EduBlog Insights

Obstacles, challenges, questions, and many other issues are being blogged about in this professor’s class. Take a look at these post titles:

What 2 do a/b IM-Spk

Teaching Writing and Pulling Teeth

Choice withing mandated curriculum

Challenges of the technological age

In defense of PowerPoint

Technology and Language

Thoughts on the Art of Wrangling 6^th Graders

Teaching with Technology: Harmonious Chaos

The Practical Impractically of Technology

To be technical, or not to be technical? That is the question.

How much is too much? 

Now one or more of those just have to whet your appetite. Travel over to the student blogs and give them some input on many questions that we have already tossed around over the past few years. It gives you a good view on what’s going on inside the heads of our students who are face-to-face with some of the obstacles we have encountered. then just hearing another view can help with their learning. This class has just started blogging this semester. Hearing from others outside their class may just keep those voices in the arena! Help them overcome their obstacles!

Since I can’t have the elementary students browsing through Flickr I figured out how to overcome that obstacle. I took Flickr to them through a PBWiki called Just Imagine!

Christine helped me by graciously allowing me to use her Flickr photos in this way. Now bear in mind that I could not give her credit on the wiki because that link would provide entry to Flickr. Now I still believe that elementary students can be taught responsible use of services such as Flickr but I don’t choose to put my energies into that battle just yet. I have students who have places to go, blogging to do, and many exciting things to learn. So I want to give credit to Christine for letting me use her wonderful Flickr photographs on the wiki. We had a grand impromptu lesson today. I shared this in an email to Christine.  I’ll share that part with you:

I love your pictures and it was so much fun browsing through the wiki
today with the students. Ooooohs and ahhhhhhs for all I think except the
mushrooms - dead silence for a moment there.  I wish you could have seen
their faces. The assignment for today was as listed on the wiki. They
are to be creative and simply write a story. I had them choose a photo
number - first come, first serve. The teachers were enchanted with the
pictures. I told the children that I had a good friend from Scotland who
was letting me use these pictures in this manner. I then asked if they
knew where Scotland was located. One lad raised his hand and said in
Asia. I shuddered but not visibly. I had two up at the globe and our
world map and finally they located Scotland and I asked them to give me
more info - one said it’s in London. Another invisible shudder from me.
My, some days I know my work is cut out for me but we had fun and they
finally got to the fact that it was part of the UK. I do love this type
of learning because they will remember the moment today - your pictures
sparked an interest and I will follow up with more info for them.
Perhaps we can extend on this learning later after they do some writing.
I see lots of possiblities here but first will see how they do with the
first writing. They will bring either jot notes or something written to
blog about in class next week. They have that choice. They will insert
their picture to go with their creative writing. I also asked them if
they could make any connections to what they are currently learning
(from the photo). That’s a leap they are not ready for yet but I am
planting seeds. 

Next week the students will be writing their stories. I can’t wait to see them. Remember that I am Mrs. C on that blog. If you want to see what they’ve been up to head over to Blogical Minds and leave a comment or two.

Just imagine what we can accomplish when we put our minds to it. Remember, turn those obstacles into opportunities! Small victories can grow into big ones!

I’m headed over to the “Obstacles to Opportunities” wiki to add Terry Freedman’s wonderful resource from the K12 Online Conference 2006. His pdf and podcast of “Overcoming Obstacles: Selling Web 2.0 to Senior Management is a step-by-step process that will be extremely helpful. In his description of his presentation he lists the following knowledge points that delegates will be provided:

- The seven general principles of presenting new ideas
- Objection analysis
- The four main areas of concern usually expressed, and how to deal with them.
- Seven proactive things you can do to get the management (or other influential people) on your side.
- Four reasons why a supportive management is not always a good thing.
- Four tactics to get a supportive administration or leadership team working with you rather than against you.
- Three things to do if blogging etc has already been banned.

Then his 7 proactive things you can do to enlist the support of senior managment:

1. research
2. help your colleagues
3. objection analysis
4. make the school’s issues your issues
5. plan a pilot
6. keep ‘em informed
7. get ‘em involved

Be sure to read the brief descriptions on his paper behind each of these proactive points. Now I have just highlighted a few parts of his excellent resource. You need to read the whole thing.

I especially liked the discussion he had with his wife where possible objections and answers to objections from senior management were the focus of the conversation. They got to the quick but at the same time it felt warm and comfortable. It felt possible. I felt like I had entered a friend’s kitchen and listened to delightful conversation that helped me work out some possible solutions. You know in this wonderful world of learning online we get to be a part of so many different types of conversations. It continues to amaze me.

It was nice this weekend to take the time to listen to one presentation and just take the time to really reflect. Thanks Terry for sharing such a great resource.

I look forward to more pleasant learning trips through the treasures nestled in the K12 Online 2006 blog!

On another note, please be sure to add your thoughts, resources, post links to the Obstacles to Opportunities wiki. Remember the password is o2o (think “obstacles 2 opportunities.”) And if you have turned an obstacle into an opportunity be sure to share so we can all celebrate!

My mind is filled with so many thoughts that it is close to total anarchy! Overload, but oh what a good overload! Are many of you feeling the same? I have hardly begun to scratch the surface of all the great presentations.

I am also totally immersed in my research which requires constant attention and care. The kids are amazing and we are beginning to take off in ways that are really, really good. But I can’t stay away from the great conversations going on about the conference.

I’ll think…… I have to post about this, this is incredible. Then I’lll think……. this is top notch. I need to share with others what I learned here. I love reading the comments about what people have thought about as a result of reflecting about a particular part in this conference. but each time I start to blog I am pulled away to read more and learn more and my brain has way too much in it right now that I have to just pause….
I also know that Darren, Sheryl, Wes and Lani must be close to total exhaustion because they have been going non-stop and they are not at the finish line yet. But they are due first class accolades because this conference is going to have such lasting effects. The quality, the authenticity, and well it really is of, by, and for the people who are truly trying to make a difference in the lives of their students. Wow!
I thought I would post a few thoughts and please know I’m going to miss some important parts because I have not been able to enjoy each piece in the manner it deserves but I will post more later so here goes……

• It is much too early to really see the conversations that will continue as a result of this conference. It really has just begun…..
• If you have not listened to the K12online Shanghai LAN party podcast #5, put it on your list. Here’s a comment I made about it on Jeff’s blog:
  These conversations are outstanding and I really am impressed with your total honesty and your willingness to share your thoughts, ideas and your fears. I still have many of those fears to this day but I can tell you that the rewards for myself personally and professionally make me push those fears to the side. You all have captured some conversations that will be so meaningful to others. Yes Jeff, as you say there is great professional power in this social network and you know I think we are just at the threshold of the power to come. I am so thankful to be a part of this community. I so hope all of you will keep your voices in the mix. We need them.
• Julie Lindsay is doing a great job giving us summaries of various presentations and that has been so very, very helpful. Her observations and thoughts are so thorough and meaningful. It is great to have these snapshots that let you get there through another’s eyes. Thanks, Julie!
• I’ve wondered if you can get a cold from someone online. I think I have Bud to blame for a non-stop cold and hacking cough that has knocked me for a loop. Just kidding Bud, but you have to read his Friday Night Twilight where he talks about not being able to sleep because he can’t stop thinking about ways to tell the new story in school. I know a lot of us are doing that now.
• That leads me to my next observation that all of this good stuff is going to take some time to digest, assimilate, and then discuss. We really are on the edge, I think, of some good changes. Yes, we are going to continue having our ups and downs but we are making progress and this conference is going to make a big difference.
• I am fascinated by all that is going on with this conference. It does not fit into a neat little box that we are accustomed to.  It is much too early to truly evaluate it. I know we will try but for myself I need more time to sift through all that has been presented, conversations that occur as a result, and then I need to step back and  do some more thinking.
• We’re in a new arena, a new spot where all the traditional rules don’t necessarily apply.
• I find early criticism of this puzzling because we haven’t even had the time to step back, take a look, and learn.
• I again want to thank all the conference organizers who are the trail blazers in a new journey that is going to bring forth much thinking and learning. My hat is off to you all. Talk about making a difference……..

More later!

I received this interesting comment from someone named Peter in reference to a post I made about challenging high-stakes testing back in March 2006.  I think the comment is worth repeating here. It gives us more to think about on this issue. Peter had no link and I have not seen this research before. Does anyone know where it might be located?

The Issue of High Stakes Testing
High stakes testing has officially become a virus to the American educational community. While standardized testing was once simply an indicator of individuals’ and schools’ overall levels of performance, it has now become a life or death issue for both parties, preventing individuals from progressing educationally and, in some cases, causing funding for lagging schools to be discontinued completely. The effects of such tests are easily visible inside of the classroom, as the immense consequences that come with these tests both prevent teachers from effectively educating their students and have overwhelmingly negative psychological effects on the children being subjected to them. The effects of these tests are also beginning to become more visible outside of the classroom, in the “real world”, as they clearly discourage social mobility by preventing those in the lower ranks of society from bettering their socioeconomic status.
The massive amount of emphasis that teachers are forced to place on material covered by high stakes tests leaves them with little time to instruct their students in many essential aspects of education that do not happen to appear on the tests. In High Stakes: Poverty, Testng, and Failure In American Schools, a depiction of a year spent teaching in a poor Louisiana school (one which is legally required to administer high stakes tests), David and Bonnie Johnson illustrate the manner in which they are required to “teach to the test” by directly following the instructions that they, as well as the rest of the elementary school staff, received at the beginning of the school year: “You must teach to mastery all the objectives that will be tested on the LEAP and Iowa tests [the high stakes tests administered in this school district]. Skip the others until after the tests next March. We have no time to teach fluff” (Johnson & Johnson 30). The Johnsons then go on to illustrate the negative effects that “teaching to the test” has on the education of their pupils. For example, due to the fact that teachers are forced to focus on syllabication rather than reading comprehension, the Johnson’s pupils are oftentimes able to pronounce words, but not understand them: “They can pronounce the word ‘harp’, but they have no idea what the word means” (Johnson & Johnson 72). The Johnsons sum up their frustration with their inability to truly educate their pupils by stating: “It has become clear even to the most optimistic that school is no longer for education. Schools are now test prep centers, and woe be to those who don’t do enough prepping” (Johnson &Johnson 31).
It has become increasingly clear that high-stakes testing plays a large role in preventing students from the lower classes from using education as a way to improve their socioeconomic situations. To begin with, the expectations that these tests have of students is inherently slanted against students of the lower classes:
Children who have been in programs like those offered by the “Baby Ivies” since the age of two have, by now, received the benefits of six or seven years of education, nearly twice as many as the children who have been denied these opportunities; yet all are required to take, and will be measured by, the same examinations” (Kozol 46).
In other words, middle and upper class children are able to approach these examinations with a great deal of knowledge that lower class children, held to the same standards, do not possess. Lower class children are therefore put at a great disadvantage, and are therefore much more likely to fail the test. While this clearly prevents many of them from progressing to the next grade, failing the test also carries a number of other likely consequences. For example, in Silenced Voices and Extraordinary Conversations, an examination of lower-class students, Michelle Fine and Lois Weis mention that:
The proliferation of increased high-stakes testing means that more students will leave high school without a diploma, at just the moment when the presence of a high school diploma is a critical economic litmus test separating the haves from the have nots. While the origins of the ‘standards movement’ may have been systematic accountability, the consequences… for poor and working-class students are likely to be devastating (Fine & Weis 9).
While it may seem trivial that a child cannot progress a grade while in elementary school, the fact that these tests prevent students that desperately need a degree, oftentimes even deserve one (the authors mention a boy that has a 95 average and a very high ranking in his class who is still at risk of graduating without a diploma due to his failure of high-stakes tests), is a harsh reminder of the terrible amount of power that these standardized tests have over the lives of lower-class American students.
Aside from affecting drastically affecting their futures, high-stakes testing also takes a large psychological toll on American students. For example, Daniel and Bonnie Johnson describe the psychological torment that they witnessed in their third and fourth grade classrooms on the day that the tests were administered: “As the children begin the first timed test, Kelvin vomits in his hands and runs to the bathroom…Gerard takes one look at the first section and begins to cry” (Johnson & Johnson 137). Clearly such behavior is a result of the anxiety that the students feel upon facing such a deterministic challenge. Later on in the book, they quote a “veteran fourth grade teacher” as saying: “High-Stakes testing is putting an unprecedented form of pressure on districts, teachers, and students. When we have to hire extra janitorial staff on high-stakes testing days to clean up the vomit, we know that things are getting ridiculous” (Johnson & Johnson 224). While this kind of anxiety may be condoned in college-bound seniors facing the SAT for the first time, the fact that third and fourth graders are forced to face this kind of mental trauma is nothing short of absurd.
High-stakes tests are much more than a waste of a few hours that could be put to better use in the classroom; they are a socially oppressive, mentally traumatic force that is increasingly being unleashed upon American students. Unfortunately, the vast majority of our society is currently unaware of the issue, and it is therefore being allowed to worsen by the day. I ask anyone reading this to please make some sort of effort, be it through a letter, a donation, etc. to put an end to what is quickly becoming one of the most prevalent social injustices in modern American society. 

This post is in response to a plea from a teacher who needs help presenting her case to a committee. See my previous post. She wants to show the power of blogs in education. Here are some concrete examples I could give to help her plead her case:

My first blogging project was with fourth and fifth graders at J. H. House Elementary School in Conyers, GA. I used current events with a group of fourth and fifth graders as a springboard to teach critical thinking skills and media awareness, and to make connections with the school’s curriculum objectives. It was featured on Intel’s Innovation Odyssey, A Place to Be Heard.  See the class blog, NewsQuest , which has links to student blogs.

My second blogging project was with fifth grade elementary students from J. H. House Elementary School in Conyers, Georgia, who engaged in an educational blogging project titled Thinking and Writing Wrinkles.You will see links to the student blogs on the class blog. I found that blogging for an authentic audience motivated them to write. The project’s goals were to facilitate the process by which ESL (English as a Second Language) students develop their communicative language skills and to provide students of different ethnic backgrounds the opportunity to learn much from each other. My underlying premise was that blogs could be used as an effective tool to foster cooperative learning between native English-speaking students and ESL and provide opportunities for increased social, academic, and technological participation. In addition, I felt that the native English-speaking students could also enhance their language skills and have the opportunity to practice helping others with skills they had already internalized. Finally, I was sure that participation in cooperative learning experiences would improve language achievement and interaction between the two groups of students. Blogging did all that and more! The culminating project for the year was an ABC Blook on Blogs which students wrote and illustrated. It is good proof of the learning that occurred. 

The next project at the same elementary school was built around the goal encouraging  writing as a meaning-making process and a tool for learning. The core focus for this project, The Write Weblog, was built around the Six Traits of Writing. The fifth graders also commented back and forth with students who were in a technology class for education majors that I was teaching at Georgia State. They posted advice to these students about good teachers. Emphasis was placed on developing student voices. Students began to realize that they had an audience who cared about what they had to say. Writing/blogging began to take on meanings they had not previously experienced. See the end of the year project, The T.A.G. Blogging Machine, which is a powerpoint that illustrates how blogging in the classroom improved their reading, writing, and thinking skills.

There are more detailed descriptions of these and other projects on My Weblogs Projects Page on by blog at You will also find other resources there that may help.

There is another good example of fifth graders blogging  that could be useful for you. Check out Blogical Minds. This is a blog created to explore what happens when 5th graders blog and coverse about literacies in class and beyond.  

The pace of change is rapid and is central to life in the 21st century.  For once, I’d like to see education in the forefront of leading the way in helping students embrace this rapid change.  Our students are going to experience even more rapid change.  The ability to read, write, and keep up with this is of paramount importance. They need to be involved with a global audience.  A good education does not necessarily measure up by just test scores. Students need lots of practice engaging in exciting, collaborative learning activities where they have to discuss, think, contribute, read, and write.  Blogs offer  a place to foster this type of engaging activities

• Weblogs make students feel like they have some control over their work, a choice. Every time I talked about them it came through loud and clear that they liked having a choice about what they wrote. Blogs help with this aspect of writing.
• They like giving their opinions and can learn to back up those opinions with good data and thoughts. The wide audience they have available makes a difference. It gives us an audience much wider than our classrooms
• Weblogs have given me a chance to build a learning community where I am on the same footing as my students. We write together. We talk about it being hard work. We share things that work. We learn to disagree in agreeable ways. it provides ownership
• Weblogs let me enter the students’ world and get a clearer view of what they are thinking, what matters to them, to understand them.  You see strengths, weaknesses, needs in a unique way. Your teaching improves. Their learning improves.
• Weblogs give students a voice that matters to them. It also empowers many voices, not just a few.
• Blogging uniquely organizes the brain. The dialogue of blogs forces clarity of thought. It’s up to us as teachers to set the stage for this learning environment. We are in a new type of learning and writing space that reaches out beyond our classroom walls. We need to have our voices  heard along with our students.

See this post, A Call for Help to the Blogosphere, from Tracy Fowler. On November 13th she will be making a presentation to her district’s Software Review Committee in defense of blogging technology. Right now all blog sites are blocked by their filters. She has gotten her goals together and is ready to present her case but is asking for help on demonstrating HOW blogging creates a community of learners. She has a fifth grade class. I am compiling a list of resources to help her that I will post shortly.  I see that Mark and Miguel are also hard at work. This can be the start of a compiled resource of links for us to continue to rally to the cause. Can you help?