Web 2.0 Educator

I chose to learn about Wes Fryer and his blog. Wes Fryer seems to be someone not only involved in the educational community, but the technology community. I like the fact that he takes educational software beyond the normal confines of standard-issue computer lab desktops and reports on creative new ways to implement mobile apps in educational settings. Mr. Fryer pushes the use of social media, internet communication and sharing. This creates a sort of "digital library." Fryer blogs about everything from the "social media" revolution to small yet useful tips like bringing a USB mini-hub to a presentation so as to avoid a "USB famine."

Type I and Type II Technology

Type I computer usage is computerized "traditional" education--what the article describes as "drill-and-practice." This type of computer usage can be useful if done correctly, and as long as it is not the only kind of learning done on the computer. Type II computer usage involves learning in new ways, only made possible by technology. Type II usage is not merely a computerized manifestation of traditional recitation. Rather, Type II usage involves word processing, creating multimedia projects and presentations, useful class communication, and educational simulations.

Examples of Type I usage:
1. Using software that quizzes a student with multiple choice math questions.
2. Playing a simple game that teaches spelling.
3. Identifying the names of countries on a map.

Examples of Type II usage:
1. Creating a video log.
2. Creating a podcast.
3. Engaging in class discussion via forum on the class website.

Source: "Internet Applications of Type II Uses of Technology in Education" (2005) by Cleborne Maddux and D. LaMont Johnson, editors. NY: Haworth Press

My MEL Experiences

Student/teacher relationship: An example of a positive student/teacher relationship in my experience is that of my English teacher, freshman year of high school. This teacher was always willing and enthusiastic to have conversations outside of class that were not necessarily related to the content being learned, but intellectual nonetheless. I remained in contact with this teacher throughout high school, and this teacher set me up for success on my later English classes. Actually, this class probably prepared me much more than I realized for the more challenging AP courses of my junior and senior years.

Interest: My AP Language & Composition class is an example of sparking interest. In this class, we often examined historical, cultural, and political themes in the text we read and analyzed. I am nearly always engaged by this sort of learning, especially when combined with discussion--as was done in this class. The fact that my teacher had a polar-opposite political ideology made it all the more interesting.

Autonomy: A non-example of autonomy would be my Chemistry class in high school. Arguably one of the most boring classes of my student career, there was no degree of autonomy allowed in the class. No creativity, no discussion, nothing. To say the least, I didn't learn all that much, and was not engaged by the content at all.

Connections: My AP Literature & Composition class is an extremely positive instance of a teacher weaving connections. This teacher always allowed rich discussion that would veer off the beaten path, but always connect back to the main theme. He would say, "see how it relates?" Conversations about world culture and politics would stem from "unpacking" a Shakespearean play, or a book about colonial India, or a piece of Victorian-era artwork--a favorite tactic of his.

Context: An example of context would be my SOC101 class here at UMF, spring semester of my freshman year. In this class, I learned so many sociological concepts and theories which I was able to test and put to use in the other three social science classes I was taking at the time (History, Geography of Health and Disease, and Economics). This class is a must for any history teacher. I learned a lot, and since it was meaningful, I will retain this knowledge.

Chapter 2: Respect, Liking, Trust, and Fairness

The idea of teachers and students "standing in each other's shoes" seemed like an interesting concept to me. One of the students quoted in the book described an assignment where students had to write about how they would teach a history class if they were teachers.

I can see this going several ways. The students might gain an understanding of how it is to teach a lesson or present the material, but there is so much more that goes into teaching beyond the class content. Personally, I wouldn't give this assignment. I feel that it doesn't really accomplish much, and that I could find common ground in other ways. I want to have a productive classroom, and I want to stay on topic.

Chapter 1: Knowing Students Well

What "struck" me in the first chapter was the fact that most students feel their teachers don't know anything about them at all. Moreover, it seems the suggestions from the students for getting to know them better aren't hard/impractical at all.

This part of the reading jumped out at me because I feel that one of the fundamentals of teaching getting to know your students. This is important because if you know the student, you can understand changes in academic performance, or find the root of a disciplinary issue. Knowing a student personally (not in terms of personal details, necessarily) will make a teacher more insightful into what it takes to provide the best learning experience for that student.

Learning Style Inventory Results

My overall scores:

Visual Style: 11/20
Aural Style: 11/20
Verbal Style: 13/20
Physical Style: /20
Logical Style: 13/20
Social Style: 12/20
Solitary Style: 13/20

Learning styles survey from learning-styles-survey.com

I think that the scores presented were relatively accurate with the exception of no score at all for the physical category--something isn't right, here. I don't see any real decisive learning "style" for myself either, based on the results above. I seem to be relatively equal across the board.