Christmas Thoughts...

My friend Hunter shared this today, and I thought it might be something all of us might appreciate, especially this time of year.

I saw this quote the other day and really loved it..... " I am not alone at all, I thought. I was never alone at all. And that, of course, is the message of Christmas. We are never alone. Not when the night is darkest, the wind coldest, the world seemingly most indifferent. For this is still the time God chooses."

This is such a happy time of year but can also be so difficult for some who are experiencing loss and sadness. May we find time in our busy-ness to share our God's love with those who really need it.

Using Prezi and Slide Rocker: Dynamic and Usefully Innovative Educational Technologies...

Considering the presentations from this week's class, my reflections regarding several of these informative pieces were in regards to Prezi and Slide Rocket. I would definitely use both of these, especially when PowerPoint sometimes seems overdone to the max, at times. It is nice to have a new variation on an old theme.

In my discipline, English, since we are so Humanities oriented, they offer up numerous possibilities as both groups so clearly revealed in their work. Slide Rocket might work nicely, say, to introduce a unit; for example, the Harlem Renaissance. Insert the videos of the great Jazz music that typified the era, and slide in poems by Claude McKay,Langston Hughes, and reveal the great brownstones in Harlem with the lovely, well-dressed people who populated that fashionable part of town. It would really make the era come alive, sliding the info across to a receptive classroom who love visual forms of learning. Seems to make learning come to life.

With the fun, dynamic form of presentation Prezi offers, I have seen it used quite frequently, although I have never created one myself. This group sparks my desire to do just that with the indication of movement, ease, and excitement it creates. Seeing Mr. Tim Johnson, Wilson Principal, and his School Improvement Chair, Cheryl Coronado, present quite frequently at various staff meetings, I know the effectiveness it offers when everyone else sticks to the tried-and-true. Their presentations offer polish and pizzazz, particularly now that he uses his iPad to import videos he creates himself. Also, Mrs. Silvasi, who works with Social Studies in Portsmouth, took a page out of their book, following suit by presenting her revised Social Studies curriculum using Prezi.

I would like to try perhaps, to use it in the fall to present the revised outside reading list, just to generate a bit of excitement, too. Why not?  It makes it much more fun.

I do know for a fact, the first time I saw Mr. Johnson present using Prezi, I stayed after to discuss it with Mrs. Coronado who was on the ground level in creating it with him. She gladly shared information and the whole review team gave them a warm reception. It stood out, for sure, in a sea of PowerPoints. After all, variety is the spice of life.

Reflection: Leadership in Technology

Group One vigorously addresses the topic of The Principal as Technology Leader, somewhat at the heart of this course, in their presentation.   Basing their research on information from The Center of Applied Research in Educational Technology, three areas of student achievement and academic performance were noted:  content area achievement, higher order thinking, along with workforce preparation.   These are areas no enlightened administrator can afford blindly to ignore as we grapple with state standards, mandates, and administrative accountability.  To focus on these issues, first and foremost, I would carefully attune myself to the district directives, knowing that every detail of my school’s data and the way I choose to implement the critical strategies to manage an effective school will be fully and minutely scrutinized.  The annual School Improvement Review held by the Superintendent and Assistant Superintendent for Instruction will be a moment of truth when our Action Plan and  Steps will be detailed. As we have been pointed in the right direction of student achievement through rigor, relationships, and relevancy, each content area will be included in the plan.  My goal would include a strong leadership team to help each department solidly buy into the initiatives we are challenged within our school, giving a voice to those we are most dependent upon to follow through with the tasks involved.  Higher order thinking skills would involve staff development as teachers work to follow newly revised curricula, including the use of e-Portfolios; IT will be pivotal in their support role as we manage the new technologies needed to succeed.  Virginia Career and College Readiness has set the bar in terms of expectations for real world skills; these standards guide us in the direction of workforce preparation.  Certainly, teachers need a copy of these to contribute to post-secondary readiness particularly for reading, writing, and mathematics.  Literacy skills would be emphasized as part of the school action plan.  Each teacher would be familiarized with the standards found at http://www.doe.virginia.gov/instruction/college_career_readiness/expectations/perf_expectations_english.pdf

The presentation further comments on the principal’s leadership role as one who is involved in “discovering, evaluating, installing, and operating new technologies of all kinds, while keeping teaching and student learning as the guide and driving force behind it all."   This is the attitude that needs to be adopted and adhered to along the way to achieve the mission that leadership shares with teachers and staff.  Ever vigilant in keeping abreast of the standards, constantly looking toward innovative thought, and continually seeking the hand of IT to assist with sharing their expertise, the effort would be a team approach. Relevant professional development opportunities would be offered, as well as common planning time and Technology workshops to facilitate knowledge of new, innovative approaches such as WIKIs and blogs. As leader, the vision comes directly from the administrator who must be able to communicate effectively and make available the necessary resources to support the teachers in their illustrious efforts.  Each piece mentioned is integral—the knowledge, the assessment, the technical support.  Each endeavor has to be connected fully in order to work.  This may, indeed, involve changing attitudes, feelings, and set behaviors. After all, in the final analysis, isn’t that what true leadership is about?

Don't Even Get Me Started...

This article is full of insight and evidence regarding why teachers do not tend to innovate when they are given computers; once again proving it is what you do with technology that most often matters—not just merely having access to it.  As noted, all the “newest” innovations rapidly become obsolete; changes run rampant.  The first bit of information that drew a strong response really touched a nerve when the study reveals how disappointingly low the usage remains in the classroom because of factors that facilitate or hinder teachers' use of technology. Although teachers often desire to become innovative in instruction, it seems there are so many roadblocks.  I was always committed to what was best for my students when I taught senior English, hoping that I could encourage my students to reach for higher educational goals. My first thought was the day my principal offered me an opportunity to work with a grant to obtain a lab for my classroom. I jumped on it, knowing the day would arrive in the near future that this daily use of technology in class to do research, draft and publish compositions, and even mundane tasks like note taking might just make a difference when my students arrived at college, my dream for each of them in this harsh, competitive world. I recall vividly the excitement of planning out my room with exactness. I wanted some traditional seating for discussion, knowing how some are distracted any time they even get near a computer. The librarians and technology teacher helped me draft a plan, as I wanted the computers around the perimeter of the room where I could see who was doing what at any given assignment since I tend to be a time on task kind of girl. That summer when I entered good old room 128 at Churchland High School offered a surprise I hadn’t bargained for upon my return. Oh, yes, the computers were in the room, beautiful, shiny, expensive, and new. But, it appeared as if a drunken person had configured them in the room helter-skelter. I almost cried since my loving seating arrangement had been thrown to the wind. Quickly, I grabbed my best partner-in-crime, Godfrey, our custodian. I knew if anyone would help me fix this mess, he would.  The comment that still sticks in my mind is what our head of technology told me when I asked him to come to see how everything had been wired in the craziest fashion with no rhyme or reason. He looked me in the eye and told me, “It is not about the teacher.” And I looked him in the eye and said as long as it was my classroom management, it WAS about the teacher. He “allowed” us to fix things the way they were intended with order and functionality. But those hot, sweltery days Godfrey and I spent on a ladder for the better part of a week undoing the fiasco that should have been the greatest present ever to my students will never be forgotten.   Having the computers as a part of my classroom opened up a whole new world for my students, and I learned just as they did. I loved having a computer lab as an English class for my kids, and they reaped a world of benefits from having access to this invaluable resource. A willingness to be an innovator can indeed open a world of possibilities.

            Next point, I hear so much frustration from the teachers I work in the high schools; it is universal and part of their life. Sometimes it reminds me of Russia back in the days when there would be a surplus of some items; yet, none of them worked, so people complacently accepted and went about their business. This is the human infrastructure piece. I walk into relatively new buildings that were built to be the latest showcases of technology within the last ten years. Nothing works. Just as the study describes, there is a school culture that places an emphasis on achievement on state standardized testing; the whole world revolves around that one element.  There is no thinking outside of the box—nothing but SOL scores and making AYP. In the meantime, trying anything new is alien—the Richoh copier is always broken if there is even any paper for it (I bring my own ream), none of the printers work or if they do, they print with smudged edges and polka dots. Just this morning, one of my English 12 teachers showed me a stack of college reference letters she had just printed and wanted to know if it was wrong to send them off all blotched and spotty. No! It was an absolute, embarrassing sight. The “flexible and responsive” technical staff will scratch their heads and wonder why the teachers are so frustrated, responding that there are plenty of computers. Try booking a lab with librarians who often do not even want students in “their” library (funny, considering it is a public school the last time we checked); there is nothing invitational to even bid their presence in this domain. I can so relate to the hindrances enumerated upon—lack of student e-mail accounts, Websense blocking any and everything, staff included.  I had to have IT unblock blogger.com, even though we are using it for educational purposes. My teachers literally begged me to do an efficiency study in their building to count the available computers in terms of the student population just to show how shorthanded we are, in reality.  I added to their request and said for the fun of it, while we are at it, let’s also count for all the printers that are broken and don’t work. Once again, everybody and his brother want the data and statistics and figures; but, forget about making it easily attainable. I will wrap this up by saying that teachers need the leadership that one of the participants discussed—not just someone to administrate, a great insight. No more school improvement workshops with hired speakers who teach us about the joys of using a Smartphone for educational purposes when we still have a policy that bans us from using them. Give us the resources, the support administratively and technically, and let us do our job as the 21^st century now compels.


Reference:
Zhao, Y., Pugh, K., Sheldon, S. (2002). Conditions for classroom technology innovations. Teachers College Record, 104(3), 482-515.

           

Introductions...

Greetings to all!

Personal information:

·         Hometown—I was born in beautiful downtown Suffolk, VA in Obici Hospital.  The majority of my family still lives there, although I reside in Portsmouth. My parents named me Anna Leigh Morris; I simply prefer to be called Anna.

·         Professional background—My education has been ongoing throughout my career as an educator; I consider it a blessing to be a lifelong learner, never tiring of knowledge.  I first attended Longwood University and have a double major in English and Classical Studies.  My graduate degree is also in English from the University of North Carolina with a concentration in British Literature with a Collegiate Professional Certificate.  My first teaching experience was at Suffolk High School, followed by Woodrow Wilson High School in Portsmouth until it was closed and relocated at the former Manor High School.  I taught English 12 and AP English, helping to create the AP program for our school system.  Upon the closure of “old” Wilson, I was named English Chair at Churchland High School, continuing to instruct classes in Senior English which was my favorite course. Currently, I supervise English for Portsmouth Schools, working with all three high schools—Churchland, I.C. Norcom, and Woodrow Wilson.  I consider my work a labor of love.  I can say with pride, I love teachers and enjoy the opportunity to support, encourage, and provide resources to help them and to collaborate with all of their dedicated efforts.  It is a dream job to me because I truly adore my subject area—literature, writing, grammar, and the Humanities. My office is located at Instructional Resources Center with the English Content Team.

·         A few of my more interesting hobbies—I love music, theater, and the arts; so, I find it a pleasure to be a member of the Chrysler Museum and the Virginia Stage Company.  History is such a plus in this area, so I would include Colonial Williamsburg and all it offers as another of my interests.  Sporting events such as ODU, UVa, and UNC football are fun to attend with my family.  Working in my yard and being outside at the ocean is relaxing to me, with occasional weekend trips to the Outer Banks and Manteo to one of my favorite haunts, the Manteo Bookseller appeals to a former English teacher who reads constantly.  Seeing movies at The Naro in Norfolk is another activity my friends and I look forward to, as well as winery tours on the weekends.  I find it fun to shop and explore new restaurants to try different cuisines.  One of the most memorable trips I experienced was to the UK; my family is originally from Wales, so spending a month there was really something I cherish in my memories.  I have one daughter, Elizabeth, who attended Temple University, and is now completing a degree in Political Science at ODU.  Her boyfriend, Dorian, is from Naples, Italy, so I hope to visit there with both of them and spend some time meeting his family in the future.  I attend St. Christopher’s Episcopal Church in Portsmouth with my family.

·         Learning Style and More—To feel comfortable taking intellectual risks, I need to feel supported and encouraged.  Honestly, I like being pushed to think new thoughts and try new things, to be shaken out of complacency to experience what I may not have done on my own.  Taking risks especially involves trust and respect, so an atmosphere where students can honestly and openly explore thoughts and ideas is a must.  Participating on many levels, through dialogue, as well and problem solving and collaboration—a variety of expressions.  Truthfully, I find I learn so much from listening, discussing, reading, and researching to help formulate my thoughts and opinions.  I like to be well-prepared in order to be successful. There is a great sense of accomplishment in exploring new domains.  My classes through Regent have challenged me way beyond my comfort zone of familiarity with English.  I was amazed I could successfully learn about quantitative and qualitative research design; our Regent professors are so amazingly supportive to allow us to take intellectual risks. Their help, support, and even prayers have been exhibited their commitment to this experience. 

My self-perception of myself as a learner?  I am a note-taker, reader, and am pretty self-motivated. I like to work to the best of my ability, not half-heartedly. I believe in a work ethic.  When I view myself, I see myself at my computer plugging away, any form of written expression is my favorite.  I like to stay ahead of the curve, preparedness, doing my homework—I am not a procrastinator.  I feel more at ease once my work is completed—last minute-y is definitely not my style.  I would not stereotype myself as one particular learning style.  I learn well from listening to what my professors say since I respect their expertise. Avid reading and looking up information is part of my approach.  If I do not understand something, I will read more, research the topic, or ask someone who I feel certain will have an understanding, but I want accurate information. I like reliable sources when I am seeking answers and understanding.

·         Technology Section-- Reflecting on the most important technological invention is a tough decision, but probably the computer.  It has become such an integral part of daily life, almost inseparable from every aspect of what it takes to function.  It is hard to remember how we functioned without it when you really stop and think about it. 

Technologies essential to my life:

--Computer

--Notebook

--iPod

--Smartphone*

--Nook*

--Jump drive

--Television

--Digital camera*

--GPS

--Medical technologies—CT Scans, MRI and others

--QR Codes

 In relation to technology, what life is like for after a typical school day may be described when I leave work at 4:00 p.m. –if I am driving the family car, I can listen to Sirius radio and look to a plethora of choices.  I grab my Android phone and quickly text my daughter before pulling out of the parking lot, followed by a quick e-mail message check before calling my senior citizen mom to check on her and say hello to see if she needs anything.  I may use the microwave to warm up part of our dinner, while turning on the evening news to hear the latest events on cable television.  My Nook is on the counter if I want to read The New York Times before I go to the Y, where I take my iPod to listen to my favorite tunes while working out.  After dinner, a bit of evening television is in order for entertainment, and I may visit my neighbor to Skype her children in South Korea so we can visit with her new granddaughter, baby Eliana around 7 p.m. (It is 7 a.m. there).  Before bedtime, I may use a Clarisonic as a part of my nightly skincare routine, before it is time to go to sleep. If my doctor has done any recent tests or blood work, I can check MyChart online to read the results and e-mail him for any concerns or set up appointments.   With notebook in hand, I will check my messages and read what my friends in my social network are doing on Facebook just for fun, before I say goodnight by setting the alarm on my Smartphone for the morning ahead. What would we do without all the convenience?

Some uses of technology that I believe tend to be inappropriate or used excessively (by children in or out of school, by 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: primarily cell phone usage; many teachers are texting students, students are attached to their phones, and although there may be rules and boundaries set up, it seems the high schools are always dealing with some  issue regarding electronic devices—cheating, setting up fights, and academic distraction.  I attended a workshop recently with PPS showing the innovation of Smartphones as learning tools. Unfortunately, our district prohibits there use in class, causing us to wonder if the policy will be changing.  Social networking causes drama at times, in terms of bullying where there have been some unhappy endings. One student was recently suspended for 90 days because of a threat she made to a teacher because she did not like a grade she received in the course. Lots to ponder…