Assignment Due!
Submit your plan for the online module you will conduct in Week Eight. Be sure to use the UbD Template. Remember that one activity should be collaborative (which means that people taking your module will actually talk and/or create with each other). In addition, include a draft of the evaluation of the module (to be completed at the end by the participants).
Submit this plan to Dropbox prior to Sunday at midnight.
Submit this plan to Dropbox prior to Sunday at midnight.
Standards for Week Five
NETS-C 3b. Maintain and manage a variety of digital tools and resources for teacher and student use in technology-rich learning environments
You will meet this standard by exploring research concerning digital-aged students and creating a repository of lessons and resources for future use.
NETS-C 3g. Use digital communication and collaboration tools to communicate locally and globally with students, parents, peers and the larger community.
NETS-C 3c. Coach teachers and model use of online and blended learning, digital content and collaborative learning networks to support and extend student learning as well as expand opportunities and choices for online professional development for teachers and administrators.
You wil meet these standards through research relating to the discussion this week, through interaction with your peers on the discussion forum for this course, and through creation of your online module to be presented in Week Eight.
You will meet this standard by exploring research concerning digital-aged students and creating a repository of lessons and resources for future use.
NETS-C 3g. Use digital communication and collaboration tools to communicate locally and globally with students, parents, peers and the larger community.
NETS-C 3c. Coach teachers and model use of online and blended learning, digital content and collaborative learning networks to support and extend student learning as well as expand opportunities and choices for online professional development for teachers and administrators.
You wil meet these standards through research relating to the discussion this week, through interaction with your peers on the discussion forum for this course, and through creation of your online module to be presented in Week Eight.
Reading
Please watch the YouTube video from Born Digital below: Innovators
Week Five Concept Map
Week Five Discussion
If it hasn't been clear to this point, it should become crystal-clear during this chapter that both of our texts are discussing students of privilege and access. The students who enter the workplace with these expectations are not those who have spent their school years with an internet connection from Monday-Friday 8:00 - 3:00. They are not the students who spent their school time working with lower-level math or reading skills applications. These are students who have experienced connection in all aspects of their lives. If they didn't use the internet at school, they used it at home. If they were never taught to use the internet, they taught themselves. If they weren't given instruction in programming, they spent hours hacking code until they learned. While these may not be the students we currently teach, they are very likely the people our students will work for in the workplace of the future. And this, in my opinion, frames the issue of the digital divide, and the way that technology is increasing the distance between the haves and the have-nots in today's society.
All of that being said, everything changes, and nothing changes. The complaints that employers voice about the Net Generation being unwilling to pay their dues are nothing different than I heard when I was seeking my first teaching position. I lived in an affluent part of a large school district. The school at which I wished to teach was only three miles from my home, and after earning my teaching certificate, I went to that school to talk with the Principal. He clucked his tongue and shook his head at me. "Young people now simply don't want to pay their dues." He lectured me at length, and I listened in the way that only a 23 year old southern woman intent on getting a job can. He then hinted that he needed someone to answer the phones during the summer in the office - that he couldn't do all he had to do and answer the phones. As a former secretary who really wanted to work in the district, I offered to answer the phones, and spent the summer in the school office. During the summer I obtained a job in a different school within the district 30 miles from my home. The following year, I was granted a transfer to the affluent school. I guess answering phones for three months didn't count as "paying my dues" :-).
The difference between my situation and the situation of privileged Net Geners is the breadth and visibility of the playing field on which we are operating. I could not prove to the principal with whom I was talking that I would be "value added" to his school. While I had good references, this did not set me apart from the other graduates of the local university who also had good references. It took a year of performance at another school in the district for me to prove that I was a good teacher. Net Geners can prove they are good at what they do from the first time they touch the computer. The digital footprint cuts both ways, and often we discuss it as if it is a negative. In truth, the digital footprint is the best resume that a Net Gener can develop. For many of these students, it is fun to develop this footprint, and they do it because it feels good. Developing a new program, writing a good story, and connecting with like-minded individuals are inherently rewarding behaviors, and they can assist the talented Net Gener in getting a good job when the time comes.
Choose one aspect of the reading to compare and contrast in your initial posting. In addition, add your own resources to your initial posting.
If you teach privileged children who experience the access that is discussed in these chapters, think about the work environment that these students expect. If this is the expectation for a work environment what must the expectation for a school environment be? Do you think that your classroom meets this expectation? Why or why not? How could your classroom or school take advantage of the habits of Net Geners in order to more closely align with the expectations of those who are fully connected in the school environment?
If you teach students who don't have this type of access, and who are not naturally connected, do you believe it is important to prepare them for this new environment and their new bosses? Why or why not? What more must we do in our classrooms to insure that our students are ready for the new workplace when their time comes to join it? Please provide concrete examples.
Participation hint: Post your initial response to the reading prior to Tuesday morning. Participate in the Reading Discussion on three days during the week. Build on the responses of others by sharing new resources, asking questions, and sharing personal experiences. The initial response should contain 3-5 resources, and should utilize proper APA citation.
The Weekly Discussion is assessed with the Participation Checklist:
Participation Checklist (10 Points Per Week)
2.0 Points - Candidate makes posts to the class at least three days during each week 1.0 Points - Candidate posts to Reading Group prior to Tuesday, so that the group may respond and interact in a timely manner
1.0 Points - Candidate’s posts accurately reflect reading and/or video materials
2.0 Points - Candidate builds on the responses of classmates in the Reading Group discussion
2.0 Points - The first posting of the week is between 350 and 550 words in length. This posting uses APA formatting to cite information discussed. Three to five in-text citations are provided in each initial posting. References are listed according to APA formatting requirements.
1.0 Points - Candidate was positive and professional during all interactions with classmates
1.0 Points – If an assignment is due, the candidate submits it to the appropriate task in a timely manner.
All of that being said, everything changes, and nothing changes. The complaints that employers voice about the Net Generation being unwilling to pay their dues are nothing different than I heard when I was seeking my first teaching position. I lived in an affluent part of a large school district. The school at which I wished to teach was only three miles from my home, and after earning my teaching certificate, I went to that school to talk with the Principal. He clucked his tongue and shook his head at me. "Young people now simply don't want to pay their dues." He lectured me at length, and I listened in the way that only a 23 year old southern woman intent on getting a job can. He then hinted that he needed someone to answer the phones during the summer in the office - that he couldn't do all he had to do and answer the phones. As a former secretary who really wanted to work in the district, I offered to answer the phones, and spent the summer in the school office. During the summer I obtained a job in a different school within the district 30 miles from my home. The following year, I was granted a transfer to the affluent school. I guess answering phones for three months didn't count as "paying my dues" :-).
The difference between my situation and the situation of privileged Net Geners is the breadth and visibility of the playing field on which we are operating. I could not prove to the principal with whom I was talking that I would be "value added" to his school. While I had good references, this did not set me apart from the other graduates of the local university who also had good references. It took a year of performance at another school in the district for me to prove that I was a good teacher. Net Geners can prove they are good at what they do from the first time they touch the computer. The digital footprint cuts both ways, and often we discuss it as if it is a negative. In truth, the digital footprint is the best resume that a Net Gener can develop. For many of these students, it is fun to develop this footprint, and they do it because it feels good. Developing a new program, writing a good story, and connecting with like-minded individuals are inherently rewarding behaviors, and they can assist the talented Net Gener in getting a good job when the time comes.
Choose one aspect of the reading to compare and contrast in your initial posting. In addition, add your own resources to your initial posting.
If you teach privileged children who experience the access that is discussed in these chapters, think about the work environment that these students expect. If this is the expectation for a work environment what must the expectation for a school environment be? Do you think that your classroom meets this expectation? Why or why not? How could your classroom or school take advantage of the habits of Net Geners in order to more closely align with the expectations of those who are fully connected in the school environment?
If you teach students who don't have this type of access, and who are not naturally connected, do you believe it is important to prepare them for this new environment and their new bosses? Why or why not? What more must we do in our classrooms to insure that our students are ready for the new workplace when their time comes to join it? Please provide concrete examples.
Participation hint: Post your initial response to the reading prior to Tuesday morning. Participate in the Reading Discussion on three days during the week. Build on the responses of others by sharing new resources, asking questions, and sharing personal experiences. The initial response should contain 3-5 resources, and should utilize proper APA citation.
The Weekly Discussion is assessed with the Participation Checklist:
Participation Checklist (10 Points Per Week)
2.0 Points - Candidate makes posts to the class at least three days during each week 1.0 Points - Candidate posts to Reading Group prior to Tuesday, so that the group may respond and interact in a timely manner
1.0 Points - Candidate’s posts accurately reflect reading and/or video materials
2.0 Points - Candidate builds on the responses of classmates in the Reading Group discussion
2.0 Points - The first posting of the week is between 350 and 550 words in length. This posting uses APA formatting to cite information discussed. Three to five in-text citations are provided in each initial posting. References are listed according to APA formatting requirements.
1.0 Points - Candidate was positive and professional during all interactions with classmates
1.0 Points – If an assignment is due, the candidate submits it to the appropriate task in a timely manner.