A Swansong For This Beautiful, But Bittersweet Blog

I will miss this class. Sitting here, waiting to take my mother out to lunch on this Mother's Day of a Sunday. Thinking about this blog of all things, among other things. I had been deciding whether or not I end this blog on a whisper or a battle-cry. But I've found neither satisfying. All I know is that I will miss this class. It was a different cup of tea, one that I'm not  used to but enjoyed nonetheless. A most technological brew with a side of croissants stuffed with stress. But I'm not a sentimental type. Not one for tears or good-byes or French styled "Au Revoir"'s. I enjoyed the blogging part of it all. It was the assignments that I struggled with, learned a lot from. But the blogs...whereas the assignments were the backbone of the curriculum, the blogging was the blood. The veins. The heart. I enjoyed getting into my little Magic School Bus and shrinking to the size of an atom when traveling those same bodily paths, especially when I had something to rant about. Brag about. Talk about. All of it pertaining, to some sense of the word, technology and schools and the students and the technological curriculum hereafter. It was a fun ride. Especially when I read a lot of my fellow peers' comments and commented on their blogs in response. Discussions were brought up. Issues engaged. Reasons clarified. It was...an oasis of sorts, that oasis in the desert known as college. Now that winter is over and summer approaches, I wonder how I will spend my days. Especially now that I no longer have a reason to blog about anything...or maybe I do. Maybe this was the start and, since I enjoyed so much of it, I'll make a blog of my own. One with thoughts and decisions and actions and books and poems and literature and movies and television shows and video games. One where I don't have to do it for a grade. Not that all the blog posts I did so far were for a grade, more for my own particular enjoyment. Maybe a Tumblr. Maybe something. Like I said before in previous posts, this class was my very, very first online college course. And even though the taste was bitter at first, I grew to tolerate and in time, enjoy it. All I know is that this technological fruit that I bit into got me hooked on the feeling of gunk in between my teeth, now I want to explore it. So this isn't a goodbye. Not truly. I will miss the virtual professor, the virtual discussion via comments, the virtual avatars of my already physical colleagues. So basically, in the simplest of terms, I will end this CURR-316 blog with a "hello" rather than a goodbye. Because we're knocking on the door, all of us would-be educators. All of us Abeers, Ann-Maries, Chris's, Danielles, Jessicas, Ashleys, etc. And it's only a matter of time before that door opens and we kick the teeth out of any adversary that stands in the way of us and educating our future students. So hello to all of you. I'll see you again on the other side of that door.

Oh No, I Forgot To Cite The Article!

Here's that article I read and thought and argued about before shelving it in a pile of dusty papers. I had mentioned it in the previous blog post. Sorry for the cliffhanger!

'Online Course' Article: http://www.nytimes.com/2013/04/30/education/colleges-adapt-online-courses-to-ease-burden.html?pagewanted=all&_r=0

The Times Are A Changing

So recently I've been viewing other people's blogs and noticed this trend of reactions to online articles regarding online education. This phenomenon worried me because I thought that the final project was the end of it all and that this was an interactivity I missed doing. But then, after checking on the blog home page of Prof. Phillips, I realized that no such assignment was given. Just a trend of interested students taking the initiative via active learning. Well, let me join the band wagon. I researched an article regarding the whole 'online classes' movement and let me go on record saying, I'm not sure I feel as strongly about it as my fellow peers. It just doesn't sound appealing to me. I understand what the experts are saying, how online courses are financially friendly to the down and out students and their existence makes higher level learning that much graspable. But based on my experiences in this class (which is my first online course), no offense Prof. Phillips, I feel like I would have had an easier time learning the subject if this class was a hybrid. I just engaged in a lengthy discussion with my roommate about the nature of online courses and his opinion and mine were as different as lard and dirt. He stressed that to think independently and learn on one's own (as well as teaching yourself due to the easy access of online informative resources thanks to the internet), is a necessary skill. It may not be an easy one, and that not everyone is capable of performing efficiently for an online course, but it is one of those rites of passages college students have to go through in order to mature. I told him that I think it might be easier for students if online classes were introduced to students earlier, such as high school, because of the type of generation our future kids are being born into: the tech savvy, prodigal sons and daughters. And if that is able to happen in the future for those same kids, then they will have an easier time transitioning to this sort of teaching learning when they reach college. Because, I'm pretty sure everyone can agree with me, there are many of us who've only just experience online classes this semester. My roommate said: [insert inappropriate joke here] before agreeing with me. That the whole point of secondary education, besides further teaching kids the basics of the world around them and how to act and think within those social and professional boundaries, is to prepare those same kids (at least the majority of them, there many kids out there who are unable to progress further on) for college. So why not prepare them for online classes? Just add it amongst the sea of things we teach them that they'll probably, in the most part, forget in the summer between senior high school year and freshman college year, and learn later on down the road in that same area of learning. My roommate also said that he believed online classes are not meant for the type of subjects requiring complex understanding in regards to principles and laws, such as Mathematics and Science. Those types of subjects need that pupil-instructor relationship we all yearn and dread. We both agreed in that respect and even went further to say online courses benefit the "written/visual/audio/discussion" side of learning, the ones that can be easily imbued in the form of text. These classes are English and History and even Art. The two of reached that consensus, while taking on hordes of zombies in a mid-final study break, and discussed the different ways online courses can approach those types of subjects. The article I read advocated that online courses are "undeniably chipping at the traditional boundaries of higher education." And I can agree with that in the sense that this sort of teaching is unorthodox. Students are expected to have information spoon-fed to them in the forms of lectures and summative and formative assessments based within the confines of the classroom. Online courses pick up those same students, stick them in the wilderness, and force them to survive on their own. The article also went into a tangent of [insert run on sentences with *yawn* statistics regarding students and colleges and the success rates of online course] and I'll just go on record saying: students are never the same. They're as unique and diverse and wild as those bubble gum ball machines you find in the malls around you. You'll never get the old school, traditional pen and paper and iron-willed attention span that can handle the lectures of a college level classroom in order to learn. You'll never get the rising dawn of technological experts who want nothing more than to complete online courses for the sake of independent and active learning as well as the convenience of it all. So why stick to either side of the spectrum? Before you go all in for the "online class" phenomenon, why not lead up to that or cut it into half. Indulge the students with hybrid classes, have that equal balance of traditional and new age learning. I know that I, as one of many students going through the same thing, benefit from learning on my own, but I also appreciate other parties talking in the background. Offering up their own opinions. And before you go into that whole "Oh, but online discussions happen all the time. Look at the comment sections!" cop out, hear me out. You can't savor all the doubts and the back-pedaling talking that happens in face to face conversations within the classroom. You can't properly connect with them and challenge them face to face with an opinion of your own. Real life learning is different from learning from the other side of a computer screen. Hybrid it up in the college classes department, give us the sweet and sour of both entrees. That's just my opinion. Because before you know it, we'll be as wrinkly as prunes one day. And despite all the holographic technologies and robots and space cars, I'm pretty sure we'll take that deep sigh and say "Where the hell did the time go? I wish I could go back to the good 'ol days, when things were SIMPLER." That will be the moment when we', or at least I for the most part, will truly know the times have changed.

Final Project

So the lesson plan that I modeled the matrix after was actually a final in my CURR-312 course, Educating English Language Learners, from the past semester. We were supposed to adapt to a prompt given to us fitted for a specific ELL student also assigned to us. The child I had was Han, a 15 year old Korean transfer who understood little English and had many limitations in speaking and putting it to use. Needless to say, I was able to make many accommodations when teaching Emily Dickinson to Han instead of adapting the whole lesson plan in general (which would be unfair for the rest of the kids in class) and even added a couple additions of my own. In the student bio given to me, it just happened that Han was an avid learner of Mathematics and expressed not only an adeptness at the subject, but a passion for it as well. I used that to my advantage as well.
    I wanted to make sure that Han, along with all the other kids in class, benefit from the lesson as much as possible. In order to accomplish that, there needs to be all kinds of examples (preferably visual and audio) in order for the material to be presented to the students in an effective manner. The lecturing serves as a backbone, but things such as showing the class pictures of Emily Dickinson, examples of her poem, and other parts of her biography that are important to know on the Smartboard or visual projector makes all the difference for an ELL. Han needs to have the material communicated to him in ways that promote easy transition into the English language. Using technologies that have promote large displays of visual learning are encouraged, whereas audio examples such as a documentary of Emily Dickinson or live readings of her poetry (Youtube) are a good idea as well.
    Class discussions, where students can jump in without fear of assembly line questioning and raised hands can help Han. All of the students receive the same exact amount of information in the lesson plan at the same exact time. So everyone is learning Emily Dickinson for the very first time, at least in this class. Ergo, no student should be the wiser. Engaging the class in discussion has the potential of making Han feel at ease. This can be aligned with the technologies being used to present the material such as the Smartboard, internet, visual projectors, etc. All of the NETS-S fit because of how the various technologies allow students to communicate and collaborate with one another. To able to use said technologies effectively and productively can be found in the way students can approach Emily Dickinson and the meter found in her poetry via class discussion and group activities. Even the presentation of students' meter poetry will be transferred from the laptops to the Smartboard so the class can observe and facilitate constructive criticism.
    Han, having lived in Korea for most of his life before moving to the United States, is still learning the English language. I have been told that he understands the basics, but complexities involved in literary material may cause issues. So, I thought of resorting to pairs rather than large group activities. That way, Han can have an easier time chiming in an opinion of his own rather than being lost in a sea of proficient English speaking voices. Also, he can form social relationships easily if the work involves one on one time with another peer. In regards to the meter aspect of the lesson, I chose that specific aspect of poetry in order to exploit Han’s strength in Mathematics. Hopefully, he can help his partner better understands the principles behind meter if that they struggle with all of the trimeters and tetrameters and other form of syllabic regulations in meter. All of this, of course, will be done on the laptops handed to each pair of students so they have access to online resources that may help them with the activity. I chose CCSS.ELA-Literacy.RL.9-10.4  because of how it aligns students to dissecting both of the poems and forming their own conclusions regarding the similarities and differences of Emily Dickinson's style of poetry and that of other poets'. Then the CCSS.ELA-Literacy.SL.9-10.1 forces those same students to engage in discussion with the rest of the class on their findings. The laptops will allow these pairs to better go about doing the task due to the online resources and word document use for composing the compare and contrast of it all.
    The sharing of the meter poems will toughen Han in terms of public speaking. Now that he is in America, he has get used to the fact that all students have to present projects either in groups or solo. This part of the lesson plan starts Han off somewhere easy at first, that way we can build his confidence up in increments. Having Han pair up with another student will boost his social confidence and even encourage him to talk more. This whole lesson plan, when integrated with technology, will benefit the class as a whole. I aligned this part of the lesson plan with CCSS.ELA-Literacy.SL.9-10.4  because of how the pairs will have to communicate the example of meter poetry they formed. The writing standards: CCSS.ELA-Literacy.W.9-10.4 and CCSS.ELA-Literacy.W.9-10.3c are aligned because of how the pairs of students have to use communicate what they learned in class through the same laptops from before. This lesson plan is not just for Han, but for the greater good of the class.

Lesson Plan Matrix: https://docs.google.com/document/d/1wbo8gfuG7mlwkfWdgZzRaY1MzvxnBm_ZtnUzF_BN90g/edit?usp=sharing

Dialectic Dynasties of Destiny: The Reason Why This 'Blogging' Thing Rocks

Grammars of English. Pursuits of English. Two classes that I will remember, not necessarily for their content, but for the way they were conducted. The manner in which lessons were put out there, the "here's an ocean of knowledge. *Push* Now swim, don't drown. Swim." type of mentality. The kind of mind-infiltration we attempted when reading a text. It was unorthodox. It was time-consuming. It was bloody difficult. But one thing I will always recall during my darkest moments, in terms of academia, is free-thought. That unshackling of the mind that allows one to voice out thoughts and opinions and all kinds of views/beliefs, without fear of authority or structure or censorship. That's what I always try to do when submitting a post on this CURR blog. And I feel like the technology that allows me to do this, not the laptop, not the internet, not the Word Document where I write down my thoughts, not even the keyboard itself. But the ability to be free. Now this could be both a good thing and a bad thing. A double-edged sword so to speak. No safe way of handling it. I have to be careful with what I say. Have to avoid any offensive remarks and such. Sometimes it's hard to revert back to the filter. But technology allows you to do that. To test the boundaries of creativity and logic. To research and create and comment and enjoy. How I try to blog is to not treat the blog as something that needs to be done. That would be an insult to the blog. The blog has feelings, you know? But it's a conversation. I rant, spell check happens, I proofread (eh, at times I attempt to), publish. Edit. Publish. Edit. Free thought allows me to act foolish, but foolish in a good way. Foolish in a way that allows me to convey what I want to say in a laid-back, stress-free sort of way. Along with TNR, STS, and hanging out with friends, this CURR blog is one of my favorite things to devote time to. Because as a future educator, I have to think about these things. My head may be filled with all these crazy thoughts, but I try my best to connect them to some part of education. Because for all I know, there's some kid out there feeling the same exact wacky way. And hopefully, they're feeling good about it. I want to implement the blog for a class. Trying to balance out rules as we speak: no racism, no sexism, no derogatory/offensive material, no inappropriateness. I'm thinking about it, the easiness of doing it. How having a blog is the same as having a journal. Except, you never have to worry about losing it. Never have to worry about forgetting to do it. Honestly, it takes a couple of minutes for me. And I suck at technology. Imagine how a tech savvy kid will feel about it. Vent out about a text. What confused them. What intrigued them. What angered them. Comment on other people's stuff. Get into discussions. It sounds really fun on paper, or on blog post rough drafts, and it might be harder to do in real life, but imagine the risk. Imagine it paying off. I am, I'm imagining kids having to do this blog for class and being interested in it, and making a personal one just for fun. One blog for school. One for very, very, very personal stuff. This could be a way of technology being incorporated in the classroom. Science teachers can do it. Math teachers can do it. Instead of assigning papers that will probably get misplaced or lost on purpose or forgotten, have the assignment online. In a fun, engaging sort of way. Don't have the whole class steered towards it. Oh no, that will be anarchy (although...hehehe, agent of chaos). But devoting some part of the curriculum to an online activity. Trust me, and other people who's experienced this, as a former high school student and current college student, online assignments are easy. They may be a pain in the butt, but compared to doing a worksheet in class, it's pretty fun. Sure, some kids may forget. But you'll always have that mass of students who have integrated into technology so well, that such work will be second nature to them. Going back to free-thought. Technology has allowed me to exercise that brand of thinking. And since free-thinking is such an integral part in understanding sophisticated philosophers like Plato and Rousseau in Grammars or Pursuits, maybe it'll do kids some good getting them into it at such a young age. Using something that is constantly being pioneered and advanced in the years to come. I have a lot of fun talking about nonsense, and I'm 21 years old. I'm constantly fighting back the maturity attempting to smother my immaturity. Imagine how much a younger kid will enjoy blogging about class.

May The Road Rise Up To Meet You

I've been going on runs lately. The first time since many, many years ago. And as I tortured my body in a way that seemed to give me satisfaction (weird, yes. But then again, I'm a weird kind of guy), I couldn't help glancing at my watch. I've done it in the past whenever I used to go on runs, but the watch I wore back then had died and I gave it a proper burial (underneath the woods behind my old house). This is a new watch that I'm wearing, recently bought from Marshalls, and the whole time I'm running, I'm keeping track of my splits and forcing myself to go faster in the final meters of my run even as I'm coughing up my lungs on a silver platter. The digits were everything to me back then and I had conditioned myself to hold them true for so long that it was no surprise to me that my eyes always wandered back to my wrist. The time meant something, the soreness of limbs after the trials of minutes and miles were just the perks. As I drowned myself in water afterwards, I started thinking about classes. In college that is. How many times I've seen someone turn to their iPhone or just regular old, crappy phone for the time. How many times someone's asked me what the time was and the frown that followed my: "Time for you to get a watch, BBBBOOOOYYYOOO!" It never really occurred to me how few of us "responsible, hardworking adolescents" actually wear a watch. Some of you reading this might be one of the few outliers in the pack, or the majority of you may wear a watch. Even you professor. Time is a factor always being taken into a count for tasks and decisions and deadlines and appointments and such, so it makes sense that we human beings always want to be on top of time. In a none inappropriate way that is. I've engaged in lengthy discussions with my peers in this course regarding the future generations to come. The kids being handed an iPhone by their parents or the kids glued to the television screen. A buffet dinner for Apple and Microsoft and all the business corporations breadwinning their own dinners because of how technologically assimilated these kids will be. I wish I could say that I'm overreacting, but I'm really not. How many of these kids will actually wear a watch. Will they follow in the footsteps of their predecessors: digging in their pockets, asking someone else, texting someone else about what time it is *slaps forehead*? It depresses me just thinking about it. I love watches. Especially the old-fashioned stop-watches linked to a chain to a vest to a collared dress shirt. You know, the ones from the times when people rolled their own cigarettes. Those watches amaze me. The clockwork amazes me. I only wear a digital one because I'm reckless and careless and I'll probably break the timeless treasures. And the last time I wore an actual watch, with the dial on the side, I forgot to take it off before diving into a lake. Soooo, that was the end of that. Watches are such a little part of our society. Some people wear them for fun, completely forgetting their function, just as an accessory or a piece of jewelry. You know the people that I'm talking about, the cream of the upper crust wearing ivory and gold and all kinds of fancy watches. But they're the ones constantly texting on their phones. I may sound prejudiced or playing right into the palms of stereotypes, but that's just from experience. Rarely will I see a kid with a watch. And if I happen to do, they'll probably have a really sick looking one. And I'll feel particularly envious and the jelly developing inside of me will be a nonstop thorn in my side. Because I envy the youth, the apathy of pre-high school years. All I want to do when I see a watch on a kid's wrist is: have adventures! Don't grow up! Please, you don't know what college is like! Go on a run and feel the dryness of your throat and the shortage of breath and the evisceration of lungs. Be active before the world of technology swallows you up and makes life so easy for you that you never want to lift a finger ever again. That hard work and dedicated efforts will seem more like chores rather than obligations. I'm ranting right now, but I'm really passionate about watches. Especially the cool looking ones. I'm waking up tomorrow at 6 in the morning and running until my body deems the time appropriate to implode. And I know the answer to this before I even ask it, I will not be able to keep track on the number of times I look at my watch during this run. Just warning you, it's not going to happen.

Interactivity #5

    The 9th grade English teacher in Montclair High School that I interviewed is familiar with the NETS-T in the world of education. She mentioned how they are present in her school district, but the school that she works is assimilating to the ideas in a gradual manner. The reason being that the kids in her class are being born with technological privileges, it is better to have those old world roots grounding them to reality. This surprised me because the teacher had said how many of the schools in the surrounding area were adapting into the NETS-T, but she herself advocated in small doses. In a personal statement, she said that she still wants her students to read from the pages of real life books rather than a Nook or an online source. She does not want the education of her students to be dependent on technologies that always require a power source when the power source should be in the mind.
    My interviewee mentioned how she adheres to the NETS-T when assigning long term projects for her students that require research and a depth of understanding. Being able to use digital tools and resources are what she places firm emphasis on, as well as being able to play on the creative strengths of her students. She mentioned that she divided her class up into groups and had each group work on a website for their midterms. The website would be dedicated to a man thematic element within the text they read for class, they needed visual and audio examples of the theme both in and out of the text. It was a tricky risk; she said that she had to time to activity with their Computers elective because their teacher already cemented the basics of website creating. The activity had to be green-lit with the other educator of course, but it was a cooperative success when they did.
    Another statement that my interviewee said that surprised me was how she tries her best incorporating real world issues into her English lectures about conflicts within texts. She said that TED talks and documentaries online about racism and sexual violence and war atrocities correlated to novels such as Night and Invisible Man. This surprised me because it was the exact type of thing my old English teacher back in high school used to do. He made us watch a historical about Prohibition while we were reading The Great Gatsby. Needless to say, her statement brought back a hint of nostalgia.
    Talking with this teacher during the interview was a real eye-opener. Her responses were very honest and passionate. She looked reasonably aged, so she has experience under her belt. I was delighted at the way she talked about the subject and how some parts of it could be used in cohesion with the NETS-T. My interviewee mentioned how the teacher needs to spearhead the classroom when it comes to technological resources. Powerpoints are not always dependable she said and she said that videos are her favorite thing to do for her students because so long as the content is relevant and interesting, her students will snap awake. I want to be just like her when it comes down to it. Don’t overwhelm students with too many technological standards, but don’t be too old-fashioned either. I’d tell people that NETS-T are the future of education, but there needs to be a gradual assimilation to it rather than a full out ‘spelunk’! There has to be an equal balance in between. What I’ll remember most about the interview is how I asked her if she wanted any parts of the interview kept confidential. To which she scoffed a reply: “Why would I do that? Censorship dulls the soul.” That’s my kind of woman.

Link to Google Doc Spreadsheet:  https://docs.google.com/spreadsheet/ccc?key=0AsF0VfDFs-btdFcwNHFROXo1ckRKcDAySFZac09HUHc&usp=sharing

In The Trenches With Comrades

True story. I've just come back from laser tag where I saw fellow future educators Chris and Ann Marie joining the fray. My friend and I have deemed "The Battle of the Quad- Spring Semester"; I attended it last semester in the Fall and I must say, the carnage lives up to its name once again. I can't help but think about how we still have that child-like spirit inside us all. We may be college students and we may be young, but knowing that we can have fun just like those whipper-snappers learning in school nowadays is a relief. We're not getting old yet, we have the confidence of youth on our side. Which is important to maintain when we do become teachers. That we know, to an extent, what these kids are going through and how they must feel towards certain assignments. Drawing back on prior knowledge back in school (what lessons did I remember most and what techniques helped me learn better?) will help us bridge that connection. Laser tag is a type of technology that never seems to lose its luster. It must be "timeless classic" syndrome. But we were all out there in the dirt and muck in a war zone. Or should I say through my perspective: a "make believe" war zone. And I was thinking, while I was running around like a maniac and unloading my plastic gun, about what if our future students saw us now. Partaking in an activity that I'm pretty sure countless kids have done in some point in their lives and not just any activity, a technology that brings joy and adrenaline rushes. I'm writing this post in dirty jeans and a shirt and I'm contemplating whether or not I should shower or grace my bed with earthiness. The Battle of the Quad- Spring Semester had its difficulties. Many of our enemies achieved some level of immortality so our lasers bounced off them. And then they ran out of prizes, which is hilarious because my friend wanted a t-shirt more than anything and all I really cared about was the glory, which soured things a bit. But overall, it was a hard fought effort. It looked like we all had fun. I wasn't on the same team as Chris and Ann Marie, but I bet they had just as much fun as I did. The dust may settle and our hands still empty of t-shirts, but we will always have the Quad. And all of the shenanigans that came with it at the time. Utter nonsense, but bloody good fun.

A Certain Filipino + CURR-314 = Very Happy Emoticon

So I've been reading other people's posts and commenting...on some. And a certain little birdie caught my attention *coughkatcough* with a subject matter that made sense to me. This CURR-314 class that we all seem to be taking is very informative about the organization and application of work. It offers up assignments based on realistic scenarios and experience from the teacher's POV that have proved to be helpful. But what makes this class so bearable, for me at least, is the in-formalities of submitting our work. The formative structure and constructive criticism differentiates the class from the others that I have had in the past. I remember the first time I printed out one of the assessments that we had to hand in (yes, I wasn't paying attention the first time around). Our professor looked at me and said, "I can't accept that. You have to send it to me electronically." My head went: "Hhhuhh?" whilst rotating comically. I've had professors say that to me, but never a CURR one. The ones I've had wanted hard copies up the wazoo. Anyways, back to the point. Our professor sends us back emails with our assignments attached to them without a grade. Did you hear me? Without a grade! No letters raising and lowering our self-esteem. No judgements about our worth as intellectuals. Just a couple of constructive criticism and comments and BOOM! That's our return. This is an example of how technology can benefit kids in the long run: formative use. If I ever become a teacher, this is one of those rare observations that I hope I will remember and draw wisdom from in the trials to come.  People always say an equal balance between assumptive and formative is healthy. But I believe that if there has to be equal amounts of both on either side, I'd want more formative slipped in than the latter. Looking back at it now, I'm learning a lot more than I thought I would initially. This class is turning out to be a real eye-opener, especially when our professor constantly uses the projector when teaching us the material. With that little remote of his clicking and clicking slide after slide, pointing an important part to remember and lectures about it for a but, waits for us to scribble it down, continue process. CURR-314: definitely where the cool kids hang out.

Boy Have I Got A Bar-Tale For You! Or A Bar-Lecture. Depends On Who You Ask

So, my READ-411 class requires us to tutor a kid between the age of 12-18 for our final assessment. And it's literacy that we're tutoring, we're diagnosing these same kids of reading dependent behaviors and, using our textbook and classroom discussion notes, treating them with strategies. Let me just model what I'm trying to say. Get it? Model? *Sounds of cackling in the background* If your kid has trouble connecting to the material they have to read, make use of prior knowledge and choose texts that the kid finds interesting. Which is a pretty small thing to do, but it touches on both cognitive and textual confidence. I think it's been going well so far. One of my close friends allowed me to tutor one of his many younger brothers and I brought Dunkin Donuts once. Well, it was for that same friend's birthday and he was home with his very, very, very kind family, but I still showed them appreciation for  allowing me to do this. So there are Saturdays and Sundays sacrificed on either side of the spectrum, and all that leads to a session jam-packed with progress! He has trouble with vocabulary, so I was helping him with context clues and a syntax surgery and my favorite: writing down difficult words and finding out their definitions after reading. When all of a sudden, the word "malevolent" came up! And while I reached for the dictionary, my kid yells out, "World of Warcraft spell. It casts a lot of damage on your enemy. My guess is that it means causing extreme damage unto others." I was speechless. This wasn't the first time he used prior knowledge, but it was the first he mentioned video games! He turned out smashing the ballpark into bits, malevolent does mean wishing to do evil on another. And since we are basically on the final minutes of our hour together (this kid makes adequate progress during our tutoring sessions), I asked him about it. He told me that 'immolation' is another word that pops up in the text. It's a spell that does insane amounts of damage via inferno. Which is the definition of immolation, to set on fire completely. I, being quite a video game connoisseur myself, was jumping up and down in my seat, overjoyed at the discovery. I knew my friend and his brothers played video games, but there was something about them understanding something because of it that hit me hard pretty deep. Parents and teachers and the mass public pleas of 'video-game' haters all advocate the uselessness of video games. That they rot the brain and give out unhealthy ideas of violence. This is not so. Yes, I admit, there are video games that I play that have blood and gore in them. But what I focus most of all is the story of a game. The characters that are introduced. What moral decisions I have to make, what universes can I save or destroy, and the more grand and unique the plot, the more likely I am to buy it. Video games give people (adults and children alike) the power of controllable imagination. Even if there are limits to the control, it's the creationist aspect of the human soul that it appeals to. There are many video games that zoom in on critical thinking in order for players to proceed and complete the objective. Having a purpose blocked by so many obstacles is a life lesson in itself. A game like Portal, set in a world composed of puzzles, forces players to think outside of the box. To think up of creative solutions that differentiate from one another in each puzzle. No guns, no violence. Just good old fashioned puzzle-piecing. Left 4 Dead, despite having flesh-eating zombies and guns, encourages teamwork. The main goal being surviving until the end of several campaigns; the objective is the exact opposite of the title. Do not leave people behind. Each level requires a role many characters have to play in order to progress. The more people you leave to die/less people you have, the more likely you are to be overwhelmed by the undead. So keep those teammates alive, unless you're like me and you back-stab them in the very end *evil laughter* The amount of curses I get online for doing that is staggering. This and many more. I love video games. A lot of people do as well, many go to this school. Many cook your breakfast, lunch, or dinner (depends on how much $ you are willing to spend). Many guard you while you sleep. To know that education can be connected to video games so well warms my wee little heart. Nevertheless, we ended that tutoring session on a good note. And a plethora of arguments concerning which games are better than others.

Technology Has Been Saving My 'Ass'essments Lately

So let me just go on record and say that these past few weeks have been that one poor bastard of a coastline constantly pounded and grounded by tsunamis. Except us students are the sand and many of the waves have been assignments and projects and everything miserable underneath the sun. Needless to say, everyone's been going hard at it. For me especially, I owe my academic survival to technology. On too many a circumstance has an "Oh No! I forgot my USB back in my dorm!" epiphany sucker punched me in the gut and on too equally a common circumstance has an "Oh Yeah! I'll just export this paper that I spent days writing on Pages into a Word document and send it to myself via email!" idea saved my butt. It's one of those things that I'm most thankful for in this day and age: the ability to keep calm in high octane situations and exploit the convenience of modern technology for the greater good. In this case, the greater good being my sanity and a letter that judges my worth as an intelligent human being. Tips and tricks people, tips and tricks! All I can say is that email and Google Docs and all kinds of technologies that specialize in written work and ‘good-assignment’ construction have been essential these past couple of weeks. I am positively sure that every single student in MSU feels the same way about this, unless you live under a rock. Which I’m okay with, cavemen are kind folk. And the Amish have a way of maintaining wealth and integrity by living the simple life. I’m sorry if this little bit insults anyone, I’ve been running on caffeinated sources for too long. Please don’t get offended, I’m laughing too much to stop now. It’s not just the actual assignment part of college technology that has been helping me lately, but the sources that our professors require us to bring to class. I’m pretty sure we can all agree that the computer labs on campus are where our “let’s save our own paper and ink” mentality really kicks in. We all print scandalous amounts of paper that contain research and journal articles and professor’s Powerpoint slide presentations and all those textbooks we don’t want to buy. Which makes sense. The costs on those things from the University Bookstore are criminal! We’d have better luck letting ourselves get robbed and even though we may lay broke and beaten upon the dirt, they’ll probably leave those same textbooks in good enough shape for us to use. Or when I had to do a dance routine with my partner for the GNED Social Dance. We needed music for our routine, so instead of burning a CD or, who still does this?, buying one, we used Youtube to full effect. We kicked ass dancing by the way. Technology is that permanent contingency plan. Whenever things take a turn for the worse whether it be school or work or personal troubles; there’s always a way of fixing something, phoning for assistance, or clarifying things that need to get done. It is a stress-reliever. I’m not saying technology cures all ailments (even though in a way, it does for the serious ones. Accomplishments in the medicinal field attribute to this), but it’s saved more tail than wildlife preserves have. This is important for us to know because since we are all going to become teachers (unless some of us have a change of heart) and our students will be born into the generations of technology-users. You know, the ones that already know how to thumb-text on their way out of the womb. Alright, that may be an over-exaggeration. But still, our would-be students are going to feel the exact same way I am feeling. That we are all feeling. Heck, I bet the professors, along with the students, have relied on technology to turn their bad days into good days. We are staring at the ghosts of Christmas Yet To Come whenever we look at our reflection off the screens of our phones or laptops. This is where things are going. I just want to ask: are we prepared? I think we will be, we are after all those would-be students at heart. Teaching fresh out of graduation. The lot of us Montclairions. We are just that.

The Use of Smartboards

I believe the Smartboard is a device that far expands the boundaries of the classroom and there are others, I am positive that there are, that may agree with me on this statement. Thinking about it now, having a massive technological device that allows broad visual and audio examples of all kinds of material is a powerful device. Being able to bring up videos from the internet whether a documentary from HBO-GO, an entertaining and somewhat educational video, but who are we kidding if we deem those types of video “educational”, from Youtube or an intriguing lecture from Ted Talks is important. Being able to draw lines connecting one idea to another or being able to change a document or text on the board with the tap of a finger. All of these abilities made possible by the Smartboard are numerous and provide us with boundless opportunities for matters far exceeding the domain of education. But who am I to say that? Education is not some sphere of influence easily escapable, it is an ever shrouding veil covering the earth as we know it like one of those quilts your grandmother knits. We learn something new every single day of our lives. And if you’re one of those wunderkids or prodigious savants who know everything and are perfectly adapt at everything, than something you may have forgotten in all your grandoise-ness. From the people we choose to surround us with and the tools we use in order to get by everyday and with the media in all its vastness. Education seeps in every crevice of society. Which is why Smartboards, which I consider to be the flagship of all teaching/learning devices no matter what subject content area, should not be limited to just schools. Charity organizations may need a Smartboard in order to organize upcoming events and better keep track of all the donations and etc. Literary magazines, as well as all kinds of newspaper/journalist steered jobs, could make use of a Smartboard in organizing what articles may be published and what work is acceptable and what edits need to be placed and where and why and how. All kinds of organized occupations require a tool as neat and simple and efficient as the Smartboard in order to function properly. Schools are not the only place where learning and teaching occur, they may be the most well known and socially acceptable place where such things may or may not happen, but they are certainly not the sole type. By placing a Smartboard in all those places, big and small, where pockets of education fluctuate like a lightbulb that needs to be screwed on properly before I tear the entire dilapidated apartment I’m figuratively living in apart. That single change may be enough to better turn those environments into learning institutions in their own right. But hey, I’m just one person. What does my opinion matter in a sea of cogs turning and brain juices churning? All I know is that I hope to be able to master the art of Smartboarding and when I do, it won’t be long before I have one installed in wherever I live. For fun purposes, of course. Crosses fingers and winks eyeball.

Interactivity #4

I chose this particular lesson because I believe that persuasive arguments are common in society nowadays. And in this day and age, where the media acts as a vital part of the community in terms of communication, proving your point in an effective manner and getting it out there so people can see the validity of your statement is invaluable in any occupation. In my ‘Assessment of Learning’ class, my professor stated that from his experiences teaching, students responded in the most positive manner from assignments that dealt with real world experiences; I believe this is one such assignment.
    The lesson plan revolves around students dissecting persuasive statements/arguments and knowing how the authors of such material are getting their point across. What strategies are they using, what strengths and weakness are they exploiting? I believe the standards within the actual lesson plan lacked the depth and emphasis needed with a broad topic like persuasive writing, so I added a couple more. Other than that, the formative teaching strategies worked in cohesion with the technologies needed.
    Persuasion can be both a powerful ally or enemy. To know the initial difference between a lie and the truth is nearly impossible. But knowing when someone is manipulating you into buying something you don’t need and staying true to your principles regardless of other’s views is noteworthy. Advertisement is a vessel of persuasion and can be found in all forms of media such as television commercials, electronic ads popping up on Youtube, and social networking sites. There is always someone out there trying to persuade you to do something. It is the visual and audio and figurative effects that these images have on our brains. A lack of restraint towards this greed will eventually leave us penniless, friendless, and faithless in the muck.

Google Docs Spreadsheet: https://docs.google.com/document/d/1MbAGehfNyxastqmFdOx2cb1omVBWeLAuNUgV4CR4DwY/edit?usp=sharing

Thanks Danielle!

Danielle was the one who organized the whole Google spreadsheet for the group project, so I just wanted to say thank you for doing that. That shows real initiative and leadership; I'm 99.9% sure everyone else in the group feels the same way. So cheers, Danielle.

Reflecting On All Those Technologies

I was surprised by many of the technologies that the people in my group chose. It never occurred to me the amount of variety that existed in the word “technology.” When I first read about this interactivity, I thought to myself: “How the heck am I going to find 10 technologies? How can each member think up 10? Surely our answers will eventually converge with one another?” I felt a lot of doubts that I would find ones that would not be taken already; I was surprised at how much technology is in the world today. It was a collaborative process, this project of ours, and we communicated effectively. All of us were able to find various kinds of technology, both unique and generic. A lot of the technologies people chose are ones that completely slipped my mind. Goodreads was one that I slapped my forehead on because that’s a website that I use a lot to find out reviews on specific books that I have heard about. Audiobooks, for me at least, are in those sections of the library that I almost never pass by (I don’t think I’ve ever used one, so why hang around them?). It never occurred to me that just because I don’t use audiobooks, other people don’t use them as well. These are invaluable to learning disabled students and readers who find it easier to listen in rather than read. Many of these technologies have benefited me in classes like READ-411, where our teacher shows us Youtube videos of important material for class. Video games, the technology I listed down, are coming in handy when I go to tutor my target dependent reader because the kid plays a lot of them. And I am able to tap into his prior knowledge of the video games, having played many myself, to aid in the tutoring. This project was an eye-opener and I enjoyed reading other people’s suggestions for helpful technologies both in and out of the classroom.

Eventual Integration

Based on the comments that I have read regarding my aversion towards the iPhone, I have begun to delve a little deeper into my "issues" with the subject. The reason why I don't have one right now is not just the money aspect of the whole thing, it's how distracted people get when they have one. That is a major turn-off for me. Especially when having a conversation. Normal human contact happening and the person you're trying to talk to is nodding while looking down at their iPhone screen. I'd be fine if it was just a little occurrence, but I see people do it all the time. More and more so during talking, 90% of the time they're looking down. Even though some may argue that they're doing something important for school or family or are just browsing; it's just moments like that which give off a bitter taste in my mouth when it comes to smart phones. However, as someone pointed out in the comment section, there will be apps added eventually that will making teaching an easier profession. Last semester, in my “Teaching Inclusion in Secondary Schools” course, our professor made a point to show which assistive technologies would benefit not only inclusive students, but other students as well. She said that many of the things introduced, which included one such program (Dragon Naturally Speaking! That's such a badass name!) that synchronized auditory voicing to texts that help certain learning disabled students, will be available for the iPhone. So thinking about it now, it would be counter-productive to completely write off iPhones in the future. But in the HERE and the NOW, I don’t see myself investing in one. Not now at least. And I know that some people argue that such a tool has helped them with school duties now, I just feel like it would be just a distraction in a college setting. I have pen and paper and a computer back home, why does every single thing need to be digitalized to how fast something needs to get done. And I may be a hypocrite when it comes to patience, I get angry when laundry takes a long time, but sitting down in front a computer to do a paper appeals to me rather than jotting it down on a portable screen. I don't know how to describe, but the feeling is pretty great when doing that. Plus the screen is bigger and everything. Professionally, smart phones will give teaching untold amounts of advantages and since the upcoming generations are being born into technology, with no concepts on how things used to be except for what their elders tell them, it would be great to meet them half-way. But, then again, I like to think I’ll still have a crappy old phone even in the future when cars start to float and laser guns are being invented. To remind me of the older generation because sooner or later, they’re going to develop plentiful and fresh ways of doing things. And it would be nice to have a touch of old school somewhere close. As sort of an anchor back to reality, to humble me a little bit. So maybe when I actually become a teacher, I’ll invest in a smart phone in order to adapt with technological improvements in the field. It's that whole natural selection feeling about it all: I don’t want to be the bird that never developed a larger wing span in order to catch more food. That would mean dying off and I must say that I prefer living. But then and only then, never before. Because the people who commented on my posts, thank you for doing that by the way, have a point. That convenient technology for professional reasons are a must-have, especially with how much things are changing nowadays and in the coming future. But at the moment, I’m content with writing something down on an index card or a notebook, walking to my laptop and doing my work. And most of all, I’m content with my crappy old phone because of the lack of temptation that it gives me. Knowing me, probably the same for everyone, if I had a smart phone with all these apps and games, then I’d never pay attention in class. It all depends on how much self-control one has and knowing me, that would be a bad combo. That’s just the kind of person I am. Oh yeah, what someone said about a GPS! I do get afraid whenever I’m lost, especially when it’s someplace important that I need to be or an emergency or I'm terrified of being stranded with no gas. But most of the time I have either MapQuest/GoogleMaps (remember those?) or my brother lends me his GPS and I bring it back in one piece. Sometimes, I like stopping at nearby shops and asking the locals for some help like the tourist I am sometimes. I know it sounds corny, but the feeling of talking to someone and them giving me crappy directions on a vaguely drawn napkin always makes me laugh. And then they give me this look and then I’m like, “I like your shop.” I know, that’s pretty weird. But then if the directions are just so topsy-turvy, then I’ll call someone to help me out. But thinking about a GPS on my phone, that would be heavenly. I don’t know, one of my friends said that I was born in the wrong century. That must be the reason for my state of thinking. Maybe I’m an old man in college student’s clothing. Like I said, maybe later, somewhere down the road, I’ll get an iPhone eventually for professional purposes. Just not now. Because now’s not the time for fear doctor...that comes later. OOOOOOOOHHHH, Dark Knight Rises reference!  Ahahaha, can anyone guess who said it?

Tagline: From ink to eyesight.

Phrase: Film gives flesh and sound to classic literature...even the masterpieces.

Interactivity #1

    As a teacher, it is important to know that technology serves as not only an outlet for Olivia’s ingenuity, but as an escape from reality. She herself says in the video that she lives in an impoverished environment and her mother wants to move them away. Even though Olivia lacks the same privileges as certain others, she creates opportunities for herself through technology. Social networking and web design help occupy her time in between school and home life while music helps her cope with everyday stress. MySpace in particular is an important element of her life and is one of her hobbies. Olivia displays her resourcefulness by accessing technology in public facilities and using email as a means to send assignments to herself. If she were a student of mine, incorporating technology into the curriculum would be a priority. Seeing how well versed she is with computers, it would be effective if some aspects of the class were geared towards that medium so that she can stand out. Technology allows students to be proactive in their learning and forces them to think outside of the box. And if students feel in control, then learning becomes more than just easy. It becomes second nature.
    The three forms of technology that I listed in terms of learning new information are: computers, phones, and music. Through the computer, one gets the ocean of knowledge known as the Internet as well as the means to create and change material. Graphic design and video sharing are ways of using the computer to spread knowledge. When someone presents an important subject, they need visual aids such as photos and videos to get their point across. People use social networking to connect with other people in far off places and these can range from family to recently moved friends. It is how people stay in touch and, at times, rediscover colleagues. Phones have the same exact function, now that they have been upgraded from what they used to be, and can be used to communicate with people while having the same capabilities as a computer. Music is how people talk about the world without insulting anyone and if they do, they can wave it off as art with no message. Only music has messages. Musicians pour their emotions into their work and when people feel those same emotions, then that means they have done their job. Music helps people communicate with one another because it makes everyone feel good and each piece of music has a bit of culture in it. So in a sense, by listening to different kinds of music, you are learning more about the world.
    I may not be as in tune with technology as the current generation in terms of uploading videos or creating my own websites, but I can do the basics and I know the importance of it all. Like Olivia, I listen to obscene amounts of music in my everyday life and these sessions of pure jamming out depend on my mood. The emotions I feel dictate what type of music I listen to. It is a sort of catharsis that I do, that I am sure almost everyone who loves music does. Computers allow me to write papers, to research, to learn more about the world. Just by watching lectures online or a documentary film or even entertainment; I like to think I learn more every day in the smallest of ways. I have no knowledge on how to completely immerse myself into the world of technology, but I scrape the surface every now and then with my Powerpoint presentations. I do not own an iPhone nor will I ever. I own an old-fashioned one that has buttons and can slide open. For me, a computer is a computer and a phone is a phone. Some people like blending the two together, but I prefer keeping them apart. It reminds me that despite my young age, I have a bit of grandfather-ness in my veins. And I like to think this is how I get those occasional lapses of wisdom and such. As someone aspiring to be a teacher, technology is significant when educating the future youth. But I want to be one of the few who borders generations and that by having an equal balance of both technology and old school knowledge, one can still teach students.

Introducing Myself

 Limbo 1

Vincent Limbo
Professor Lisa Phillips
CURR 316 Integrating Technology Across Curriculum
January 24th, 2013
                                                                         Who Am I?
    My name is Vincent Limbo and I am an English major in my junior year of Montclair State University. I have always felt drawn to the idea of stories and how worlds could be formed from the imagination. Storytelling has always been an escape for me and this includes not only literature, but other forms like films and spoken words. I believe my affection for such things led me to pursue a career in English. I soon realized that it was not just the yearning for interesting stories that appealed to me, but the sharing of opinions and perceptions about said stories. I wanted debates over questionable ethical decisions by protagonists. I wanted to know what others thought about a particular twist of drama. I wanted to talk about stories to those who would listen. So I decided that one way of filling that void, while doing some good in the world, would be teaching. After MSU, I plan on teaching either middle school or high school in an urban area because those are places that need the most help. Especially when there are kids out there struggling with literacy and considering how important reading and and writing is, I consider teaching a noble calling. I have decided that so long as I have an audience to share my love for stories with, I will be content wherever I go to teach.
    Technology is something that both excites and terrifies me. On one hand, I know how to access the internet and to use technology so long as I am given a form of instruction. On the other, I have a hard time whenever something goes wrong with the technology that I am using or I have to use a complex tool with no prior knowledge or guidance. Over winter break, I worked as a substitute teacher in schools around my town. There were instances when the teacher forgot to leave directions on how to work a certain program or the SMART Board was malfunctioning during a lesson. I am comfortable with technology so long as it is explained to me, preferably with visual help, but it can be a nightmare if I am kept in the dark about its functions. What I want to learn from this class is how to adapt to the changes certain schools have made to their classrooms regarding the level of technology. I want to learn how to keep calm when things go wrong and I want to know what to do when those instances come up. I want to learn how to use assistive technology and other advantageous tools to better educate my classes.