Wk 4 - Wimba

In completing my publishing project, I turned to my group that has helped me over the past 11 months. We have exchanged emails, texts and even phone calls throughout our CBR adventure. It was time to turn to them again one final time and so I send them my future journal article.

photo taken by Alicia Welch

Hey Alicia!
I thought your introduction was really good. You did an excellent job setting up the rest of the article and giving the background information to the reader. In your first paragraph when you mention how students are being introduced to technology at a much earlier age than ever before, do you think it would be good to say at what age that is now and when it was in the past? Just a thought.
Your lit review section is good. I don't think that I would change anything here at all.
Your methodology section is also good, but it might need a little more detail. I know we are new to this, and I am not sure how much detail is required for a journal article, but I am assuming it to be a lot.
I really think that you drive home an important point in your conclusion, but the wording of the first sentence of the last paragraph is a little confusing. I see what you mean, but it might be good to reword it differently.
This is a high quality document, Alicia, and I think with a little bit of touch up you should be good to go.
Hope this feedback helps out a little!
Jon

photo taken by Alicia Welch

Alicia,
I think that you did an amazing job. It is always amazing to read how much a five year old can learn in one school year, but to also include helping them develops technology skills is impressive. I am amazed that you were able to get them to do so much. Just the fact they can navigate a blog site is pretty cool.
I can see how the summer can be a bit frustrating, especially for this age group. You work all year to get them ready for blogging and when they are finally ready it is summer time. They go home, the schedules get thrown off and your data is impossible to record. One could say that you could try again next year, but it seems that this would be a perpetual cycle, since they are just entering school at age 4/5.
This plan might work out with better results if administration would tell you ahead of time that you could loop with your students so you could track their progress over a two-year course. That of course would not only take assistance from administration but also add a lot of work to your plate moving to a new grade level. Over all, I think you give great insight into what is possible.
Great job!
Daniela


Now I am off to rework a few things...

Wk 4 - Publishing_Presentation Project

butterfly raised in my kindergarten class

In beginning this Publishing/Presentation Project, I was at first very hesitant. I am not the type of person to put myself out there. I have gotten much better over the years, I think age helps, but it's still not my strength. I was unsure as to how to approach something that would involve me sharing something that I had done.
In researching the journals, I found one that I feel best fits my project. I have complied both the work from my Literature Review as well as my CBR project into a final publication. I am excited to submit it and see where it can go from here.

Week 2 - Think Out Loud

Week 3 - Think Out Loud

Final PPP Document

Wk 4 - response to Dena

Dena-
I, too, have read the book Chrysanthemum, by Kevin Henkes. I read it to my class each year and we discuss how each of us are different. In reading this section, I did not initially see the resemblance to the book by Henkes, but it is clearly there.
I have a dear friend who is undergoing chemotherapy and has recently lost all of her hair. I began to focus on this aspect of the book, but that is my story and not the focus of the book.
Thank you for helping me to see this passage how it was truly written.
~Alicia

Henry's photo taken by Alicia Welch

Dena's original post...
A Spark

Passion rather than fear is the igniting force.  Abundance rather than scarcity is the context.  Enrollment is about giving yourself as a posibility to others and being ready in turn, to catch their spark.  These are all powerful statements.  I think the message was : Believe in yourself and go for the park.  Afford yourself the opportunity of possibilities if you have the passion.   Don't fear what might happen.

The word"no" can be daunting but if we look at it differently it may provide another opportunity.  It was mentioned that education is important and we shouldn't just focus on the academic person.  I agree fully with this statement because not everyone is academic but I do believe that everyone has the gift of opportunity.  I also believe that everyone has something to offer if given the opportunity.

Being the Board
It does't make sense to pass the blame because it isn't going to fix things.  It is a difficult task and I think it comes with maturity.  Somethings you may have made a fuss over ten years ago wouldn't be worth your time and energy today because as individuals you would have grown. Fussing, complaining and arguing are not going to solve the problem.

Creating Frameworks
This section reminds me of the book Chrysenthemum  by Kevin Henkes.  Chrysenthemum was teased because she was named after a flower.  Her music teacher was named after a flower as well and when the teacher told the students that she was named after a flower as well their attitude changed.
We need to use the framework of possibilities  to  opportunities and offering a new way of doing or seeing things.

Telling the We Story
This basically tells the story of  "we" not "me".  How can we fix the problem.  What is  best for us.  Not I want or it is all about me.  That does not provide opportunities.  This section suggest that we offer suggestions and work things out.  Often in a disagreement it is about me or I and the tension is still there.  If the situation is approached differently with the "we" approach the outcome would be more positive.

I have really enjoyed these readings.

Wk 4 - response to Les

Les-
I also enjoyed the final chapter and how it turned the focus from 'I' to 'we'. I think I have even been to a workshop where it placed the focus on that. Allowing us to ask the question - How can "we" work together to fix this?
It is always so good to read your reviews because of your obvious excitement for this book. I am glad that you are ready to bring this book to your school. Your enthusiasm will definitely play a large part in the professional development that you have planned for your teachers.
~Alicia

photo taken by Alicia Welch

Les' original post...
Chapter 9 Lighting A Spark
I laughed so hard at the example of sitting behind someone at the tollbooth because they do not have the exact change. Thank God for Sunpass an automated pay system. I know this wasn’t the point; I haven’t reached perfection yet, oh well. Lighting a spark (enrollment) is what I believe teaching is all about trying to be a catalyst to student’s passions. It takes time to develop this skill but is worth it. This book keeps bringing me back to my passion and central calling in education.

Chapter 10 Being the Board
When blaming we give away our power to change the situation the authors say because” there is nothing I can do about your mistakes” (p.151). WOW, It’s official this book is challenging me. It is there fault. I know it is. Yet the author suggest I am the framework for everything that happens in my life. Doesn’t mean you’re at fault but you acknowledge your participation. Stop messing with my pity party we just bought chips and soda. 2 great reflections Questions are offered: How did I get on the board that I am and how have I become a context for that to occur? This reflection brings great clarity to choice made rather commission or omission. Not that we blame our selves but we see how we have given the power to change it away. Gaining control versus making a difference and the boss example was like they were at my school. I get a will approach our principal differently. Bing the board will take a lot of practice!!!!

Chapter 11 Creating Frameworks for Possibilities
I am going to purchase this book for our principal and see if I can do a series of mini sessions for our community of practice group.
I enjoyed the practice questions. I think they would make a power full reflections and action session. They are found on page 163:
1. Make a NEW distinction in the realm of possibility on that is a POWERFUL substitute.
2. Enter the territory and embody the distinction
3. Keep distinguishing what is on track and what is off tack.

The clarification on vision is great and challenging. I can’t pin point why. I will have to read this several times. I think I might still be I the world of measurements and judging the success of vision this way.

Chapter 12 Telling the We Story
Last, but very significant the we story, this chapter really invites everyone into the world of possibility. It starts with allowing everyone to see them selves as vital to the story and the possibilities. I know my post this time is a little long but I am enjoying this book. In November this will be my book of the month so I can begin to plan some PD Days around this books theme. Thanks Joe B!!!!!!! 

Wk 4 - The Art of Posibility (Chapters 9-12)

In reading through the final chapters of The Art of Possibility, it was something written in the final pages that seemed to sum up everything for me. The authors wrote "choose the practices that express yourself." This seems to incorporate each aspect of the book, each chapter, and combine it into one simple answer. An answer that many of us probably already know. That we need to chose what works for us.

photo taken by Alicia Welch

That simple statement can be true in many different instances. We have to find the theory, the plan, the style that works for us. We cannot do things simply because someone else has done it that way. We can not be held accountable to something that may work for you, because it just might not be what is best for me. In those simple lines, "choose the practices that express yourself," I have been given the freedom to take and use what I can. The author seems to recognize the individuality in each of us. In removing the stress of having to try everything, I have been given the power to know and understand myself.

Wk 3 - Think Out-Loud PPP: part 2

frog (ready to jump in) was raised by target audience

In researching whether I wanted to publish or present my CBR project, I had decided last week to look into publishing.
This week I spend some time looking at each of the suggested journals. I tried to find one that would both fit my project and more importantly, my target audience. I finally decided that I would submit my publication to Learning & Leading with Technology. This publication is the International Society for Technology in Education's (ISTE) membership magazine. It takes simple ideas for utilizing technology to improve learning in the classroom. This seems to be a perfect fit for my project and its target audience of 5 year-olds.
I have already registered as an author. It appears that all I need to do is upload my project and they will notify me once it has been received.
I guess all I have to do now is get ready to jump in!

Wk 3 - response to Les

photo taken by Alicia Welch

Les-
I liked what you had to say about how passion is such a driving force. As educators, we all know that we did not enter this profession to become rich and famous. At some point, we all had a passion for education. Some of my peers have lost that passion, for whatever reason, and have chosen to leave teaching.
With technology ever changing, I think it will definitely benefit us to continue to grow and develop a passion in this area. As technology continues to integrate education, we will be able to keep up!

Les' original post...
The author has a very profound perspective of leadership. The author says we should look for passion and commitment. The silent conductor the person who leads is one who recognizes the opportunity to lead from where they are. How can we have teachers arrive at this perspective of leadership from any chair? I believe exploring the 21st Century skill collaboration could easily help are students discover and model the silent conductor, wouldn’t this be nice?

Chapter 6 “Rule Number 6”.
I needed this chapter. I love to laugh and tend to do this quite often at work but more with the students that the teachers. As an administrator, I am going to practice taking myself less serious. I have a good relationship with the teachers but believe their perception of me is getter done. I want to enjoy the process more. I like the question, what would have to change for me to be fulfilled? (pg. 87) I know, me? No one else or anything has this power. I am rediscovering my Central Self and scaring the hell out of people around me.

Chapter 7 “The Way Things Are”
Own the reality your in, what I am doing that. No you’re in denial. I once learned a valuable lesson 2 + 2 = 4. I use this mathematical statement like the authors use the way things are. I use to live in the world of “should”, “should of”, and “could of,” what if”. The reality of 2+2=4 means, if you add all of the realities around you up the product is your reality. When you deal with what is real you can then begin to perceive the real options offered in the reality.

Chapter 8 “Giving Way to Passion”
BYTFI (pg.121) yes, I love this book. Sometimes we allow systems to systematically take passion from us. This is so tragic, the lost of passion. Passion is a driving force for creativity and living authentically. When passion is lost we are lost. Two suggestions appear on pg. 114. Discover where you are holding back and participate fully. I want to use these suggestions as it relates to technologies possible impact on learning. Let’s go big or stay home.