I Heart Rubrics

What would my rubric look like for grading the digital story?
Well, I would use the modified Alaska State Standard W4.2: Uses a Variety of Forms. Here it goes.

• 4-1 Does the student understand purpose, audience, and form/structure?
• 4-1 Is the product unique, yet appropriate?
• 4-1 Is the organization logical, with transitions, an inviting introduction, and a satisfying conclusion?
• 4-1 Has the student created an attractive layout?
• 4-1 Has the piece been proofread?
• 4-1 Are all elements and appropriate additions present?
• 4-1 Did the student follow directions exactly?

I am very familiar with grading by the state standards and feel that I can quote them in my sleep. Cheers.

Lo! Internet Resources

I use the Internet daily to help fuel my creativity. Though the resources I use are many and vast, there are several that I visit on a regular basis. Following are my favorites.

• National Council of Teachers of English This is the queen of all things Language Arts in America. I always check in for news clips on censorship and tips on how to become a better teacher and person.
• Teachkit A bit unorganized and completely quirky, this British site offers so many lesson plan and activity ideas for Language Arts teachers that I don't know where to begin. One can find extremely creative ideas for every lesson from basic grammar and vocabulary to Shakespeare, Milton, and Flaubert.
• The Purdue Online Writing Lab (OWL) This website has saved me more times than one. I visit OWL for help with research and citations. Purdue also offers help with grammar questions.
• Library of Congress The jackpot of all primary documents. There is a great portal into the world of poetry; however, it is lacking a bit in the Literature category. I love perusing this site in hope of a little interdisciplinary journey.

Following are just a couple of sites that I have discovered, have used, and still love to play with.

• Interactive Folio: Romeo and Juliet Love it. This is such a useful tool for students who miss class days during a R&J unit. Plus, it's just good clean fun.
• Visuwords This is not your mother's dictionary. For each word you type into the search box, Visuwords gives you a graphic representation of that word and oh so much more!

Miss Eveline

Well, I finally finished my digital story. I had it all finished a long while ago, but just could not get it polished to the level I wanted. The interesting part of this whole process is that while I was struggling with the timing of my frames to the music I chose, the song won an Oscar for best song in a movie. I hope you enjoy.

I learned a thing or two during this process:

• iPhoto is wonderful! I scanned my photos in and then altered them to my delight.
• To alter the duration of your slides/frames/photos, one must remove all effects.
• Students are going to have a lot of questions about this project. Baby steps will be necessary.
• I love beautiful things: language, music, fashion, and feeling.

All in all, I think I learned more about myself in the creation of this project than I did about the content. Isn't that what we ultimately desire to instill in our students?

I hope that Joyce would be proud and that Eveline can find some peace.

Basically Children

We are living in an age of increasing dependence on technology. So, it must follow that we should bolster our children with computer dexterity -- the younger the better. However, if we all agree that wielding the power of whizzing electric currents is a mighty responsibility, would it not be in our best interest to steep the mailable beings in essential life skills? "Preparation," states Lowell W. Monke, author of "The Overdominance of Computers", "does not necessarily warrant early participation." Children should learn to respect and nurture their internal power before handling the exterior power that the world will hand them.

Monke's support for delaying technology education until "later grades"

• A child must learn how to interact in his or her world
• We must be aware of a child's cognitive development
• To succeed academically, it is vital that students develop internal qualities
• Young students must learn analytical skills in order to make the tough decisions they will be asked to make in the future
• Technology should be introduced slowly and with great respect
• University of Munich economists determined that increased student computer usage lowered achievement on standardized tests
• Heavy computer usage stunts emotional growth by limiting the amount of face-to-face interaction between human beings

I agree with Monke that our (American) lifestyle is increasingly technology dependant; however, I feel that the author surrenders human power to the computer. Let us not forget that computers do not rule us and that human beings are perfectly capable of pushing the "off" button.

The classroom is an ideal mecca for human interaction. My classroom will always be whizzing with quit witted remarks and emblazoned discussions. In this setting, technology can only be used to enhance human communication, not replace it.

All the Seas of the World Tumbled About Her Heart

James Joyce is notoriously difficult to teach. He is a creator of stlye not plot. This assignment will inspire my students to wade through the heavy language and imagery of Dubliners.

Dubliners is a collection of short stories that act as snapshots of the city. There are four distinct sections: childhood, adolescence, maturity, and public life. In each section, Joyce explores the theme of paralysis through duty, loss of innocence, marriage, politics, and death. As a final assessment, students will create a digital interpretation of one of the stories. They will need to address:

• Point of View
• Major/minor characters
• Central conflict
• Setting
• Major images, symbols, and figures of speech
• Importance of title
• Themes
• Moment of epiphany
• Soundtrack

I created the story map above outlining the story "Eveline," which is an exploration of the struggle between duty to self and duty to family.

Someone Hand Me a Microphone

Young Poets

by Nicanor Parra

(trans. by Miller Williams)

Write as you will

In whatever style you like

Too much blood has run under the bridge

To go on believing

That only one road is right.

In poetry everything is permitted.

With only this condition of course,
You have to improve the blank page.

This is my Philosophy of Education. My students should, at all costs, avoid that road most traveled. If paralysis of our culture is to be avoided, students must go out into the world with a volume level set to YELL above the masses.
My goal is to create an environment where students can use their voices to shape their futures.
If you want to put my platform in a box, feel free. I have never been comfortable in boxes. I get claustrophobic.

Tools for the Mind

Hillary Seeland
hillary.seeland@gmail.com
11 November 2007

"Tools for the Mind"
Mary Burns

In her article "Tools for the Mind," Mary Burns argues that technology use in schools is not where it should be. In school budgets across the country, it states that (in part) the purchase of computers and technology for classroom use will enhance and enrich learning. This is proven false. Though technology is being used in curriculum, it is not utilized in a manner that requires students to critically think about or analyze information; computers and their applications are simply for show-and-tell.

It seems that teachers are to blame for the misuse of classroom technology. Students are required to learn the Microsoft Office Suite, PowerPoint, and the Internet for school work, all of which are point and click operations. Burns would like to see more spreadsheet, database, and computer-aided design programs taught in classrooms. She argues that these applications push students and teachers to "create new knowledge" which should be the primary goal of schools.

• Teachers are learning computer skills as opposed to learning how computers can enhance student learning.
• Many school districts have not supplied an adequate technology environment for computer-enhanced student learning.
• Do students really learn better simply by using technology?
• Not all computer applications are created equal.
• Student Internet use tends to be passive.
• Databases vs. PowerPoint? Databases win, hands down.
• Never use technology for the sake of using technology. Always be aware of student learning.
• Professional development time and money should be allocated to teachers for technology education.
• Teachers need support in reassessing technology use and implementing a version that truly enhances student learning.

I understand and appreciate the argument that Burns asserts in this article. However, as I read through, I couldn't help but wonder -- how does this affect the English department? The use of GIS, computer-aided design programs, and simulation software seems a bit out of place when discussing Transcendentalist essayists. Equally bizarre would be to use a spreadsheet to demonstrate the ratio of stresses to line breaks in Eliot's The Wasteland. I suppose that there are some amazing programs out there, but I wouldn't even know where to begin. Perhaps someone could clue me in ... or should I wait for the district to put me through a technology intense inservice?