tag:blogger.com,1999:blog-82707980592136057042024-03-12T16:09:59.136-07:00Web 2.0 ParentPennyhttp://www.blogger.com/profile/05041207585390016004noreply@blogger.comBlogger38125tag:blogger.com,1999:blog-8270798059213605704.post-56298327614138793252010-10-27T18:06:00.000-07:002010-10-27T20:31:14.543-07:00K-12 Online: Not just for Teachers!<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3AcB5RYgSVNJ8jPrUN9ymCPMog2OmEADK_Dznti4mwCxr0Rym00KmGZxtLftukHD3I5SUgYR-Gmk2NZYlA2yUe-a1ijyM9KAMX-BTmY3ngL7wYvSJDakKuj_2hHX8fNSwFtpBbAVGVFox/s1600/321766569_517dfdbf14_o.jpg"><img style="float: right; margin: 0pt 0pt 10px 10px; cursor: pointer; width: 120px; height: 60px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3AcB5RYgSVNJ8jPrUN9ymCPMog2OmEADK_Dznti4mwCxr0Rym00KmGZxtLftukHD3I5SUgYR-Gmk2NZYlA2yUe-a1ijyM9KAMX-BTmY3ngL7wYvSJDakKuj_2hHX8fNSwFtpBbAVGVFox/s200/321766569_517dfdbf14_o.jpg" alt="" id="BLOGGER_PHOTO_ID_5532930740611541554" border="0" /></a><br />It's that time of year again ... <a href="http://k12onlineconference.org/">K-12 Online</a> conference is in full swing! As I've pointed out on numerous occasions -- I am not a teacher -- nor do I harbour some unfulfilled desire to be a teacher. So the obvious question would be .. Why, as a plain old parent, would I care about K-12 Online? I've only scratched the surface of this years offerings .. but already I have a few "must sees" for parents....<br /><br /><a href="http://www.ourschool.ca/">Lorna Constantini's</a> presentation <a href="http://k12onlineconference.org/?p=628">Digital Parent Engagement: Supporting Student Learning</a> is an obvious place to start. There are lots of great ideas to take back to administration or your child's teacher on how to enhance communication with parents. One service, <a href="http://volunteerspot.com/">Volunteerspot</a>, looks especially interesting. I'd highly recommend it for viewing at your next Parent Council meeting .. I'm sure it will generate lot's of discussion.<br /><br />Your child comes to you wanting help downloading pictures for their Science Report. You head to a few websites but you are just not sure what is legal to download and what isn't. This <a href="http://k12onlineconference.org/?p=626">wonderful presentation</a> by <a href="http://karenblumberg.com/">Karen Blumberg</a> is a great primer on how to find Creative Commons licensed material AND how to use it properly. The need for resources like that isn't just limited to kids Science Reports ... community posters, websites, and even Dad's work presentation may benefit from this primer.<br /><br />My daughter has saved and saved and saved and finally was able to buy an iPod Touch. <a href="http://tonyvincent.net/">Tony Vincent</a>'s presentation on <a href="http://k12onlineconference.org/?p=645">Learning in Hand</a> was perfect for us! Now I have to admit that my eyes glazed over slightly on the rubric section (see I told you I wasn't a teacher) but I was captivated by what students (aka my kids) could produce with a few simple apps. In fact my 5yo and I jumped right in before the older kids even got home from school. I'm sure there was a whole lot of <a href="http://marenworld.posterous.com/created-with-reeldirector-app">learning going on</a> --- but mainly it was just fun! I can't wait to see what my older children will do with these apps on Vacations, Christmas, fieldtrips and other family events.<br /><br />I'll be chatting about <a href="http://ideasandthoughts.org/">Dean Shareski's </a>Keynote with my fellow parents because sharing isn't just <a href="http://k12onlineconference.org/?p=610"> The Moral Imperative</a> for teachers. As parents, community service members, coaches, 4-H leaders, Den Mothers etc. we would all be better off (as would our young charges) if we shared our successes and failures, ideas and resources. One small conversation, one tiny idea, can become huge when we give it wings and release it out into the world.<br /><br />I'm looking forward to exploring K-12 online even further. Looks like there is even more information on <a href="http://k12onlineconference.org/?p=623">Creative Commons materials</a>, GPS and Geocaching (great for birthday parties), <a href="http://k12onlineconference.org/?p=704">Tips on Using Skype</a> and doesn't everyone want to <a href="http://k12onlineconference.org/?p=611">Plan Less and Do More</a>? Fellow parents .. I'd encourage you to watch a few of these presentations .... maybe even invite a teacher. Teachers .. why not invite parents to your LAN viewing parties?<br /><br /><div style="text-align: center;"><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4AkogAPcZXqdKZTm1Sc-1r-2fAxmNBz-o2LREpVLKYk5xi7wYW4XNDdMgGMNr3JG4_CKxEHMaQwopAspmyvAR8pJjq9rrzLk_MAcY_WqmxdeEalbGekbK3eSW-utVj5Ro064ILs9jnzFW/s1600/3011760853_3322a630e7_m.jpg"><img style="display: block; margin: 0px auto 10px; text-align: center; cursor: pointer; width: 200px; height: 133px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4AkogAPcZXqdKZTm1Sc-1r-2fAxmNBz-o2LREpVLKYk5xi7wYW4XNDdMgGMNr3JG4_CKxEHMaQwopAspmyvAR8pJjq9rrzLk_MAcY_WqmxdeEalbGekbK3eSW-utVj5Ro064ILs9jnzFW/s200/3011760853_3322a630e7_m.jpg" alt="" id="BLOGGER_PHOTO_ID_5532932729813738018" border="0" /></a>After all -- we both have kids (aka students) that occupy a large part of our lives.<br /></div><br /><br /><br /><br /><span style="font-size:78%;"><i>Image: <a href="http://www.flickr.com/photos/dkuropatwa/321766569/">k12badge</a>, a Creative Commons <a href="http://creativecommons.org/licenses/by-nc-sa/2.0/deed.en_CA">Attribution Non-Commercial Share-Alike (2.0)</a> image from dkuropatwa's photostream</i><br /><br /><i>Image: <a href="http://www.flickr.com/photos/superkimbo/3011760853/">K12Online LAN Party in Bangkok</a>, a Creative Commons <a href="http://creativecommons.org/licenses/by-nc-sa/2.0/deed.en_CA">Attribution Non-Commercial Share-Alike (2.0)</a> image from superkimbo's photostream</i></span>Pennyhttp://www.blogger.com/profile/05041207585390016004noreply@blogger.com0tag:blogger.com,1999:blog-8270798059213605704.post-1563290096265583312010-09-26T08:09:00.000-07:002010-09-27T09:19:41.207-07:00We Farm--The Game I Loved to HateAn iPad recently became a member of our electronic family. I was very excited for the educational possibilities and proceeded to load it up with all kinds of, what I thought, were great apps. However once the kids had the iPad in their hands their favourite game was We Farm. It drove me mad. What possible use could tending a "virtual farm" be? I had hoped my 10yo would practice her times tables in some of the lovely apps I had downloaded. Those addition apps were left untouched by my 7yo. All they wanted to do was waste time on We Farm. I hate to admit this now .. but I almost deleted it!<br /><br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgfBbfHIytLL4wkq-tGAuSkbqIu7yzOqQRLb_5M9jSHmP3t1Mkf3VtyR_wQ7dgYwfVN1C418P2gCkI79f5KzwfkgWi9bFgRZz4yC9EK04LzPadMPGf_bBXU8EnUvS_Mq3D7Ng8jEI1u9K9/s1600/We+farm+rotated.PNG"><img style="display: block; margin: 0px auto 10px; text-align: center; cursor: pointer; width: 235px; height: 157px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgfBbfHIytLL4wkq-tGAuSkbqIu7yzOqQRLb_5M9jSHmP3t1Mkf3VtyR_wQ7dgYwfVN1C418P2gCkI79f5KzwfkgWi9bFgRZz4yC9EK04LzPadMPGf_bBXU8EnUvS_Mq3D7Ng8jEI1u9K9/s200/We+farm+rotated.PNG" alt="" id="BLOGGER_PHOTO_ID_5521623728743919202" border="0" /></a><br />Then one day I happened to be reading on the couch while they were having their "We Farm" time. They began discussing what crops they were going to plant. The 10yo wanted to plant a crop that gave a greater return, but the 7yo wanted to plant a crop that matured faster. Then they tried to figure out if the greater return was worth the "wait" of a longer maturation time. They also considered if they would be around to harvest the crop (ie asleep or at school). This evaluation process was repeated for animal purchases as well. They finally agreed upon a plan that was going to get them closer to their desired goal (apparently a new farmhouse was in order). Now THAT is a whole lot of math!<br /><br />There I sat .. proven wrong once again. Never was my bias towards "drill and grill" activities more apparent than in that moment. I had read all the articles about how gaming can provide practice for basic skills and even foster higher level thinking within those skills but the games <span style="font-weight: bold; font-style: italic;">I</span> was choosing were thinly veiled drill and grill worksheets. I failed to recognize that all those skills could be wrapped up in a virtual farm.<br /><br />I still believe that the basic facts have to be learned, and that, yes, there is a place for drill and grill activities (0ld biases die hard). However, I certainly won't be wasting anymore time downloading those type of apps to my devices. The opportunity to take those basic skills and apply them in a situational context seems far more valuable (and enjoyable). Does this have to be done with technology .. no ... but I don't think my husband is quite ready to hand over the reins of our real farm to the kids quite yet!Pennyhttp://www.blogger.com/profile/05041207585390016004noreply@blogger.com0tag:blogger.com,1999:blog-8270798059213605704.post-26853007946226434902010-04-29T09:35:00.000-07:002010-04-29T22:30:52.018-07:00Back to Wired WednesdaysWith the start of the next round of Wired Wednesday's just around the corner, I thought I should come through with my promise to share what we did in the last round. I think it's important to mention that the group was not new computer users. They had Facebook, were comfortable with email, digital photos, and were starting with digital music. All in all your average parent. Everyone brought something to the table and we did a lot of learning from each other -- so much fun!<br /><br />In my <a href="http://web20parents.blogspot.com/2009/10/wired-wednesdays.html">last </a><a href="http://web20parents.blogspot.com/2009/10/wired-wednesdays.html">post</a> I told the story of how my childhood love of marbles served as an impetus for starting WW. I'd like for you to take a look at this marble and think about what appeals to you the most about it?<br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9Y7oQcqe_1Ifu7CgXcUb4Wfg1vuyI1_rcO3ZrIiJGPIUwx3s6p443368ogKYBBTuIZNda_f0oZkCSLo_IF7wARkm95e9hp85Aa7jxGyDTORVcZO93MdLCFrRTswlk0WdgfZ-ZJB3NXFH_/s1600/marble.jpg"><img style="display: block; margin: 0px auto 10px; text-align: center; cursor: pointer; width: 263px; height: 255px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9Y7oQcqe_1Ifu7CgXcUb4Wfg1vuyI1_rcO3ZrIiJGPIUwx3s6p443368ogKYBBTuIZNda_f0oZkCSLo_IF7wARkm95e9hp85Aa7jxGyDTORVcZO93MdLCFrRTswlk0WdgfZ-ZJB3NXFH_/s200/marble.jpg" alt="" id="BLOGGER_PHOTO_ID_5465617973465938626" border="0" /></a><br /><br /><br />Is it the curves, the colour, the way the light moves through it? Or maybe it would be the shape, the smoothness of it in your hand? For me it's all the tiny bubbles suspended within the glass. Everyone's experience around that one marble will be slightly different. The same held true with every <s>marble</s> tool we explored. Everyone saw the beauty, the utility, the purpose (or lack there of) in a way that reflected their reality.<br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGyYm4O2GMpicwAFHr_xLGxyXy3idCbgHextUvzaJsTUbsQV0Q1DCJ1IvNigUlDkZHG5U_BCro99UXC_RGII5A24S4zY2w797640lqi1zCXhilMEXaify3XCsvb9IZloByD_0jDyC0RAXS/s1600/marble2.jpg"><img style="float: right; margin: 0pt 0pt 10px 10px; cursor: pointer; width: 150px; height: 148px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGyYm4O2GMpicwAFHr_xLGxyXy3idCbgHextUvzaJsTUbsQV0Q1DCJ1IvNigUlDkZHG5U_BCro99UXC_RGII5A24S4zY2w797640lqi1zCXhilMEXaify3XCsvb9IZloByD_0jDyC0RAXS/s200/marble2.jpg" alt="" id="BLOGGER_PHOTO_ID_5465688818686181282" border="0" /></a><br />The first topic we tackled was the Google suite of products. The response to an iGoogle home page and gmail was unbelievable. Who knew that this would end up being the most spectacular marble in the bag? For some it was having their own email that the kids couldn't read or accidentally delete messages. For others it was the iGoogle home page that could be customized with information they chose. Those with older kids really liked the shared calendar. The one shared sentiment was "I can't believe how easy this is.".<br /><br /><br />This pr<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRa6KjzLXFGRP5CfUkr5DFhDwPabNA7xPYvjtgu_UnXtV9_ba5xyTmTU8Rzx5kFKL8A-RRxg8SZR5yQuEfxCKSTV8maa-ufadGHabWTejsQlAcdAncexjCRKZEuDl9uvn_DzvXLLRDUF7E/s1600/marble+box.jpg"><img style="float: left; margin: 0pt 10px 10px 0pt; cursor: pointer; width: 180px; height: 136px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRa6KjzLXFGRP5CfUkr5DFhDwPabNA7xPYvjtgu_UnXtV9_ba5xyTmTU8Rzx5kFKL8A-RRxg8SZR5yQuEfxCKSTV8maa-ufadGHabWTejsQlAcdAncexjCRKZEuDl9uvn_DzvXLLRDUF7E/s200/marble+box.jpg" alt="" id="BLOGGER_PHOTO_ID_5465696666036857794" border="0" /></a>ocess played out with <a href="http://wiredwednesdays.wetpaint.com/">each tool</a> we unpacked. If meaning and utility could be found, that tool went in your bag, if not it was left on the table. Wiki's to organize hockey tournaments, RSS feeds for an endless supply of recipe ideas, photo books for anniversary gifts, webpages for businesses/teams/families and the list goes on. All the while with mutterings of "I can't believe how easy this is" in the background. Then it happened ... to paraphrase Shirky:<br /><br /><blockquote style="color: rgb(153, 0, 0);"><br />Things got technologically boring enough to become socially interesting..<br /><br /></blockquote>Conversations shifted away from the tools and onto the personal and social implications of employing them in our day to day lives. Questions of privacy, solitude in a hyper-connected existence, copyright, the role of general knowledge in a Google world, and how the heck to parent around this new digital reality crept into our weekly sessions. There were times when our laptops never made it open -- and that was a great thing!<br /><br />Wired Wednesday's has been on hiatus over the winter but is set to go again next week. I'm looking forward to pulling out a few more marbles --- marveling at the swirls, figuring out where they fit in our collection, and exploring the flaws. I'm also interested to see what conversation this round will generate.... should be another interesting ride!<br /><br /><span style="font-size:78%;">(<i>Image: <a href="http://www.flickr.com/photos/seeks2dream/2197557863/">A World in a Marble?</a>, a Cr</i></span><span style="font-size:78%;"><i>eative Commons Attribution Share-Alike (2.0) image from seeks2dream's photostream</i>)</span><br /><div style="text-align: left;"><span style="font-size:78%;">(<i>Image: <a href="http://www.flickr.com/photos/rengel134/3163911985/">Marble</a>, a Creative Commons Attribution No-Derivative-Works (2.0) image from rengel134's photostream</i>)</span><br /></div><span style="font-size:78%;">(<i>Image: <a href="http://www.flickr.com/photos/alexkerhead/3127788202/">Vintage Marbles</a>, a Creative Commons Attribution (2.0) image from alexkerhead's photostream</i>)</span>Pennyhttp://www.blogger.com/profile/05041207585390016004noreply@blogger.com0tag:blogger.com,1999:blog-8270798059213605704.post-4214989467406940952009-11-26T21:48:00.000-08:002009-12-09T12:55:56.294-08:00The Real "Digital Divide"After an exciting afternoon at the dentist, hair cuts, and an attempt at a civilized meal out, the kids and I still had to get groceries before our hour long journey home. This is the reality of living in the middle of Nowhere. When you get to the city -- you have a lot to get done while you are there. Needless to say by the time the grocery shopping portion of our evening rolled around my kids were at the end of their rapidly fraying rope (and their mothers rope had deteriorated into a pile of strings long before then).<br /><br />In an attempt to make the chore go a little bit better I pulled out all the stops both my iPhone and ipod touch. We now keep track of our shopping lists on a great little app called <a href="http://www.myshopperapp.com/">Shopper</a>, so I handed the iPhone to my 6 year old son so he could read the shopping list. He valiantly sounded out the items, eager to flex his new reading muscles. The four year old quickly took o<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1-aX0Qh1FDtshHGFt7T_IHZIzEJOFCwcFxvVTlHlxSB05KPyoi1hhMoGRkdQv03L9Wlydxu5gxKoQ0YPXjD1qRVSB8sZp8FQARYfMoCzquAW31Q57xtEveLjdUgmmTQvIxG_W-YAYL-rj/s1600-h/grocery+store.jpg"><img style="margin: 0pt 0pt 10px 10px; float: right; cursor: pointer; width: 200px; height: 150px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1-aX0Qh1FDtshHGFt7T_IHZIzEJOFCwcFxvVTlHlxSB05KPyoi1hhMoGRkdQv03L9Wlydxu5gxKoQ0YPXjD1qRVSB8sZp8FQARYfMoCzquAW31Q57xtEveLjdUgmmTQvIxG_W-YAYL-rj/s200/grocery+store.jpg" alt="" id="BLOGGER_PHOTO_ID_5413326088983140834" border="0" /></a>ver the ipod touch. She was engrossed in an app from the <a href="http://en.childrenslibrary.org/">International Children's Digital Library</a> called Storykit. She was drawing pictures to chronicle our day in a "virtual" book. Everyone was happy -- well except maybe my 9 year old who didn't have a device -- but it was pretty much as good as it gets given the circumstances.<br /><br />Then it happened. I was happily going up and down the aisles and we met another family trudging down the aisle. I gave the big smile and nod to the other mom (as is customary here) but her eyes never really left the devices in my children's hands. She did manage a half a smile but then after she passed she gave the "tsk tsk" head shake. The head shake that says "what in the world has happened to parenting today -- she can't even take her kids out shopping without plugging them into a square box."<br /><br />You'll be happy to know that I resisted the urge to chase her down and explain that my kids were engaged in worthwhile activities. I know that if my son had been carrying a paper shopping list and my daughter had been equipped with a notebook and paper I would have been met with an entirely different reaction. I can't help but wonder when this digital prejudice will end? When will activities be judged on their merit instead of the medium in which they are taking place? Is this difference in attitude towards technology the real "digital divide"? <br /><br />I'm <a href="http://web20parents.blogspot.com/2008/10/evil-square-box.html">still struggling</a> for balance in my own home. I still find myself giving unlimited time for colouring at the kitchen table and cutting short the time they spend creating pictures on the computer, allowing more time to read books than given to create them in gdocs, but I'm trying. My grocery store experience has shown me how far I have come, but also made me mindful of the prejudices <span style="font-weight: bold;">I</span> still hold. So as my children open their shiny new netbook on Christmas morning (SHHH don't tell) I will continue to challenge my own prejudices. Honouring how they choose to create, communicate and learn (without discrimination) won't be easy .. but is far more valuable than any device I'll ever place in their hands.Pennyhttp://www.blogger.com/profile/05041207585390016004noreply@blogger.com2tag:blogger.com,1999:blog-8270798059213605704.post-78934691532827932522009-10-20T14:06:00.000-07:002009-10-21T21:49:57.817-07:00Wired WednesdaysWhen I was i<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZFgRQKez9EoHrULPsrGqMc7KJzLl0JuGtxhAuo7QLXFIOvCtXIP0G6-2A7AEAOnSEkyJwM3H4NUoKY0i7vnnd7knB0futOzgQLuN-EdsUKCgaNertZNpR2Kig3WHW01Y41dU9D0EB4dYA/s1600-h/2785288854_85eff05767_m.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 133px; height: 200px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZFgRQKez9EoHrULPsrGqMc7KJzLl0JuGtxhAuo7QLXFIOvCtXIP0G6-2A7AEAOnSEkyJwM3H4NUoKY0i7vnnd7knB0futOzgQLuN-EdsUKCgaNertZNpR2Kig3WHW01Y41dU9D0EB4dYA/s200/2785288854_85eff05767_m.jpg" alt="" id="BLOGGER_PHOTO_ID_5395279160001409170" border="0" /></a>n first grade I loved marbles. All the kids in my class loved marbles. We traded them, played games and even knew all the names. <span class="blsp-spelling-error" id="SPELLING_ERROR_0">Aggies</span>, cat's eyes, spirals, and more were compared, counted and coveted at recess and <span class="blsp-spelling-error" id="SPELLING_ERROR_1">afterschool</span>. Marbles were a currency, a connection and quite honestly just plain fun. Then (without even consulting me) our family moved.<br /><br />I arrived at my new school in September ready to make friends and get back to my marble playing and trading ways but alas this new town was virtually <span class="blsp-spelling-error" id="SPELLING_ERROR_2">marbleless</span>. As I rattled off the names of my precious marbles I was met by blank stares. Not only did they not know the names of these little beauties, they didn't have a clue how to play with them. I suppose I could have taught them, but it would have taken a significant investment in infrastructure (<span class="blsp-spelling-error" id="SPELLING_ERROR_3">ie</span> marbles), before we could even get started! Suffice it to say that my marbles just got put away. It's not much fun to play unless you have friends to play with.<br /><br />Well I'm way past those marble playing days but I've found myself in that situation once again. I have this great bag of Web 2.0 <del>toys</del> tools that I'd love to <del>play</del> work with, but I've been met with those same blank stares. However this time it's going to be different. This time I've decided not to put my marbles away. Instead I'm investing some time into sharing my <del>obsession</del> knowledge with my friends and fellow parents.<br /><br />Every Wednesday morning for the past 6 weeks or so a brave group of women have been joining me at our local library for Wired Wednesdays. I entered into this endeavour with three goals in mind. First to get them set up with a <del>bag of marbles</del> great group of tools and second to explore how we can use those tools to connect, organize, create, and communicate. What's the third goal? To have friends to play with of course -- <span class="blsp-spelling-error" id="SPELLING_ERROR_4">c'mon</span> you didn't think my motives were completely altruistic did you?<br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggaTKCG4uBbtg0niSfxFn0TAedqPRuZ1EaHM1YO7wky75rUtfxVlrGuDw-leuPkR_IRzVaCPwQ-AGm56TYLd_dXuVuy2Hp0fMdA2x9OBb3a2tpPifD8wj19dDWdofE1lv-vYn-UzM5Vfli/s1600-h/86847692_8a5a8ea1e5_m.jpg"><img style="margin: 0pt 0pt 10px 10px; float: right; cursor: pointer; width: 114px; height: 101px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggaTKCG4uBbtg0niSfxFn0TAedqPRuZ1EaHM1YO7wky75rUtfxVlrGuDw-leuPkR_IRzVaCPwQ-AGm56TYLd_dXuVuy2Hp0fMdA2x9OBb3a2tpPifD8wj19dDWdofE1lv-vYn-UzM5Vfli/s200/86847692_8a5a8ea1e5_m.jpg" alt="" id="BLOGGER_PHOTO_ID_5395281135741973282" border="0" /></a><br />Over the next few posts I'll share what marbles we've been busy putting in our bags. Which ones are being coveted, which are super shiny and which turned out to be duller than I would have thought. Who knows.. maybe we'll even invite you to come and play!<br /><br /><span style="font-size:78%;">Photo Credits<br />Bag o Marbles by Nancy in AZ <a href="http://www.flickr.com/photos/nancymesaaz/2785288854/">via <span class="blsp-spelling-error" id="SPELLING_ERROR_5">flickr</span> </a><br />Marble by Hidden Side <a href="http://www.flickr.com/photos/hidden_vice/86847692/in/photostream">via <span class="blsp-spelling-error" id="SPELLING_ERROR_6">Flickr</span></a></span>Pennyhttp://www.blogger.com/profile/05041207585390016004noreply@blogger.com4tag:blogger.com,1999:blog-8270798059213605704.post-12734735077153310032009-09-29T08:14:00.000-07:002009-09-29T22:33:31.354-07:00The Relevance of Facebook<div style="text-align: left;">This tweet came across my tweetdeck the other day<br /><br /><div style="text-align: center; color: rgb(204, 0, 0);">Facebook continues to grow less relevant for me...<br /></div><br />and it really got me thinking about the relevance of Facebook in my own life. I have had a like/ambivalence relationship with Facebook (love/hate implies a far greater emotional investment than I'm willing to lay claim) ever since I joined to "check it out" at the request of a friend concerned about her daughter. I've lived through the p<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOV6Lb32mmuo0D-0-Pomh-AiNRGnzzs0oWseP1qsMHaKc9DLaxVwphMsWSN4xa-KIAFXSNMFFzNbPuyDIdhucem0rIoozy7GM6WQkJJ7HnZsRL-MPcJxcZ_oHM_1YyIkfOxIdy3aqvuL1o/s1600-h/poke.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 152px; height: 115px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOV6Lb32mmuo0D-0-Pomh-AiNRGnzzs0oWseP1qsMHaKc9DLaxVwphMsWSN4xa-KIAFXSNMFFzNbPuyDIdhucem0rIoozy7GM6WQkJJ7HnZsRL-MPcJxcZ_oHM_1YyIkfOxIdy3aqvuL1o/s200/poke.jpg" alt="" id="BLOGGER_PHOTO_ID_5387128478266828578" border="0" /></a>oking, super-poking, sheep-throwing insanity at the beginning. I've tolerated the endless quiz, forward to 10 friends and cause requests that followed. Yes, there was a time when Facebook seemed entirely irrelevant.<br /><br /><br /><br />However that tide, for me at least, is seeming to turn. The parents in my community are beginning to harness the power of FB as a community building and communication tool. Status updates are a mix of personal quips and community information broadcast. The ambient awareness that status updates provide has afforded me the opportunity to reach out and help friends that I might not of otherwise known needed help. Sharing links has moved past the "cutest thing on youtube" and now includes interesting articles, relevant information and even recipes for supper. Groups are springing up to address everything from swapping/trading your no longer needed kid stuff to farm wives supporting each other through the harvest season. Facebook fanpages such as <a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpgOZh7MBiPG7rOSNQcihiHxa6YVWkXzzrtN0P-Q4Vx04uGEz04KSqcv6zWfdrP99AbehuPUIRFnIR8jNG-Q552tLZQlllRoOTQLlnJNs4tM6NmvxtX38bqLQwz3AxqA-DHANCTLk7Zuc0/s1600-h/small+sheep.jpg"><img style="margin: 0pt 0pt 10px 10px; float: right; cursor: pointer; width: 113px; height: 200px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpgOZh7MBiPG7rOSNQcihiHxa6YVWkXzzrtN0P-Q4Vx04uGEz04KSqcv6zWfdrP99AbehuPUIRFnIR8jNG-Q552tLZQlllRoOTQLlnJNs4tM6NmvxtX38bqLQwz3AxqA-DHANCTLk7Zuc0/s200/small+sheep.jpg" alt="" id="BLOGGER_PHOTO_ID_5387126557068233570" border="0" /></a><a href="http://www.facebook.com/search/?q=Castilleja&init=quick#/pages/Palo-Alto-CA/Castilleja-School-Library/128789371278?ref=search&sid=708047006.244675636..1">this one</a> have the potential to connect parents to school, sports or clubs in a whole new way. Yes a lot has changed since I was first super poked.<br /><br />I would have never guessed in those early days of FB that it would become an indispensable tool in my trusty parent toolbelt.<br /><br /><div style="text-align: center;"> <span style="color: rgb(204, 0, 0);">The irrelevant is turning relevant at an extremely fast pace.</span><br /><br /></div>Unless of course someone starts hurling sheep at me again ..<br /><br /><br /><br />I'd love to know.. where do you stand on the FB continuum? Is it growing less or more relevant in your day to day life?<br /><br /><span style="font-size:78%;">Images<br />Eye Poking via flickr http://www.flickr.com/photos/kt/8664365/<br />Flying Sheep via flickr http://www.flickr.com/photos/tronics/42856153/<br /></span><br /></div>Pennyhttp://www.blogger.com/profile/05041207585390016004noreply@blogger.com0tag:blogger.com,1999:blog-8270798059213605704.post-76890044008273062622009-09-17T21:08:00.000-07:002009-09-18T11:03:52.089-07:00An E-reader PleaseI have been in love with the "idea" of e-readers since the first time I ever laid eyes on them. I've had them in my checkout cart more times than I care to recount but I have never been able to take that final step and press purchase. Why? I am one those "I want what I want" type of people and I get a little annoyed when I can't get it. However I also realize you can't get something if you don't ask. So here I am, asking for my <span style="color: rgb(102, 0, 0);"><span style="color: rgb(0, 0, 0);">minimum e-reader/book requirements. </span></span><span style="font-weight: bold; color: rgb(102, 0, 0);"><br /><br />First lower the price.</span> I just can't seem to bring myself to pay 400 bucks for a device that only allows me to read a book. Honestly an ipod Touch is less than that and contains a lot more functionality (though not quite as easy on the eyes for extended reading). If you expect me to buy a dedicated reading device you better find a way to get that price into the $99 range.<br /><br /><span style="font-weight: bold; color: rgb(102, 0, 0);">Make my books mobile.</span> <a href="http://www.shortcovers.com/">Shortcovers</a> is on the right track in this regard. They recently added <a href="http://blog.shortcovers.com/2009/09/14/shortcovers-adobe-epub-lost-symbol-and-any-other-ebook-on-any-device/">e-reader capability</a> to their services. Now I could download a book to my e-reader bu<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiagIApefvilWsqzbOvk4HFfIa8Gwx8S5Xgp4VIBy9XbOAJh1bOhOPC0dWvJfap8jGr24RzJsuQnoOUsWzSS7ztjrVN6ibcEwRjgAkTyDLlD00AmHaXYlHRUEDnxj9-OAnYZtZZVrrE56Ad/s1600-h/e-reader.jpg"><img style="margin: 0pt 0pt 10px 10px; float: right; cursor: pointer; width: 200px; height: 133px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiagIApefvilWsqzbOvk4HFfIa8Gwx8S5Xgp4VIBy9XbOAJh1bOhOPC0dWvJfap8jGr24RzJsuQnoOUsWzSS7ztjrVN6ibcEwRjgAkTyDLlD00AmHaXYlHRUEDnxj9-OAnYZtZZVrrE56Ad/s200/e-reader.jpg" alt="" id="BLOGGER_PHOTO_ID_5382859118653901874" border="0" /></a>t if I'm out and about I could also access the book from my ipod touch, blackberry, iphone, or a host of other mobile devices. Now that's a step up from a book! Anywhere access on any of my devices ... a book can't do that!<br /><br /><br /><br /><br /><div style="text-align: right;"><span style="font-size:78%;">Photo: <a href="http://www.flickr.com/photos/gunthert/">Gunthert</a> , <a href="http://www.flickr.com/photos/gunthert/2203583928/">IMG_1503.CR2</a> , via Flickr, September 18, 2009 under a CC License </span><br /></div><br /><span style="font-weight: bold; color: rgb(102, 0, 0);">Let me own my books.</span> When I buy a physical book, there is no question of ownership. That physical <a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUk03oKNeDABFjfzt1OFDuR4NY1uByybAhdzPXv2wNX2t4YMSub-LIO6ReJ-SeaM0lzRwQWlOHDsEP4FK8bXeEi_s78n2jl9-xiuPRqvstXZzLgo9ZNYA06q4mnpsvBe0u72Xv17NZclY0/s1600-h/locked+book.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 200px; height: 122px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUk03oKNeDABFjfzt1OFDuR4NY1uByybAhdzPXv2wNX2t4YMSub-LIO6ReJ-SeaM0lzRwQWlOHDsEP4FK8bXeEi_s78n2jl9-xiuPRqvstXZzLgo9ZNYA06q4mnpsvBe0u72Xv17NZclY0/s200/locked+book.jpg" alt="" id="BLOGGER_PHOTO_ID_5382866514481097586" border="0" /></a>entity is mine, I can give it to friend, leave on a park bench, donate it to the library, hoard it on my bookshelf.. the possibilities are endless. If I buy a digital book (for marginally less than a physical book), I want to own it.<br /><br /><br /><br /><br /><span style="font-size:78%;">Photo: <a href="http://www.flickr.com/photos/liroi/">Dori</a>, <a href="http://www.flickr.com/photos/liroi/2265609722/">Dori4050</a>, via Flickr, September19, 2009 under a CC license</span><br /><br /><span style="font-weight: bold; color: rgb(102, 0, 0);">Let me NOT own my books.</span> There are some books I like to have around and read over and over again (well not really but maybe some people do) but the majority of my reading is consumable. I read, I'm entertained, I throw (or give) it away. I know I can check books out of the library (even digital books in a lot of cases) but sometimes I just don't want to wait in the queue for the latest best-seller. Would I be willing to pay for immediate access to a book that deletes itself when I'm done? You bet I would! The question will be .. how much?<br /><br /><span style="font-weight: bold; color: rgb(102, 0, 0);">Don't fence me in.</span> I will not buy a device that limits me to one supplier (Hear that Kindle .. not that you are allowed up here anyway). I want the control (and openness) to access whatever content I want from whatever supplier. Buying books, checking them out from the library, magazine and newspaper subscriptions, favourite blogs, I want them all!<br /><br /><span style="font-weight: bold; color: rgb(102, 0, 0);">Make it better than a book (for bonus points)</span>. So far all that is being done is taking the "traditional book" and put it on a screen. While that's okay, I'm looking for something more. Anywhere, any device access is a start, certainly something a book can't do, but it is hardly a showstopper. I want enhanced content ... I want to be wowed!<br /><span style="font-size:78%;"></span><span style="font-size:100%;"><br />Well that's it. The bare bone minimum of what I need from an e-book/reader experience in order to finally hit the check out button. I hope some of this functionality comes soon ... because I really want to hit that button in time for Christmas!<br /></span>Pennyhttp://www.blogger.com/profile/05041207585390016004noreply@blogger.com0tag:blogger.com,1999:blog-8270798059213605704.post-66790974985208555222009-09-16T20:27:00.001-07:002009-09-16T21:17:13.617-07:00The I'm Back PostIt seems inevitable in every blog that there is a huge hiatus followed by the "I'm back" post. Seems the excitement of blogging slowly gives way to this feeling of -- Who am I to be blogging about things -- do I really have anything unique or useful to add to the conversation? To be truthful, in my own case, the answer is probably - no, not much useful or unique happening here.<br /><br />Then after months and months of not feeding my blog -- a new comment arrives on the eve of embarking on a new project. Both the project and the comment have reminded me of two things. First, even though I may doubt the value of the things that I put in my blog, amazingly it does connect with some people. Second, I am realizing that blogging, for me, is becoming more about personal reflection than it is about serving the needs of an audience.<br /><br />So I'm happy to be back and am looking forward to using this space to reflect on the new projects in the works. If anyone is still out there .. well .. that's just a bonus!Pennyhttp://www.blogger.com/profile/05041207585390016004noreply@blogger.com1tag:blogger.com,1999:blog-8270798059213605704.post-7626908783996479222009-04-04T21:12:00.000-07:002009-04-04T21:51:05.635-07:00Class Blogs are Great!I absolutely love my children's class blogs. They are more current than newsletters, and give me bitesized views into the world my kids occupy every day. I'd like to share with you all what the ambient awareness blogs provide facilitated this week on our spring break.<br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgp-U3y8z1QImhngLhOGuGWNltMisdM2G3CHVJN8vm50cg6whUlI4-hU-kk-h-fpsPcwdvaO3b-Z47TmADAqgpAdqddbBE1dhZLO2YmAUd-liGN6-Pymm9icAHEr8MqUJM2bWjrTabiOdVO/s1600-h/3408101585_5fa30d30e1.jpg"><img style="margin: 0pt 0pt 10px 10px; float: right; cursor: pointer; width: 200px; height: 150px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgp-U3y8z1QImhngLhOGuGWNltMisdM2G3CHVJN8vm50cg6whUlI4-hU-kk-h-fpsPcwdvaO3b-Z47TmADAqgpAdqddbBE1dhZLO2YmAUd-liGN6-Pymm9icAHEr8MqUJM2bWjrTabiOdVO/s200/3408101585_5fa30d30e1.jpg" alt="" id="BLOGGER_PHOTO_ID_5321064166834004098" border="0" /></a><br />We went skiing in Fernie (southern BC) for 3 days and on the drive in I noticed a sign for Lost Lemon Campground on the way through Blairmore. Now because my son's teacher maintains a <a href="http://www.2468meetmeatthegardengate.blogspot.com/">blog</a> I knew that they had just had a Science Alberta Kit that centered around the legend of the Lost Lemon Mine. While we didn't find the mine (it's not called lost for no reason) -- we stopped and took a picture by the campground sign -- knowing we were near where that Lost Mine was thought to be. I was able to show my son what he does in school is important to me. Without the information from the Blog -- we may have drove right on by.<br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQ2lX53hs7v3ZgCC1rEHCIlWTbwLXyn1MSr_FEVLmdE730WkVhbFeA0hBZwCCs1SsXBcaWddH3Q8cy9_uhGDjfKCXME7-0ecHofNxhIpxiSFaLR9W86iTRKlMjIKrJ5Mg6x7y5bnjurHX2/s1600-h/3408001717_ceb6911492.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 200px; height: 150px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQ2lX53hs7v3ZgCC1rEHCIlWTbwLXyn1MSr_FEVLmdE730WkVhbFeA0hBZwCCs1SsXBcaWddH3Q8cy9_uhGDjfKCXME7-0ecHofNxhIpxiSFaLR9W86iTRKlMjIKrJ5Mg6x7y5bnjurHX2/s200/3408001717_ceb6911492.jpg" alt="" id="BLOGGER_PHOTO_ID_5321064769763805954" border="0" /></a><br /><br />Our stop at <a href="http://www.frankslide.com/">Frank Slide</a> was inevitable but because of the information my daughter's<span style="text-decoration: underline;"> Grade 3</span> teacher provides us (<a href="http://www.forestburg3.blogspot.com/">via her blog</a>) we understood how important it was for her to explore exactly what kind of rock was implicated in the slide (Rocks and minerals is a major unit in Grade 3 science.) As we passed over various bridges she provided an explanation of the type of bridge and the reasons it was constructed that way. Without an idea of what was happening in the classroom those moments would have passed without comment.<br /><br /><br />As parents we can have a huge impact on how our children view school simply by showing that what they do within those walls is important to us. Having access to class blogs allows us to find ways to show we are interested in things beyond the grades on their report cards. We can explore their thoughts, ideas, and interpretations of the material they are covering in a million little everyday ways. Web 2.0 tools such as blogs make this easier than ever. If your child's class has a blog I encourage you to read it regularly and if they don't have one yet -- advocate for it. They are worth their weight in gold!Pennyhttp://www.blogger.com/profile/05041207585390016004noreply@blogger.com8tag:blogger.com,1999:blog-8270798059213605704.post-77000085350287747772009-01-17T10:16:00.000-08:002009-01-17T20:20:50.953-08:00Lies, Damn Lies and StatisticsEvery day through the paper, TV, magazines and internet we are inundated with the latest statistics on just about everything. From the impact of computer time to childhood obesity numbers are thrown at us at an overwhelming pace. How do we sort through it all? With a few simple principles and questions we can make a start of it at least. Let's give it a go by trying to dissect this statement:<br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYefDTN5s6lmHbmEEHEyrvcEjwtNDSptR1w-VvQKjxAUZ7mbvCFKD66x1a37PS2qNxygpYgf2mtLnshhpZtlVuxYm_n8qcVjpEWV83Cump2UEXypNwodrQxaCC5zFwE6h0caXYB-Iv0aAd/s1600-h/cow.jpg"><img style="margin: 0pt 0pt 10px 10px; float: right; cursor: pointer; width: 200px; height: 143px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYefDTN5s6lmHbmEEHEyrvcEjwtNDSptR1w-VvQKjxAUZ7mbvCFKD66x1a37PS2qNxygpYgf2mtLnshhpZtlVuxYm_n8qcVjpEWV83Cump2UEXypNwodrQxaCC5zFwE6h0caXYB-Iv0aAd/s200/cow.jpg" alt="" id="BLOGGER_PHOTO_ID_5292473587312116194" border="0" /></a><br /><br /><div style="text-align: center;"> <span style="font-size:130%;"><span style="color: rgb(153, 0, 0);">"Local farmer experiences a 50% reduction<br />in his cattle herd."<br /><br /><br /></span></span><br /><div style="text-align: left;">1. Know your Baseline<br /><ul><li>What if I told you this farmer only had 2 cows in his herd? Doesn't sound so horrific anymore does it? Without knowing where you are starting from it is hard to make a judgment about where you are now.</li></ul>2. Statistical significance vs Practical Significance<br /><ul><li>A 50% reduction <span style="font-style: italic;">seems</span> significant. It sounds like a really big number however without context it is hard to determine whether it is profound beyond the numbers. A reduction from 2 cows to one cow hardly seems noteworthy. Which leads us to ...</li></ul>3. "The So What?" Factor<br /><ul><li>This is the question I ask to figure out whether we are even measuring the right thing. I'm sure we all think that cows are lovely -- a summer BBQ just wouldn't be the same without them -- but I think we are more concerned with the farmer's livelihood. The reason that statement sounds horrific is because we associated it with the farmer losing half of his income or assets. That may or may not be true but we need to look at....</li></ul>4. Who is Being Studied<br /><ul><li>What if this farmer was in a Third world country and his entire wealth was two cows? What if the cow that died was the sole source of protein (via milk) for his children? or What if this was a hobby farmer who had cows just to keep the grass down on his half million dollar acreage? Conclusions that we arrive upon have to take into account who the statement originally referred to. We can't always extrapolate from one population to another.</li></ul>This is by no means and exhaustive list of questions to ask when you are evaluating the validity of a statement drawn from a study but it's a place to start. I hope the next time you hear about a statistic that claims increased test scores due to a certain intervention (or any other statistic for that matter ) you will remember the farmer with a herd of 2 cows and ask yourself questions like:<br /><br /><ul><li>What were the test scores to begin with?</li><li>Is that an increase that sounds significant only in numbers or in real life too?</li><li>Is test scores what we should be measuring? Should we be measuring something else like success after School?</li><li>Who did they measure this increase in? Is my child in that same environment? Are those results transferable?</li></ul><br />With careful questioning, the statistics can then tell a story that is no longer a lie or a damn lie but something that is closer to the truth.<br /></div></div>Pennyhttp://www.blogger.com/profile/05041207585390016004noreply@blogger.com2tag:blogger.com,1999:blog-8270798059213605704.post-63292605136956731722009-01-06T11:08:00.000-08:002009-01-06T13:51:16.502-08:00Are Fish Wet?I often wonder why, as adults, we have make to things so hard and complicated. We struggle to define and categorize things that to children seem self-evident. Although my 8 year old daughter has never heard the phrase "personal learning network (PLN)", she certainly has one of her own, knows how to use it and even reminds me to use mine as well. To her these things are transparent and simple. As I struggled to figure out to hem a Halloween costume she walks by and tells me to call my friend who "is really good at sewing". Gardening questions about vegetables goes to one Grandma while the other Grandma is reserved for questions about flowers. If there are hammers, saws, or mechanics involved I'm advised to maybe wait for Dad's counsel. Wondering about where to put a picture on the wall -- she's got the gal for you. She knows where everyone's strengths and expertise lies and she's not afraid to use it (or tell me to do the same). She's also quick to recommend my services to others in what she considers my areas of strength.<br /><br />I have to admit that I bristle every now and then when she admonishes me for not using my network to solve a problem "Mom -- just call Grandma -- she'll know what to do.." and it's hard to resist the temptation to squash this seemingly natural tendancy. It feels like cheating. I wonder when this shift happens? When do we start putting a higher value on "things we figure out ourselves" than on "things we figure out through our connections and conversations with other people"? When does knowledge become something we possess rather than something we share?<br /><br />Through the ease of communications on the internet these connections and conversations are easier and more prevalent than ever before. My daughter's <a href="http://web20parents.blogspot.com/2008/11/expectations.html">expectations</a> seem to be that these connections and conversations are a natural part of life and learning. She see's no problem in "mining" her network to construct the knowledge she needs to attack any problem she comes up against. Is this another symptom of the "cut and paste" mentality that so many speak of? Is she cheating? or Is she simply perpetuating a natural form of learning that is no longer limited by the knowledge of her immediate (re: physical) network?<br /><br />As educators try to come up with a definition for Personal Learning Networks kids are moving full steam ahead constructing them anyway (online and off). They don't care what words we use to describe them, they just see value in the experiences and expertise of other people. The process is as transparent to them as water is for a fish. So it leads me to wonder -- if the natural tendencies of children (and all of us) is to learn in a networked social environment is it fair to call socially constructed knowledge "cheating" or would that be like calling a fish wet?Pennyhttp://www.blogger.com/profile/05041207585390016004noreply@blogger.com1tag:blogger.com,1999:blog-8270798059213605704.post-64461989593180910222009-01-05T20:01:00.000-08:002009-01-06T08:30:10.411-08:00Of Helicopters and HoveringIn a recent <a href="http://ovenell-carter.com/blog/?p=170">blogpost</a> by <a href="http://ovenell-carter.com/blog/">Brad Ovenell-Carter</a> he shared an interesting diagram he created (featured below) meant illustrate the evolution of a teacher's control or influence over student learning from K - 12.<br /><br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://ovenell-carter.com/blog/wp-content/uploads/2008/12/schools-2.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 347px; height: 177px;" src="http://ovenell-carter.com/blog/wp-content/uploads/2008/12/schools-2.jpg" alt="" border="0" /></a><br /><br /><br /><br /><br />The thing that struck me is that the same diagram could be used to explore the evolution of a parent's control or influence over their child's activities and relationships as they grow. Theoretically, as our children grow and gain maturity we let them venture a little further away. We allow them access to other children, first supervised and eventually unsupervised. We introduce them to experts like piano teachers, coaches or scout masters and at first these connections are made through us but eventually they find their own. We allow them to take on more responsibility and grant more freedoms as a result. It follows the old "give them roots and wings" adage.<br /><br />It doesn't always work that way, sometimes as parents we never make it past that first "elementary" stage, thus the term "helicopter-parenting" was coined. A couple of years ago I was fortunate enough to attend a series of parenting workshops by <a href="http://www.davidirvine.com/youngpeople.html">David Irvine</a> and he touched on the concept of helicopter parenting (which in my understanding would be the opposite of the model above). His contention was that when we "helicopter parent" our children we are sending them the message "You are not capable". Every bump we smooth out tells them we thought they couldn't negotiate the ride. Every problem we solve for them says "you couldn't have solved it on your own". Each mistake we shield them from indicates they aren't capable of handling the consequences of mistakes. A fairly sobering concept to say the least.<br /><br />I wonder sometimes if we can apply the same model to education. If children can be helicopter parented does it stand to reason that they can be helicopter educated as well? What does helicopter educating look like? Are we unintentionally giving children the message that they are not capable? How can technology assist in turning Brad's vision into a reality?<br /><br />My hope is that by the time my child graduates they know they are capable of recovering from mistakes, of problem solving, of negotiating around, through or over any bump in the road and that they can learn anything they set their mind on. I hope they have been rooted in good practices and have the wings to continue their own learning for a lifetime. That's the vision I see in Brad's diagram and I like what I see.Pennyhttp://www.blogger.com/profile/05041207585390016004noreply@blogger.com0tag:blogger.com,1999:blog-8270798059213605704.post-35121805496868561922009-01-01T19:36:00.000-08:002009-01-01T21:10:51.521-08:007 Things MemeWell I have been tagged by <a href="http://blog.tech4learning.ca/2008/12/7-things-meme/">Cindy Seibel</a> in the " 7 Things you did not know about me" meme. I started to look back over my blog posts, and any other digital footprints I have left lying around to see what you all may have been able to find out on your own. I was trying to make this a "7 things Google doesn't know about me" list but there are a few things Google knows that are too important to leave out.<br /><br />1. I am completely enjoying my new PLN that has been built through blogging, webcasting, Twitter and any other number of SN tools, however there are times that I feel like a bit of an intruder in this Ed Tech world. My background is not in anything Tech or Ed related. I am actually a pharmacist in my day job. My interest in Ed Tech is a hobby that started while searching for a way to be authentically engaged in my child's school. Little did I know how this "hobby" was going to take over..<br /><br />2. I wasn't always going to be a pharmacist. In fact I changed my registration on the first day of classes and transferred from the Recreation Administration program into Pre-Pharmacy. Now those are two worlds that don't often collide.<br /><br />3. Unlike most people I really enjoy public speaking (one of many great skills learned from years of 4-H). I am much more at ease in front of group of people than I am speaking one on one in an enclosed space.<br /><br />4. When I left for University I declared that I would never move back to a small town and certainly wouldn't go back to living on a farm. Now I find myself living on a farm in a community that is 1/4 the size of the town I grew up in. Come to think of it I wasn't getting married or having kids either but here I am with a husband <span style="font-weight: bold; font-style: italic;">and</span> three kids. I have learned to never say never. There is no place else in the world I would rather be.<br /><br />5. I don't like it when people call me smart. When I was in middle/high school (in a small town) being smart was(is?) a kind of social "kiss of death". You are always the "smart" kid. It wasn't until I went away to summer camp (where no-one knew I was smart) that I learned that I was funny, sarcastic, witty and a pretty good dancer! It is no wonder one of my favourite quotes is this:<br /><br /><span style="color: rgb(204, 0, 0);">“What you’ve done becomes the judge of what you’re going to do - especially in other people’s minds. When you’re traveling, you are what you are right there and then. People don’t have your past to hold against you. No yesterdays on the road.” - </span><a style="color: rgb(204, 0, 0);" href="http://www.powells.com/authors/leastheatmoon.html">William Least Heat Moon</a><br /><br />and why I still enjoy traveling in order to see who I am right now through the eyes of others who have no yesterday's to reference.<br /><br />(does that count as two things you didn't know???)<br /><br />6. My Eighth grade teacher really wanted me to become a writer. I didn't really have faith in her assessment, after all she was my father's Grade 4 teacher, so I figured that there may be some senile dementia creeping in. I think of her often as I experience the joy of writing again through blogging.<br /><br />7. My first child was delivered by C-section, the second naturally in hospital with a mid-wife and third a home birth with that same mid-wife. That sequence of events (<a href="http://www.asac.ab.ca/BI_fall03/iansbirth.html">and the trials and tribulations that went along with them</a>) was one of the most profound learning experiences I have ever had both professionally and personally.<br /><br />Wow, like <a href="http://educationaltechnology.ca/couros/1180">Alec</a>, that got a little deeper than I had originally intended. Thanks to <a href="http://educationaltechnology.ca/couros/1180">Cindy</a> for tagging in me in this and for reminding me of the power of summer camp through her own 7 things meme!! I don't know if I can tag 7 people but here is a start..<br /><a href="http://2468meetmeatthegardengate.blogspot.com/"><br />Joanne McMahon</a><br /><a href="http://www.participativeparent.blogspot.com/"><span class="fn">L Winebrenner</span></a><br /><a href="http://monarchlibrarian.blogspot.com/"><span class="fn">Keisa Williams</span></a><br />and a few more to be added later....Pennyhttp://www.blogger.com/profile/05041207585390016004noreply@blogger.com0tag:blogger.com,1999:blog-8270798059213605704.post-7021297723402080342008-12-22T20:49:00.000-08:002008-12-22T22:20:12.446-08:00We interrupt this educational program for pure unadulterated FUN!With Christmas morning quickly approaching, I am preparing for the inevitable invasion of my home. No I'm not talking about the <span class="blsp-spelling-corrected" id="SPELLING_ERROR_0">in laws</span>, I am referring to the onslaught of all sorts of toys, electronic or otherwise that my children will receive. The biggest "intruder" will come in the form of a <span class="blsp-spelling-error" id="SPELLING_ERROR_1">Wii</span>. Now, my husband and I have resisted having a gaming system in the house (even at this late hour I still question our decision) but we decided to forge ahead anyway. The <a href="http://web20parents.blogspot.com/2008/10/evil-square-box.html">evils of Square Boxes</a> have certainly been a discussion topic in our house in the past but the imminent introduction of a <span class="blsp-spelling-error" id="SPELLING_ERROR_2">Wii</span> has escalated talks to the point we may need to call in the United Nations to draft a treaty. When can the children play? For how long? What games are appropriate? Do they get more time on "educational" game vs "non-educational games"? ... You get the idea<br /><br />This same line of thinking prompted me to throw a question about my two <span class="blsp-spelling-error" id="SPELLING_ERROR_3">oldests'</span> favourite new <span class="blsp-spelling-error" id="SPELLING_ERROR_4">internet</span> game, <a href="http://www.poptropica.com/index.php"><span class="blsp-spelling-error" id="SPELLING_ERROR_5">Proptopica</span></a> 's, appropriateness into the <span class="blsp-spelling-error" id="SPELLING_ERROR_6">Twittersphere</span> the other day. One strategy that was suggested as a way to help choose games to allow the kids to play was to have them "convince me of the educational value" of whatever they wanted to play. This sounded like a great idea. It would encourage higher level thinking, forming an <span class="blsp-spelling-corrected" id="SPELLING_ERROR_7">argument</span>, and learning to evaluate appropriateness for themselves. Not to mention personal responsibility and self discipline. Win, win, win situation. <br /><br />I still think it is a great strategy, however, I wonder, does every activity need to have "educational value". Is there no room left in a child's life for pure, unadulterated, non-educational, time-wasting FUN? Have we analyzed, structured, and sheltered the fun right out of being a kid? There are probably a lot of experts (and kids) that would answer that last question with a resounding "YES". While we monitor what our children do online can we, honestly, say that every activity we engage in while on the computer is "educational" or "worthwhile". I know I can't. Seems like a bit of a double standard. <br /><br />So I'm calling off the <span class="blsp-spelling-error" id="SPELLING_ERROR_8">UN's</span> treaty negotiation team and embarking on a little experiment. When the <span class="blsp-spelling-error" id="SPELLING_ERROR_9">Wii</span> comes out of the box this Christmas it will come with no restrictions, rules or regulations. Well maybe one -- have fun, be silly, be a kid!! Maybe I'll even find a way to follow that rule too! My suspicion is that, left to their own devices and given a range of activities to choose from, they will find a balance (after the initial gorging that is). The problem starts when they have no other activity to choose. I am confident if the temperature <span style="font-weight: bold; font-style: italic;">ever</span> raises above -20c they will ditch <span class="blsp-spelling-error" id="SPELLING_ERROR_10">Wii</span> Ski for a trip to the local hill in a minute. But who knows, I could be wrong -- maybe I better keep the UN on standby...just in case.Pennyhttp://www.blogger.com/profile/05041207585390016004noreply@blogger.com0tag:blogger.com,1999:blog-8270798059213605704.post-23340701678267476682008-11-25T10:11:00.000-08:002008-11-25T10:43:42.910-08:00My 8-year old OutlawI'd like to let you in on a conversation that happened at my house the other day...<br /><br />Me: What are you doing on the computer?<br />Daughter : Reading.<br />Me: What?<br />Daughter: Harry Potter, The Half Blood Prince<br />Me: Oh you are reading about the book?<br />Daughter: No the actual book. It was out at the library.<br />Me: So.....<br />Daughter: So I googled "Read Harry Potter online" and found the book on this website.<br />Me: Ummm, I don't think you can do that.<br />Daughter: Why not?<br />Me: Well the person who scanned that book and put it online didn't have permission.<br />Daughter: But it's her book right? She bought it. Can't she do whatever she wants with it?<br />Me: HHMMM no it doesn't work that way -- she bought the book but that only means she can read it.<br />Daughter: But the library bought the book and they let a lot of people read it.<br />Me: That's different.<br />Daughter: How?<br />Me: Well in the library only one person can read that book at a time and online many people can read the book at the same time.<br />Daughter: So then there wouldn't need to be as many books if a lot of people could read the same book all at the same time.<br />Me: Exactly. The author of the book wouldn't be able to sell as many books if everyone put it up online.<br />Daughter: OOOH, so she wants to make lots of money.<br />Me: Well no, that's not entirely the point. Errrr -- can't you just wait until it is back in the library?<br />Daughter: I guess, but I still don't know why I can't read that girls book online.<br />Me: (muttering) Where is the email of <a href="http://educationaltechnology.ca/couros/">that guy</a> who talks about copyright stuff again.. maybe he can do a better job than me.<br /><br />Harry Potter was taken off of that website today due to suspected copyright infringement but the fact remains that for a short period of time my 8-year old was an outlaw. It's a sticky subject, and an important one but I'm not sure I'm up to the task of translating into a form that an 8-year old can fathom. Her logic has me a bit stumped. It really is a whole new world out there...Pennyhttp://www.blogger.com/profile/05041207585390016004noreply@blogger.com4tag:blogger.com,1999:blog-8270798059213605704.post-19510201586281338812008-11-20T15:05:00.000-08:002008-11-24T15:06:24.122-08:00Constructing Environments for Success<div>We have a guiding principle in our family that "each person will contribute to the best of their abilities" to accomplish what needs to get done. It is a small nod to communism in a home that, according to the kids, is run as a dictatorship with mere glimpses of democracy. As head dictators, err I mean parents, we try to give away as many of <span style="font-weight: bold;">our</span> responsibilities as we can, as soon as we can. Some may call it lazy parenting but we prefer to think of it as smart resource management.<br /><br />What does smart resource management look like? Well if you know your colours -- you can sort laundry. If you can walk and have use of your hands -- pick up a few toys. If you can do up your zipper you can probably do up your sisters as well. If you are big enough to have "stuff" then you keep track of it(ok that ones a bit of a stretch but we try). I think you get the picture.<br /><br />When we decided to design and build our house a few years back this expectation of "each to their own abilities" took on new significance. We figured if we embedded the expectation into the design we would be much more successful in turning those expectations into reality. Some of the ideas that worked are featured below and the ones that didn't ... well I left those out.</div><div> </div><br /><div> </div><br /><div> </div><br /><div><br /></div><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dxQDXOtImfLx3BS-pt_qm8v2tTGSEjHRIr1Ns5w2qGNOdG9p3Osd47Kr7Md0BcGtIYiWgANSfrAnXNIrzk7jg' class='b-hbp-video b-uploaded' frameborder='0'></iframe><br /><br />Alright I admit, the 3year old vacuuming is a bit of a stretch but it illustrates a point. Designing spaces that support your guiding principle helps to achieve goals.<br /><br />The opposite can be true as well. When I was at my child's school the other day helping with a <a href="http://voicethread.com/#home">VoiceThread</a> project we spent a lot of time trucking back and forth to the computer lab. When I was in school, almost 20 years ago, we had a computer lab so it didn't strike me as out of the ordinary. However later that night on <a href="http://www.twitter.com/">Twitter</a> there was some talk about ICT curriculum that got me curious enough to check out what the ICT <a href="http://education.alberta.ca/parents/resources/handbook.aspx">curriculum</a> looks like here. I found this statement --<br /><br /><span style="color: rgb(204, 0, 0);">"The ICT curriculum is not intended to be taught as a stand-alone course but rather to be</span> <span style="color: rgb(204, 0, 0);">infused within the teaching of other programs of study.</span>"<br /><br />I thought that sounded like a pretty impressive guiding principle. Infusing ICT into all portions of the curriculum -- computers becoming as ubiquitous as paper and pen, textbooks and bulletin boards -- seems like a great idea to me. But wait, we don't have a textbook room or a pen and paper room, why do we still have a computer room? If we expect teachers to seamlessly integrate technology into the other programs of study shouldn't the technology come to the students instead of the other way around?<br /><br />If we really want to change the way technology is used in our schools we need to change the physical environment. Having a separate computer room while expecting seamless tech integration seems as silly to me as placing all my dishes in upper cupboards when I expect my kids to help set the table. Sure they could get a stool and climb up to the dishes but would it be worth the effort (for me and for them)?<br /><br />Designing our house in such a way that our kids can easily meet our expectations has not always ensured sucess but it certainly has made it more attainable. As I trudged down to the computer room for the fourth time that morning I realized that the school is not set up to meet the ICT expectations as outlined in the curriculum. As long as there is a stand-alone computer room, it will be difficut not to teach ICT as a stand-alone course. For me it feels like someone put the dishes on the top shelf, and I, for one, don't enjoy climbing up and down the stool.Pennyhttp://www.blogger.com/profile/05041207585390016004noreply@blogger.com3tag:blogger.com,1999:blog-8270798059213605704.post-50544374476160151822008-11-15T20:42:00.000-08:002008-11-16T10:48:44.650-08:00Do we need to teach literacy?The other day <a href="http://www.ourschool.ca/">Lorna</a> sent this request out into the <a href="http://www.twitter.com/">twitterverse<br /></a><br /><span style="color: rgb(153, 51, 153);" class="entry-content"> "looking for examples of how to teach literacy skills to your child</span>"<br /><br />As I thought about that request it reminded me of an exchange I had with a public health nurse years ago when my oldest child was a little over one. My daughter had picked up a new stuffed toy that still had the little book-like tag in it's ear. She was looking at the tag and after awhile the nurse commented that I must read to my daughter a lot. I told her that we did read to her and asked her how she knew.<br /><br />She said that the tag started out upside-down and my daughter had turned it over so that the spine was on the left-hand side. She also turned the pages starting from the front and working her way to the end of the tag. These actions seem innate but I realized that day even those things need to be learned. In order to eventually read books she had to understand the mechanics of a book and of the written word.<br /><br />The nurse shared that she had seen children as old as five not understand what end of a book was up, which way to hold it, or even know enough to turn pages let alone that text is read from left to right. This was simply because the child had never had access to books in their entire life. It seems hard to imagine but it happens.<br /><br />So what is a parent to do? How do we "teach" literacy skills as Lorna mentioned? I would suggest that word "teach" is a very dangerous word to use with parents. It brings us back to our "drill and grill" education and transforms us into parents who buy our kids workbooks like we had in school, find structured programs that will "teach" our 2 year olds, and gobble up every "educational" toy in the store.<br /><br />Why can't we change our language and talk about how to create an environment that allows multiple literacy skills (digital, cultural, informational, numeracy etc) to flourish? In my house that means books, lot's of books everywhere. Reading a bedtime story every night. Going to the local library. Baking cookies. Sorting laundry. Starting rock collections. Taking a walk. Painting pitures. Playing with clay. Planting a garden. Telling the stories of our day around the supper table. Helping pay at the grocery store. Using the computer in multiple ways. The list could go on forever and every parents list will be different.<br /><br />Will you find those "workbooks" and "educational" toys in my house? Well of course you will but it seems these days they are off collecting dust. As my family life has gotten increasingly busy with each child, the time available to "teach" my kids has decreased. The fantastic thing is that it has allowed us to learn instead.<br /><br />Sometimes it's hard for us, as parents, to feel successful. We are so focused on the big prize, things like reading, that we forget to notice the little successes, like holding a book and turning the pages, along the way. I'm glad someone noticed it for me and taught me an important lesson, that every day in ordinary ways I'm helping my child to learn literacy skills, even if I'm not consciously "teaching" them.<br /><br />So here is what "teaching" literacy looks like for me:<br /><br /><object type="application/x-shockwave-flash" data="http://widgets.clearspring.com/o/46928cc51133af17/49206927e4514730/46928cc5788deb29/a33ec188/-cpid/9c4696af39c0d5c1/autostart/false/repeat/false" id="W46928cc51133af1749206927e4514730" height="260" width="432"><param name="movie" value="http://widgets.clearspring.com/o/46928cc51133af17/49206927e4514730/46928cc5788deb29/a33ec188/-cpid/9c4696af39c0d5c1/autostart/false/repeat/false"><param name="wmode" value="transparent"><param name="allowNetworking" value="all"><param name="allowScriptAccess" value="always"><embed id="W46928cc51133af1749206927e4514730" name="Animoto.com" src="http://widgets.clearspring.com/o/46928cc51133af17/49206927e4514730/46928cc5788deb29/a33ec188/-cpid/9c4696af39c0d5c1/autostart/false/repeat/false" type="application/x-shockwave-flash" pluginspage="http://www.macromedia.com/go/getflashplayer" wmode="transparent" allownetworking="all" allowscriptaccess="always" height="260" width="432"></embed></object>Pennyhttp://www.blogger.com/profile/05041207585390016004noreply@blogger.com1tag:blogger.com,1999:blog-8270798059213605704.post-66562205677379723782008-11-11T20:26:00.000-08:002008-11-11T22:13:05.617-08:00ExpectationsWhen I checked my email today I had a peculiar message from the<a href="http://education.usgs.gov/"> United States Geological Survey</a> about bloodstone and soda lite. Turns out that while my 8 year old daughter was researching rocks (their current science unit) she came across the <a href="Ask-A-Geologist@usgs.gov">ask a geologist link</a> on the USGS website and used it to get some clarification on a few points about the above-mentioned rocks. When I called her to the computer, terribly excited that she had a response from a <span style="font-weight: bold;">real geologist</span>, she simply read the email, jotted down the pertinent facts and carried on. She expected to get a response and, now, she also has an expectation that she can and should be able to access not only information on the internet but also people who can clarify and expand upon that information.<br /><br />At first those expecations floored me, but I have to admit my own expectations of the internet and learning have changed dramatically in the past 6 months. Through blogs, webcasts, Facebook and Twitter I have connected with a group of people who can clarify and put into context the information that I access. Keep in mind I am not an educator, or an IT professional and yet a <a href="http://educationaltechnology.ca/couros/">university professor</a>, a<a href="http://www.injenuity.com/"> couple</a> of <a href="http://ideasandthoughts.org/">Ed Tech integration specialists</a>, a <a href="http://tech4learning.ca/">masters student</a>, a <a href="http://middleschoolblog.blogspot.com/">fantastic teacher</a>, other <a href="http://www.iwasthinking.ca/">involved</a> <a href="http://participativeparent.blogspot.com">parents</a>, a <a href="http://www.ourschool.ca/about">parent involvement advocate</a> and many more have all answered my questions, encouraged my efforts and challenged my thinking. Their knowledge, experiences, expertise and sometimes silliness has made a huge difference in my ability to help with Ed Tech both at home and as a volunteer in the school.<br /><br />My amazement has been what I thought a third grader getting a response from a real geologist would be. Our expectations are different. She expects what I could have only imagined. I wonder how schools and educators are ever going to manage and meet those expecations. The kids themselves are raising the bar and it looks pretty high from where I'm standing.Pennyhttp://www.blogger.com/profile/05041207585390016004noreply@blogger.com7tag:blogger.com,1999:blog-8270798059213605704.post-62092602831287514972008-11-09T09:25:00.000-08:002008-11-10T07:12:00.621-08:00The Dreaded (or not so dreaded) DioramaOne of my most vivid memories from Junior High is an eighth grade social project where we had to make a diorama to illustrate all that we had learned about Australian Aboriginal culture. That project was truly my undoing. You see I could have scored top marks by writing a paper, taking an exam or concocting a short story to illustrate my understanding of the material but to bring it into three dimensions was maddening. In my head I could see perfectly how the project should look but no matter how hard I tried that vision would not materialize in the diorama. My group received a dismal mark, even though we had a good proportion of "top" students. Meanwhile, across the room, a group of "non-top"students had created this wonderfully intricate scene utilizing carvings they had done from bars of soap. Not only was it beautiful but it truly did incorporate all of what we had learned. They got the mark that was traditionally mine.<br /><br />Even now as I recount that story I get a sickly feeling in my stomach. I hated every moment of it, hated feeling stupid and hated the frustration of knowing what they wanted me to know but being unable express it in the way they were asking. I only had one project that made me feel that way but some of the other students, who didn't excel at writing and exam taking, probably felt that way more days than not. Looking back I realize that my academic success had less to do with knowledge and more to do with the fact I didn't have to <span style="font-weight: bold;">prove</span> my knowledge by building 3D objects.<br /><br />Although my Grade 8 experience was many, many years ago, sometimes I am getting the feeling that not much has changed. Academic success is still determined by how well you can demonstrate what you know in the format the school/teacher/district chooses. I am still seeing really bright children feel as stupid and as frustrated on a daily basis as I felt trying to complete that project so long ago. It's not right.<br /><br />One of the most exciting possibilities I see with all of the Web 2.0 tools is the ease in which students can demonstrate their knowledge in individual ways. Videos, slideshows, blogs, voicethreads, the list is really quite endless. And to semi-quote <a href="http://www.shirky.com/">Clay Shirkey</a> "it (the web) has become technologically boring enough to be socially" (and dare <span style="font-weight: bold;">I</span> say educationally) "interesting". It no longer takes a technical genius to use these web 2.0 offerings, basic computer skills are often enough. I feel that students need these tools in their hands, teachers need support to implement change and parents need to be the advocates for both.<br /><br />The possibilites are out there we just need to capitalize on them. Every child deserves to demonstrate what they know. In whatever way they can. Even if it's in a diorama.<br /><br /><br />I'd like to draw your attention to a <a href="http://k12onlineconference.org/">K12online</a> presentation "Oh the Possibilites" by Lisa Parisi. The presentation is aimed at teachers but as a parent I found all the different ways that children could demonstrate knowledge interesting. I thought about which of my children may fare best using each of the approaches and how I could introduce those things at home to unlock their potential. I hope you enjoy it...<br /><br /><iframe src="http://dotsub.com/media/e02319c9-9c96-4b76-a071-262a45b6de29/e/m" frameborder="0" height="347" width="420"></iframe>Pennyhttp://www.blogger.com/profile/05041207585390016004noreply@blogger.com0tag:blogger.com,1999:blog-8270798059213605704.post-12390931791546024102008-10-26T20:44:00.000-07:002008-10-26T22:22:35.878-07:00Loving K12Online<a href="http://k12onlineconference.org/">K12Online conference</a> has been running last week and will continue next week as well. From their website -- " <em class="diigoHighlight id_0b32de1cbe0c80650cc58ce41ee2bb13 type_0 public a">The K-12 Online Conference invites participation from educators around the world interested in innovative ways Web 2.0 tools and technologies can be used to improve learning. This FREE conference is run by volunteers and open to everyone. </em>" Yes you read that right -- Free and open to everyone. In this case "everyone" includes me -- a parent. <br /><br />I'm not sure if parents were who they had in mind when thought about "everyone" but as I've participated in the Fireside Chat and other live events I have felt very welcome and not as out of place as I thought I might. The more presentations that I viewed the more strongly I felt that more parents should be attending. AAhh I hear the collective groan of parents out there -- "I don't want to become a teacher -- that's what they are paid for". But, as<a href="http://participativeparent.blogspot.com/"> someone</a> recently reminded me, as parents we are our children's first and lifelong teachers. <br /><br />I haven't had a chance to listen to all the fantastic presentations but here are a few that I feel will particularly appeal to parents. <a href="http://k12onlineconference.org/?p=270"><br /><br /></a><span style="font-weight: bold;"><a href="http://k12onlineconference.org/?p=270">Free tools for universal design for learning in literacy</a> </span>(Jennifer Kraft) -- This is really a must see for all parents but for those of you with struggling readers or special needs it is especially important. The title sounds daunting, I know, but the presentation is easy to follow and has great resources that you can use at home to help with literacy from pre-readers all the way through. <a href="http://k12onlineconference.org/?p=275">Laurie Fowlers</a> presentation then moves on to other ways to help students become better readers.<br /><a href="http://k12onlineconference.org/?p=272"><br />The Google Gamut -- Everything you need to get Started</a> (Kern Kelley) -- Over the past 18 months Google's suite of products has completely <a href="http://web20parents.blogspot.com/2008/04/many-faces-of-google.html">changed the way I utilize the internet</a>. Kern gives a great overview of how to get started with your own google account. The possibilities for parents using google are endless I would highly reccomend checking this out.<br /><br /><a href="http://k12onlineconference.org/?p=273">I like Delicious Things -- An Introduction to Tagging and Folksonomies</a> (Chris Betcher) -- Do you have a digital mountain of pictures? A bookmark file that you can no longer find the right bookmark in? This presentation speaks to one of the most daunting tasks of parents -- organization. Everything in a place and a place for everthing. If you have ever wondered about the value and utility of creating tags for your pictures, your resources or even your life, look no further!<br /><br />Well that is enough to get you started, but I'm sure after that brief introduction you will be looking for more. I already have my mp3 player loaded with <a href="http://k12onlineconference.org/?p=280">"What did you do in School today.."</a> and "<a href="http://k12onlineconference.org/?p=277">Web 2.0 tools to Amplify Elementary Students Creativity and Initiative"</a> for lunch break tomorrow. <br /><br />The K12online conference provides a rare opportunity for teachers and parents to learn together on equal footing. This shared knowledge has the capacity to strengthen the parent-teacher relationship and facilitate meaningful discussions about solutions to some of the difficulties that are faced in our schools every day. So grab some pizza and beer, parents and teachers and have fun viewing a few of the presentations. You'll be glad you did ...Pennyhttp://www.blogger.com/profile/05041207585390016004noreply@blogger.com2tag:blogger.com,1999:blog-8270798059213605704.post-24911670234902352342008-10-21T21:06:00.000-07:002008-10-22T07:34:14.335-07:00The Evil Square Box?Ah yes the evil square box. You know what I'm talking about computers, TV's, handheld games. The catch all term that we use to refer to all types of screen time. Apparently it is the root of childhood obesity, ADHD, anti-social behaviour and the list goes on. Every ill that has befallen our children can be traced back to some sort of manifestation of the square box. As a parent I have followed the popluar wisdom and really limited all forms of square box time in our house and I felt really proud of the job I was doing until today.<br /><br />Today, if you were in my house, you would have heard this:<br /><br />-stop making that collage with your brother<br />-please enough with the drawing already times up<br />-why are you writing again -- I thought I asked you to stop<br />-are you playing with your roller-coaster set? You are grounded.<br />-quit reading about the Taj Mahal and the wonders of the world<br /><br />It sounds absurd doesn't it? But what if I told you the colouring was on <a href="http://www.tuxpaint.org/">tuxpaint</a>, the collage was a slideshow on <a href="http://www.onetruemedia.com/">OneTrueMedia</a>, the writing was a gmail message, roller-coasters are constructed with <a href="http://pbskids.org/fetch/games/coaster/index.html">Ruff Ruffman</a> and the Taj Mahal research was on the web. And what I really said was get off the computer. Now does it seem <span style="font-weight: bold; font-style: italic;">as</span> absurd?<br /><br />As I walked to set the "computer time" timer after my daughter announced she wanted to research the wonders of the world, I had to ask myself the question -- If she had brought home a book from the library about the Wonders of the World would I be limiting her time? The questions then keep coming.. if she were writing in journal would I stop her? would I ask my son to stop colouring unless it was supper? would I interrupt the two of them peacefully cutting up magazines for a collage if I didn't have to? Why does the fact they are engaging in these activities on a square box matter?<br /><br />Sometimes I wonder why this shift in thinking is so hard. Then I pick up my daughters school newsletter and read (under a huge headline of READ! READ! READ!) this: <span style="color: rgb(204, 0, 0);">"And yet everything conspires against children learning to love books<span style="color: rgb(0, 0, 0);">(ie read)</span>. Ubiquitous electronic devices, whether desk-bound or small enough to fit in their pockets, occupy an alarming proportion of children's days" </span><span style="color: rgb(0, 0, 0);">With messages like that floating around -- is it any wonder that, as parents, we sometimes fear and loathe the evil Square Box.</span><br /><br />But what if computers had come before books? What if the quote above read <span style="color: rgb(204, 0, 0);">"And yet everything conspires against children learning to love computers. Ubiquitous printed matter, whether hard-cover or a paperback small enough to fit in their pockets, occupy an alarming proportion of children's days"</span> Would we then be blaming the solitary, sedentary nature of reading books for the rising obesity problem and anti-social tendencies of children?<br /><br /> I know that I won't give my children free access to the computer in my home any more than I would let them decide what they should eat every day. It is my job to ensure that they have a healthy balance in their lives. However, I do hope that I will do a better job in the future of evaluating the worth of the activity irregardless of the medium that delivers it. I would like to believe that the medium isn't always the message -- that sometimes it's just the medium. Just as an apple isn't candy just because it is sweet; activities don't lose worth because they are contained on a computer. Maybe the evil square boxes aren't that evil after all.Pennyhttp://www.blogger.com/profile/05041207585390016004noreply@blogger.com2tag:blogger.com,1999:blog-8270798059213605704.post-45542069311810061942008-10-10T21:11:00.000-07:002008-10-11T08:09:38.298-07:00Culture Shock<div>I have a postcard that I have kept from my travels that states "I cheer for two teams New Zealand and anyone playing Australia". It serves as a reminder of a time when I thought the two countries were virtually interchangeable. A New Zealand exchange student quickly gave me an education when he retorted with -- "United States -- Canada -- no difference right?". I immediately understood the offence that I had caused and of course apologised profusely (as all Canadians would -- sorry is, after all, one of our favourite words). Even though two countries may speak the same language, have some heritage in common, share common interests and be geographically close -- it doesn't mean they have the same culture.<br /><br /><a href="http://www.provost.utoronto.ca/Awards/presidentaward/Zubin_Austin.htm"><span class="blsp-spelling-error" id="SPELLING_ERROR_0">Zubin</span> Austin</a>, a professor at the University of Toronto, explained at a pharmacy conference I attended how the <span style="font-weight: bold;">culture of professions</span> influence how we interact with <span class="blsp-spelling-corrected" id="SPELLING_ERROR_1">each other</span>. Specifically he followed pharmacy graduates who eventually went on to become physicians. As they wrote their final exams to become physicians they felt they could have passed them out of pharmacy school, but without the <span class="blsp-spelling-error" id="SPELLING_ERROR_2">enculturation</span> process of med school they couldn't have functioned as physicians. They wouldn't have understood what it meant to be a doctor; the language, the mindset, the culture, and the values had to be learned.<br /><br />As a parent, sometimes that's how I feel about teachers. I have spent a great deal of time learning about educational technology, curriculum, and subjects, to the point I could possibly "pass" a teacher test, but I will never be a teacher. Teachers, like all professions, undergo a transformation in university that <span style="font-weight: bold;">makes</span> them <span style="font-weight: bold;">teachers</span>. It goes beyond the <span class="blsp-spelling-corrected" id="SPELLING_ERROR_3">knowledge</span> they attain -- it is the values, beliefs, language and rituals that makes them who they are.<br /><br />So as I enter the school system, as a parent, and try to help teachers embrace technology I find myself experiencing a bit of culture shock. There have been volumes written about culture shock and <a href="http://www.planetesl.com/information/shock.html">they </a>have managed to drill it down to four main phases:<br /><br /><ol><li><span style="font-weight: bold;">Honeymoon phase</span> -- A person is excited to be in a new place, experiencing new things, there may be minor difficulties but you chalk it up to being part of the newness.</li><li><span style="font-weight: bold;">Rejection phase</span> -- This is where a person really starts to notice the differences in culture. Things that the natives find as minor inconveniences really begin to grate on the traveler. There is a lot of complaining at this stage about how the other culture does things. At this point a person will either move on to the "acceptance" phase or will just choose to go back home.</li><li><span style="font-weight: bold;">Acceptance phase</span> -- You begin to gain some sort of understanding of the new culture, it's ideals and values. Your sense of humour may return and there is a sense of psychological balance. You begin to tolerate the differences.</li><li><span style="font-weight: bold;">Complete Adjustment/Assimilation Phase</span> -- Finally you accept all the habits and customs of the new culture and may even find it preferable to the way you used to do things. You accept that there are just different ways of doing things -- not right or wrong -- just different. You are adjusted to the new culture.</li></ol>Unfortunately I find myself at the rejection stage. What teachers have accepted as minor <span class="blsp-spelling-corrected" id="SPELLING_ERROR_4">inconveniences</span> (filtering, lack of access, <span class="blsp-spelling-corrected" id="SPELLING_ERROR_5">bureaucracy</span>) I find infuriating. My knowledge of the system is lacking and I struggle to understand why thing are done the way they are. It's frustrating and I find myself at the point of deciding -- do I go home or do I try to move on to acceptance?<br /><br />Although it is very tempting to go home, I choose to move to the next phase. I can't say that my sense of humour has returned or that I have a sense of psychological balance but I am beginning to tolerate the differences. I would like to think that I am beginning to understand the culture of teachers, the ideals and values that make them who they are and, if I can manage that, I can function more efficiently in their world.<br /><br />I don't know if I will ever experience the fourth phase of culture shock and, honestly, I'm not sure that I ever want to. I am not eager to completely assimilate into the school culture. To accept, completely, all the habits, norms and beliefs that are prevalant in the school system right now would make me an ineffective agent of change and I am really hoping for change. So just as New Zealanders and Canadians cling to their identity in the face of their larger neighbours, I too choose to cling to my culture of a being a parent. However, even if we can't, or won't, completely assimilate, I hope that we can put the cultural differences aside and cheer, support and celebrate the common vision of children succeeding.<br /><br /><br /><br /></div>Pennyhttp://www.blogger.com/profile/05041207585390016004noreply@blogger.com2tag:blogger.com,1999:blog-8270798059213605704.post-10184807418220377002008-10-06T08:26:00.000-07:002008-10-06T10:40:32.124-07:00A Safe SandboxOn a ski vacation last winter my son got separated from the group coming down a run at Lake Louise. If you have never skied Lake Louise, trust me, it is a massive hill and the thought of my <span style="font-weight: bold;">five year old</span> being lost on it still causes my heart to clench. Everything ended well, a call went out to all employees on the hill, and he was quickly found sitting on a bench near a chair lift seemingly just waiting to be reunited with the group.<br />After the initial shock and panic wore off, I had to admit that I was impressed by how well he managed the situation. I also had to concede that I wasn't terribly surprised. As I catalouged all the skills he needed to get through this little (or big in my mind) crisis -- I realised he had them in abundance.<br />You see we have a little local ski hill that we frequent. It is on the river hill, has a tow rope, a t-bar, and 6 runs. This is where you will find us for the majority of the winter. This is where my son practiced all the skills he needed to take on the challenge he met at Lake Louise. <br /><ol><li><span style="font-weight: bold;">Skill and Ability</span> -- Spending up to 4 times a week on a ski hill develops skill pretty fast. As a consequence this little 5 year old, much to my dismay, can take on Black Diamond runs with his dad. Again with the heart clenching...</li><li><span style="font-weight: bold;">Confidence</span> -- All that practice and skill building makes for a very confident little boy. He has faith in himself and in his abilities. The most valuable thing is that comes from within him not from his mom telling him he's great. So when he ends up on a big hill all alone he still has that faith and confidence with him.<br /></li><li><span style="font-weight: bold;">Problem Solving</span> -- He has gotten himself into a few interesting predicaments at our local hill, but the nice thing is that the consequences of those situations are for the most part pretty benign (ie not worried about avalanches, falling off a mountain, or getting lost). He has learned where the pitfalls may be (ie out of bounds) and can better identify bad situations that, in the mountains, can have serious consequences.</li><li><span style="font-weight: bold;">Adult help/mentors</span> -- The advantage of a small ski hill is the community. I can allow my son to roam our little ski hill because I know I am not the only one looking out for him. As he has encountered various situations all sorts of adults, teens and other kids have been there to help him up, guide him, teach him and keep him safe. He knows what authentic interaction with adults looks like. </li></ol>I am extremely grateful that I have this "safe sandbox" for my son. I know that it contributed to our happy ending at Lake Louise. My kids are lucky that there are many places like that in my community where they can practice all the skills I mentioned above. However, as my daughter, who is eight, begins to venture online I am beginning to wonder where her "safe sandbox" will be? And by safe I don't mean a perfectly filtered, sterile environment but one like our ski hill where mistakes can be made without dire consequences and there is a community who is ready and able to guide, teach and<span style="font-weight: bold;"> </span>help her learn how to keep herself safe.<br /><br />I am really looking forward to <a href="http://www.edtechtalk.com/live">Parents as Partners</a> webcast tonight (October 6, 2008 9pm EST) with <a href="http://ideasandthoughts.org/2008/07/17/podcast-40-going-global-going-public/">Dean Shareski </a>as they talk about these issues. How can parents, schools, teachers and community work together to make "a safe digital sandbox" for our children? It is an important issue that I hope gets a lot of attention because the only the thing that makes my heart clench tighter than thinking about my son being lost at Lake Louise is to think what might have happened if he didn't have the skills, confidence, and problem solving abilities he learned in his "sandbox".Pennyhttp://www.blogger.com/profile/05041207585390016004noreply@blogger.com1tag:blogger.com,1999:blog-8270798059213605704.post-81260211767794142982008-09-29T22:05:00.000-07:002008-10-03T20:19:14.695-07:00If you build it -- they will come -- or will they??Our parent Ning, has, from the beginning, been a place built by parents for parents. However there is a lot of discussion right now about how schools can utilize the same types of Web 2.0 tools to engage with parents. So I wonder what would happen if the <strong>school</strong> created a site similar to the community parent Ning and invited parents to join. Would it suffer from the "<a href="http://flexknowlogy.learningfield.org/2008/04/09/defining-creepy-tree-house/">creepy treehouse</a>" syndrome?? Personally, I think that it might. Ownership, whether of an idea, action or physical space, is a powerful determinant of the investment an individual is willing to make. Parents simply would not invest in a school-owned network the same way they would invest in a parent owned network. And, as I have mentioned, the opposite is true as well. We find ourselves at an impasse.<br /><div><br />Or have we?? What if we can each own our individual spaces but <span style="font-weight: bold; font-style: italic;">passively</span> collaborate to meet the needs of each group?<br /><br />There have been two key developments, in our situation, that has made this possibility a reality for our community parent Ning. The first, is that the school has begun to publish it's calendar online via <a href="http://www.google.com/calendar/">Google Calendar</a>. It may not seem like a major development but that simple choice allows the parents to import the "<span style="font-weight: bold; font-style: italic;">official</span>" school generated calendar into the parent Ning. This has the potential to address one of the Schools major concerns about "misinformation" on the Ning. Now instead of volunteer parents transcribing school events onto our own calendar we avoid any transcription mistakes by using the school's actual calendar. The School can also access any of the parent generated community, club and sport Google calendars that are maintained by parents on the Ning.<br /><br />The second development is that one of the teachers has started a <a href="http://www.youtube.com/watch?v=NN2I1pWXjXI">blog </a>. Through the use of an <a href="http://www.youtube.com/watch?v=0klgLsSxGsU">RSS</a> this can be transported, by parents, to that specific grade group within the Ning. That link to the teacher generated content enriches the environment without the teacher having to actively participate in the space. It maintains a level of separation that is important to school administration at this point.<br /><br />At one time I bemoaned the fact that the School was unwilling to join us in the Ning. Now I am beginning to wonder if we can each own and control our <span style="font-weight: bold;">own</span> space and use threads of collaboration to loosely tie us together. In a way this issue surrounding ownership and collaboration reminds me of "free trade agreements". While we all want to preserve our own space, culture and identity we realize that there are certain commodities that are so valuable and so integral that they should be traded freely. The question then moves from "If we build it will they come?" to "How can we build it so they can be there without coming?"<br /></div>Pennyhttp://www.blogger.com/profile/05041207585390016004noreply@blogger.com3tag:blogger.com,1999:blog-8270798059213605704.post-48286177561839261842008-09-21T20:41:00.000-07:002008-09-22T20:19:29.270-07:00Who am I??<span style="font-family:georgia,bookman old style,palatino linotype,book antiqua,palatino,trebuchet ms,helvetica,garamond,sans-serif,arial,verdana,avante garde,century gothic,comic sans ms,times,times new roman,serif;"><span style="color: rgb(153, 0, 0);">What you've done becomes the judge of what you're going to do - especially in other people's minds. When you're traveling, you are what you are right there and then. People don't have your past to hold against you. No yesterdays on the road.</span> ~William Least Heat Moon, <i>Blue Highways<br /><span style="font-style: italic;"></span></i><br />When I first joined Facebook I really had no idea what it was all about. A friend was concerned that her daughter had joined so asked me to go online and see what the site was all about. As my "demographic" had not really caught on to Facebook at that time I did a quick look around and then left. After Facebook patrons moved beyond college and highschool kids, it didn't take long for my friends to start popping up all over the place.<br /><br />At first it was fun getting in touch with highschool friends and family, then it started to be University friends (who are now my pharmacy colleagues) and people that I have met through the Ed Tech world. The boundaries between my worlds started to blur. Then someone posted a rather horrid "joke" on my wall and a giant spotlight landed on the question of "who am I?" when I am on Facebook. My kids mom? A pharmacist? The girl from highschool? My Nieces/Nephews aunt - my Aunt's/Uncle's niece? My mom's kid (yes even <span style="font-weight: bold;">my Mom</span> is on Facebook)? Most importantly what does it say to <span style="font-weight: bold;">all </span><span>of</span><span style="font-weight: bold;"> </span>these people to see something so awful posted on my wall?<br /><br />The answer to that question is a difficult one. The people who know me, and have known me for an extended period of time, would not hold that post (ie Is she really the type of person that would find that funny?) against me because they have <span style="font-style: italic;">knowledge of what I have done in the past and can use it to predict my current behaviour.</span> But what about the people who only know me in the "<span style="font-style: italic;">right there and then</span>" sense? I can't predict how they would percieve seeing such a thing, they have no knowledge of "<span style="font-style: italic;">the yesterdays on the road</span>" to give it context. At best, they'd think that I have poor taste in friends or at worst that I shared that sense of humour. It made me want to create walls around each of the roles that contributes to who I am as a whole.<br /><br />It was this dilemma that led me to choose Ning to create our Community Parent's Site. It seemed the perfect solution to create a place where there was no question "who you were" in this space. You were a parent -- plain and simple. But it is never that simple, I live in a small town and those roles are not very easy to partition. While someone in the city may go to work, do their shopping, participate in service clubs and have a night on the town without ever crossing paths with another parent (or teacher) from their child's school, it would be impossible for us not to interact with eachother in situations that have nothing to do with our children. <br /><br />What implications has this had on our "on-line" community. I guess the first has been on the teachers. While they can participate as parents they are discouraged by adminstration to participate as teachers. In a town where school matters might be discussed, with a teacher, in the grocery aisle, in the stands at a hockey game, or even a community dance this "exclusion" has created an awkward dynamic for both parents and teachers. It raises the question -- what makes this online "place" different than any other place we may inhabit? -- but that's another post.<br /><br />The second, somewhat expected, side effect involves the parents. As most of us grew up in a small town (and most this same small town) we are very used to functioning in a place where one role overlaps with another. This partitioning in a way feels unnatural. For example one teacher asked me to post a community fundraiser on our Parent Ning for her. When I told her the Ning was enabled for anyone to post events she indicated that wasn't the issue -- she felt awkward posting an "adult" event with alcohol involved to a site where everyone was a parent and she was a teacher (even though she is a parent too and most of the parents will attend the event!). The interesting thing was that creating a Facebook event did not cause the same concern. On Facebook she has not been reduced to only a portion of who she is (a teacher) and felt free to function as a whole person. <br /><br />We have also seen a group, that started on the Ning, create and migrate to a Facebook group. Why? I haven't had a chance to ask but it think it is mainly due to the ease of then integrating that group into what you are already doing on Facebook, you can be everything all in one place. <br /><br />Part of why I enjoy traveling is that opportunity that is referred to in the opening quote. It is extremely interesting to see how people react to you in the "right there and then", with no preconceived notions of who you are and who you have been. But there is still comfort and utility to be found in the history and "yesterdays on the road" of a small town. So when you set up a specific role-defined online environment such as our Parent Ning in a rural location there is a trade-off -- everyone knows who they are "supposed to be" but it makes it hard to function in the way they are used to -- as a whole person with all roles wrapped into one messy, complicated and fantastic package.<br /></span>Pennyhttp://www.blogger.com/profile/05041207585390016004noreply@blogger.com0