Sunday, April 23, 2017
Monday, April 17, 2017
Week 14
Personally I do not think we are ready for virtual school yet. The main withdrawal resources. Resources to supply students soft and hardware, resources for teacher and administrator training, resources in the home environment. Another withdrawal teachers and parents acceptance to virtual schooling. With my current position I work in six schools and not all of my colleagues are welcomed to technology. Those teachers argue that their teaching skill have been successful, so why do they need to change. Other do not want to learn new tricks, because they are that close to retirement. Granted, with virtual technology a teacher role's change, but the teachers still play an important role.
To support the change that teaching is taking my school district has gone Google, nonetheless they have not share with elementary teachers how they are fulfilling the virtual learning requirement. When I asked a few of the administrators they mentioned that the topic has touch their meeting, but not entirely.
Scenario 1
You're a rural district with only a few hundred students total. A child wants to take courses like calculus, but they cannot feasibly be offered by your high school.
Scenario 2
Jumping to a virtual class only because a parent had a bad experience with a teacher will not make sense. I will first like to know more details and pull up student's standardize test scores. I will even go as far as asking the mom to try leaving her second son with Mr. Siko for a month or two.
Scenario 3
I would like to spend more time with the student before jumping to the conclusion that cyberschool was what made him be so successful. In the mean time I will look for funding to adopt a similar program or the program in my school. Some of those funding can be a grant or grants.
Scenario 4
I am a teacher whose district is embracing online learning. It is attracting many students from other districts, and this generates extra revenue (students = $$). I am asked to be a 'facilitator' for these students, who are not required to attend during the school day. I am not given extra release time for this.
Scenario 5
If I ever have a student who cannot attend refula school hours I would record all my lesson and assist him with learning about new tech tools. To engage him in group projects I will have students wok with him virtually
To support the change that teaching is taking my school district has gone Google, nonetheless they have not share with elementary teachers how they are fulfilling the virtual learning requirement. When I asked a few of the administrators they mentioned that the topic has touch their meeting, but not entirely.
Scenario 1
You're a rural district with only a few hundred students total. A child wants to take courses like calculus, but they cannot feasibly be offered by your high school.
Scenario 2
Jumping to a virtual class only because a parent had a bad experience with a teacher will not make sense. I will first like to know more details and pull up student's standardize test scores. I will even go as far as asking the mom to try leaving her second son with Mr. Siko for a month or two.
Scenario 3
I would like to spend more time with the student before jumping to the conclusion that cyberschool was what made him be so successful. In the mean time I will look for funding to adopt a similar program or the program in my school. Some of those funding can be a grant or grants.
Scenario 4
I am a teacher whose district is embracing online learning. It is attracting many students from other districts, and this generates extra revenue (students = $$). I am asked to be a 'facilitator' for these students, who are not required to attend during the school day. I am not given extra release time for this.
Scenario 5
If I ever have a student who cannot attend refula school hours I would record all my lesson and assist him with learning about new tech tools. To engage him in group projects I will have students wok with him virtually
Monday, April 3, 2017
Reading about the tech myths was interesting the ones that I related the most to were tech teachers have it easy, online students have it easier, and students are more likely to cheat online.
This year I took into to action flipping a class and thought that once I figured it out I could easily pass it to other classes. It turns out that flipping one class was not easy I have to work more carefully on putting content together and I can’t have impromptu lessons as I do in all my other classes. I need to lesson plan in advance have my video setup at least a week before instructions. I have tried passing it on to one other class and that is not easy either, mainly because one-to-one communication is greater. There is a benefit to that because I get to know students better.
Online learning is easier for students, not true either. Scheduling group meetings is a hazel and my accountability for all my work is just as strong as meeting in class. When I was an undergrad I took two online classes and I was getting the impression that online classes were easier, but since then online classes have come a long way. I mentioned earlier accountability still needs to get met. Having control over when I view my online lecturers is is nice because, unlike my friends who need to fly to school after work I get to go home afterter work relax and like a night owl do my school work late at night.
Students being more likely to cheat online is also a myth that caught my attention because, during my grad school classes, cheating online was never an option. I never had a multiple choice test, nor short answer problem without a case study. Everything has always been more problem based. In K-12 setting I can see how this can be a problem, but is project based assessments are set in place with learners explanation, cheating will be less of a problem.
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