Connected: An Autobiography

•  In what way might the film relate to your content area? Give a concrete example.

My content area is non-fiction reading. One thing that is important for students to realize is not everything they read on the internet is true. It is a skill to differentiate between what is fact and what is opinion. Sometimes my students will come to school to do their Sharing, and they have told me they used Wikipedia as a source. I feel like technology makes it more difficult to get factual information. People no longer go to a library and consult an Encyclopedia. The days of an online encyclopedia (like Encarta) seem to be obsolete as well. How can they practice and gain this skill which will help them throughout their life?

As a teacher, I struggle with how much to incorporate technology in the classroom, especially because I know the kids are getting a lot of it at home (though it's likely not as educational). A compromise I have come to is having them work with technology but in groups so that they are still connecting on a personal level and still connecting face-to-face. For example, my capstone project is a unit plan that eventually culminates in a group project of a non-fiction book that is made either on an iPad or the computer.

• What questions does it raise?

The film raises a lot of questions for me:

-How can I incorporate technology in a meaningful way?
-Am I using technology to further enhance my life, or is it detracting from it?
-What can I do to educate my students on the pros and cons of technology?
-How can I get my students to appreciate technology when they have known no different?
-Can I have an impact on my students' families? Meaning - can I educate them about the downfalls of improper usage of technology?

• How is your content area interconnected with other content areas?

My content area connects with a lot of other content areas very easily.

Learning about Non-fiction reading also entails learning about non-fiction writing. They can use these writing skills to make a report on, say, an endangered animal.

Non-fiction reading contains only facts, and there is usually a lot of numbers in the facts (such as a spider having 8 legs, or a building being 1,000 feet tall). They need to be able to conceptualize this and process this information in order to make use of it later on.

Non-fiction and science also connect to each other very easily. Students can learn about animals, plants, or weather.

• How does an interdisciplinary lens deepen your understanding for a "well educated person"?

An interdisciplinary lens deepens my understanding for a 'well educated person' by making sure they're educated in a variety of topics and that students are able to synthesize their information and apply it to a variety of situations. By creating an atmosphere of collaboration in my classroom it also helps students become more well rounded. They are required to work together, to listen, and to be respectful.

Commented on the following blogs:
Sarah Wilkerson
Kirsten Harper

Disciplinary Lenses, Ravitch

1. What is one specific way that your content research thus far has caused you to rethink about an idea, or question, or caused you to challenge assumptions that you had previously not considered - or -even pushed you further in your thinking?

My content research has definitely pushed me further in my thinking. Right now there is a boom of two things: technology and non-fiction (mostly due to CCSS), and my capstone project is about those two things working together. While there are articles explaining how there could become too much technology in the classroom, that it's detrimental to our children, that we need to pull back on it, there is much more explaining its benefits.

For my project I am developing a collaborative project in which students will work together to (eventually) create a non-fiction digital book of an animal of their choice that they've researched. There is a lot of research out there explaining how technology is simply more engaging than a paper and pencil. In addition, there is research that states that when students have the freedom to create something themselves that they are more invested and thus come away with more knowledge than they would have doing a project that was 100% teacher directed.

The articles that believe that there is too much technology in the classroom did give me pause. I thought to myself - what if they're right? I can definitely see where they're coming from, however, in a way, I believe that using technology can also foster in-person relationships as well. Students will have to collaborate with each other, communicate with each other, in order to complete the project. While they are using technology, a lot of the time students are working together in real life as well.

2.  How do you think the CCSS might fit into this narrative of school reform? In Chapter 9, Ravitch says critics argue that schools would improve if unions ceased to exist. What argument does she present based on available research? What do you think?

In general, I think Ravitch would like the idea of CCSS because it beefs up the current standards and focuses more on the 'how' instead of the 'what'. She realizes that the process of finding out the answer is just as important, if not moreso, than the answer itself.

As far as unions go, Ravitch presents a strong argument in her book. She cites teachers in Texas, which was a 'right to work' state, therefore it had no unions. Teachers were harassed, bullied, and frightened by these people who were dropping in unannounced or, basically, were spying on them.  She explains why teachers join unions: to have better working conditions and higher salaries.

What I particularly appreciate is when she notes that the Southern states, who have weak or no unions, typically have very poor performing schools. In the North (Massachusetts), they have strong unions and high performing schools. She is right - no one has done a study about the correlation to the strength of teachers' unions and academic performance.

What I do know is this: teachers are scapegoats for a lot of things. They are bullied and taken advantage of by the community, the government, and sometimes even the administration at their own schools.  So yes, a union is necessary. Are teachers unions (particularly in California) too strong? I don't think I'm educated enough to make a firm answer on that. What I do believe is that there is some compromise that we can arrive to. What that is, I'm not sure.

Blogs I responded to:
Allison Broude
Jessica Bender

The Raising of America

What strikes you as most important in this discussion of the relationship between social policy, child development, and later achievement?

This video was fascinating! I love how they presented it almost like a business model. Of course you would invest in something if you knew you'd get a return many times over than what you invested. I think that many people who are not involved in education do not really know how important those early years are, but to present it as purely economical (which, I believe, more people can understand) was very logical and smart.

What's most important is determining the obstacle(s) that are preventing us from investing in our children in this way. Is it the general public? The policymakers?

It was said several times in this video that there are four separate, longitudinal studies that exemplify the importance of supporting children and families in the early years, yet we do not do anything about it. The research is there. The logic is there. Now we just need to get the public on board. But how? I am so happy to see that this will be a televised documentary series, because I think the public is generally just uneducated about this particular topic. I hope the exposure will help get things moving in the right direction.


What do you think this perspective adds to the discussion of school reform?

I think this video will appeal to the general public more. I think education tends to be very 'separate' from the business world, even though how can the two not be intertwined when we are talking about the future of our children?  I think that this video, presented by way of economics, will be understood by more people. It's simply more accessible and presented in layman's terms.

Why are we focusing on testing? Why are we focusing on something that is many many  years too late. We need to start from the beginning - that is very clear. Focusing on testing will do no good until we 'fix' what we need to at the very start.


What is one question these videos raise for you?

How can we move forward in implementing these changes to our nation?

What are the roadblocks to changing our ECE system?


Blogs I responded to:
Kathryn Leonard
Alaina Rowen

Mind the Gap: Session 2

1. Chapter one: In recounting her journey through many educational reforms, Diane Ravitch makes a number of provocative Statements. Choose two, quote them, and personally respond.


"It is doubt that shows we are still thinking, still willing to reexamine hardened beliefs when confronted with new facts and new evidence." (p. 2)

I really liked this quote. I had to reread it a couple of times because I wasn't sure whether or not I agreed with it. I was thinking to myself, "Don't people admire confidence? Certainty?" My first thought is not to admire and respect someone who is doubtful, however this sentence by Ravitch made me pause and give my stance a second thought. After thinking about it, I think it makes a lot of sense, and I agree with it. We can't always follow blindly when someone presents new 'factual' information, we need to investigate it ourselves and come to our own conclusions.

"I began...looking at schools and teachers and students from an altitude of 20,000 feet and seeing them as objects to be moved around by big ideas and plans." (p. 10)

I didn't like it when Ravitch explained this point of view in her book. I understand that sometimes people have to be removed from the situation in order to see it from a different perspective, but this made it seem like policy makers were just playing chess, planning their next 'strategic' move. Shuffling people around and providing incentives and sanctions won't necessarily fix the fact many students are performing below grade-level


2. Chapter two: On page 16, Ravitch gives a brief definition of a well educated person. How would you characterize a well educated person? What should any well educated person know in today's world?

To me, a well educated person is able to collaborate with others. A well educated person should also be able to work independently and respect others, especially when there are differing points of view.

3. What would you have liked to say [about Ravitch] that you did not get to say?

I find it interesting how often she changes her mind in the first couple chapters in the book. Will she change her mind again?

4. Choose one gap you listed from your subject area and identify three resources: a website, an article, and a book that can help you fill in the gap. List these and discuss what you learned from one of these.

A gap that I have for my inquiry question has to do with technology.  I have never used an iPad in the classroom, and I am curious as to 1) how to make it kid friendly and 2) what programs are available for kids to use (and ideally, make 'books' on).

Website: http://www.symbaloo.com/mix/burley106
Article:  How Use of an iPad Facilitated Reading Improvement by Barbara McClanahan, et. al.
Book: IPads in the 21st Century Classroom by Monica Sevilla

I'm really glad I happened upon this school website that I found off of Pinterest (a wonderful tool for educators)! This school tracks how staff and students are using the iPad in many grade levels. I clicked on the first grade list, and it brought me to an app that I have never heard of: ebook magic. This app enables students to make their own books, share them with others, and even print them. I have used Bookrix (a website) in the past, but I was looking for other options to try. I can't wait to explore the other apps this school uses.

5. Your annotations of resources are meant to be both scholarly and brief. In the blog, discuss in detail why/how any two of these articles were useful to your topic/questions.  Consider such things as listing specific information you learned that you didn't know before; how this new learning leads to other questions or sources; why this writer was convincing; whether you would seek this weiter out for other articles he/she has written and anything else you'd like to state in a blog that others can learn from and read.


Article 1: How Use of an iPad Facilitated Reading Improvement

I have always known that iPads could be used a multitude of ways in the classroom, but I have not had a chance to experiment with these myself. My school just purchased iPads for the tech lab, and I am excited to try them out on my students. It makes a lot of sense to use CIA (computer aided instruction) with kids who have ADHD. Even though there is a little push back about how much screen time kids are exposed to, there is just something about an iPad that is engaging: it's colorful, tactile, kinesthetic, and more. Although an e-book is not the same as an iPad, the article references another study based solely on e-books that I plan to seek out and read.

Article 2: Using Technology to Support Expository Reading and Writing in Science Classes

This article, quite frankly, took me by surprise. Fourth graders still need this much help writing about science? This article had pages and pages of material that was scaffolded to the very basics (filling in sentences, matching words and definitions, etc).It had me worried for a little bit considering my inquiry question involves both reading and science (learning about animals). After my initial panic I realized that this was my opportunity to help improve the situation. This article not only gave me a bunch of ideas to use for my project (and in-class lessons), but it gave me a different perspective of a secondary teacher.


Blogs I responded to:
David Bowen
Whitney Campi

Session 1 Homework

1.  Describe how outside-school experiences have expanded or deepened your subject area content knowledge, and tell how it enhanced or changed your understanding. Include at least one specific experience.

 I firmly believe that it's crucial for everyone to get some learning done outside of the classroom. I am a kinesthetic visual learner, so for me it's especially important. I learn by doing and experiencing. I often  come away with a deeper understanding of the content than if I had stayed in the classroom. As a child, I remember going to the Exploratorium. Science was always difficult and uninteresting for me, but going to a place like that not only made learning fun and engaging, but I still can remember what it felt like to go into the tactile dome and make giant bubbles with friends. I specifically remember one area had information about the tectonic plates, and they simulated an earthquake. This resonated with me because I remember the 1989 earthquake!

2. Respond to the class discussion of Ball's "The Subject Matter Preparation of Teachers." Have your initial judgments or opinions changed based on the discussion?

My opinions have not changed all that much after having the discussion in class.  It was great to hear from a variety of people who teach varying subject matters and ages. I think that many of us talked about how teachers need more support in order to be a better teacher. They need to gain more knowledge in the content areas - simply  knowing how to teach is not enough. We also spoke about how 'alternative' methods of learning need to be in place as well - not only because people learn differently but we need to impress upon our students that we are teaching them tools for the real world, that what we are teaching them is important. I especially enjoyed the discussion surrounding what to teach and when - for example, one student in the class taught anatomy at a different time than would be taught at a public school. This made me see that sometimes things are too rigid - we need to be flexible and think what makes the most sense to our students, because if it makes sense to them, they will be more interested.

3. Where are you in developing and pursuing a line of inquiry? What is your question? Are you satisfied with your question? At this point, what do you know about the research available in this area? What ideas do you have for possible experiential learning sources?

 I'm pretty satisfied with my question. I think it not only is relevant to CCSS, but will also help me in my classroom.I have narrowed down my question and have thought a long time about what I want to do. My question is: Using 21st century skills, such as collaboration and technology, how can a group of students further their understanding of the aspects and content of non-fiction text? There is a lot of research about technology in the classroom, and I there is also research surrounding collaboration in the classroom. Whether there is research that discusses the combination of the two, I am not sure. As far as experiential resources, I was thinking that the students could visit a zoo (I plan for the hypothetical book to be about an animal chosen by the group) and research about their animal. They also could visit a museum.

4.  Feel free to add artwork, photographs, quotations, or personal experiences that connect to your content area. Express yourself.