“You cannot uneducate the person who has learned to read…You cannot humiliate the person who feels pride.” Cesar Chavez

It jumped right out at me as I opened the front page of today’s Sac Bee – E is for Empowerment. As he did in life, on what would have been his 80th birthday, the legacy of Cesar Chavez inspires those still facing barriers of racism and discrimination to stand up – or sit down – or walk a line – for justice.

Since accepting Kevin H and Bonnie K’s invitation to contribute to a collaborative digital storytelling project – The ABC Project – I’ve been pondering how to represent the letters “E” and “P” via multimedia. What better way to commemorate (the unofficial) Cesar Chavez Day than by reviewing his life and important contributions to civil rights.

I’m starting by reviewing a set of lessons I developed in 2002 (just before I left the classroom to head over to our district office): Crossing the Line, The Circuit, Esperanza Rising, and Lupita Manana. With luck, I won’t find too many broken links. Somewhere I also have some interviews a group of 4th, 5th, and 6th grade students conducted with several students at Sac State, who themselves grew up in migrant labor camps, along with their wonderful professor Maria Mejorada. With luck, I can find those tapes. My idea is to create a movie using student voices to narrate images from fields of California, where young and old still toil to bring fresh produce to our tables.

“Si, se puede” = Empowerment
Technorati Tags: CesarChavez, social_justice, digital_storytelling

For the last few days, a very sad story about educator Kathy Sierra has been moving across the blogosphere. A heinous story about threats made on her life, scary enough to cause her to cancel a keynote speech at a tech conference in California. In support and response, Andy Carvin has requested that today, March 30, all bloggers address cyberbullying in their posts.

It is because of cyberbullying that we need to fight poorly thought through legislation such as DOPA. It is unlikely that many parents are aware of or prepared to help their children understand the depth, breadth, and danger of cyberbullying. In fact, the definition of “digital divide” has changed. It’s not about low income schools not having access to computers and technology anymore. The new “digital divide” is the gulf between how parents think their children are using computers and the reality of how they actually are. More than ever, we need iSafety and Cyberethics to be part of the school curriculum.

Fortunately, there is a growing bank of good resources for educators and parents. I really like the selection available at Netzsmarts, complete with accompanying classroom activities. I also like Bill Beasley’s Cyberbullying.org and Nancy Willard’s Cyberbully.org – along with Nancy’s very complete white paper: An Educator’s Guide of Cyberbullying and Cyberthreats.

Posts this week by Eric Hoefler, Andy Carvin, and Vicki Davis offer insightful thoughts and resources, including the newly created Stop Cyberbullying social network, annotated guidelines for stoppying cyberbullying, and cyberbullying badges. It’s a sad to think that one voice has been silenced, but also encouraging to see how quickly the Web 2.0 community is rallying to lend support and find solutions.

Technorati Tags: stopcyberbullying

I started reading Karl Fisch’s blog last summer. I think it was through Will Richardson’s blog that I discovered Karl’s Fischbowl. Or maybe it was through David Warlick’s or Bud the Teacher’s posts. But as I read through Karl’s post this morning, I was able to travel back with him to August, when he very generously posted a PowerPoint he was planning to show faculty. A great presentation designed to get teachers thinking about the future and the need to prepare students for it (their future, not our present). The presentation included slides pertinent to Karl’s site, Arapahoe High School.

I also remember, shortly after this above post, another one appearing letting readers know that the PowerPoint was now available as a Flash video. Although I realized the presentation was now more streamlined, I don’t remember thinking there was any kind of xenophobic message there – none whatsoever.

So I am feeling bad for Karl this morning as I read through his post and see some of his second thoughts about the now much viewed – over 2 million!!! – Did You Know video. I had actually already read Will Richardson’s March 23 post Over 2 Million Views, but went back for a re-read this morning. This time I made my first – and last – trip to Tom Hoffman’s blog. Hoffman’s response reminds me of a recent incident I had, on a very minuscule scale compared to Karl’s video, when I sent out via district email a link to a free comic book design website – and got a hand slap from a curriculum coach who, rather than check out the link I provided, dug through the site and found a place where students could post a “happy thought or prayer.” Sort of ended my motivation to share resources. I certainly hope that will not be the case for Karl Fisch.

Ironically, it was only yesterday that I included a link to Did You Know in a response message on the NWP Tech Liaison’s listserv. And, while on a roll, sent it on to my bookclub listserv, since we’re reading The World Is Flat for our April read.

I want to thank and acknowledge Karl for sharing a wonderful resource. I second Will Richardson’s statement: “I agree with Will – “Oh. My. Goodness. You deserve a medal.”
Technorati Tags: Karl_Fisch, Web2.0

I don’t know why it was not obvious to me that writing to be heard is different from writing to be read. Miguel Guhlin’s recent post Podcasting as Writing was a huge “ah-ha” for me. I’ve already tagged and printed out the article he references by Nancy Updike. I was barely past Nancy’s statement “I had to stop writing the way I thought I should, and start writing closer to the way I think and speak; the words had to fit me, so that I could read them out loud,” when I reached for the highlighting pen and starting underlining not just the parts about “better writing through radio” but also the parts that make clear to me why I was having a hard time recording my own writing.

Writing to be heard is its own genre with its own set of rules. In a nutshell, I realize that outside of emails, I don’t write the way I speak. Hence, when the microphone is on, I stumble through my written script.

I like Miguel’s summary:

• Think of podcasting as story-writing.
• Hook ‘em fast and hard.
• Frontload the drama.
• Don’t be afraid to ask the questions floating through your head during an interview.
• Write simply

From Miguel’s and Nancy’s excellent tips, I headed over to NPR. As a commuter, I spend at least 2 hours a day in the car. A highlight of my commute is being able to catch an NPR This I Believe audio essay. Of the many I have listened to, each one draws me in, with one story as compelling as the next. The first story to pop up on the NPR site today was Living What You Do Every Day. Yep, it follows the suggestions (rules) listed above, including one Miguel did not include: “Try writing a host intro before starting to write the opening of the story.  That will help you sort out what should go in the story’s set-up, versus how the story itself should start.”

After listening to a few more from the This I Believe collection (and with a vow to listen to one-per day from now on), I’m adding a few more suggestions to the list:

• Short sentences are good.
• Don’t use a 25 cent word when a 5 cent one will work
• Contractions are ok to use
• Active verbs are easier to understand than passive
• Highlight and mark up your script so you know which words/phrases you were intending to emphasize

Next on my do-write list: a PowerPoint on Podcasting as Genre:-)
Technorati Tags: podcasting, podcasts, radio, writing_in_a_digital_age

“What’s the use of having a machine capable of working at lightning speed if the information it needs trickles in like molasses in January?” (from “The Most Crucial Computing Skill” by Erik Sandberg-Diment/ Science Digest/ January/ 1984)

I learned to type in high school – on a typewriter, not a computer. Touch typing is still at the top of my list of “Useful Things I Learned in High School” list. When computers entered my life, I quickly transferred the skill to a better tool that pretty quickly rekindled my love for writing (which I had lost somewhere in my middle school years).

I was recently invited by a wonderful 8th grade English teacher to help start her students on a blogging project, The Outsiders. Most of the students knew the keyboard by touch, or something close to touch. But for the few who did not yet have this skill, it was truly like “molasses in January.”

I was glad to have stumbled upon The Tech Savvy Educator’s post on Online Typing Tools, a great resource for sites that have computers, but minimal budgets for software (or the students are tired of the same K-8 keyboarding program;-). And a quick Google search returned links and links of white papers and district tech standards such as http://www.wcasd.net/supervisors/elementary/K-5_keyboarding.pdf to add some research to the mix.

Technorati Tags: keyboarding

I think it’s important that students understand that blogging is different then IMing or text messages – two genres associated with fast, spontaneous dialog. To justify blogging within the school day, I believe our students should gain a sense of audience, which, depending on the blog project, may extend across geographic, socio-economic, and generational boundaries. And let us not forgot the administrator, be it a curriculum “coach” or even a supportive principal. How can we justify the in-class time if we do not promote opportunities for our students to grow as writers?

With enhancing student writing at the core of this post, I am throwing out a rough draft for a rubric. As I toy with this draft, I’m thinking of the students in the Youth Radio podcasting project. The problem with this draft is that it’s my words and does not yet reflect the voices and input of the students themselves – or any exemplars/non-exemplars. I’m hoping to get with Jim Faires’ class when they come back “on track” for some feedback and a revision session or two.

 

Blog Rubric

A Road Map to Full-Credit Posts and Responses

Exemplary

• Blog Etiquette – Shows clear respect for the learning process and patience with different opinions. Shows initiative by asking others for clarification, bringing others into the discussion.

• Critical Thinking – Entries indicate critical thinking and personal reflection about the discussion topic and an understanding of questions and comments before responding. Makes connections from ideas of other Youth Radio members.

• Writing – Entries show excellent command of Standard English.

Good

• Blog Etiquette – Shows respect for learning process. Comments often encourage others to participate.

• Critical Thinking – Most entries indicate critical thinking and personal reflection about the topic. Ideas are interesting enough that other participants respond to them. Comments are logical but may not make connections from other Youth Radio members’ posts/responses.

• Writing – Entries show good command of Standard English.

Fair

• Blog Etiquette – May make some insightful comments; however, by insisting too forcefully, or by not participating enough, does not contribute much to the overall progress of the discussion. Word choice and tone may send negative messages.

• Critical Thinking – Posts indicate limited personal reflection about topic. Comments may not always flow logically from previous comments or responses.

• Writing – Entries contain a number of grammatical and/or spelling errors that may cause readers confusion and interference with understanding.

Not Yet Meeting the Standard

• Blog Etiquette – Displays little respect for the learning process. May respond about individuals rather than about ideas.

• Critical Thinking – Responses display a lack of preparation and/or reflection.

• Writing – Numerous grammatical and/or spelling errors make entries difficult for reader to follow.

My favorite online road map so far to “good blogging” was posted by Susan Ettenheim to the Youth Voices elgg – What’s Good Blogging on the elgg? Intended to be read online, this resource uses hyperlinks to provide examples and additional explanations. It also includes a great list of sentence starters.

And for the billionth time, I’ll reference David Warlick by ending with his guiding questions for evaluating a blog:

When reading a blog, ask:

1. What did the author read in order to write this blog? What did he or she already know and where did that knowledge come from?
2. What are the other points of view? What are the other sides of the story?
3. What did the author want readers to know, understand, believe, or do?
4. What was left unsaid? What are the remaining questions and issues?

When writing a blog, ask:

1. What did you read in order to write this blog? What do you know and where did that knowledge come from?
2. What are all points of view on the issue?
3. What do you want your readers to know, understand, believe, or do?
4. What will not be said? What are some of the remaining questions about the issue?

Oh, and I like Kathy Schrock’s Guide for Evaluating a Blog.

Technorati Tags: blog_evaluation, YouthRadio, YouthVoices

In a recent phone conversation (via Skype) with Paul Allison, Paul mentioned he had been asked by the NWP to think about ways to continue supporting and providing teachers with professional development opportunities for integrating technology into their teaching practice. His concern is for the teacher who already has a start in that direction, and wants more (like me:-). I realized after finishing our call that he already has the model in place. His Wednesday evening Teachers Teaching Teachers Skyepcast is an hour’s worth of sharing ideas, questions, ramblings, and possibilities within an online community of like-minded educators.

In my search for the Teachers Teaching Teacher link, I stumbled upon a great post by educator, activist, writer, and teacher advocate Linda Christensen of Rethinking Schools. In reading through her Teacher Quality: Teachers Teaching Teachers article, I am reminded of the power of the TTT model. I’m pulling one paragraph, but, truly, the entire article a excellent read.

“During my seven years as a curriculum specialist designing professional development in Portland Public Schools, I wanted teachers to see themselves as curriculum producers, as creative intellectuals rather than technicians serving out daily portions of someone else’s packaged or downloaded materials. I attempted to create spaces where teachers could work together to develop their own curriculum and discuss education issues. “

Four years ago, I sat in a training at my county office of education and listened to a “curriculum expert” (a former PE teacher who had never actually taught ELA) hype the power of the newly adopted ELA text and program. I remember feeling physically ill when she told us to go back to our districts and site and tell teachers to “put away their favorite units.” At some point in her presentation, she used the term “teacher-proof” lessons. Four years later, it’s still a struggle and juggling act for many teachers to dodge the curriculum police, but they are doing it. While they appreciate the additional materials made available through a textbook adoption, they continue to craft their lessons to meet the needs of their students. They find support, validation, and inspiration through the TTT model.

And the good news is that Web 2.0 tools (great resource posted by NWP colleague Eric Hoefler) make a TTT model even more deliverable.
Technorati Tags: Web2.0

Alice Mercer, 5th grade teacher at Nicholas Elementary School in the Sacramento City Unified School District is experimenting with a number of Web 2.0 tools to support and engage her students in learning. Through a visit to her Ms. Mercer’s Class Website, I discovered very cool FREE – and “not-yet-blocked” tool that Alice is using to host her online Homework Club – http://vyew.com/room/170301.

“Vyew (pronounced “view”) is an Anytime Collaboration and Live Conferencing™ platform that provides a virtual space for Web users to create, collaborate and communicate with each other. Vyew includes a rich set of tools that enable collaborators to work together on documents, images, screen captures, desktop shares, whiteboard annotations, and more. ”

I met Alice in last week’s EdTechTalk. Very exciting to discover a teacher doing good things for kids right one district over!
Technorati Tags: Web2.0, blogging, vyew, SCUSD, EdTechTalk

Kevin Hodgson’s Electric Pen classroom weblog site provides teachers with a window into Web 2.0 possibilities at the elementary level. It is also Tech Learning’s site of the week. What a well-deserved recognition! Kevin is my friend, mentor, and also a fellow NWP Tech Liaison. I’ve had the good fortune to join him in the Youth Radio project, a project he developed to connect students across the nation, and now across the world, in blogging and podcasting about thoughts, stories, and issues in their own communities.

Kevin mentors and inspires teachers as well as students. His SciFi novel in Six Words wiki, for example, was my first experience with collaborative writing in a wiki. Whatever learning adventure he is sponsoring, I know it will be worth the learning curve – which he manages to keep to a comfortable minimum.

Kevin’s projects serve as examples on the “New Bloom,” an updated version of Bloom’s Taxonomy, which points towards technology-enhanced activities as the means for taking students beyond “Remember” (the old “Knowledge).

Yeah Kevin!
Technorati Tags: Bloom, digital_writing, Web2.0, NWP