The following link to my website will guide you to "readers theater" written and performed by my Introduction to Acting students. Keep in mind that these were the first readings of their original works. They were new to writing and reading this type of theater script - but they're off to a great start and they look forward to performing some of these scripts live in January for two upcoming performances.
http://performingartsrock.pbworks.com/Original-Readers-Theater-Recordings
I am very excited about where this process of learning about and adding new technology in my classroom has led me and my students. Though I have a lot to learn - I have come a long way. A year ago, I was hesitant to use a video camera in class for fear that I wouldn't be able to hook it up to the TV/VCR correctly and replay it - or that I'd erase material on it. Now, I can, and do use a digital video camera, a flip camera and a digital audio recorder frequently in both of my classes. I know how to create MP3 files and WAV files - as well as how to use Windows Movie Maker to compress large files and put them on You Tube - I have my own channel with some of my own classroom videos. I know how to download, upload, link, and email anything - and I'm most proud that I have a working website and blog with which I can build on for the future. It has been a lot of work - and a new way of thinking and approaching what I teach and how I teach it - but I feel exhilirated by the possibilities. This is what I am taking with me now that this class is over: I've learned to think outside my box - to see things from a different perspective - to dive in with both feet - to let go of fear - to not give up - to ask questions and collaborate whenever possible - and to always have a back up plan. Thank you, Dr. Shutkin! This experience was MOST useful, memorable and fun! Best Wishes Always!!!
Below is one on my youtube videos. This is VERY rough. And the narrator is an 8th grade shadow whom I asked to participate.
http://www.youtube.com/watch?v=HFCh3f39iCQ
Final Design Project Proposal
Christine Janson
Ed Tech 586
John Carroll University
11/23/09
I have been teaching Introduction to Acting at Saint Joseph Academy for six years now. And every year, when I consider ways to approach Chapter 3, entitled “Voice and Diction,” I consider using readers’ theater as a tool to enhance the subject matter. Even though I have seen readers’ theater performed on several occasions, even though I have directed readers’ theater several times, and even though I have a book full of readers’ theater scripts, for some reason, I have not incorporated it effectively into my classroom teaching.
In the past, when I have reached this chapter, I have given each actress a hand-held tape recorder and given any number of voice and diction assignments, such as:
Record 45 seconds of monologue or dialogue from your favorite cartoon or animated movie; replay and listen closely to the vocal qualities that make each character distinctly different, unique and funny; prepare to recreate one of the voices for your classmates while changing your own pitch, volume, tone, diction, pace, resonant quality, etc.
Record yourself reading a poem of your choosing or the one assigned to you currently; consider using your many vocal qualities to bring life, character and interest to that poem; after the first recording listen and take note of what you liked as well as what you didn’t like about your poetic reading; rerecord it, share the recording with a partner and discuss the two of recordings.
Before I continue, let me say that tapping into beginning acting skills stems from having a connection with a character deeply enough that the actress wants to, and is able to, explore that character’s thoughts, feelings and motivations. So, having a likeable script – or at least convincing the students that they will like the script and outcome is of utmost importance. With that said, if the students are given a readers’ theater script that they can connect to – even if they have to write one of their own using a scenario from a successful movie for instance – the following use of technology could really work to promote understanding and growth.
So, here is exactly why and how I think incorporating readers’ theater into my classroom could be better served using more technology more effectively. Once the students have a working script and each actress has a role for which she has created a character sketch, the students would practice and then digitally record their voices in either an MP3 or WAV file format – which is a much higher quality device than a hand held tape recorder – download the file onto a computer and then upload it onto my website for a listening by the whole class. This process for each readers’ theater script (there will probably be either 2 or 3 separate scripts and groups) will take place at least twice, if not three times. After each recording and download, the actors will listen to each others readings and critique them. I think the best way to end this unit would be for the third and final listening to use both audio and visual qualities – for which I would use my digital camera – the SJA Flip Camera – after which the readings could be viewed on my YouTube video channel. That way, the students can not only hear each characters voice, but they can see the way each characters voice is enhanced by simple gestures and facial expressions. As with most of my projects, the students would have a rubric to help guide them so they are working toward and evaluating specific individual, as well as group-oriented goals. I know the students would benefit from the use of these technologies, and I believe that using readers’ theater in my classroom might actually work for the first time ever!
Ed Tech 586
John Carroll University
11/23/09
I have been teaching Introduction to Acting at Saint Joseph Academy for six years now. And every year, when I consider ways to approach Chapter 3, entitled “Voice and Diction,” I consider using readers’ theater as a tool to enhance the subject matter. Even though I have seen readers’ theater performed on several occasions, even though I have directed readers’ theater several times, and even though I have a book full of readers’ theater scripts, for some reason, I have not incorporated it effectively into my classroom teaching.
In the past, when I have reached this chapter, I have given each actress a hand-held tape recorder and given any number of voice and diction assignments, such as:
Record 45 seconds of monologue or dialogue from your favorite cartoon or animated movie; replay and listen closely to the vocal qualities that make each character distinctly different, unique and funny; prepare to recreate one of the voices for your classmates while changing your own pitch, volume, tone, diction, pace, resonant quality, etc.
Record yourself reading a poem of your choosing or the one assigned to you currently; consider using your many vocal qualities to bring life, character and interest to that poem; after the first recording listen and take note of what you liked as well as what you didn’t like about your poetic reading; rerecord it, share the recording with a partner and discuss the two of recordings.
Before I continue, let me say that tapping into beginning acting skills stems from having a connection with a character deeply enough that the actress wants to, and is able to, explore that character’s thoughts, feelings and motivations. So, having a likeable script – or at least convincing the students that they will like the script and outcome is of utmost importance. With that said, if the students are given a readers’ theater script that they can connect to – even if they have to write one of their own using a scenario from a successful movie for instance – the following use of technology could really work to promote understanding and growth.
So, here is exactly why and how I think incorporating readers’ theater into my classroom could be better served using more technology more effectively. Once the students have a working script and each actress has a role for which she has created a character sketch, the students would practice and then digitally record their voices in either an MP3 or WAV file format – which is a much higher quality device than a hand held tape recorder – download the file onto a computer and then upload it onto my website for a listening by the whole class. This process for each readers’ theater script (there will probably be either 2 or 3 separate scripts and groups) will take place at least twice, if not three times. After each recording and download, the actors will listen to each others readings and critique them. I think the best way to end this unit would be for the third and final listening to use both audio and visual qualities – for which I would use my digital camera – the SJA Flip Camera – after which the readings could be viewed on my YouTube video channel. That way, the students can not only hear each characters voice, but they can see the way each characters voice is enhanced by simple gestures and facial expressions. As with most of my projects, the students would have a rubric to help guide them so they are working toward and evaluating specific individual, as well as group-oriented goals. I know the students would benefit from the use of these technologies, and I believe that using readers’ theater in my classroom might actually work for the first time ever!
Weblog 7: The Web 2.0 Apps I Will Use and Why
For this web development assignment, select at least five (5) different Web 2.0 applications to link into your course website. Carefully review each Web 2.0 application that you discover BEFORE you link it into your class website.
Please see my Webliography at: Performing Arts Rock at SJA!
Please see my Webliography at: Performing Arts Rock at SJA!
Weblog 6: What I Learned from Asking Questions
"To facilitate the research and design of your web 2.0 class web site, please interview your colleagues, students, their parents and, if possible, your principal about what to include in a course web site. If your school or district has a technology integration specialist, arrange to interview him or her."
To be honest, virtually no one I talked to - students, parents or other teachers - seemed to know what "2.0 apps" were by that term. Although, our tech coordinator did, she wasn't immediately aware of what ones I should consider looking for to address my needs either. She did, however, show me, as you did, how to surf the net for a variety of 2.0 apps from which to choose. I did not find obvious choices to aid the teaching or communication of choral music and theory or acting training and techniques.
I guess the thing that originally frustrated me about shopping around for apps was that - though many of them were interesting and unique - they didn't seem very practical in my estimation. I'm just being honest here, I didn't see the point in trying to incorporate many of them for my current website because I couldn't see how they could help me to help my students and their parents - which is the most important thing in an effective website.
However, with that said, I did enjoy learning how to link and make effective use and explanations of the 2.0 apps I have been using and a couple of new ones I did find with your help, Dr. Shutkin. So, I have a mix - practical ones: Power School, Turnitin, Google Calendar, Mrs. Janson's Blog, YouTube (educational videos) - and fun ones I want my students to explore like Tube Chop and Pandora Radio.
To be honest, virtually no one I talked to - students, parents or other teachers - seemed to know what "2.0 apps" were by that term. Although, our tech coordinator did, she wasn't immediately aware of what ones I should consider looking for to address my needs either. She did, however, show me, as you did, how to surf the net for a variety of 2.0 apps from which to choose. I did not find obvious choices to aid the teaching or communication of choral music and theory or acting training and techniques.
I guess the thing that originally frustrated me about shopping around for apps was that - though many of them were interesting and unique - they didn't seem very practical in my estimation. I'm just being honest here, I didn't see the point in trying to incorporate many of them for my current website because I couldn't see how they could help me to help my students and their parents - which is the most important thing in an effective website.
However, with that said, I did enjoy learning how to link and make effective use and explanations of the 2.0 apps I have been using and a couple of new ones I did find with your help, Dr. Shutkin. So, I have a mix - practical ones: Power School, Turnitin, Google Calendar, Mrs. Janson's Blog, YouTube (educational videos) - and fun ones I want my students to explore like Tube Chop and Pandora Radio.
Weblog 5: Preparing to Create My First Website
"As a teacher, what range of Web 2.0 applications do you need to integrate into your web presence? What are your goals? What are your students’ needs? How best to facilitate communications with your students and their parents? What about your principal’s expectations and/or concerns?"
I have been thinking a lot about these questions and I have surveyed my students, some parents, our principal and our tech coordinator as well. I know that communication and organization are the priorities for me, my students and their parents. In order for my website to be effective, students and parents must be able to navigate it easily and quickly. I want them to be able to find what they're looking for:
1. how to contact me via email or ask me a question via my blog
2. how to find out what's happening in class and what they missed if absent or unclear
3. how to look up homework assignments and due dates and extra credit opportunities
4. how to find rehearsal and performance schedules, as well as dress codes
5. easy access to Power School to check grades
6. easy access to the SJA website and Google email
7. easy access to Turnitin to submit and check writing assignments
8. easy access to YouTube videos of interest and educational quality, as well as other unique resources for young musicians and actors
9. easy access to upcoming theatrical events in the Cleveland area
I have been thinking a lot about these questions and I have surveyed my students, some parents, our principal and our tech coordinator as well. I know that communication and organization are the priorities for me, my students and their parents. In order for my website to be effective, students and parents must be able to navigate it easily and quickly. I want them to be able to find what they're looking for:
1. how to contact me via email or ask me a question via my blog
2. how to find out what's happening in class and what they missed if absent or unclear
3. how to look up homework assignments and due dates and extra credit opportunities
4. how to find rehearsal and performance schedules, as well as dress codes
5. easy access to Power School to check grades
6. easy access to the SJA website and Google email
7. easy access to Turnitin to submit and check writing assignments
8. easy access to YouTube videos of interest and educational quality, as well as other unique resources for young musicians and actors
9. easy access to upcoming theatrical events in the Cleveland area
Weblog 3: Response to Front Line Special
Entry One
When I was growing up, my family and I spent a lot of time together in front of the TV. We'd have TV dinners and watch Star Trek. Or we'd rent movies on Friday night and make popcorn. Or I'd make brownies on Saturday night and we'd curl up and watch the double feature that everyone loved - The Love Boat and Fantasy Island. Our favorite movies were "The Planet of the Apes" series for some odd reason! One day I told my parents that that movie should be called "The Planet of Our Family!" Stupid I know - but they thought I was the funniest person ever! LOL
Anyway, now I, like my parents, allow and even encourage my children to watch TV as a family. Sometimes, we watch a couple of their Disney Channel or Nickelodeon favorite shows or reruns. And now that they're getting older, they like to watch Survivor or Project Runway or Extreme Home Makeover. My point is that yes we watch too much TV - but at least it's a "WE" thing.
We also eat dinner together at the table often. We often go to church together. We often spend time reading together before bed. We often plan on outings like to ice skate, or go to the park, or go to a family friend's house for a playdate. They don't see me on the computer all the time. It's not easily accessible right now. They like computer games but aren't looking for a "fix" on the internet yet.
My hope is that I can curb some of the peer pressure that's on it's way by holding off on giving them cell phones and holding off on giving them a computer of their own. But also - I hope they'll feel a draw toward me and our family and communicating with people face to face when possible. I'm not into buying or owning things or shopping or material items. So maybe they will also have less appreciation for stuff and more appreciation for people and relationships.
I realize that I'm naive. I watched and listened to the special closely. But if I am connected and stay connected to my children - interested - asking questions - active with them - not ignoring them and their needs - I want to believe that maybe they'll be different than the average facebook, cell phone, text message, and money obsessed teenager. I'm not even worried about my children having or using those things - but I would be concerned if they were unable to be effective and happy members of society without them. Some of the kids interviewed seemed so obsessed with the internet and their on-line lives - that maybe they needed an "intervention" of some sort to break them of the addiction.
As for the promotion of sex, drugs and rock n roll - I would really be heartbroken if my kids behaved that way and then displayed that behavior purposefully on-line for all the world to see. I really don't understand how "normal" kids become sexually promiscuous on-line to feel attractive and popular and sought-after. What I mean is, I understand wanting to feel those things - I just don't understand why so many teens search it out on-line putting themselves in a "meat market" of sorts - and somehow that makes them feel better about themselves.
When I was a teen, if I did something that was out of character in public to be liked, I always felt stupid and embarrassed afterwards. Was I unusual? Why don't teens today seem to feel stupid and embarrassed or better yet - try to avoid altogether putting themselves out there to ogled and degraded.
Doesn't it come back to parenting? Are we, in general, terrible parents?? Are we too busy, self-centered, and too strapped for time and cash to parent properly???
Entry Two
As a teacher, I can see why understanding how the students think, what they think about, what engages them, and what turns them off is important. More than that, I want to be able to respect them and connect with them - even if I'm totally different from them. One of the teachers on the special said that he thought in today's classroom a teacher needs to be a kind of an entertainer - I personally agree with him. That's kind of my approach. I am by nature an entertainer. And I know it has saved me at times. Certainly, entertaining teachers don't have to be the one in the spot light either - I think knowing how to give the spot light to kids - keeping them in the "entertainer" seat - is even more fun.
Entry Three
"If you're looking for a way to create and reach out...then it may not be a bad thing." This is a quote from Jessica's father - Jessica's on-line alter-ego is named Autumn Edows. Anyway, at first Jessica's parents made her delete her photo-ridden goth-inspired website because they thought it was inappropriate. But now that she's rebuilt it, they're supporting her choices to "create and reach out" on line. I find this FASCINATING - and I understand it - even though I think it's an unusual point of view. I'm strangely glad for Jessica and her family to have found that balance - that acceptance, understanding and appreciation.
Entry Four
As for Evan Skinner and her email that exposed the drinking and partying of her sons friends and classmates - wow - I feel sorry for her. I know she meant well - I might have considered doing the same thing in her shoes - but I bet she would handle it differently if she were given the chance again. Her warning to all the parents in the school community about what really happened the night of the rock concert in NYC was NOT worth losing the trust of her son. I really feel sorry for her. Even if they reconnect someday - she'll have lost a lot of "time" with him because of her actions.
When I was growing up, my family and I spent a lot of time together in front of the TV. We'd have TV dinners and watch Star Trek. Or we'd rent movies on Friday night and make popcorn. Or I'd make brownies on Saturday night and we'd curl up and watch the double feature that everyone loved - The Love Boat and Fantasy Island. Our favorite movies were "The Planet of the Apes" series for some odd reason! One day I told my parents that that movie should be called "The Planet of Our Family!" Stupid I know - but they thought I was the funniest person ever! LOL
Anyway, now I, like my parents, allow and even encourage my children to watch TV as a family. Sometimes, we watch a couple of their Disney Channel or Nickelodeon favorite shows or reruns. And now that they're getting older, they like to watch Survivor or Project Runway or Extreme Home Makeover. My point is that yes we watch too much TV - but at least it's a "WE" thing.
We also eat dinner together at the table often. We often go to church together. We often spend time reading together before bed. We often plan on outings like to ice skate, or go to the park, or go to a family friend's house for a playdate. They don't see me on the computer all the time. It's not easily accessible right now. They like computer games but aren't looking for a "fix" on the internet yet.
My hope is that I can curb some of the peer pressure that's on it's way by holding off on giving them cell phones and holding off on giving them a computer of their own. But also - I hope they'll feel a draw toward me and our family and communicating with people face to face when possible. I'm not into buying or owning things or shopping or material items. So maybe they will also have less appreciation for stuff and more appreciation for people and relationships.
I realize that I'm naive. I watched and listened to the special closely. But if I am connected and stay connected to my children - interested - asking questions - active with them - not ignoring them and their needs - I want to believe that maybe they'll be different than the average facebook, cell phone, text message, and money obsessed teenager. I'm not even worried about my children having or using those things - but I would be concerned if they were unable to be effective and happy members of society without them. Some of the kids interviewed seemed so obsessed with the internet and their on-line lives - that maybe they needed an "intervention" of some sort to break them of the addiction.
As for the promotion of sex, drugs and rock n roll - I would really be heartbroken if my kids behaved that way and then displayed that behavior purposefully on-line for all the world to see. I really don't understand how "normal" kids become sexually promiscuous on-line to feel attractive and popular and sought-after. What I mean is, I understand wanting to feel those things - I just don't understand why so many teens search it out on-line putting themselves in a "meat market" of sorts - and somehow that makes them feel better about themselves.
When I was a teen, if I did something that was out of character in public to be liked, I always felt stupid and embarrassed afterwards. Was I unusual? Why don't teens today seem to feel stupid and embarrassed or better yet - try to avoid altogether putting themselves out there to ogled and degraded.
Doesn't it come back to parenting? Are we, in general, terrible parents?? Are we too busy, self-centered, and too strapped for time and cash to parent properly???
Entry Two
As a teacher, I can see why understanding how the students think, what they think about, what engages them, and what turns them off is important. More than that, I want to be able to respect them and connect with them - even if I'm totally different from them. One of the teachers on the special said that he thought in today's classroom a teacher needs to be a kind of an entertainer - I personally agree with him. That's kind of my approach. I am by nature an entertainer. And I know it has saved me at times. Certainly, entertaining teachers don't have to be the one in the spot light either - I think knowing how to give the spot light to kids - keeping them in the "entertainer" seat - is even more fun.
Entry Three
"If you're looking for a way to create and reach out...then it may not be a bad thing." This is a quote from Jessica's father - Jessica's on-line alter-ego is named Autumn Edows. Anyway, at first Jessica's parents made her delete her photo-ridden goth-inspired website because they thought it was inappropriate. But now that she's rebuilt it, they're supporting her choices to "create and reach out" on line. I find this FASCINATING - and I understand it - even though I think it's an unusual point of view. I'm strangely glad for Jessica and her family to have found that balance - that acceptance, understanding and appreciation.
Entry Four
As for Evan Skinner and her email that exposed the drinking and partying of her sons friends and classmates - wow - I feel sorry for her. I know she meant well - I might have considered doing the same thing in her shoes - but I bet she would handle it differently if she were given the chance again. Her warning to all the parents in the school community about what really happened the night of the rock concert in NYC was NOT worth losing the trust of her son. I really feel sorry for her. Even if they reconnect someday - she'll have lost a lot of "time" with him because of her actions.
Title: New highly critical Facebook XSS vulnerabilities pose serious privacy risks
Address: http://www.xssed.com/news/80/New_highly_critical_Facebook_XSS_vulnerabilities_pose_serious_privacy_risks/
Date Retrieved: Oct. 12, 2009
Address: http://www.xssed.com/news/80/New_highly_critical_Facebook_XSS_vulnerabilities_pose_serious_privacy_risks/
Date Retrieved: Oct. 12, 2009
This is my attempt to upload a picture of a cell phone. Well, look - a purple cell phone has appeared.
Facebook Picture #1
Hey there! This is my attempt at linking this picture to insert it into my blog.
Weblog 2: Compare / Contrast / Question Two Articles
Wow! I read "How to teach with technology..." first - and I loved it! So much of the article made me think of myself. First of all - I have used just a few power point slide shows - because I don't lecture much - and I TOTALLY felt important and technologically advanced when I "showed" them. Actually, the kids asked me to do one during last year's Acting II class. Now I realize that what they really needed was for me to cut down the text to a size that they could manage. There were just too many new terms, peoples, places, dates, etc. Anyway - and this is really going to make me sound like a dinosaur - I still feel "important" when I pass out papers - literally - papers. LOL. Don't ask me why - but I feel like I have a point, a purpose, like I know what I'm doing because I'm giving "you" a paper for which to do "something" that I've deemed valuable - it's laughable but it's true.
As for using new technology, I totally agree that I will NEVER be as adept as my students at any of it. I honestly don't have the time or interest to personally involve myself - immerse myself - in it. BUT I really do want to use it - to learn about it - not master it - and to create ways that it's use can be celebrated in my classrooms to teach to a valuable objective for my content. That may sound like BS - but I do mean it. I have learned so much over the last couple years. And I'm excited to learn more - to try more - and to ask questions of anyone - including students - who can answer them.
As for cell phones, I recently turned down the opportunity to pay extra for internet access for my cell phone. Because of the extra expense, and because I knew I could do without it, I didn't get it. But I really thought seriously about attending a seminar on Oct 15 based on how to help students use their cell phones in the classroom - to use them as a teaching tool. It's sounds so cool. On the other hand, I gave two infractions in two days for kids having their cell phones out...BUT...what can I say...they weren't using them for classroom purposes - they weren't engaged in the lesson - they were texting or receiving texts - it's hard not to be annoyed...makes me wonder how using them would NOT open up the ease of abusing them.
I'm most curious about podcasts...are the video and audio or just audio? And I'm curious how to use my blog for my students, with my students, so that it has a purpose.
I love what Prensky suggests about using Wikipedia as a tool to teach effective writing, purposeful communication, good journalism - to demonstrate the difference between "search versus research."
As for the second article, "Why Bother Theorizing Adolescents' Online Literacies.." I enjoyed it, but found it a little harder to sink my teeth into. I think of literacy as reading and writing with a pencil and using words - to tell a story, write a poem, write a song, write reflection, evaluate a show, etc. I believe the author thinks that today's teachers undervalue their students' "online" literacy abilities because perhaps we teachers don't understand or acknowledge them in anyway. Interestingly, I had a student just last week tell me she writes "fanfiction" and I had no idea what she was talking about. Now I totally want to go on line and read it and see what it looks like. I got lost in the article when Alvermann was talking about avitars and second life - because I didn't understand what the player has to do to use "literacy" to move in that virtual world. Is online literacy a series of action steps? Or actual writing of text?
I feel a little slow on the draw here. The articles seem to be saying that we need to pay more attention to on line internet technology - to support and encourage the use and creativity needed to perform in multimodal ways with our students. But they seemed to be talking about totally different perspectives - to me. The four examples from Prensky - how and why to have students use Wikipedia, podcasting, instant messaging and phone-based cameras, seemed to me to be saying something different from the advancements of technology than the Alvermann article discussed brings up - the need for us to take seriously the implications of communicating through images, sounds and digital media as specifically a literacy tool with our students.
Weblog 1: Mon. Sept. 14, Technology Questions Continued
The question is: "In relation to technology, please describe what life is like for you after a typical school day." Well, I check my cell phone and return missed calls or text messages. Or I make new calls and/or text messages. Many nights, but not all, I check my email accounts and return emails. I somtimes use power school on line for my gradebook. I often watch TV and use Tivo to watch pre-recorded shows. I don't listen to much music - which is ironic since I'm a music teacher - but I don't have an Ipod. I'm not a fan of IMing or Facebooking - though I have done a little of both. I don't use the Internet nearly as much as most people I know. Also, though we have (I think) ALL gaming systems including the Wii, we're not addicted, and only play a couple of times a week. And one thing I really want to do is to hook up my camera so I can talk to my brother and sister-in-law on video because they live in Alaska.
The next question: "Indicate any uses of technology that you believe tend to be inappropriate or used excessively (by children in or out of school, but teachers in or out of school) or promoted excessively (by the media, the computer industry, schools) i.e. ones that should be restricted or regulated in key ways." Hmmm....well, I'm a little out of touch with this topic. I guess Facebook and My Space raise a lot of questions about how irresponsibly kids are using and being allowed to use the internet for their own or others' exploitation - I think that happens even on youtube to a degree.
The next question: "Let's imagine, humbly, that this course is definitely going to be the most meaningful and relevant educational technology course you've ever experiences, EVER. Drawing on your past experience in classrooms, and thinking uniquely, specifically and BIG, describe what we need to (1) DO (activities/projects), (2) STUDY (content topics and compelling issues/questions), (3) BE (interacting with each other) and (4) AVOID (in the previous three categories) in order for your visionary views of an ideal course to be mostly realized. WOW! You're really making me think here: I don't know all that much - just a drop in the bucket - about technology or how to use it. I'm fascinated by it - but I don't think my brain "gets it" easily or quickly. I find the possibilities endless - but overwhelming. To be honest, right now, what I REALLY want to learn personally is how to use my new music software "Alfred's Essentials of Music 2.0" as well as the Smart Board. HOWEVER, I don't have them yet. Otherwise, I would like to feel more aware of and comfortable with the 21st century technology that my students use so that I understand them more, communicate with them better and can be creative with my lessons BASED UPON WHAT THEY ARE FAMILIAR WITH instead of just what I already know and am settled in. As for interacting - I would vote for peer tutoring - partnering with someone who knows what the heck their doing. As for what to avoid, I can't think of anything right now. But I'll let you know if I do.
The next question: "Indicate any uses of technology that you believe tend to be inappropriate or used excessively (by children in or out of school, but teachers in or out of school) or promoted excessively (by the media, the computer industry, schools) i.e. ones that should be restricted or regulated in key ways." Hmmm....well, I'm a little out of touch with this topic. I guess Facebook and My Space raise a lot of questions about how irresponsibly kids are using and being allowed to use the internet for their own or others' exploitation - I think that happens even on youtube to a degree.
The next question: "Let's imagine, humbly, that this course is definitely going to be the most meaningful and relevant educational technology course you've ever experiences, EVER. Drawing on your past experience in classrooms, and thinking uniquely, specifically and BIG, describe what we need to (1) DO (activities/projects), (2) STUDY (content topics and compelling issues/questions), (3) BE (interacting with each other) and (4) AVOID (in the previous three categories) in order for your visionary views of an ideal course to be mostly realized. WOW! You're really making me think here: I don't know all that much - just a drop in the bucket - about technology or how to use it. I'm fascinated by it - but I don't think my brain "gets it" easily or quickly. I find the possibilities endless - but overwhelming. To be honest, right now, what I REALLY want to learn personally is how to use my new music software "Alfred's Essentials of Music 2.0" as well as the Smart Board. HOWEVER, I don't have them yet. Otherwise, I would like to feel more aware of and comfortable with the 21st century technology that my students use so that I understand them more, communicate with them better and can be creative with my lessons BASED UPON WHAT THEY ARE FAMILIAR WITH instead of just what I already know and am settled in. As for interacting - I would vote for peer tutoring - partnering with someone who knows what the heck their doing. As for what to avoid, I can't think of anything right now. But I'll let you know if I do.
Weblog 1: Sunday, September 13, Technology Questions
What do I believe is the most important technological invention in history? Wow, that's a big question. My first thought is the telephone - especially before satellite. I have always been completely fascinated by the fact that two people can be in two different states, on two different side of the country (or father) and hear each other while they talk into a "phone." I've actually always wanted to do the "tin can" experiment like kids used to do - and tie two cans together with a string. I think the string is supposed to be knotted and through a hole in the bottom of each can, right? And then they stand many feet apart and while one person talks into one can, the other person on the other end hears his voice like he was standing right next to him. But I've never done it. Just seen it on an old episode of like "Leave It To Beaver" or something. Anyway, I'm fascinated by the speed and ease with which telephones make communicating with others.
Here are the technologies essential to my life:
Telephone /Answering Machine
*Cell Phone / Voice Mail / Text Messaging
Computer / Internet / Email / IMing
Laptop computer
Flash Drive
*You tube
CD Player / DVD Player CD Burner
Television / Tivo
*Smart Board (Active Board)
*Blogs and other web stuff I know nothing about yet
Video camera /TV to playback recordings
Hand Held Tape Recorders
Boom Boxes
Here are the technologies essential to my life:
Telephone /Answering Machine
*Cell Phone / Voice Mail / Text Messaging
Computer / Internet / Email / IMing
Laptop computer
Flash Drive
*You tube
CD Player / DVD Player CD Burner
Television / Tivo
*Smart Board (Active Board)
*Blogs and other web stuff I know nothing about yet
Video camera /TV to playback recordings
Hand Held Tape Recorders
Boom Boxes
Weblog 1: Sunday, September 13, Learning Styles and More
What is an intellectual risk? Don't get me wrong - I think I take them - I am just not sure how to define them. Anyway, as along as I feel comfortable with the people around me - and I do - I will try anything. My main priority to taking risks is, of course, not fearing failure - which I don't - and being able to ask a lot of questions - which I do.
As for class participation, I am generally eager to do so. I love to try new things. I love to talk about learning because I love to learn. I really find it invigorating - even if that sounds like bologna - I really do. And I have no problem asking questions or offering suggestions or opinions. However, I may be a little hesitant to answer a question if there's a definite right or wrong answer concerning a topic I'm totally new to. I am a procrastinator by nature. But, I do have a lot of reason to be distracted right now. So, I will try to be more on top of turning things in on time, though I admit, I will often wait until the last minute to do them. As for self-assessments, I am extremely self-depricating. I have no problem admiting weaknesses -because I don't mind them. I simply decide how much time and effort I will put into turning them into strengths. I learn by doing - or at least by watching and trying to mimic. I don't like to read instructions, but I love asking questions. I love one on one time with a teacher - I have always liked that immediate connection.
As for class participation, I am generally eager to do so. I love to try new things. I love to talk about learning because I love to learn. I really find it invigorating - even if that sounds like bologna - I really do. And I have no problem asking questions or offering suggestions or opinions. However, I may be a little hesitant to answer a question if there's a definite right or wrong answer concerning a topic I'm totally new to. I am a procrastinator by nature. But, I do have a lot of reason to be distracted right now. So, I will try to be more on top of turning things in on time, though I admit, I will often wait until the last minute to do them. As for self-assessments, I am extremely self-depricating. I have no problem admiting weaknesses -because I don't mind them. I simply decide how much time and effort I will put into turning them into strengths. I learn by doing - or at least by watching and trying to mimic. I don't like to read instructions, but I love asking questions. I love one on one time with a teacher - I have always liked that immediate connection.
Weblog 1: Sunday, September 13, Personal Information
Hi Dr. Shutkin!
This entry is for you...
My name is Christine Janson. I'm originally from Milan, Ohio where my parents still live. My primary email is cjanson@sja1890.org. I go by Christine most often, but I also answer to Chris. I have a Bachelor of Music from Baldwin-Wallace, Conservatory of Music. My major was Musical Theater Performance. I gradated from BW in 1992. From there, I went to Chicago and New York to fulfill my dreams. Though I loved performing, I decided to teach and came back to Ohio. I used to teach at University School in Shaker Heights - I taught 6th-8th grade boys music and drama. Is that close to where you live? Anyway, it was a bit of a shock to begin here at SJA 6 years ago and start teaching high school girls. Though I currently have a "non-tax" teaching certificate - which indicates that the state knows I've been hired and am allowed to teach at a private school - I hope to get my state required licensure to teach anywhere within the next year or so. Though I haven't traveled much in my life, I think having worked in Chicago and New York is something interesting about me. I have some great stories - most of which are better retold in person. But I learned a lot about adjusting to new life situations by being a "temp" who got sent to a new office environment as a temporary receptionist or secretary a lot. Oh - you might find this interesting - when I was in New York - I worked long term at a banking firm with the following title: I was the Electronic Publishing Coordinator in the Taxable Fixed Income Department at Donaldson, Lufkin and Jenrette Investment Banking Firm on Fifth Avenue. WOW! Impressive, right? LOL ...I don't even think I could explain what that meant - but I did get to sit at the computer, push buttons and talk to clients who had trouble logging on to our electronic articles.
This entry is for you...
My name is Christine Janson. I'm originally from Milan, Ohio where my parents still live. My primary email is cjanson@sja1890.org. I go by Christine most often, but I also answer to Chris. I have a Bachelor of Music from Baldwin-Wallace, Conservatory of Music. My major was Musical Theater Performance. I gradated from BW in 1992. From there, I went to Chicago and New York to fulfill my dreams. Though I loved performing, I decided to teach and came back to Ohio. I used to teach at University School in Shaker Heights - I taught 6th-8th grade boys music and drama. Is that close to where you live? Anyway, it was a bit of a shock to begin here at SJA 6 years ago and start teaching high school girls. Though I currently have a "non-tax" teaching certificate - which indicates that the state knows I've been hired and am allowed to teach at a private school - I hope to get my state required licensure to teach anywhere within the next year or so. Though I haven't traveled much in my life, I think having worked in Chicago and New York is something interesting about me. I have some great stories - most of which are better retold in person. But I learned a lot about adjusting to new life situations by being a "temp" who got sent to a new office environment as a temporary receptionist or secretary a lot. Oh - you might find this interesting - when I was in New York - I worked long term at a banking firm with the following title: I was the Electronic Publishing Coordinator in the Taxable Fixed Income Department at Donaldson, Lufkin and Jenrette Investment Banking Firm on Fifth Avenue. WOW! Impressive, right? LOL ...I don't even think I could explain what that meant - but I did get to sit at the computer, push buttons and talk to clients who had trouble logging on to our electronic articles.
My very first blog...
This is very exciting. For some reason, this process reminds me of the movie I just saw Julia & Julia where a girl in New York creates a blog to indicate her 365 day process of cooking every single Julia Child recipe from her famous cookbook. I'm not planning on doing anything that extravagant. But yet, here I am...blogging! Cool!!
