised to understand how unaware I am of the educational resources available on the internet. I will need to take responsibility and educate myself of these resources and find ways to share them with my students.
As I read the first three chapters, I realized just how dependent we are expected to become on our personal "tablets". The author makes it sound like every imaginable aspect of our lives is going to be inextricably liked to our personal pocket computers. And while this may be convenient for some things, I can imagine it will have the potential to rob us of a degree of independence, as well as make us less self-reliant. I do not think that we will ever outgrow the need to write with pen and paper, but the book made it sound like manual writing will become more or less obsolete as new technology takes over. And if this is the case, then why bother teaching spelling, or even grammar? Evidently, our typed mistakes will be automatically (and therefore MINDLESSLY) corrected for us as we type.
Granted, I do believe that having personal computers and ubiquitous wireless digital access will improve many aspects of our lives, and will streamline performance in countless things. I just hope that our sense of self does not go down the drains as everyone becomes alike in their need to rely on their computers to perform seemingly every task imaginable. The end point would seem to be less interpersonal (REAL interpersonal) communication, as we begin talking solely machine-to-machine.
I am aware of how education needs to change in order to keep pace with the way society is changing. It is necessary for us, as educators, to make sure that we equip our students with the skills they will need to survive.
As a Kindergarten teacher, I have the ability to start children off on the right track to succeed in the future. I can introduce a wide variety of technologies to the children, increase their awareness of what is out there and available, provide opportunities for them to interact with different technologies. Currently in the classroom, I am trying to rework my lessons to include more technology. We now have projectors, so I can find interesting, relevant websites so share with my entire class. I can also show them how to log onto the computers and how to access the sites I have saved onto the Explorer Favorites list. I am also planning to use the Web Quest and hotlist that we are creating for class with my students…thus, providing them with a new way to learn about weather that utilizes technology.
While reading Warlick’s book, I enjoyed the first “fantasy” chapter. I feel that the type of technology he is describing is not far off. Technology is increasing by leaps and bounds on a daily basis. As Warlick said, just 10 years ago the internet was unheard of. With the progress we are making, nothing is impossible.
After reading the first three chapters of David Warlick's book, I realized how much I do not know about the Internet. He talked about different tools you could use and I have never heard of them. Like, PiNet Library and Backflip. I did not know that you could use them as folders to save web pages. I think I would like to try the Personal Internet Library because with this you can share folders with other teachers. This was not the only tool I liked from David Warlick's book. I also liked the search logs. I think that it is a good idea to have a format like this because it allows you to keep track of websites you have visited and which search engine you used. I think it would benefit me as a teacher because there are times I will visit web pages and forget to write them down. Then try to go back and find them, but cannot. So these are a couple of tools I plan on learning more about.
I feel that teachers need to incorporate more technology into the classroom so we can prepare our students for the future, but I also think that teachers need to be given more opportunities to learn more about the different types of technology and how to use it. Teachers need to know how to use it before they can teach their students how to use it.
I teach kindergarten and I do not really use the Internet with them. We do go to the computer room once a week and right now the students are learning to logon to the computer. Then once they have learned how to logon, they go to the educational games (reading and math) that are downloaded on the computer. I hope to do more with technology, but not sure how. I have the same question as Tina where do you start. I also feel that there is more I need to learn about technology to be able to incorporate it in my classroom. That is why I feel that teachers need to be given more opportunities with technology.
As I read Warlick’s Redefining Literacy for the 21st Century, I discovered a great deal of new information that I found to be very helpful. His short story in Chapter 1 helped open my mind to thinking of technology in a much broader and larger sense than I have before. It stretched my thinking to envision a world in which students and teachers actively used technology throughout their school day in all aspects of learning. I also agree with what he says about helping teachers work smarter instead of harder, which requires providing teachers ample planning time. As a teacher, that is something I struggle with. I love teaching my students, but feel at times that I could do a much better job if I had more time to plan more meaningful lessons for my students. Time planning is often spent after the school day ends, which causes me to become frustrated with my job at times and takes some of the joy out of it.
I also liked how Warlick redefined basic literacy as Contemporary Literacy, placing the basics of reading, writing, and math within the context of the information environment. Growing up learning “the basics” in school, it is hard for me to wrap my mind around what will be “basic” for students as we move through the 21st Century. I do feel very unprepared to teach them using all of the advanced technology today, and would love to be given more professional development opportunities in this area.
Chapter 2 provided me with a wealth of helpful information on how to navigate the Internet for research purposes. I am a “Google” person, so to speak, and am excited about using the search process, search engines, and search language he describes. I also agree that we must teach students to be investigators by asking questions when using the Internet for research purposes. I confess that I have not done a good job of this myself, and now feel better equipped to make sure that the sources I use are authentic and appropriate for educational purposes.
I found Chapter 3 to be far above my level of technology knowledge. I do not know anything about employing text, videos, images, or sound. It was fascinating to read about, but I know that I would need in-depth courses in order to really understand and be able to apply those forms of technology. With that said, I better understand what Warlick means when he says, “Assuming a rapidly changing and information-driven future, what our children know will be less important than what they can do with it”. There is so much information out there to learn, but it will not be fully learned until we are able to use it (and teach our students to use it) in a constructive and meaningful way.
After reading the first 3 chapters of Redefining Literacy for the 21st century, I have several ideas for things I would like to implement with my students. I liked the idea of better organizing my digital sources in order to make them more accessible to myself as well as to my students. I also would like to spend more time increasing my students digital literacy. I typically give students websites and information, but I have not been showing them how to find it on their own and how to be critical consumers of the web. Last week, I experienced how trying to give the students all the websites they need can sometimes backfire. I used Trailfire to link several websites together to facilitate some research my students were doing on the web this week. I thought this would be a great way to save time and to help keep students focused during their research; however, I made a stupid mistake by not realizing Trailfire wasn’t downloaded on the computers in the lab. I even used the projector to show students how the Trailfire links worked in the classroom before we went down to the lab. The students were really excited about using the links, but we were all a little disappointed when we arrived at the lab and realized it wouldn’t work after all. We had to quickly change our game plan and keep working, but maybe I should have just let them search for the sites on their own from the beginning after some guidance and lessons on how to be critical consumers of the information they are reading on the web.
One suggestion I liked from the book was the idea of teaching students to ask the 5 W questions when reviewing a website. The importance of this was made clear by the example of the MLK Jr information that was actually posted by white supremacists. I could imagine my students reading this site without considering its source and walking away with faulty information. I want to try some lessons and activities in my classroom to help students become more critical of the information they are viewing on the web. Warlick writes on page 42 that, “We would be better off not teaching children to read if we are not helping them to critically evaluate what they are reading. Students must learn to be suspicious of information, to ask questions, and to be ready to defend the information that they use to build with.” This is a powerful quote that reinforces the need to not only make sure students are proficient readers of text, but that they are also critically thinking about what they are reading and not simply accepting it as truth.
I find it very interesting that I am often critical of authors who write positive pieces on the usage of technology in the classroom, even though I am a supporter of the idea myself. I think it’s because I have seen first hand some problems that arise when trying to create educational uses for various forms of technology. After reading David Warlick’s first three chapters, I completely understand his points and agree, to a degree, with what he says.
My biggest concern is that when educators read books or articles like this one, they suddenly want to have their students to use technology at every possible moment without first considering what that will mean. The way technological devices are currently perceived, especially by young people, is not conducive with educational learning. Technological devices are goal-oriented, not knowledge-oriented. One of the biggest affordances that people always say technology provides us is speed. Tasks are done faster when technology is involved.
The concept of getting things done faster is not a lesson we should be teaching children however. Warlick talks about how there are three dimensions to literacy in the 21st century; across, down and deeper. While technology affords us the ability to provide deeper information, where is the incentive for students to dig deeper. If they can find the answer on the first page, chances are they won’t go any further.
In general, technology offers a lot of shortcuts to learning. So the big question is, how do we use technology to enhance students’ educational learning, while avoiding the encouragement of using shortcuts to get the answer? Warlick seems to entice educators with the promise that they do not have to work as hard with the introduction of technology in the classroom. I find this hard to believe. Technology does not lessen the time spent on preparation, it just changes it. Teachers need to investigate ways to create lessons which still encourage the consumption and retention of information.
Could a student be left on their own to research a topic through the use of technology? Yes. Does leaving a student to work on their own to research a topic ensure that they will learn as much, if not more than if they were learning from a teacher and textbook in a classroom? Absolutely not! Currently, technological tools are too business-oriented and cannot simply be transferred into education without some additional alterations. Warlick’s envision of the 2014 classroom may come true, but a lot of work needs to be done before then for that to become a reality.
On Thursday, I attended a professional development workshop on the importance of incorporating critical thinking skills into our classrooms. The futuristic classroom that Warlick imagined had these skills as an integral part of the students’ lives. Their days primarily revolved around project-based learning which was meaningful to the skills that they were learning.
In Chapter 1, the quote by Michael Cox to a group of students was particularly poignant to me. He said that they would have “at least five jobs after (they) graduate, four of which have not been invented yet.” I agree with Warlick’s analysis that suggested that we teach children how to teach themselves—to be lifelong learners.
As he progressed, Warlick described how we need to teach children how to control information in a positive, productive, and personally meaningful way. Fortunately, I do see momentum forming for this very idea in my elementary school. At my school, the professional development has been focusing on this—how to teach our students to dig deeper rather than skimming the surface of subjects. However, I believe that our professional learning needs to show us how to do it. Warlick gave some great examples and resources throughout the chapters that I read. Being a tactile learner, I would like to experience these resources while being able to ask questions along the way.
While some ideas seem farfetched (using tablets for everything by 2014), I do believe that many of Warlick’s predictions will occur (and should occur) to prepare our students to be competitive in our global environment.
One point that David Warlick made that particularly resonated with me is the fact that children are now more in control of new technologies. This shift in experiences and knowledge is often intimidating to parents and educators. I agree with the idea that we must teach students how technology can be used in positive, ethical ways rather than trying to stifle the use of these tools because we are not comfortable with them.
In my classroom, I have used internet search evaluation sheets to assist students in learning the way in which websites are most beneficial and worthwhile for research or entertainment. The tool made finding usable information more precise and efficient for the students. To me, this is an example of a way in which educators can guide children through the use of technology without neglecting the fact that many students probably know more about using computers than their instructors.
I admit that my use of technology in the classroom and in life has been very limited and unimaginative. I would like to be able to provide my students with the experiences that will better equip them for a future in this century, but I am aware that this will require my willingness to bring technologies into my life in a more meaningful way.
The first thing that struck me was the notion that we are lifelong learners and that we continue to learn as we grow. This applies not only to my students but for me and my educational career. I plan on researching and using best practices, reflecting and adapting or changing, and attending professional development opportunities. David Warlick also pointed out how technologically advanced children are today. His theory is that we teach students how to learn and also use and learn from technology itself. I think Heather made a great point that she often provides websites for students to receive information but does not teach them how to look for it themselves. This is something that I find that I also do. Since Warlick explains that we are lifelong learners, then we must supply students with strategies to search for and learn from the Web and from technology, rather than giving them the information needed without an explanation of how we got that information.
I have not had a lot of teaching experience but there has been something that I developed in undergrad that I plan to use with my students. I have developed a scavenger hunt that teaches students copy right laws, illegal access, and online ethics. This could be used at the beginning of the school year to introduce students how to search and use the web.
Thank you for an active and engaging discussion on Warlick's concept of redefining literacy for the 21st century tonight!
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