when will my life begin?

As the song goes-When will my life begin?  When do I begin to live the fantasy of teaching in a perfect world where a classroom incorporates all of these new technology programs, lessons and ideas?  The answer is now-never.  I try to not think big as in a total class overhaul, but rather small, one lesson at a time, and try to fold technology into the classroom in smaller pieces.  I will send my students on their way with more than what they had and with more experience in technology.  In my experience, learning is learning, and technology has provided me with a wide range of resources and tools.  I try to keep my skills and repertoire of lessons updated to keep my classroom innovative.  Students, testing and even community demands have changed, and education must change with it.  I may have the same hairstyle for the last three decades, but not my teaching style.
   In this course's readings I found myself gravitating to two resources repeatedly.  Web 2.0: New Tools, New Schools (2007) and Using Technology with Classroom Instruction That Works (2007).  These resources were practical and useful for resources and creating my assignments.  The logical, methodical approach to teaching backed by research is evident.  They have the mark of people who know their way around a classroom and have worked out all the angles.  The explanation given for organization is concise and clear.  The book is divided into the four planning questions, nine categories of instructional strategies and seven categories of technologies and reinforced with examples, links and templates.  "Throughout, we also give specific directions for when to use learning strategies, and which tools work best for each task." Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007)  I reflected on the advice given time and again on feedback that it be immediate, specific and allow student input , but I had never applied it to the immediacy of technology based assignments until now.  While I have used technology based assignments, I use them for special lessons or projects and have not transitioned to a daily application. Although over the years the technology has changed considerable and has needed constant updating. My approach to incorporating them into my class needed (needs) a different perspective as evidenced by the readings.    "Research shows that the more immediate feedback is in the classroom setting, the greater its impact on student behavior. Kulik & Kulik (1988).  I find that to be true with my experience also after finding myself a student after so many years. These lessons we have been using and should be using in the classroom are imminently practical for a classroom as I have found.  I believe students work better in support with a common goal and will help to achieve when creating a product.  Students like to show off what they know and have achieved rather than sit and listen to what a teacher knows. As a student,  I found myself trying out the different technologies, adding, tweaking the assignment and discussing details with the group.  I liked having a lifeline through social media if I needed help or questions, the web conferences and the versatility of the Googledoc. I have even overcome shyness or ego (fear of looking stupid) at writing on this blog.  The world revolves around the Sun, not me as I remind my students.
    I don't think I am waiting for that fantasy world to begin; I think I will start it one lesson at a time.  I find my perception of what a classroom should look like changing.  I wrote previously about an epiphany I had about being a facilitator in the classroom, but I haven't quite mastered it.  I believe the lessons and advice from our readings help guide me in the right direction.  After all, an art teacher doesn't sit in class showing students how to draw something then give them a  multiple question test over it, and  never allowing them to pick up drawing utensils.  Students learn by doing.  Web 2.0 New Tools, New Schools gives examples of eportfolios where they can do exactly that.  " Just as the Web changed with the implementation of the architecture of interaction, we could say that portfolios have the potential to change with the pedagogy of interaction, especially as used withing a paradigm of assessment of learning." Solomon, G., & Schrum, L. (2007)  I think in today's market and society students are more marketable with skills learned through this learning process rather than worksheets, lectures and essays.  I know I am learning a great many useful skills, and usable ideas rather than sitting in a lecture hall.  Learn by doing especially with such fine examples as models.

 Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development

Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education