Sunday, November 15, 2009

More About Using Wikis in My Classroom

Phew! I made it through the first trimester of school! There were days when I thought I'd never survive with my sanity in tact, but then the next day I can't believe how fast the days are going. I can't believe the school year is already one-third over.

Once again I am finding myself creating new curriculum and trying new things I've never done before. That combination makes for an interesting school year. Not only am I stretching my limits by teaching a class of 6th graders (and believe is a BIG stretch!), but I'm trying new things with them. What I'm finding, however, is that the new things are GOOD things. First I tried going paperless (thanks to budget cuts!). That wasn't too hard considering the fact that I have great computers in my classroom and can just download handouts to our student-shared server, but then I created a wiki to use with them. They LOVE it! One of the greatest benefits of using the wiki was the fact that the kids were excited to use it, so I didn't have to tell them to get focused when the bell rang...they already were!

Next I got brave and started another wiki about national parks that put more responsibility in the hands of my students. They added pages, edited text, uploaded pictures, added links, and all the good stuff that a wiki allows you to do. What a huge success it was. This wiki was a take-off of a project that I discovered on the Apple Learning Interchange. At first I was a little nervous about giving the kids so much freedom in the wiki, but soon discovered that my students could easily grasp the concepts of creating a wiki page complete with photos and links. They didn't let me down! Check it out! (6th Grade Computer Basics - National Parks Project)

Now the first term is over, and I get to start with a new group of students. That in itself is quite a challenge. The good thing is...I feel so much more confident about what I'm teaching them! And THAT, my friends, is a GOOD thing. I'm beginning to think that I'll survive this school year after all. Phew! I had my doubts a few weeks ago!

So as I head into a second term, I will continue to look for cool things to enhance my curriculum. After all, no curriculum should ever be completed. It should be ever-growing and ever-changing. If you have any great ideas...send them my way!

Look out I come!

Monday, September 21, 2009

Lovin' my Wiki

Well, it took some doing, but I finally figured out how to make my 6th grade Computer Basics wiki work for me. It still isn't perfect, but everyday it is getting closer to how I dreamed it could be. My 6th graders love it and are excited about the project that will allow them to create a class wiki all their own. They know it is coming, but don't know any of the logistics yet. I, too, am excited about the possibilities it holds. My biggest frustration now is how to respond back to their reflection question answers. I'm not sure I like using the discussion tab for their responses because that doesn't allow me to make comments about their reflections. I want them to think deeper about how they are responding, but if I can't give them feedback, I don't see them improving. I'm wondering if I should use a different format. Perhaps setting up a reflections page similar to the Write Around Story page will make it more feasible for "conversations" with the teacher. My concern about doing it that way is that it will mean adding 20 more pages to the wiki. And maybe having that many pages isn't even an issue. Do any of my readers have thoughts on this? In the meantime, I'll keep plugging away at making my wiki work. Hopefully I'll become so addicted to using the wiki with my 6th grade class that I will want to create something similar for the other two classes I teach.

Like technology, it is my goal as a teacher that all of my classes evolve with the changing tides. If they don't, then my teaching becomes stagnant and my students are the ones left behind.

Wednesday, September 16, 2009

"Excited" Can Sometimes Be Synonomous with "Frustrated"

I've created a wiki to use in my 6th grade Computer Basics class, and I'm really excited about the new and exciting possibilities that are opening up for my students. Not only am I excited, but they are, too! Technology is their world, after all, and they love doing anything that involves technology. Another thing that excites them about this wiki is that it is unlike anything they are using in their other classes. That alone is reason enough to celebrate.

Now for the frustration. Like anything new, obstacles always seem to work their way into the picture. Case in point...Here I am today, excited about teaching the kids how to edit the reflections page of the wiki, and I failed to see the big picture when it comes to saving edits. I tried to have each of the kids respond to a reflection question and save their edit. The problem was that the only edit that appeared on the wiki once everyone had saved was the LAST edit to be saved. Grrrrrrr! I failed to realize that we would encounter problems when 20 kids tried to save an edit to the same page at the same time. Needless to say, I lost a few excited souls in all the hoopla and chaos of the problem. That sure wasn't how I envisioned today's lesson to turn out.

So I pose this question to my readers...How can I make this work? Please, please, PLEASE send me some suggestions. I know there is a solution. I'm just not seeing it right now.

Tuesday, September 8, 2009

To Show or Not to Show...That is the Question

Today is the big day for the controversial speech to students by our president. There has been a lot of talk on the news about whether or not to air this speech live. Why? What is the big deal? It is a speech to students about the importance of staying in school, not a call to participate in genocide! Where, exactly, is the controversy?

I personally think it is pathetic that parents lack such faith in our president and in our school's teachers that they would voice concern over this speech. Sure, we may not all have voted for him, we may not all agree with his decisions, we may not all agree with his policies, but he IS our leader, and we, as a democratic nation, MUST give him the respect he is due. What message does it give our students when we feel the need to censor what the President of the United States of America has to say? What message does it send to students about our schools' teachers and their ability to teach? Are our nation's teacher so incompetent that they cannot professionally and in an unbiased manner lead a discussion about the words of our president? Come on! Have a little faith in your children's teachers. If parents can't trust the president and they can't trust the teachers, then WHO can they trust? It just doesn't make sense to me.

I wonder how parents would react if their favorite sports hero wanted to make a similar speech to students. Hmmm, a point to ponder.

Thursday, September 3, 2009

Where's the Money They Promised?

We are well into our second week of school and the bureaucratic red tape has already begun. I just got word from my principal that all budgets are frozen. What? It's the second week of school and we have no money???? And the US wonders why our students aren't keeping up with the rest of the world. We can spend billions of dollars to "reform" our healthcare system while the education of our nations' students gets put on a back burner. We can spend millions of dollars on star athletes and sporting events while those of us who try to educate the nations' children scrimp and scrape because there is no money for education. Our government can agree to spend millions of dollars on an inaugural celebration (with no benefit to anyone but those being honored) while schools are cutting staff members because they have to cut budgets to the bare bones. None of this makes any sense! There is something majorly wrong with this picture.

Politicians are so good at making hollow promises about increasing funding for education during election campaigns, but then don't follow through once they are elected. When are we going to hold them accountable for their broken promises? When are we going to say "enough is enough?" I'm doing what I can to make's high time that EVERYONE does. And that includes our governmental representatives! Everyone means EVERYONE. It's time for change...but not just in health care! It's time to put education FIRST!!!!!!

Saturday, August 15, 2009

Mixed Emotions, Yes. But I'm a Teacher at Heart.

This is it, the final weekend before I have to go back to work. Every year I have mixed emotions about ending summer break and beginning another new school year. I love what I do, but I also love what I DON'T do.

I love summer because...

* I have the freedom of being able to choose what I want to do each and every day; do I
want to work outside in the yard, surf the net for cool stuff, be a couch potato and watch HGTV all day, shop 'til I drop, or do something domestic like bake bread like a Sally Homemaker today?

* My life isn't ruled by the clock...especially the ever-dreaded alarm clock.

* I have option of fixing a sandwich at home or meeting the love of my life for lunch in town.

* Work-related stress is non-existent during the long summer days.

The relaxation that comes with summer becomes a welcome addiction that is hard to give up.

On the other hand, I love what I do during the school year. After all, I am a teacher at heart. Teaching is my God-given gift. It's what I do. And it's what I do well. So why do I love going back?

I love going back to school because...

* The excitement of my students at the beginning of the year is contagious.

* The beginning of a school year gives me (and my students) a chance to make a clean start.

* It is satisfying and highly rewarding to see the "light bulbs" go on when my students suddenly grasp a concept they'd been struggling with just minutes earlier.

* I just plain love kids (middle schoolers at that! I know, I'm weird.)

* It is fun to teach what I know, and even more fun to learn what THEY know!

* I make a difference.

I could go on and on with why I love what I do, but time is short, and I must finish the things on my "To Do List" that were put off because summer fun was calling. In three days I'll be back at my school desk, dreaming up ways to make learning fun and relevant for my students. I'll be back at my desk writing curriculum, creating lesson plans, and drawing up battle plans for a successful year as an educator. But most importantly, I'll be preparing to interact with students eager to learn.

So, Yes! I have mixed emotions about going back, but I'm ready. After all, I'm a teacher at heart. Teaching is what I do.

Tuesday, August 4, 2009

You Know it's August When...

You know it's August when...

* your family vacation is over and you have a pile of dirty laundry calling out your name
* back-to-school ads inundate the television screens
* you go to Wal-Mart and see back-to-school posters everywhere you look
* tax-free weekend hits your state
* you start having school nightmares in your sleep
* everyone you know keeps asking if you're "ready to go back yet"
* you get the dreaded back-to-school letter from your principal
* the grass stops growing because it is too hot and dry
* stores take away their summer clothes and hang sweaters in their place
* people start talking about going to the Iowa State Fair
* cars start showing up in multiples of three in the parking lot at school
* you feel the need to go work without pay in your classroom
* the school janitors wax the floor so you can't get into your room to work
* school registration notices appear in the mailbox
* you start waking up at 6:30 in the morning and you didn't even set an alarm
* the beautiful flowers in your gardens begin to fade and die
* you get a call asking if you'd like to go to the teacher supply store with your best friend from work
* the school secretary cries out on her Facebook page that her summer is over
* your husband gives you a thumbs-up sign when he sees a back-to-school ad on TV
* your husband starts saying cruel things like "only two more weeks, honey!"
* you frantically start tackling away at the To-Do List you made but never touched
* you start to cry for no apparent reason at all

I guess it's time I start thinking about readjusting my sleep habits, getting myself motivated to finish writing the curriculum I've been avoiding all summer, putting away my novels and start looking at text books instead, stop living a life of lazy luxury and start thinking about the real world. Like it or is a mere two weeks away.


Thursday, July 16, 2009

Who Am I?

How do people keep up with all the technology issues out there? I've spent hours looking at Tweets and am amazed at the vast array of blogs, websites, wikis, conferences, etc. that are out there. It boggles the mind! While I am no where near being technology illiterate, I sometimes feel that way after reading the blogs of Dr. Z, Scott McLeod, Will Richardson, Wesley Fryer, and countless others. Heck, just reading Tweets is enough to make me want to crawl under a rock in shame. There is SO much that I don't know! But thank heaven there are people like those mentioned above who can lead me to locations that just might hold the answers I'm searching for.

Reading tweets and blogs is kind of discouraging. I read what those scholars have to say and look at the numbers of people who follow what they have to say and then I go to my blog. I don't seem to have much of importance to say. I have a whopping 11 Twitter followers while my blog has a whopping 4 followers! Woo-hoo! But then again I have to ask: Who am I anyway? I am just a mere Iowa school teacher who is trying to find ways to make learning more relevant for today's learners. A huge task! So, in spite of it all, I think I'll just keep plugging away at my intended goal (making learning relevant) and if I can help even one student find relevance in their education then it doesn't matter that few people follow my Tweets or read my blog. If I help one student - I am more than just a mere teacher...I am a success. And THAT, my friends, is what I was put on this earth to do. TEACH!

Friday, July 10, 2009

What are Computer Basics?

I'm sitting here with my computer in my lap and thinking about the curriculum for my newly created class for 6th graders. It's called Computer Basics, but the name is about the only thing I have settled on. What are the computer basics that 6th graders need to know to become computer savvy? This class could go in so many different directions that it is hard to know where to begin. Any ideas? You'd think that after creating two, count them...TWO, new classes last year that I'd be an expert. But right now I'm at a loss. And I'm quickly running out of time. School starts in 39 days, 18 hours, 28 minutes, and 8 seconds (and counting) and I need to start writing a basic plan. But where do I begin? How much do they know when they come to me? How basic is basic? I just don't know! If anyone knows of a website I can refer to that will help with this endeavor, PLEASE let me know!

Friday, June 26, 2009

How Important is One's Childhood?

Yesterday was a sad, eventful day for the entertainment world. The entire world mourns the lives to two Hollywood icons: Farrah Fawcett and Michael Jackson.

As I reflect on the life and death of Michael Jackson it makes me wonder how much of a role his lack of a typical childhood played into his tragic life story. Michael took the stage at the age of five and was an entertainment sensation almost instantaneously. That meant that while most children were out in their backyards finding adventure and playing with other neighborhood children, Michael was on the road traveling to the next gig. While most people think that the life of a celebrity is glamorous, those who are in the limelight see it differently. In a 2003 "60 Minutes" interview with Michael, he touched on the topic of his lack of a childhood when he explained the mystery behind his Neverland ranch. And it makes perfect sense. He did not get to do the things that typical children get to experience, and as he grew into an adult, that yearning for a childhood never left. I can't help but wonder if this is partly what contributed to his demise.

As I watched excerpts from the "60 Minutes" interview with Michael Jackson, I couldn't help but feel sorry for the man. It made me wonder if his response to the question Ed Bradley asked about the appropriateness (or the inappropriateness) of a 45 year-old man inviting young children to sleep in his bedroom wasn't a direct result of his lack of a true childhood. It was almost as though Michael was trying to recapture something of himself that was lost when he was thrust out of his childhood innocence and into a life of instant fame and notoriety. How tragic.

At the time of my writing this post, the autopsy results confirming the cause of Michael's death have not been made public. But there is plenty of speculation about the role prescription drugs played in his death. While I have never experienced an addiction of this magnitude (food is my only addition), I can't help but wonder what hole those drugs were trying to fill in his life. Something must have been missing in his life to leave a void that needed filled. Could it have been his childhood? We will never know.

The effects of a lack of a childhood in Michael's life leads me to ask the following questions: How important is play in the development of mentally creative, mentally healthy children? What role do educators play in helping define our students' childhoods? Are educators guilty of stifling a child's imagination through structured activities?

In looking at the first question let me quote a few lines from an article by the National Literacy Trust.
Children are being stripped of their natural creativity by structured activities and hi-tech toys, leading academics warned yesterday.

Innate play skills are lost as parents pay for them to attend classes and clubs or buy televisions and video game machines for their bedrooms. Even at school they are told what games to play in sports lessons and sometimes even in the playground. But the regimentation of their leisure time is stifling their initiative, says a report.

While this article is geared more toward the effects of play in the development of young children, it has some major significance for older children as well. Through my many years as a teacher, I've discovered that the creative juices of my middle school-aged students have almost stopped flowing. Their philosophy seems to be this: "Spoon feed me. Tell me what to think. It's easier that way." They would rather be told what to write about or what project they should do instead of dreaming it up on their own. I have to stop and ask myself if this is due, in part, to the fact that students spend countless hours sitting in front of a television or video game and exercise their brain only half as much as they would if they were creating their own fun somewhere else. I don't know...maybe I should do some more research on this idea...maybe I'm on to something here.

This, then leads me to the next two questions I posed earlier. What is my role in the development of my students? Am I guilty of stifling their creative juices because I give them too much structure in their assignments? These are some serious questions to think about. I believe it is my responsibility as an educator to build a fire under my students (not literally), to spark their imagination by giving them opportunities to take a hold of their learning and run with it. I like to give my students assignments where their only limitation is their own imagination. At first this was tough to do - after all, I LOVE STRUCTURE - but once I left my comfort zone and opened the door to a different kind of classroom, I found that my students advanced far beyond my expectations. I still have a long way to go, but believe I'm on the right track. It IS my responsibility to teach them to think for themselves. It IS my responsibility to allow them to make choices on their own. It IS my responsibility to let them fly. And it IS my responsibility to help pick them up with they fall. Kind of sounds like parenting, huh?

And so I end this post with an anonymous quote:
I tried to teach my child with books; he gave me only puzzled looks.
I tried to teach my child with words; they passed him by, oft unheard.
Despairingly I turned aside. “How can I teach this child?” I cried.
Into my hand he put the key, “Come”, he said, “play with me.”
As a teacher, I want to allow my students to "play" more often.

Wednesday, June 24, 2009

With Learning, Comes Frustration

Here I sit in yet another Web 2.0 class and I've learned a few more things that I didn't know when I woke up this morning. I love acquiring new knowledge, but the key to keeping it is to USE it. That is where time comes into the picture. I have to find the time to hone my skills or I will lose them. Yikes! It's an never ending cycle.

As I try new things, I find that sometimes frustration follows. I have a new Twitter account that is still less than 24 hours old, and I'm trying to add names that I want to follow, but for some reason, they aren't showing up. What's with that? It was working just fine yesterday, but today I can't find success. I've tried to add three new people and it says "following", but when I go back to my home page, the names do not appear under my list of those I'm following. I decided to walk away from it for now. Sometimes that is the best thing to do.

In the meantime, I want to continue expanding my knowledge base. I want to never become stagnant. No, instead I want to be like a fast flowing mountain stream like the one in this picture. As it flows downstream, it refreshes itself and picks up new nutrients.

One of the best ways to learn new things is to just keep on trying. So...I'm going to take my own advice and keep on trying. If I keep the big picture in mind, I won't let the frustrations become complete failures.

Monday, June 22, 2009

Ah, the Possibilities of Digital Storytelling

Last year while I was creating the curriculum for my Communications II classes I came across an article on Digital Storytelling that really intrigued me. After reading the article, the possibilities of using this in my classroom began to flood my mind like a broken levee. This was definitely something I could incorporate into my curriculum! Not only would my students get to use their podcasting skills, but they'd need to use their research and writing skills as well.

First I gathered a list of possible topics for students to use for choosing a topic that interested them. Of course I didn't limit them to that particular simply acted as a springboard for ideas. I was totally amazed at the different topics they selected. Some topics were very obvious historical events (i.e. Pearl Harbor, Holocaust, 9/11) while others were very student-specific (i.e. the history of trucks, famous NFL players, extreme BMX biking). The only limitation they had was of their own making - ability and motivation. If they could find relevant information on that topic, they were given the green light to use it for their podcast. And they definitely gave proof to the old adage that "where there's a will, there's a way." Only one of my students gave up on his original topic because of a lack of information. Not because there wasn't enough information to use, but rather because he lacked the motivation to dig deeper.

Once students selected their topic, they were off and running. Most found their information without too much difficulty. I made sure to emphasize the importance of putting the information they wanted to include into their own words. Plagiarism is a huge temptation for students because it is so much easier to use someone else's work than to do it yourself. To drive home this point, I found a passage from a medical journal that used a lot of jargon that only the medically minded could understand. When they said, "huh?" I simply said, "I rest my case." I think they got the point. Why include it in your podcast if you yourself don't understand what it means?

After students had gathered their information (including photo images), they had to map out a plan for their podcast. Planning is key in creating a successful digital story or any other podcast.

Then finally the real fun began - creating the podcast. Students could use either GarageBand or iMovie to create their digital story. I must admit that I was blown away by the quality of their creations. Most were fantastic! Allow me to share a couple with you....

This first Digital Story was created using GarageBand:

Pearl Harbor

This next Digital Story was created using iMovie.

The Assassination of Abraham Lincoln

I am excited about all the possibilities technology offers educators if they'll just step out of their comfort zones and try something new. It isn't easy learning new things, but it is why we do what we do...

we learn so we can teach others what we've learned.

Oh, the Knowlege One Can Learn When Effort is Applied

Ok, I've been neglecting my posts partly because of laziness, but more out of a loss for words (I know...those of you who know me well find that hard to believe). But in reality, I find it difficult to talk about that which I feel so insecure. This is my first experience at blogging and finding topics for discussion is a new challenge. After all, the last thing I want to do is bore those who read this. So in light of all this, I can understand why 95% of all blogs have been abandoned . It's a thing called writers' block.

After having a pity party for myself because I'm behind in my work here, I took the book up on its suggestion to check out Google Reader and INSTANTLY I became a fan. Talk about simple!!! Will Richardson is don't have to spend hours going from one page to the next! With Google Reader, everything I need to find RSS feeds is RIGHT there! How cool is that? Of course, like anything else, I'll have to practice (aka "play") with it a little before I totally figure out how to fully use it and benefit from it. So, I guess now it the time for me to shut up and start expanding my knowledge of Google Reader and other RSS stuff. I'm going to stop being lazy today and put forth a little effort. (It's too hot to do much of anything else dumb air conditioner decided to quit on the hottest day of summer so far. Maybe it's feeling a bit lazy, too.)

Friday, June 12, 2009

Podcasting - The Possibilities are Endless

We spent a good portion of the day looking at, creating, and publishing podcasts. Podcasting is something I have done extensively with my students, so I already feel comfortable with this topic. But I learned a thing or two and that is what's important.

So, let's talk about podcasting a little bit more. Why podcast? What are the possibilities here? What are the benefits?

I think the answer to the first question is simple...why not? If you can get kids to think about a topic, to research a topic, and to "report" on a topic in a whole new way, then why not? They love new technologies because technology is an integral part of their everyday life. Teachers need to capitalize on this more. We, as educators, need to bring our teaching to a different level - one that is entirely different from the way we learned. After all, if we "continue to do what we've always done, we'll continue to get what we've always got." Since kids are using mp3 players everyday, let's show them how they can use them to increase their learning. If they are no longer using pencil and paper to communicate with their friends, why should they have to use pencil and paper to communicate ideas with their teachers? We have to change our way of thinking about teaching because students are thinking about learning differently. Like it or not...change is here. We can either change with it, or die trying to stop it.

So, what are the possibilities with podcasting? The possibilities are endless. Podcasting can bring the simple, mundane things to life. Take poetry for example. I can recite my rendition of the poem "Roses are Red"and it's just a poem. But by putting it in an enhanced podcast with my recorded voice and photos I've actually taken, I claim new ownership for the poem. It becomes unique. It becomes special. It becomes mine! And suddenly I've breathed new life into something that once was old and worn out.

Podcasting gives students an alternative to writing. Ever listen to a student telling a friend a funny story about something that happened to them? Ever have them then write the same story down on paper (or in a word processor)? I guarantee the two would be entirely different. Something happens when we speak that isn't there when we write. Now don't get me wrong...I'm not trying to do away with writing entirely. I love to write and think students need to do more of it! But offering podcasting as an alternative to writing may be what some students need to succeed. Hmm, isn't this a form of differentiated learning?

Podcasting gives students a avenue for expression that just isn't there on a flat piece of paper. But why limit this to students? Podcasting give me a voice. I can use podcasting to help me teach.

The more I think about podcasting and the more podcasts I listen to, the more I'm convinced that the only limitation to podcasting is one's imagination.

So that leads me to the last question. What are the benefits? Wow! Like the possibilities...the benefits are endless! With a podcast I can learn at my own pace, on my own time frame. And I don't have to keep my learning to myself. I can publish my podcast for others to enjoy (or not enjoy - it's all a matter of opinion). Podcasting opens up a whole new world of learning for me and my students. Each possibility brings unique benefits.

Now...I encourage you to get out there and try it. And as the old adage goes..."Try'll like it!"

My New Motto

This is my new motto. I mentioned it in one of the last sentences of yesterday's post, and I am restating it today because of its reality.

The more I study and learn, the more I discover how little I really know.

But on the positive side...I refuse to let this discourage me. I refuse to become complacent. I refuse to let my mind become stagnant.

Thursday, June 11, 2009

Brain Overload

Ok, I've just returned home from a long day of intense learning, and I'm on brain overload. Is this how my students feel at the end of their day? I'm thinking the answer to that is probably "YES!" So, in light of that, I need to be more compassionate for the brain overload that my end-of-the-day students are most likely feeling.

Note to self...put yourself in your students shoes more often!!!

All right...back to this post. I've set up a gmail account, created a blog, subscribed to a few blogs, commented on a few blog posts, edited my blog (more than once), looked at wikis, and read some pretty amazing stuff. Yep...I'd say that's a pretty productive day. Now if only EVERY day were this productive! But I'm still on brain overload. Give me a hammock, a good book, and a tall glass of iced tea. I think I deserve it!

Summer Learning Experience Begins

Today is the first day of my summer education. My first class is a Web 2.0 class offered through our Area Education Agency. So far I've set up a gmail account, learned how to use, and created my first blog (you're reading it right now!). Don't you feel lucky to be a part of this new learning experience? Cool, huh? If I go home today with at least one new piece of knowledge, then I can call this day successful. Well, guess what? I've already learned three new things so I can go home satisfied.

Reading Will Richardson's book Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms has made me think about the things that I do in my classroom and the things that I should be doing in my classroom. Because my Communications I & II classes are new, I've got a lot of room for improvement. While reading this book it became obvious that I have a huge responsibility to teach my students about the benefits of online reading, writing, and thinking, but that I must also include the safety, responsibility, and acceptability aspect of web use. They know HOW to use a lot of these tools already, but do they know how to evaluate what they read; do they know how to be responsible users; do they know how to keep themselves safe from the ever-present cyberspace predators out there? It is my responsibility to teach them that once they put something into cyberspace, it's out there for good and that they need to consider the future implications of what they are doing today. "What if" is the question they need to consider...What if someone finds this 5 years from now? What if I'm trying to secure a job and a potential employer were to see this? How will this affect my reputation or what I stand for?

As I read I began to ask the following questions:

What needs to change about my curriculum when my students have the ability to reach audiences far beyond my classroom?

What changes do I need to make in my teaching as it becomes easier to bring primary sources to my students?

How do I need to rethink my ideas of literacy when I must prepare my students to become not only readers and writers, but editors and collaborators and publishers as well?

How can I as a learner begin to take advantage of the opportunities these tools present, so that I may understand more clearly the pedagogies of using them in my classroom?

There is no way that I, as an educator, can be stagnant. I MUST continue to be a student learner as well.

So, what possible benefits might I find if/when I starting using web tools to enhance student learning? I liked Richardson's statement, "Writing stops; blogging continues. Writing is inside; blogging is outside. Writing is monologue; blogging is conversation. Writing is theses; blogging is synthesis..." If this is true, then why wouldn't I as a teacher want to use blogging in my classroom. Don't I want my students to continue to think, write, and converse?

So...I continue on my quest as a student learner. And I've come to this profound conclusion: The more I study and learn, the more I discover how little I really know. Kinda scary, huh?