I really like her statement about "balancing the ways of writing". I think sometimes we are expected to jump on board with all of the new technologies and the old ways get forgotten. I think balance is key for differentiation in the classroom. She talks about having poetry books in a poetry box but also having her own students "downloaded" writing in her poetry corner. I am working on making my classroom more tech friendly and think that the learning that I am partaking in this semester is really pushing me to become a teacher who lets go of some old and embraces new changes. I can see how technology has proven to change classrooms from 1st grade to college level.
Ladonna, I agree with your statement that we often forget the old ways. Personally, I believe we must have kids master the old ways first and then bring in more and more of the new approaches. As you continue to make your classroom more tech friendly I would love to hear what is working for you, your students, and your classroom. I am currently a full time graduate student and not teaching this year. I have to admit that I am jealous of the current teachers in our class because they have the opportunity to implement our new knowledge in their classrooms right away. Will all our new knowledge and resources, I am itching to be back in the classroom.
Ladonna, that quote also struck a chord with me. Probably unlike most of my comrades, I saw the balance as a hope for my own view of teaching, which is to stick with what has worked for the last 3,000 years. My goal is to make my classroom 'book' friendly. Nothing against technology, or those who use it, but I can't conceive computers as being very 'friendly,' but a book--now that's another story. Who could not love a good book, its shape, the feel of the pages passing through one's fingers and hands, the marks made in the margins by hand with pencil, the smell of the printed page itself? The computer is a tool, and a very important one at that. For me, however, the book is a life--a world; it is a universe that does not require batteries or electricity. I can read and let my imagination soar as to what the writer meant to convey. I find that far more satisfying than sending the author an e-mail and asking, 'Hey, what did you mean by x, y, and z?' By the way, every so many years, computer technology becomes obsolete. The book is still around, and will never be outdated--never!
Ladonna, I definitely agree that writing should be presented in multiple ways. Technology is such a buzz word right now, and while I think it is a great addition to teaching writing, I think it should be in conjunction with writing on paper/other forms. By using it as an extension, we can reach more students, but there is something to be said about using technology purposefully and in combination with other writing techniques.
In the very beginning of the webinar Hicks says, "We want to think about how we can be deliberate." He says that we can't just sit around and wait for inspiration or creativity to strike. We have to actively use our minds in order to be creative, and we can't rely on digital platforms to spark that creativity. This quote first stood out to me because I personally believe it's very important to be intentional about everything we do in life. Whether it's school, work, or relationships, it's always important to be purposeful in how we approach situations and people. I feel like we've talked about this idea a lot in class; every assignment, activity, and lesson should have a purpose that our students should be aware of. I think what Hicks said gives teachers a good way to not only be deliberate themselves, but to teach their students to be deliberate. It's easy to start a digital storytelling project with a class and just say, "Here's the website, now go." But if we're reminding our students to be intentional in their choices and in how they use digital platforms, they'll learn more and they'll be more successful.
"Intention" is something I have seen come up again and again with the idea of classroom technology. As you mention, though, it extends beyond that. We must be intentional in our writing and proactive in our thinking: not to rely upon what we CAN do, but what we DO. Having a sense of purpose is probably the most crucial element of our lessons: where are we going? Or are we just wandering around?
"In 2014, when we look at ourselves as writers, we can see that is really a layered effect. We're not just writing notebooks... That's sort of a shift for us as writers and something we need to embrace. There are going to be new tools and new opportunities... that leads us to new collaboration." - Kristien Zeimeke -Before entering into grad school, I didn't think about how much the world has changed since I've left high school (it wasn't even that long ago). But Zeimeke makes a good point in this quote. I think everyone, not just writers and teachers, need to embrace the new technology. It gives us an opportunity we didn't have before: a better way to connect with our community. Everything students do, everything they learn in school, is to prepare them to be a member of society. We hold in our hands the future, and if we don't embrace the changes that are coming (and that have already came) then we are doing them a disservice.
"Today, we embrace the idea of the smartest person in the room being the room." Kristin Zeimeke Dr. Kajder says all the time "I believe there is no one in the room that is smarter than the whole room." Zeimeke's quote is just a different rendition of the same idea. Just like I've said before, we prepare students to be a part of society. It is important for students to work independently, of course. However, it is just as important for them to work together as a group. Because of that, integrating technology is important because it allows us to interact with not just our immediate surroundings but with the rest of the world as well.
We will never be able to predict the future. Schools have had a history of churning out reproductions of the present, recreating the society we already live in because the system assumes our future will mimic our present. So, how can we better prepare our students for a future we cannot predict? I, personally, do not think technology is going anywhere. If anything, it will continue to integrate into and shape our culture. Yes, some of the technology we are using now will be obsolete in the near future, but that doesn't mean we can't teach them to be critical thinkers while using this technology. That doesn't mean we can't teach them to navigate the digital world, to be wary of consumerism. And, you said it best! "If we don't embrace the changes that are coming, then we are doing them a disservice."
"What has been so impactful on my development is my relationship with people." - Ziemke
This has already started. It begins every day. These type of connections were born the first day we walked into our graduate classroom (many before that i'm sure as well). I don't believe the necessity for interconnectivity and resourceful relational building can be understated. Teachers teach teachers. Students teach teachers. If we want to be able to be able to take part in any facet of this profession, a symbiotic sense of dependence and dependability must be established. No man/woman can be an island in this field. This is an extension to the student/teacher relationships as well. In order to really break in to the most dynamic spectrum of sharing knowledge with another human being, an respectful nurturing alliance must be established.
I really appreciated that all the webinars so far have talked about the importance of having people to support, help, or guide you through teaching. I was really nervous that teaching would be a solitary endeavor, but the more I hear and get into this field, the more I see that teachers are never and will never be lone wolves in their classrooms.
I really enjoyed this webinar and got a lot of nuggets from Zeimeke, but my favorite was that she is a "dual citizen" of both paper and technology. She also recognized that not all students are paper people, but they are also not all digital people. There is always a mix within a classroom and she allows for that. She also talked about how there are substitution technologies and those are the easiest to embrace because they are the easiest to grasp (going from pencil and paper to word processor and keyboard). But that some technologies completely shake-up how we learn and why we learn things. I think that these are what people are usually nervous about because we have had the traditional forms hammered into us for so long that taking an established practice and flipping it on its head can be scary. But those are what we can play with on our own before throwing them at students.
I liked that Zeimeke consults people outside of her grade level for advice and inspiration. I think often we see teachers as defined by grade level and therefore what can we really learn from a 1st grade teacher since we teach AP 12th graders. But I think that being able to look at where your students came from in terms of teachers and teaching styles can help you see how the students in your class were "built" in their education. I also feel like it would get repetitious if you only talked with high school teachers and sometimes other teachers can offer new ideas or new ways of looking at things. I actually admire elementary school teachers because they have to teach everything whereas I will only (hopefully) have to teach English and do not have to brush up on my algebra anytime soon. This can lead them to being more creative and more aware of integrating topics across disciplines.
I agree that sometimes it takes some getting used to the idea that we can learn from elementary school teachers as we teach our high schoolers. We might think them to be too basic, but apparently these first graders are much more technologically advanced than me, so I have to hold my tongue and take notes.
When Ziemke said that teachers shouldn’t think of digital tools as “substitutions for writing” but as ways to “modify or transform writing,” I was hooked. I am completely in support of integrating technology in the classroom, but I’m also afraid of overdoing it. Can too much technology become a burden for students? While it’s true that our students’ lives are becoming increasingly steeped in technology, no amount of technology can replace the craft of writing; however, technology can be used to transform, modify, and enhance that craft. Thank you, Ziemke and Hicks, for putting writing first, technology second.
As a side note, I also really liked the quote that Ziemke put up that read: “When kids are curious and interacting with the world they are not thinking about the learning goals they have to achieve. They are living.” This doesn’t just apply to elementary-aged students, but also to our middle and high schoolers.
Liz, I agree that technology has some grey spots. Technology has the ability to add so much potential to the classroom setting. When classrooms become all technology based, like many college online classes, I believe that something is lost. Although the benefits from engaged technology are numerous, I do not think anything can replace the real life interactions, debates, and relationships built in a face-to-face classroom setting.
At around 45:30 of the webinar, Zeimeke says, “Lots of times I hear great ideas from the technology world. I often find myself saying, 'That’s a cool idea, but what does that look with 33 people sitting on the rug?'” Although this is not webinar's the most profound statement, it is a question that I often ponder myself. Through my graduate level studies, I have been exposed to many thoughts and ideas of teaching that I previously never knew existed. In a way, I feel similar to how Zeimeke described herself as a teacher writer feeling like a kid still at the children’s table in a room full of adults. I still have so much to learn as a pre-service teacher, and there is not enough time to learn all these things that I want to know before I am launched into real world teaching. When I do have time to reflect of items that I have learned, I ponder, “Will this idea work for me as a teacher when I have my own classroom?” This question can not be answered today. I might have insight into the application of teaching strategy by further engaging with the tool as a student. As a teacher though, I simply will not know definitively until I am teaching. Even then, a tool that works flawlessly for a group of students may not be the best tool for a different set of students. Educators must remand malleable. We must be willing to grow with developing technology tools as we forge into our instruction and growth.
I agree that we need to be able to say that this app or website worked really well last semester, but not so much this semester so let's move on and find one that does work. So often we can get into ruts and being a teacher forces you to see that you cannot have the same lesson plans for each year because you never have the same students each year. It is also important to be able to look at technology critically and see how well this will work for everyone in the class, not just one or two students.
'As we have seen, few adults write. Teachers are no exception; they do not write either. Teachers report that they do not write because they don't like writing, feel they are poor writers, do not have time to write because of teaching demands or do not believe it necessary to practice writing in order to teach it.' --Don Graves.
I shall attempt, in my most humblest fashion ( to use an Early Modern English manner of expression), to address each of Graves' assertions. First, few adults write because they have not been taught to write well or had teachers who stressed its importance. I had that experience for most of my schooling until my senior year in high school, when that all began to change with the rigorous demands made upon me by my English teacher, Mr. Emmelheinz. Second, a number of teachers (perhaps more than one supposes) do not write because writing often is not stressed in a number of majors. In addition, when professors do make writing demands on students, assignments are often met with sighs and groans, expressions that confirm my own observation that education in the United States is the only product in which the customer wants the least for his money. So, why would a teacher not like writing? Perhaps because professors expect students entering college to know already the rudiments of the craft from high school instruction. Well, the youth obviously aren't getting it, are they. And writing doesn't mean the ability to post of facebook, either. Professors expect coherent, logical, and well-organized writing, and they are not receiving it from their students because these students are receiving sound instruction in writing from their high school teachers. While we are worried about the quantity and various modes of writing, we had best be concerned with the quality as well. For those teachers who would love to write, but don't have time because of 'demands,' I sympathize. Too many schools (and teachers) spend so much time with politics and socialization that they don't find time for what really counts: rigorous instruction in content. Finally, those teachers who maintain that they don't need to write in order to teach writing are just plain WRONG! There, I said it, and I make no apologies for it. I wonder how I would feel if I were lying on an operating table and learned that the surgeon about to make the first incision studied his medical practice from a so-called physician who himself had never performed a surgery? Or, could I ever think to teach Greek or Latin without reading and writing in Greek and Latin, myself? I'm just asking.
It's truthfully hard to pick just one quote, so I will include a few. I hope that isn't cheating. Several things Ziemeke said struck me, alongside her fun slang ("nuggets" and "Saturdays are my jam"). The first thing I noticed was how she and her students referred to each other: "my first graders" and "my teacher." The claiming here doesn't just reflect of a sense of ownership and responsibility for each other, but a connection that I found revealing of Zeimeke's character.
I also enjoyed her inclusion of "We are all apprentices in a craft where no one ever becomes a master" (Hemingway). This shows that one can never stop improving. There is no such thing as perfection. As writers, we must always strive to become better. Acknowledging this allows us to be vulnerable but unafraid of criticism and critique. You can not become a master, but you can grow to become a better and better version of yourself.
Finally, I was deeply affected by Boncinelli's frame of mind adopted by Ziemeke: "When kids are curious and interacting, they are not thinking about the learning goals...they are living." We are MAT students to learn about standards and activities and goals and assessment strategies. But we should know that, even if our students may not be young children, they should always be learning life and navigating through their growth as learners. All the bureaucracy is important and crucial, but we must remember that students learn best in life. And so, the best thing we can do as teacher is to be a part of students' lives. I am deeply moved by this quote and encouraged that I can be a part of a young person's growth not just as a student, but as a human being.
In viewing the webinar, I found her statement about being deliberate to be the most impactful. As I discussed in the previous question, I think that sometimes technology is implemented into the classroom just for the sake of "implementing technology", a buzz word in a lot of schools, but if the technology application doesn't enrich the lesson then its purpose is lacking. Technology applications need to match the lesson and enhance its effectiveness to make its implementation meaningful. As the webinar discussed, we need to be deliberate in the technology that we implement. It should make an "impact" on the lesson that it is a part of to serve its true purpose. Zeimeke also mentioned to think about whether or not it will "work for you". This is something that comes to mind a lot through my undergrad and graduate studies. We learn so many great ideas, but at the end of the day you have to sit down and think about whether or not it will actually work in my class of 32 9th graders. I really liked that Zeimeke said what most people don't: technology is great and all of these innovative ideas are great, but you have to make sure that it is impactful, purposeful, and that it will actually work in your writing classroom.
I agree with everything you said! (I wish I had the little hand-clapping emoji because that is what I would insert right here). First of all, technology has become a "buzzword" in so many classroom situations. At times, we would have random observations by the programs that gave money to our school. A lot of these programs focused specifically on our use of technology. I had a co-teacher get observed on a day that he didn't use technology because he didn't see how it would benefit the lesson--he got poor marks because he didn't implement any technology. I was just shocked by the whole thing because we discussed different technologies all the time. I think your right in saying that we need to step back and realize that it isn't always about using the best and newest technology. It's using technology that serves a purpose, that helps students with understanding, and that enhances our lessons.
One statement that stood out to me was said before Zeimeke even began to speak about her technology uses. She discussed this idea when showing a picture of her and her students gathered around a computer trying to decipher the technology being used. I don't have the exact quote, but she said she made certain she was always working WITH her students. She, as the teacher, was also apart of the learning community and she tried to shift the idea of "who was in charge" within her classroom. I applaud her for doing this at such an early age. We create so many hierarchies within our classroom and we often forget that our students are people, too. They are learners. They are creators. They are thinkers! When I treated my students as equals, I got the best results. Don't get me wrong--there were days when they clearly reminded me that I was 6-8 years older than them, but when you create an equal playing field, you create an opportunity for students to rise to the occasion. There are too many power struggles going on in our classrooms when we need to be empowering our students so they can face an unpredictable future.
I, like Emma, was struck by the Ernest Hemingway quote that Ziemeke uses early in her presentation: "We are all apprentices in a craft where no one ever becomes a master." It can be applied to writing, teaching, reading, all of the things that we hope to engage in. The idea that there's always room for improvement in my life keeps me from settling or taking things too lightly, while at the same time putting my shortcomings in perspective. As a first year teacher, I imagine that I'll have lots of "room for professional growth" (to use a helpful euphemism) as I wrestle with the standards and school policies and curricula and my students different abilities and personalities. While Hemingway's quote doesn't speak directly to the practicalities of teaching, it resonates with me on a personal level as someone who tends to emphasize my failures over my successes. No one ever becomes flawless, and keeping that in mind will help me as I work through the difficulties of teaching.
Hemingway- "We are all apprentices in a craft where no one ever becomes a master." And not just because I'm a huge Hemingway fan! I think it is crucial to show students that teachers don't simply touch pen to paper and produce gold, and neither do authors or screenplay writers. Writing is hard work that requires dedication and a self-critical eye. Not nearly enough teachers are willing to show students the effort it takes to create a good piece and I think this is a huge mistake in that students cannot see themselves in a teacher who never seems to struggle with writing and these students can become easily dismayed.
Zeimeke gives the example of her own writing, which may be over the heads of her students, but we can appreciate it in seeing that it took her at least five drafts and lots of help from colleagues as well as self-edits to produce her final work. Putting your work out there, especially in rough cuts, can be intimidating work.
This is a lengthy quote, but such an essential thought about our identity as writers.
"There are other moments as a writer that I feel like I'm sitting at the kid's table. It's not perfect, it's not always pretty. There's no rainbows and unicorns every time I open my laptop, but it's real and I'm trying to write from the heart and share some ideas that resonate with educators." -Kristin Zeimeke
This quote resonates with me because it applies to writers of all ages; it doesn't matter if I teach four year olds or listen to eighty-seven year olds talk aobut writing, each writer experiences different things throughout their lives as writers. Sometimes our ideas flow smoothly and we convey them through the most beautiful prose or poetry known to woman, and man, but other times we forget the definition of the simplest words and cannot create a coherent paragraph let alone a page of writing. As future teachers we've already learned that we need to be honest with our students. We can tell students when we struggle...wait no we shouldn't. We should show them where we struggle as writers. We can't sugar coat the writing process for our students. It is messy and difficult. Teachers can create an environment in which writers can comfortably write, but we must remember to tell them that they will struggle. Struggle is good. It furthers the writing craft. Let's teach this.
"...there are great opportunities for change, and that's why I think it's the best time to be a teacher. You know, we have challenges out there, it's harder than ever before in media and socially, but for our kids we now can really capture what they care about, what they know, and meet each child where they're at."
This quote speaks to me because this is actually something that I have been worrying about. I have been worrying that the subject of teaching has seemed like it has changed so much since I was a student that it seems like a completely different field to me now, what with the implementation of the common core standards and the prevalence of technology in the classroom. However, with these challenges come new ways to reach students and potentially engage learners that might not have been reached even a decade ago.
I really like her statement about "balancing the ways of writing". I think sometimes we are expected to jump on board with all of the new technologies and the old ways get forgotten. I think balance is key for differentiation in the classroom. She talks about having poetry books in a poetry box but also having her own students "downloaded" writing in her poetry corner. I am working on making my classroom more tech friendly and think that the learning that I am partaking in this semester is really pushing me to become a teacher who lets go of some old and embraces new changes. I can see how technology has proven to change classrooms from 1st grade to college level.
ReplyDeleteLadonna, I agree with your statement that we often forget the old ways. Personally, I believe we must have kids master the old ways first and then bring in more and more of the new approaches. As you continue to make your classroom more tech friendly I would love to hear what is working for you, your students, and your classroom. I am currently a full time graduate student and not teaching this year. I have to admit that I am jealous of the current teachers in our class because they have the opportunity to implement our new knowledge in their classrooms right away. Will all our new knowledge and resources, I am itching to be back in the classroom.
DeleteLadonna, that quote also struck a chord with me. Probably unlike most of my comrades, I saw the balance as a hope for my own view of teaching, which is to stick with what has worked for the last 3,000 years. My goal is to make my classroom 'book' friendly. Nothing against technology, or those who use it, but I can't conceive computers as being very 'friendly,' but a book--now that's another story. Who could not love a good book, its shape, the feel of the pages passing through one's fingers and hands, the marks made in the margins by hand with pencil, the smell of the printed page itself? The computer is a tool, and a very important one at that. For me, however, the book is a life--a world; it is a universe that does not require batteries or electricity. I can read and let my imagination soar as to what the writer meant to convey. I find that far more satisfying than sending the author an e-mail and asking, 'Hey, what did you mean by x, y, and z?' By the way, every so many years, computer technology becomes obsolete. The book is still around, and will never be outdated--never!
DeleteLadonna, I definitely agree that writing should be presented in multiple ways. Technology is such a buzz word right now, and while I think it is a great addition to teaching writing, I think it should be in conjunction with writing on paper/other forms. By using it as an extension, we can reach more students, but there is something to be said about using technology purposefully and in combination with other writing techniques.
DeleteIn the very beginning of the webinar Hicks says, "We want to think about how we can be deliberate." He says that we can't just sit around and wait for inspiration or creativity to strike. We have to actively use our minds in order to be creative, and we can't rely on digital platforms to spark that creativity. This quote first stood out to me because I personally believe it's very important to be intentional about everything we do in life. Whether it's school, work, or relationships, it's always important to be purposeful in how we approach situations and people. I feel like we've talked about this idea a lot in class; every assignment, activity, and lesson should have a purpose that our students should be aware of. I think what Hicks said gives teachers a good way to not only be deliberate themselves, but to teach their students to be deliberate. It's easy to start a digital storytelling project with a class and just say, "Here's the website, now go." But if we're reminding our students to be intentional in their choices and in how they use digital platforms, they'll learn more and they'll be more successful.
ReplyDelete"Intention" is something I have seen come up again and again with the idea of classroom technology. As you mention, though, it extends beyond that. We must be intentional in our writing and proactive in our thinking: not to rely upon what we CAN do, but what we DO. Having a sense of purpose is probably the most crucial element of our lessons: where are we going? Or are we just wandering around?
Delete"In 2014, when we look at ourselves as writers, we can see that is really a layered effect. We're not just writing notebooks... That's sort of a shift for us as writers and something we need to embrace. There are going to be new tools and new opportunities... that leads us to new collaboration." - Kristien Zeimeke
ReplyDelete-Before entering into grad school, I didn't think about how much the world has changed since I've left high school (it wasn't even that long ago). But Zeimeke makes a good point in this quote. I think everyone, not just writers and teachers, need to embrace the new technology. It gives us an opportunity we didn't have before: a better way to connect with our community. Everything students do, everything they learn in school, is to prepare them to be a member of society. We hold in our hands the future, and if we don't embrace the changes that are coming (and that have already came) then we are doing them a disservice.
"Today, we embrace the idea of the smartest person in the room being the room." Kristin Zeimeke
Dr. Kajder says all the time "I believe there is no one in the room that is smarter than the whole room." Zeimeke's quote is just a different rendition of the same idea. Just like I've said before, we prepare students to be a part of society. It is important for students to work independently, of course. However, it is just as important for them to work together as a group. Because of that, integrating technology is important because it allows us to interact with not just our immediate surroundings but with the rest of the world as well.
We will never be able to predict the future. Schools have had a history of churning out reproductions of the present, recreating the society we already live in because the system assumes our future will mimic our present. So, how can we better prepare our students for a future we cannot predict? I, personally, do not think technology is going anywhere. If anything, it will continue to integrate into and shape our culture. Yes, some of the technology we are using now will be obsolete in the near future, but that doesn't mean we can't teach them to be critical thinkers while using this technology. That doesn't mean we can't teach them to navigate the digital world, to be wary of consumerism. And, you said it best! "If we don't embrace the changes that are coming, then we are doing them a disservice."
Delete"What has been so impactful on my development is my relationship with people." - Ziemke
ReplyDeleteThis has already started. It begins every day. These type of connections were born the first day we walked into our graduate classroom (many before that i'm sure as well). I don't believe the necessity for interconnectivity and resourceful relational building can be understated. Teachers teach teachers. Students teach teachers. If we want to be able to be able to take part in any facet of this profession, a symbiotic sense of dependence and dependability must be established. No man/woman can be an island in this field. This is an extension to the student/teacher relationships as well. In order to really break in to the most dynamic spectrum of sharing knowledge with another human being, an respectful nurturing alliance must be established.
I really appreciated that all the webinars so far have talked about the importance of having people to support, help, or guide you through teaching. I was really nervous that teaching would be a solitary endeavor, but the more I hear and get into this field, the more I see that teachers are never and will never be lone wolves in their classrooms.
DeleteI really enjoyed this webinar and got a lot of nuggets from Zeimeke, but my favorite was that she is a "dual citizen" of both paper and technology. She also recognized that not all students are paper people, but they are also not all digital people. There is always a mix within a classroom and she allows for that. She also talked about how there are substitution technologies and those are the easiest to embrace because they are the easiest to grasp (going from pencil and paper to word processor and keyboard). But that some technologies completely shake-up how we learn and why we learn things. I think that these are what people are usually nervous about because we have had the traditional forms hammered into us for so long that taking an established practice and flipping it on its head can be scary. But those are what we can play with on our own before throwing them at students.
ReplyDeleteI liked that Zeimeke consults people outside of her grade level for advice and inspiration. I think often we see teachers as defined by grade level and therefore what can we really learn from a 1st grade teacher since we teach AP 12th graders. But I think that being able to look at where your students came from in terms of teachers and teaching styles can help you see how the students in your class were "built" in their education. I also feel like it would get repetitious if you only talked with high school teachers and sometimes other teachers can offer new ideas or new ways of looking at things. I actually admire elementary school teachers because they have to teach everything whereas I will only (hopefully) have to teach English and do not have to brush up on my algebra anytime soon. This can lead them to being more creative and more aware of integrating topics across disciplines.
I agree that sometimes it takes some getting used to the idea that we can learn from elementary school teachers as we teach our high schoolers. We might think them to be too basic, but apparently these first graders are much more technologically advanced than me, so I have to hold my tongue and take notes.
DeleteWhen Ziemke said that teachers shouldn’t think of digital tools as “substitutions for writing” but as ways to “modify or transform writing,” I was hooked. I am completely in support of integrating technology in the classroom, but I’m also afraid of overdoing it. Can too much technology become a burden for students? While it’s true that our students’ lives are becoming increasingly steeped in technology, no amount of technology can replace the craft of writing; however, technology can be used to transform, modify, and enhance that craft. Thank you, Ziemke and Hicks, for putting writing first, technology second.
ReplyDeleteAs a side note, I also really liked the quote that Ziemke put up that read: “When kids are curious and interacting with the world they are not thinking about the learning goals they have to achieve. They are living.” This doesn’t just apply to elementary-aged students, but also to our middle and high schoolers.
Liz, I agree that technology has some grey spots. Technology has the ability to add so much potential to the classroom setting. When classrooms become all technology based, like many college online classes, I believe that something is lost. Although the benefits from engaged technology are numerous, I do not think anything can replace the real life interactions, debates, and relationships built in a face-to-face classroom setting.
DeleteAt around 45:30 of the webinar, Zeimeke says, “Lots of times I hear great ideas from the technology world. I often find myself saying, 'That’s a cool idea, but what does that look with 33 people sitting on the rug?'” Although this is not webinar's the most profound statement, it is a question that I often ponder myself. Through my graduate level studies, I have been exposed to many thoughts and ideas of teaching that I previously never knew existed. In a way, I feel similar to how Zeimeke described herself as a teacher writer feeling like a kid still at the children’s table in a room full of adults. I still have so much to learn as a pre-service teacher, and there is not enough time to learn all these things that I want to know before I am launched into real world teaching. When I do have time to reflect of items that I have learned, I ponder, “Will this idea work for me as a teacher when I have my own classroom?” This question can not be answered today. I might have insight into the application of teaching strategy by further engaging with the tool as a student. As a teacher though, I simply will not know definitively until I am teaching. Even then, a tool that works flawlessly for a group of students may not be the best tool for a different set of students. Educators must remand malleable. We must be willing to grow with developing technology tools as we forge into our instruction and growth.
ReplyDeleteI agree that we need to be able to say that this app or website worked really well last semester, but not so much this semester so let's move on and find one that does work. So often we can get into ruts and being a teacher forces you to see that you cannot have the same lesson plans for each year because you never have the same students each year. It is also important to be able to look at technology critically and see how well this will work for everyone in the class, not just one or two students.
DeleteThe most memorable quote was the following:
ReplyDelete'As we have seen, few adults write. Teachers are no exception; they do not write either. Teachers report that they do not write because they don't like writing, feel they are poor writers, do not have time to write because of teaching demands or do not believe it necessary to practice writing in order to teach it.' --Don Graves.
I shall attempt, in my most humblest fashion ( to use an Early Modern English manner of expression), to address each of Graves' assertions.
First, few adults write because they have not been taught to write well or had teachers who stressed its importance. I had that experience for most of my schooling until my senior year in high school, when that all began to change with the rigorous demands made upon me by my English teacher, Mr. Emmelheinz.
Second, a number of teachers (perhaps more than one supposes) do not write because writing often is not stressed in a number of majors. In addition, when professors do make writing demands on students, assignments are often met with sighs and groans, expressions that confirm my own observation that education in the United States is the only product in which the customer wants the least for his money. So, why would a teacher not like writing? Perhaps because professors expect students entering college to know already the rudiments of the craft from high school instruction. Well, the youth obviously aren't getting it, are they. And writing doesn't mean the ability to post of facebook, either. Professors expect coherent, logical, and well-organized writing, and they are not receiving it from their students because these students are receiving sound instruction in writing from their high school teachers. While we are worried about the quantity and various modes of writing, we had best be concerned with the quality as well.
For those teachers who would love to write, but don't have time because of 'demands,' I sympathize. Too many schools (and teachers) spend so much time with politics and socialization that they don't find time for what really counts: rigorous instruction in content.
Finally, those teachers who maintain that they don't need to write in order to teach writing are just plain WRONG! There, I said it, and I make no apologies for it. I wonder how I would feel if I were lying on an operating table and learned that the surgeon about to make the first incision studied his medical practice from a so-called physician who himself had never performed a surgery?
Or, could I ever think to teach Greek or Latin without reading and writing in Greek and Latin, myself? I'm just asking.
It's truthfully hard to pick just one quote, so I will include a few. I hope that isn't cheating. Several things Ziemeke said struck me, alongside her fun slang ("nuggets" and "Saturdays are my jam"). The first thing I noticed was how she and her students referred to each other: "my first graders" and "my teacher." The claiming here doesn't just reflect of a sense of ownership and responsibility for each other, but a connection that I found revealing of Zeimeke's character.
ReplyDeleteI also enjoyed her inclusion of "We are all apprentices in a craft where no one ever becomes a master" (Hemingway). This shows that one can never stop improving. There is no such thing as perfection. As writers, we must always strive to become better. Acknowledging this allows us to be vulnerable but unafraid of criticism and critique. You can not become a master, but you can grow to become a better and better version of yourself.
Finally, I was deeply affected by Boncinelli's frame of mind adopted by Ziemeke: "When kids are curious and interacting, they are not thinking about the learning goals...they are living." We are MAT students to learn about standards and activities and goals and assessment strategies. But we should know that, even if our students may not be young children, they should always be learning life and navigating through their growth as learners. All the bureaucracy is important and crucial, but we must remember that students learn best in life. And so, the best thing we can do as teacher is to be a part of students' lives. I am deeply moved by this quote and encouraged that I can be a part of a young person's growth not just as a student, but as a human being.
In viewing the webinar, I found her statement about being deliberate to be the most impactful. As I discussed in the previous question, I think that sometimes technology is implemented into the classroom just for the sake of "implementing technology", a buzz word in a lot of schools, but if the technology application doesn't enrich the lesson then its purpose is lacking. Technology applications need to match the lesson and enhance its effectiveness to make its implementation meaningful. As the webinar discussed, we need to be deliberate in the technology that we implement. It should make an "impact" on the lesson that it is a part of to serve its true purpose. Zeimeke also mentioned to think about whether or not it will "work for you". This is something that comes to mind a lot through my undergrad and graduate studies. We learn so many great ideas, but at the end of the day you have to sit down and think about whether or not it will actually work in my class of 32 9th graders. I really liked that Zeimeke said what most people don't: technology is great and all of these innovative ideas are great, but you have to make sure that it is impactful, purposeful, and that it will actually work in your writing classroom.
ReplyDeleteI agree with everything you said! (I wish I had the little hand-clapping emoji because that is what I would insert right here). First of all, technology has become a "buzzword" in so many classroom situations. At times, we would have random observations by the programs that gave money to our school. A lot of these programs focused specifically on our use of technology. I had a co-teacher get observed on a day that he didn't use technology because he didn't see how it would benefit the lesson--he got poor marks because he didn't implement any technology. I was just shocked by the whole thing because we discussed different technologies all the time. I think your right in saying that we need to step back and realize that it isn't always about using the best and newest technology. It's using technology that serves a purpose, that helps students with understanding, and that enhances our lessons.
DeleteOne statement that stood out to me was said before Zeimeke even began to speak about her technology uses. She discussed this idea when showing a picture of her and her students gathered around a computer trying to decipher the technology being used. I don't have the exact quote, but she said she made certain she was always working WITH her students. She, as the teacher, was also apart of the learning community and she tried to shift the idea of "who was in charge" within her classroom. I applaud her for doing this at such an early age. We create so many hierarchies within our classroom and we often forget that our students are people, too. They are learners. They are creators. They are thinkers! When I treated my students as equals, I got the best results. Don't get me wrong--there were days when they clearly reminded me that I was 6-8 years older than them, but when you create an equal playing field, you create an opportunity for students to rise to the occasion. There are too many power struggles going on in our classrooms when we need to be empowering our students so they can face an unpredictable future.
ReplyDeleteI, like Emma, was struck by the Ernest Hemingway quote that Ziemeke uses early in her presentation: "We are all apprentices in a craft where no one ever becomes a master." It can be applied to writing, teaching, reading, all of the things that we hope to engage in. The idea that there's always room for improvement in my life keeps me from settling or taking things too lightly, while at the same time putting my shortcomings in perspective. As a first year teacher, I imagine that I'll have lots of "room for professional growth" (to use a helpful euphemism) as I wrestle with the standards and school policies and curricula and my students different abilities and personalities. While Hemingway's quote doesn't speak directly to the practicalities of teaching, it resonates with me on a personal level as someone who tends to emphasize my failures over my successes. No one ever becomes flawless, and keeping that in mind will help me as I work through the difficulties of teaching.
ReplyDeleteHemingway- "We are all apprentices in a craft where no one ever becomes a master." And not just because I'm a huge Hemingway fan! I think it is crucial to show students that teachers don't simply touch pen to paper and produce gold, and neither do authors or screenplay writers. Writing is hard work that requires dedication and a self-critical eye. Not nearly enough teachers are willing to show students the effort it takes to create a good piece and I think this is a huge mistake in that students cannot see themselves in a teacher who never seems to struggle with writing and these students can become easily dismayed.
ReplyDeleteZeimeke gives the example of her own writing, which may be over the heads of her students, but we can appreciate it in seeing that it took her at least five drafts and lots of help from colleagues as well as self-edits to produce her final work. Putting your work out there, especially in rough cuts, can be intimidating work.
This is a lengthy quote, but such an essential thought about our identity as writers.
ReplyDelete"There are other moments as a writer that I feel like I'm sitting at the kid's table. It's not perfect, it's not always pretty. There's no rainbows and unicorns every time I open my laptop, but it's real and I'm trying to write from the heart and share some ideas that resonate with educators." -Kristin Zeimeke
This quote resonates with me because it applies to writers of all ages; it doesn't matter if I teach four year olds or listen to eighty-seven year olds talk aobut writing, each writer experiences different things throughout their lives as writers. Sometimes our ideas flow smoothly and we convey them through the most beautiful prose or poetry known to woman, and man, but other times we forget the definition of the simplest words and cannot create a coherent paragraph let alone a page of writing.
As future teachers we've already learned that we need to be honest with our students. We can tell students when we struggle...wait no we shouldn't. We should show them where we struggle as writers. We can't sugar coat the writing process for our students. It is messy and difficult. Teachers can create an environment in which writers can comfortably write, but we must remember to tell them that they will struggle.
Struggle is good. It furthers the writing craft. Let's teach this.
"...there are great opportunities for change, and that's why I think it's the best time to be a teacher. You know, we have challenges out there, it's harder than ever before in media and socially, but for our kids we now can really capture what they care about, what they know, and meet each child where they're at."
ReplyDeleteThis quote speaks to me because this is actually something that I have been worrying about. I have been worrying that the subject of teaching has seemed like it has changed so much since I was a student that it seems like a completely different field to me now, what with the implementation of the common core standards and the prevalence of technology in the classroom. However, with these challenges come new ways to reach students and potentially engage learners that might not have been reached even a decade ago.