Kaider's (Point) of View

When Kaider shares his success story of incorporating technology into the classroom, particularly IMovie, he reminds us that technology is the tool to telling stories but not the story itself. I think it is important to remind your students that they do need a good story before they can just begin filming. Also, I think it was a smart idea for Kaider to use this approach to literature early on. He automatically engages students in their own stories. If we do not expect students to tell their own stories, how will they ever appreciate someone else's story? Limited technology in the classroom is a problem, but I loved how Kaider introduces the idea of using dispovable camaras and just taking turns with the digital camara. There is so much that students can do with images that are important to them. In addition, images will help them to focus their story, reveal a feeling or a moment but not tell "their life story." What a great way to gain the students respect--by making the assignment about them. Also, I couldn't believe that teachers cover their doors with construction paper to keep people from entering their class. My guess would be that those teachers also did not like to be a part of disscussing and conversing with their class, but Kaider's idea of having a picture of a door on his door let students know that his classroom was about interpretating and questioning, that he wasn't just going to let them sit there. The article's called Personal Narrative and Digital Storytelling. Check it out. It's worth the read!

Frustrations with Mac verses PC

Just thought I'd take a moment to vent about PC's and Mac's not being compatable. IMovie and GarageBand would not be difficult in the slightest if these programs were run by both PC's and Mac's. But having a PC at home, when you need a Mac to run programs for class slows down the process considerably. I have yet to feel like I was able to create anything I love because I'm always rushing around library schedules, class conflicts, and my commute. If, however I could use the computers interchangably, that would be simplier, the time constraints would not be so bad, and I'd get more/better work done. With that being said... I strongly encourage anyone who continues to bridge the gap between these two computer types. I will be your number one customer, and you will be saving others some considerable frustrations. Thanks!

First experience filming

My Technology in the Classroom assignment is to create an IMovie. The use of a camcorder is very foreign to me. I have never filmed anything before, never recorded, I didn't even know which size tape would fit into the camcorder...thus it took me two different trips to the store to buy the correct tape before I could even begin! Also I was somewhat dissapointed that I had to hold it right handed... but at least I'm accustom to that challenge! So Monday morning I reported to Otselic Valley Central School to shoot some footage. The difficulties I ran into included parent permission of participating students, and keeping the camara steady. The tripod that I brought would not fit well in the section of the classroom I was filming and I was limited because only half of the class could be filmed. Nonetheless, I feel that I was able to capture Miss. Blakes presence in the classroom. I decided to do a short documentary on Miss Mary Helen Blake (my former art teacher) because she is the foundation at Otselic Valley. Students have her from kindergarten all the way till they graduate, she has worked at OV for 27 years, and thus has even taught many of the students' parents. Her warm personality and likeable feature is something that as teachers we should stride to attain! We've been talking in class about how the community and the education system work best together. Not only is Miss Blake the backbone of education at OV, not only is she a active community member there, helping with all of the school plays, but she also resides in Cortland, NY. So I thought it passed due that she gets some recognition and the praise she so deserves!

A WHOLE new mind

Daniel H. Pink's A Whole New Mind shows us the physical attributes of each side of the brain, how each functions and how they are co-dependent opon one another. Being left handed, I had often heard the phrase "Only left-handed people are in their right mind." Pink re-affirms this fun fact in the first section of A Whole New Mind. After reading the introduction, my initial reaction was, "Oh great a different person presenting the same ideas on how the world is changing and we need to change with it." Although I agree with this idea, my assumptions of Pink addressing the same issues as Friedman or Alverman was definitly wrong. It is interesting to me that the shift from a Left-side dominance to a Right-side dominance is underway. As the world becomes larger and more people begin to contribute it makes since that our more objective emotions and critical thinking would be needed. Pink shares, "Our broader culture tends to prize L-Directed Thinking more hightly than its counterpart, taking the approach more seriously and viewing the alternative as useful but secondary" (27); I agree with Pink's observation and think that this idea could best be applied in the classroom. Just as Friedman discusses about a changing world, the classroom structure needs to change to... from a one direct-teaching strategy to a more collaborative team learning.
Incorporating the thinking of right side of the brain more will be benificial in the classroom as it is often said that students favor one method of learning. However, one thing that Pink leaves out, and the Professor Reid in the ENG 506 blog has pointed too, is that the physiological brain structure and how it works is not nearly as important as what it's working on. As teachers our job is to develop learning, students are already equipt with the necessary tool. Being more consciensious and flexable in regards to the teaching style technique however, is an important concept to gain from the first section of Pink's book.

Global Introspective

In The World is Flat, chapter 10, Friedman says that men who are culturally brought up to believe that women are inferior are at a disadvantage because they feel "entitled" to success, power, etc (413). Indeed I think that men with these strong ideologies are setting themselves up for disadvantage, especially in a flat world. Competition is on the rise globally and denying half of a countries' population involvement will give them a fighting odds of one verses two, that I would argue will be even more detremental because the Under-Developed-Countries are starting out disadvantaged already. Clearly any feeling of entitlement for work will be mowed over by people in China, India etc. that are willing to work hard for better lives.
Still, as I read Friedman's words, "It builds in them a sense of entitlement that discourages what it takes to improve, to advance, and to achieve," America ran through my mind immediately. I think Americans need to be careful. As the world power, it is easy to assume that we are entitled to certain luxuries because those luxeries have always been attainable in our lives. In my opinion, many Americans growing up in today's generation feel "entitled" -- entitled to maintain their comfortable living status not because they are male... but because they are American. I look forward to being proved wrong on this point, and I hope that I am.

Response to Friedman's Chapter 5 (the affected)

I think Thomas Friedman’s chapter five, America and Free Trade teeters on the idea that many Americans are afraid. While a flat world might not affect America as a successful, powerful country, it does affect the individual directly. Friedman tries to calm some of the fears that Americans have in this chapter by saying passages such as, “you can be sure that new knowledge jobs will open up at decent wages for anyone who keeps up his or her skills” (265). I believe Friedman is exactly right; a global market will only make room for more and more inventions, specialized companies, and incoming jobs as others become obsolete. The problem is people who are “keeping up on their skills” are not the ones primarily concerned. The real problem here is the comforts that Americans have become accustom to. Many families have made a comfortable standard of living for themselves on labor jobs and they do not want the competition of other people who are willing to do the same jobs as them for less money.
Friedman states, “Some American knowledge workers may be affected in the transition, but the effects will not be permanent” (265). When you take on the point of view of an entire country, yes the small amount of who will lose their jobs in the transition is not of great concern. But for them, of course losing their jobs and way of life will be a huge concern. Again, I work with people who are very comfortable with their factory pay and routine job responsibilities. I can’t imagine Friedman looking at them and saying, “Do not worry, you are only the few who will lose their job, others are flourishing.” I realize this is an exaggeration, and I believe that Friedman does not speak directly to these people because ultimately their fate lies in their own hands. “In order to maintain or improve their living standards, they will have to move vertically not horizontally. They will have to upgrade their education and upgrade their knowledge skills so that they can occupy one of the new jobs” (267). I suppose that I just hope they are aware and ready to take on these new challenges, and I fear they are not.
Also, Friedman presents the idea that “the pie keeps growing” (267) that our wants and needs are expanding and will continue to expand, opening new jobs in the future. Maybe so but I wonder when the expanding pie stops. I find it difficult to imagine it is ongoing. Does it stop when natural resources are gone or when our population is too large? These environmental issues echoed in my ear as I read on. Sure, the social benefits now are noticeable and wonderful, but where is the limit.
Perhaps I too have a limited imagination as Friedman says, “the only limiting factor is human imagination” (267). I respect Friedman very much as an author and this novel has allowed me to question things that I would not have questioned before but I am curious to hear what others have to say on this topic! What issues came up for you?

Technology's place in the classroom

Before reading Thomas L. Friedman's The World is Flat, I'm afraid I was one of the 'clueless' people he describes. The internet for me has been a valuable tool, but this is my first attempt to contribute information on the internet. I currently work in an international factory as I put myself through college. The company has plants in Germany, China, Australia and the U.S. (to name a few), and I have heard the terms "outsourcing" and "offshoring" before. I have seen the company's employees change from an almost all caucasian american background to a mix of nationalities, including Indian, Cuban, Bolivian, Samalian,Vietnamese, and Thai. How does this relate to teaching you might ask? As teachers in this rapidly growing global society, we have to prepare our students to be more competative and to use the sources the internet provides. If we fail to use these new technologies to benefit the classroom, we are not properly preparing students for their futures.

Friedman states, "The great challenge of our time will be to absorb these changes in ways that do not overwhelm people or leave them behind" (49). Within the last two years I have seen the anxiousness in my fellow employees that comes from being overwhelmed rise. I believe Friedman's concern is valid. The next generation of students are growing up with the internet. It will not be a "nice new tool for them" but a way of life.Emailing, blogging and setting up websites for our classrooms is now essential. I am still struggling with this realization however. Prior to reading The World is Flat I had not payed close attention to how the internet will be integrated into the classroom and now I'm just realizing what an impact it has made for the future job market, for our students.