Taking this course has definitely extended my comfort zone where technology is concerned. I have always been comfortable with the technology at my disposal over the last ten years. I enjoyed teaching myself how to use the tools and finding ways to use them to make, tailor and personalize my lessons and book-keeping solutions. That being said, I have completely avoided, though, the entire spectrum of social networking technologies and advances. I am one of those rare people who does not have a cell-phone; I am attracted to all of the other things they can do, but don’t really want to spend any more time on the phone than I do now. Though I will make the time occasionally to read a political blog written by someone I respect, I have little opportunity or inclination to write one of my own. I do not twitter (tweet?) and have no facebook page. Hopeless, I know, but I think it is because I am basically pretty private.
This course has forced me to learn more about these technologies in short order, shown me how to use them for more than just socializing, and given me the confidence to jump in there and try some things with the kids. I think the best way to capitalize on this beginning and expand my knowledge is through hands-on experience. I know that once I get them started, the kids will be another source of practical knowledge and ideas. From my student survey, I know that these more social technologies are second nature to most of them, and using them as a way to work in school will be, I trust, a powerful incentive to think and create.
One goal I have going forward is to use blogging as a means of turning English assignments into more of a conversation about language and literature. Kids love to talk, text, write notes if they have to. If the work can be made to be more conversational, they will focus that much more, thereby learning the skills needed, and they will learn to communicate their ideas in a way that many can understand and appreciate, a necessary ability in the workplace.
Another goal I have is to use wiki spaces for team projects. I have used a team centered approach for several years, have taken a course or two in how to effectively use teamwork in the classroom, and am very comfortable with setting up projects that lead to student ownership and learning. I think that creating through wikis adds a dynamic, fluid element to the collaborative process. I think the less artistic students will be inspired by the creative resources that can be shared and built upon. Literature studies could become richer experiences as members of a team assemble timelines, character profiles, background information, setting artifacts such as maps, etc… I think this goal will take longer to work out, but, again, just getting started and allowing the students to help shape the project will produce something to adjust and tweak.

Partnership for 21st Century Skills

Having just taken the "Partnership for 21st Century Skills" website for a spin, I have to say that my reaction is is that it reinforces my general sense, this year, of being overwhelmed. More on that at the end.
Am I surprised by anything I found there? I was surprised that my state, which has implemented, is implementing, will implement most of the ideas outlined in the site, is not a "Leadership State." I was also surprises - how naive am I? - to see the strength of the corporate backing; surely there is money there to help equip schools and students for the 21st century.
I don't disagree with the importance of any of the suggestions put forward by the Partnership, but, though we do address all of the skills spoken of, when you see them spelled out like that, you feel that you are being asked to do more than is humanly possible. This year many teachers are feeling fractured and scattered by all of the changing scopes, sequences, codes, and acronyms that name the things most of us did most of the time all along.

After Many False Starts...

I am starting all over again, and I feel much relieved that I have finally got something that at least looks right. I simply could not fathom how I was to customize or change anything in my original blog on Edublogs. Maybe I am a slower learner than I thought, but in any case this site seems much more intuitive and user-friendly.
Now, what am I hoping for when it comes to this blog and using technology in ELA generally, is that I will be able to create lessons that will truly engage students, allow them to work collaboratively, give them ownership of their work, and encourage creative, higher-level thinking. Since I am a total novice to this use of technology in my personal life, I hope to attract some correspondents who can speak slowly and simply! I would like to jump in and get started on something with the students, but am not sure how to begin. There will be a few students in two of my classes that will not have access to the Internet at home, and there is only one computer lab in the school, which impacts our working during class time. I guess it will take some detailed planning to make class work time available for the two or three who won't be able to do the assignment at home. I'm thinking of using our self-selected reading time for this, with the proviso that the students who must use computers during this time will dedicate that much time at home on independent reading. Is there anyone out there with a tried and tested blogging-for-ELA lesson that is ridiculously easy to implement?