Monday, May 29, 2006
Monday, May 22, 2006
Study This!
How does anyone learn? We truly learn what we are engaged by and have opportunity to explore further.
As my daughter, a junior in High school, recently said to me, "Study doesn't mean learn, it means to memorize." (She voiced her frustration with teacher expectations and realizes that just because a teacher tells students to study something, doesn't necessarily result in actual learning.)
She has learned a great deal this year and most of her learning has not occurred in the classroom. I look no further than my own three children (16, 17 and 22) and know that they are well on their way to becoming life-long learners because there is much that engages them and what they have created to demonstrate what they have learned is impressive. Most of that learning has occurred as a result of their use of the Web 2.0. It is so natural to them, as natural as learning to speak English.
As my daughter, a junior in High school, recently said to me, "Study doesn't mean learn, it means to memorize." (She voiced her frustration with teacher expectations and realizes that just because a teacher tells students to study something, doesn't necessarily result in actual learning.)
She has learned a great deal this year and most of her learning has not occurred in the classroom. I look no further than my own three children (16, 17 and 22) and know that they are well on their way to becoming life-long learners because there is much that engages them and what they have created to demonstrate what they have learned is impressive. Most of that learning has occurred as a result of their use of the Web 2.0. It is so natural to them, as natural as learning to speak English.
Sunday, May 21, 2006
Creating a Community of Lifelong Learners
Where to begin? It is intimidating posting online after catching up on a month's worth of outstanding education blogs. The many conversations that are occurring connect all of us as 21st century educators. It is an astounding concept that all the gurus and mentors in the field are accessible through web logs; that thought-provoking conversations between all interested parties are readily achievable.
Our students are capturing the power of the web but unfortunately, too many educators are being left behind in the dust of the footsteps of their students.
As educators, we talk the talk of the importance of creating lifelong learners. But are we modeling that ourselves? How many of us never move beyond utilizing the productivity features of technology and do not expand into the use of effective instructional technology integration? How many of us pursue the integration of technology tools into our classrooms whether that be connecting with parents through class websites, email or blogs, bringing primary sources directly into the classroom through internet resources or harnessing the power of interactive web sites to tap into universal design for learning for all students? Are there educators in your district who turn to their students for help with technology questions or issues?
Are we modeling life-long learning ourselves?
Our students are capturing the power of the web but unfortunately, too many educators are being left behind in the dust of the footsteps of their students.
As educators, we talk the talk of the importance of creating lifelong learners. But are we modeling that ourselves? How many of us never move beyond utilizing the productivity features of technology and do not expand into the use of effective instructional technology integration? How many of us pursue the integration of technology tools into our classrooms whether that be connecting with parents through class websites, email or blogs, bringing primary sources directly into the classroom through internet resources or harnessing the power of interactive web sites to tap into universal design for learning for all students? Are there educators in your district who turn to their students for help with technology questions or issues?
Are we modeling life-long learning ourselves?
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