Chapter 12: It seems only logical that if teaching has changed so much because of technology, that evaluation must too. This chapter seems to discuss the same theme in the other chapters that teaching is no longer as much about content as it is about "process skills", particularly with the "mass amateurization" that now exists. The challenge presented to teachers now is how to develop evaluation techniques that properly evaluate this set of skills, including finding out which multimedia technologies may be used to assist.
Chapter 13: This chapter I'm sure was designed to bring the theme back around to balance and I think it does a really good job. After having spent so many chapters on how teachers need to adapt and how technology has moved teachers off of the stage, this chapter creates a new value for the teacher--that of being a guiding force in order to ensure balance and stepping up to that position of leadership.
Chapter 11 This chapter explained that the world is molding people into becoming visual learners more so than ever before. There have been inventions in the last hundred years that has changed the way people obtain information. Television, cameras, video cameras, and the web have all created a world that provides information in a visual manner. With the amount of information available it is impossible to read everything, so therefor people are getting their information in a visual manner. This is a quicker process to obtain information. Traditional reading is declining to the world of instant visual information. It is the teachers’ job to instill a love for reading in all children. Chapter 12 How students are evaluated determine how teachers teach. With this change we are seeing there has to be a change in evaluation, because the way teachers are teaching is changing. The process skills discussed in Chapter 7 are tools students need to be successful in the world they live in. Since the skills to be successful have changed, the assessments have to change. The only way this is going to happen is if those in education take a look and understand the change that is happening right in front of them. Chapter 13 With the world changing the leaders in education have to lead the way for change in education. Once educators immerse themselves in this new world they can then effectively lead their students into this world in an effective manner. Balance is key to the success of this new world. Finding that is going to be important in leading children into navigating this world they live.
Chapter 11: This chapter on the importance of visual learning reminds me of the progress we have made in communication. Over time there has been numerous ways to communicate with someone when one cannot physically (visually) communicate. We went from telegraph to the postal service to electronic mail. Now, interestingly enough, electronic communication is going widely visual. Our students are starting to use video conference tools such as "Skype" to communicate with their family and friends as if the conversation were taking place in one physical location. It is so important that we, as teachers, appeal to this need for visualization while planning our lessons. Our students should definitely be taught visually!
Chapter 12: Evaluation must always be based on what students have been taught and must demonstrate what they can actually do or have learned. If students did not learn a concept, it was not taught properly or in a way that appeals to a generation of digital learners. However, if an evaluation does not adequately assess student learning then it must be replaced. Our teaching methods and methods of evaluation must be rethought if necessary.
Chapter 13: If what we have learned from our text and this class is to be utilized, we must become leaders in our classrooms, our schools, and our communities! This is the only way that others from our generation will learn to understand and cater to the new learning styles of the digital generation!!!
The author mentions that the age group of young adults age 18-35 have quickly become the group least likely to read. What is this based on? Book sales? This is probably the busiest age group with college, new jobs, and new families. Reading full texts that are actually bought or borrowed from the library has almost become obsolete. When reading to learn, youtube, podcasts, and blogs designed specifically for the topic of interest eliminate the need to read at length. I have always been a magazine junkie- I love to hold it in my hand and make the pages ratty because I look at the pictures and reread the articles, but as much as I love magazines in print, I do understand that even this is quickly becoming irrelevant. This textbook is the first book I have ever purchased as a digital copy. While this is where most publications are headed, there is something I missed about being able to hold the book, turn the pages, highlight or mark on the pages with an actual highlighter that can’t be replicated with a digital copy.
chapter 12
This chapter seemed to repeat some of the information from earlier chapters. Again my question is how can an individual teacher make these changes in the classroom unless policy and standards change? I can see the implementation on a smaller scale, but overall, it is the decision makers who need to see the impact these small changes are making in individual classrooms and make policy changes that reflect this.
chapter 13
Just like with anything else in life, balance is key. In order to keep technology in the classroom in perspective, there are times when it is necessary to turn off the digital tools (or at least the overly interactive, social ones) and simply grab a book or discuss a problem with a partner. Sometimes I am thankful that many of the current features of technology had not become popular until after I graduated High School. I can’t imagine how difficult High School is socially for students with the prevalence of Facebook and text and picture messages. While I am glad I did not have to deal with the drama caused by those things as a student, as a future teacher, I know that they are not going away and to be effective in the classroom, those technologies are going to have to be included in a positive way.
I thought this book is very insightful and offered a lot of information on the shift to a new way of thinking and teaching. I felt at times though that the book should have been geared to policy makers and administration for a change to occur. From a teaching perspective, I would have liked to seen more examples of how to implement the suggestions the authors offered.
Chapter 11 Teachers Must Teach Students Visually Education has been built on the foundation that learning is based on the ability to read and write. This foundation has been in place since the very first teachers have been teaching. Today that is the same thought on most of our learning. Those skills are still very vital to learning but this chapter sheds great light on the fact that we are now teaching in a completely different world which is based on visual content. I think about my children and how much I have to make them read. They enjoy it once they get into a book, but making them sit down to chapters and chapters of text is somewhat overwhelming to them. Usually the first thing they do is look to see how many pages are in the book, how large the text is, how long the chapters are, and if there are any pictures in the book. They just don’t enjoy it!!!! This is so frustrating to me as an educator and as someone who loves to read. This chapter made me realize their brains just haven’t been trained to stay with a story or an idea to fully develop the plot and interest. I look at them engaged on their computers, I touches, and Ipads for hours. These gadgets have trained their minds toward a visual way of learning. So when a book is put in front of them, and they are made to read as a requirement, it becomes just another chore! We have to change our instruction to meet their needs and fully be able to connect with them. We must accept the students as they come to us with a developed ability to process visual context much more effectively than just text. We can no longer ignore this new language they come to us with and we must be prepared to make them more proficient in teaching them how to communicate and construct in the visual manner they are accustomed.
I believe this will hands down be the most difficult piece of this movement. We have been evaluating students in the same manner since I was in elementary school and long even before then. Thinking about how much our society has changed is overwhelming, and to think we are still using the same standardized tests to evaluate student’s academic success as well as teacher’s performance is crazy. We have been taught to use higher level thinking skills and performance based instruction, but our tests are still mainly evaluating recall information. As educators we have to completely revamp our thoughts on evaluation. We have to develop a whole new way of evaluating their multimedia communication skills. This will be difficult due to the fact that let’s say as classroom educators we are able to make this transition, and we are using performance rubrics to evaluate our students. Then the week before SATs arrives, and we cram in some bubble in worksheets to prepare for the state and national tests. This doesn’t make sense. This completely sends a mixed message to our students. What’s important?? We have to change across the board, and honestly this is going to take a very long time and money.
I think your school is the perfect example of the right kind of leadership. I look at Trace Crossings, and I see an environment where teachers are encouraged to take risks and try new things. This would not be happening if your principal was not providing this atmosphere. The environment is set from the top level and penetrates down through the team leaders, classroom teachers, and ultimately the students. This environment produces a sense of ownership in what is being taught and learned. I have certainly seen the opposite at many other schools. The leadership is one of all authority, and they are scared to death of change and risks. Teachers and students feel that there is no say in what is learned or taught. Ultimately teachers are constantly looking over their shoulders making sure they don’t step out of line and are able to hold on their jobs. How do we get the appropriate leadership to facilitate this change in education???? I guess one teacher, one principal, and one student at a time. It seems so overwhelming to accomplish this goal without the state, system, and ultimately the school leadership on board.
In Chapter 11, Jukes states that people are “reading less and they are reading differently.” He does not condemn the teaching of reading and writing in schools. He feels, however, that the techniques of teaching reading and writing must change as the world has changed. Reading and writing teaches a student communication skills, cognitive thinking skills, complex thinking skills, and logical thinking skills.
Juke discusses the changes that have taken place in the last 60 years, starting with the invention of television. We have become a more “visual” society, relying on the televised news more than the written newspaper. Cameras and photography have enable pictures to be taken and released to the public at light speed. Podcasts and videos have provided a new means of meeting, lecturing, demonstrating, and entertaining. The Internet has become a powerful tool in communicating and has resulted in an explosion of information available to any and every person.
Juke identifies three types of reading: 1) functional reading, 2) reading for enlightenment and enrichment, and 3) reading for entertainment and leisure. “Functional reading has been significantly influenced by the shift to visual communication.” Words and text have been replaced, in many cases, by icons and symbols. For many people, the Internet is the first source for information, where color, icons, photos and animation are liberally used. Reading for enlightenment has also been greatly affected by the shift. Readers accustomed to short, abbreviated text, tend to “skim and scan”, for important highlights or main ideas.
In conclusion, Jukes says that teachers must reinforce a love for literature and writing. He discusses that teachers need to teach students visually while covering the material in our course. He also feels that teachers need to teach students how to construct effective visual communication.
Chapter 12-Teachers Must Re-Evaluate Evaluation
In Chapter 12, Jukes discusses what teachers teach and what students learn is directly related to evaluation. “The value of things determines what a person focuses on and how much effort they are willing to put into getting it. It is true for students when they decide what to focus on when they learn and it is true for teachers when they determine what their instruction will focus on.” Evaluation, instruction and learning must be viewed as one interwoven element of a student’s education. If change of instruction is to take place, then change of evaluation must accompany. Jukes outlines five process skills that will have a significant impact on evaluation: solution fluency, information fluency, collaboration fluency, creativity fluency, and media fluency. Process skills are the most important skills a student can learn. Process skills are difficult to assess using traditional evaluation tools, and may need additional effort from the instructor. Expressions of learning must change, as well. Web sites, wikis, podcasts, mashups, videos and blogs all offer alternative methods for evaluation.
Chapter 13- A Need For Leadership
In order to keep the digital generation of students engaged, leadership in education is needed to make this shift in instruction. This will mean “upsetting the status quo” or going against a long-standing belief in the traditional means of educating our students. New methods of instruction, incorporating technology, critical thinking, and collaboration, must be used to give value and relevance to the content that is being shared. Students will also need a “break” from the technology to develop nondigital skills, thus creating a well-balanced individual.
Chapter 11 This chapter explains how the digital inventions leading up to the Web and including the Web have shifted communication away from text and transitioned to visual communication. The hope is that teachers will get on board and learn how to integrate this type of means of communication not only to engage the learners but to equip them with the skills needed. The text highlights the fact that reading all together has changed. People, including myself have less opportunity to read for leisure of which the web and information anxiety could be to blame for that. Like this chapter says, there is so much information that we are constantly trying to keep up with updated information, whether it is for work, or body and health reasons, the information is so easily accessible and constantly updated that all other things are put to the wayside simply because time is scarce. The big question is how do educators create a way to bring back a love for literatures in their students when everything we know has become visual and has moved away from text?
Chapter 12 This chapter illustrates the vicious cycle that educators are trapped in when it comes to evaluation and teaching higher level thinking skills. According to the text, assessments have remained the same while the world around us is constantly changing. Teachers feel pressure to prepare the students for the outdated tests spending valuable time and sending the wrong message to the students. Time is being misued and less time spent equipping the students with the necessary skills to succeed in the 21st century. This viscious cycle can only end once policy makers, and educators re-evaluate the assessments and re-structuring them to meet 21st century times.
Chapter 13 While change can be uncomfortable, it can bring endless rewards. Teacher can no longer wait for change to happen from the top down. To prevent from falling dangerously out of touch with their students and the digital world, it is imperative that teachers choose to engage in their students digital world, not only to find ways to communicate with them but to find more effective ways to prepare and equip them with higher level thinking skills that will help them succeed as adults.
Chapter 12: It seems only logical that if teaching has changed so much because of technology, that evaluation must too. This chapter seems to discuss the same theme in the other chapters that teaching is no longer as much about content as it is about "process skills", particularly with the "mass amateurization" that now exists. The challenge presented to teachers now is how to develop evaluation techniques that properly evaluate this set of skills, including finding out which multimedia technologies may be used to assist.
ReplyDeleteChapter 13: This chapter I'm sure was designed to bring the theme back around to balance and I think it does a really good job. After having spent so many chapters on how teachers need to adapt and how technology has moved teachers off of the stage, this chapter creates a new value for the teacher--that of being a guiding force in order to ensure balance and stepping up to that position of leadership.
Chapter 11
ReplyDeleteThis chapter explained that the world is molding people into becoming visual learners more so than ever before. There have been inventions in the last hundred years that has changed the way people obtain information. Television, cameras, video cameras, and the web have all created a world that provides information in a visual manner. With the amount of information available it is impossible to read everything, so therefor people are getting their information in a visual manner. This is a quicker process to obtain information.
Traditional reading is declining to the world of instant visual information. It is the teachers’ job to instill a love for reading in all children.
Chapter 12
How students are evaluated determine how teachers teach. With this change we are seeing there has to be a change in evaluation, because the way teachers are teaching is changing. The process skills discussed in Chapter 7 are tools students need to be successful in the world they live in. Since the skills to be successful have changed, the assessments have to change. The only way this is going to happen is if those in education take a look and understand the change that is happening right in front of them.
Chapter 13
With the world changing the leaders in education have to lead the way for change in education. Once educators immerse themselves in this new world they can then effectively lead their students into this world in an effective manner. Balance is key to the success of this new world. Finding that is going to be important in leading children into navigating this world they live.
Chapter 11:
ReplyDeleteThis chapter on the importance of visual learning reminds me of the progress we have made in communication. Over time there has been numerous ways to communicate with someone when one cannot physically (visually) communicate. We went from telegraph to the postal service to electronic mail. Now, interestingly enough, electronic communication is going widely visual. Our students are starting to use video conference tools such as "Skype" to communicate with their family and friends as if the conversation were taking place in one physical location. It is so important that we, as teachers, appeal to this need for visualization while planning our lessons. Our students should definitely be taught visually!
Chapter 12:
Evaluation must always be based on what students have been taught and must demonstrate what they can actually do or have learned. If students did not learn a concept, it was not taught properly or in a way that appeals to a generation of digital learners. However, if an evaluation does not adequately assess student learning then it must be replaced. Our teaching methods and methods of evaluation must be rethought if necessary.
Chapter 13:
If what we have learned from our text and this class is to be utilized, we must become leaders in our classrooms, our schools, and our communities! This is the only way that others from our generation will learn to understand and cater to the new learning styles of the digital generation!!!
chapter 11
ReplyDeleteThe author mentions that the age group of young adults age 18-35 have quickly become the group least likely to read. What is this based on? Book sales? This is probably the busiest age group with college, new jobs, and new families. Reading full texts that are actually bought or borrowed from the library has almost become obsolete. When reading to learn, youtube, podcasts, and blogs designed specifically for the topic of interest eliminate the need to read at length. I have always been a magazine junkie- I love to hold it in my hand and make the pages ratty because I look at the pictures and reread the articles, but as much as I love magazines in print, I do understand that even this is quickly becoming irrelevant. This textbook is the first book I have ever purchased as a digital copy. While this is where most publications are headed, there is something I missed about being able to hold the book, turn the pages, highlight or mark on the pages with an actual highlighter that can’t be replicated with a digital copy.
chapter 12
This chapter seemed to repeat some of the information from earlier chapters. Again my question is how can an individual teacher make these changes in the classroom unless policy and standards change? I can see the implementation on a smaller scale, but overall, it is the decision makers who need to see the impact these small changes are making in individual classrooms and make policy changes that reflect this.
chapter 13
Just like with anything else in life, balance is key. In order to keep technology in the classroom in perspective, there are times when it is necessary to turn off the digital tools (or at least the overly interactive, social ones) and simply grab a book or discuss a problem with a partner. Sometimes I am thankful that many of the current features of technology had not become popular until after I graduated High School. I can’t imagine how difficult High School is socially for students with the prevalence of Facebook and text and picture messages. While I am glad I did not have to deal with the drama caused by those things as a student, as a future teacher, I know that they are not going away and to be effective in the classroom, those technologies are going to have to be included in a positive way.
I thought this book is very insightful and offered a lot of information on the shift to a new way of thinking and teaching. I felt at times though that the book should have been geared to policy makers and administration for a change to occur. From a teaching perspective, I would have liked to seen more examples of how to implement the suggestions the authors offered.
Chapter 11
ReplyDeleteTeachers Must Teach Students Visually
Education has been built on the foundation that learning is based on the ability to read and write. This foundation has been in place since the very first teachers have been teaching. Today that is the same thought on most of our learning. Those skills are still very vital to learning but this chapter sheds great light on the fact that we are now teaching in a completely different world which is based on visual content.
I think about my children and how much I have to make them read. They enjoy it once they get into a book, but making them sit down to chapters and chapters of text is somewhat overwhelming to them. Usually the first thing they do is look to see how many pages are in the book, how large the text is, how long the chapters are, and if there are any pictures in the book. They just don’t enjoy it!!!! This is so frustrating to me as an educator and as someone who loves to read. This chapter made me realize their brains just haven’t been trained to stay with a story or an idea to fully develop the plot and interest. I look at them engaged on their computers, I touches, and Ipads for hours. These gadgets have trained their minds toward a visual way of learning. So when a book is put in front of them, and they are made to read as a requirement, it becomes just another chore!
We have to change our instruction to meet their needs and fully be able to connect with them. We must accept the students as they come to us with a developed ability to process visual context much more effectively than just text. We can no longer ignore this new language they come to us with and we must be prepared to make them more proficient in teaching them how to communicate and construct in the visual manner they are accustomed.
Melinda Evans
Chapter 12
ReplyDeleteTeachers Must Re-Evaluate Evaluation
I believe this will hands down be the most difficult piece of this movement. We have been evaluating students in the same manner since I was in elementary school and long even before then. Thinking about how much our society has changed is overwhelming, and to think we are still using the same standardized tests to evaluate student’s academic success as well as teacher’s performance is crazy. We have been taught to use higher level thinking skills and performance based instruction, but our tests are still mainly evaluating recall information. As educators we have to completely revamp our thoughts on evaluation. We have to develop a whole new way of evaluating their multimedia communication skills. This will be difficult due to the fact that let’s say as classroom educators we are able to make this transition, and we are using performance rubrics to evaluate our students. Then the week before SATs arrives, and we cram in some bubble in worksheets to prepare for the state and national tests. This doesn’t make sense. This completely sends a mixed message to our students. What’s important?? We have to change across the board, and honestly this is going to take a very long time and money.
Melinda Evans
Chapter 13
ReplyDeleteA Need For Leadership
I think your school is the perfect example of the right kind of leadership. I look at Trace Crossings, and I see an environment where teachers are encouraged to take risks and try new things. This would not be happening if your principal was not providing this atmosphere. The environment is set from the top level and penetrates down through the team leaders, classroom teachers, and ultimately the students. This environment produces a sense of ownership in what is being taught and learned. I have certainly seen the opposite at many other schools. The leadership is one of all authority, and they are scared to death of change and risks. Teachers and students feel that there is no say in what is learned or taught. Ultimately teachers are constantly looking over their shoulders making sure they don’t step out of line and are able to hold on their jobs. How do we get the appropriate leadership to facilitate this change in education???? I guess one teacher, one principal, and one student at a time. It seems so overwhelming to accomplish this goal without the state, system, and ultimately the school leadership on board.
Melinda Evans
Chapter 11- Teachers Must Teach Students Visually
ReplyDeleteIn Chapter 11, Jukes states that people are “reading less and they are reading differently.” He does not condemn the teaching of reading and writing in schools. He feels, however, that the techniques of teaching reading and writing must change as the world has changed. Reading and writing teaches a student communication skills, cognitive thinking skills, complex thinking skills, and logical thinking skills.
Juke discusses the changes that have taken place in the last 60 years, starting with the invention of television. We have become a more “visual” society, relying on the televised news more than the written newspaper. Cameras and photography have enable pictures to be taken and released to the public at light speed. Podcasts and videos have provided a new means of meeting, lecturing, demonstrating, and entertaining. The Internet has become a powerful tool in communicating and has resulted in an explosion of information available to any and every person.
Juke identifies three types of reading: 1) functional reading, 2) reading for enlightenment and enrichment, and 3) reading for entertainment and leisure. “Functional reading has been significantly influenced by the shift to visual communication.” Words and text have been replaced, in many cases, by icons and symbols. For many people, the Internet is the first source for information, where color, icons, photos and animation are liberally used. Reading for enlightenment has also been greatly affected by the shift. Readers accustomed to short, abbreviated text, tend to “skim and scan”, for important highlights or main ideas.
In conclusion, Jukes says that teachers must reinforce a love for literature and writing. He discusses that teachers need to teach students visually while covering the material in our course. He also feels that teachers need to teach students how to construct effective visual communication.
Chapter 12-Teachers Must Re-Evaluate Evaluation
In Chapter 12, Jukes discusses what teachers teach and what students learn is directly related to evaluation. “The value of things determines what a person focuses on and how much effort they are willing to put into getting it. It is true for students when they decide what to focus on when they learn and it is true for teachers when they determine what their instruction will focus on.” Evaluation, instruction and learning must be viewed as one interwoven element of a student’s education. If change of instruction is to take place, then change of evaluation must accompany. Jukes outlines five process skills that will have a significant impact on evaluation: solution fluency, information fluency, collaboration fluency, creativity fluency, and media fluency. Process skills are the most important skills a student can learn. Process skills are difficult to assess using traditional evaluation tools, and may need additional effort from the instructor. Expressions of learning must change, as well. Web sites, wikis, podcasts, mashups, videos and blogs all offer alternative methods for evaluation.
Chapter 13- A Need For Leadership
In order to keep the digital generation of students engaged, leadership in education is needed to make this shift in instruction. This will mean “upsetting the status quo” or going against a long-standing belief in the traditional means of educating our students. New methods of instruction, incorporating technology, critical thinking, and collaboration, must be used to give value and relevance to the content that is being shared. Students will also need a “break” from the technology to develop nondigital skills, thus creating a well-balanced individual.
Chapter 11
ReplyDeleteThis chapter explains how the digital inventions leading up to the Web and including the Web have shifted communication away from text and transitioned to visual communication. The hope is that teachers will get on board and learn how to integrate this type of means of communication not only to engage the learners but to equip them with the skills needed. The text highlights the fact that reading all together has changed. People, including myself have less opportunity to read for leisure of which the web and information anxiety could be to blame for that. Like this chapter says, there is so much information that we are constantly trying to keep up with updated information, whether it is for work, or body and health reasons, the information is so easily accessible and constantly updated that all other things are put to the wayside simply because time is scarce. The big question is how do educators create a way to bring back a love for literatures in their students when everything we know has become visual and has moved away from text?
Kylie Hopper
Chapter 12
ReplyDeleteThis chapter illustrates the vicious cycle that educators are trapped in when it comes to evaluation and teaching higher level thinking skills. According to the text, assessments have remained the same while the world around us is constantly changing. Teachers feel pressure to prepare the students for the outdated tests spending valuable time and sending the wrong message to the students. Time is being misued and less time spent equipping the students with the necessary skills to succeed in the 21st century. This viscious cycle can only end once policy makers, and educators re-evaluate the assessments and re-structuring them to meet 21st century times.
Kylie Hopper
Chapter 13
ReplyDeleteWhile change can be uncomfortable, it can bring endless rewards. Teacher can no longer wait for change to happen from the top down. To prevent from falling dangerously out of touch with their students and the digital world, it is imperative that teachers choose to engage in their students digital world, not only to find ways to communicate with them but to find more effective ways to prepare and equip them with higher level thinking skills that will help them succeed as adults.
Kylie Hopper