Information Diet

Information Diet

After finishing the book, The Information Diet, I put a lot of thought into my information consumption.   Regarding social media, my information consumption ebbs and flows depending on my available time. Although I can tend to overdo Facebook on weekends or holidays, I believe that it takes a back seat to educational websites and the all consuming Pinterest.  I think it’s difficult to be self aware because it definitely feels like I’m working while perusing websites, but in the end, my productivity could be higher.  The first step in managing the information that is coming at us all is to be self aware.

I also appreciated the author’s points of being knowledgeable about our sources. This is an area that I felt was a strength for me, but when faced with the idea of seeking out sources that reaffirm your beliefs, I had to admit that is a pitfall.  As a former history teacher, I taught students how to analyze primary and secondary sources.  We also looked and determined the bias in every document.  As wise stewards of our time, we need to determine the validity of the websites and information we are consuming, while also looking for the bias.  

My goal is to set a schedule for information consumption.   In class, we created a “Digital Wonder Friends necklace” with gadgets to help students be smart information consumers.  One of our items was Chrissy the CAT,  Consumption Awareness Timer.   At home, I set a timer that I can use to be aware of my time on Facebook or other mindless browsing, but I don’t have a set schedule for the day.  All of these efforts will improve my digital literacy and in turn, I will be able to pass these skills to my students.  To be productive and responsible civic citizens, we need to be aware of content farming, churnalism and media mining.  The internet, TV, newspaper and other media are amazing resources, but full of land mines if we aren’t careful consumers.

The Creative Spirt of Design- Students as Designers

This week in class, we made commercials!  Working in a group of 3, we brainstormed, story boarded and then filmed a commercial promoting the Doodles program.  We needed to synthesis all six design principles in a creative, fun and engaging way.  It was great to create with my fellow students and experience the principle of " Students as designers" firsthand.

As always, it prompted questions in my mind...

How can I allow my students to fully create and not get in the way too much?

How can I allow them to use their imagination and naturally creative spirit and express it in a meaningful way?


Priscilla let us know that she intentionally chose the camera that we used for our filming project.  This camera didn't allow editing and had some limitations that kept the focus on the content, not on the bells and whistles of some other cameras.  She explained that she used affordance analysis to reach the conclusion of which camera fit our goals the best.

I'm learning more and more about the delicate balance between setting limits and being more flexible in my students' design expression.

For example, a recent lesson in my music class involved creating your own body percussion.

 First we brainstormed potential body percussion movements:  snap, shoulder tap, clap, etc...
Then I let them know they could choose one of four rhythms....(two measures of four quarter notes, etc...)
Then I put them in groups of 4 and they had to create their own body percussion and it worked very well.

I think if I had just said " make up your own body percussion " without giving them the parameters, it would've been a mess.

The desired goal in this lesson was incorporating body percussion and rhythm, and creating their own so they could internalize it and know it well enough to teach it to others.

This design principle makes us think of many conversations I've had with people who tell me they're not creative.  I always disagree with them and say that everyone is creative.  I know what they mean; they're saying that they're not a painter, or a singer, or crafty, etc.

But if you think about it, everyone creates every day.  The physical therapist creates the plan for better health and wellness.  The web developer creates more efficient websites for companies.  You get the idea.  Some of our creative outlets are more obvious than others, but I think if you go through life not seeing yourself as a creator, or not attempting to express yourself in this way, than you're missing the mark.

It's exciting to think that we, as teachers, can inspire and motivate students to be their true, authentic, creative, designer selves.

I'm excited to have the opportunity to design lessons that fit the instructional goal with the creative spirit of design in students.  I hope that just a few of these lessons stay with them for a long time to come.

Affordancce Analysis

Greetings All!  It finally feels like Fall!

This week in class we learned about affordance analysis.  This is when the attributes of technology and the learning goals of the activity meet.  Affordance analysis is all about utility and not usability.  The term utility refers to how we can use something, the possibilities and the constraints.  Usability is how well it does it.   I learned that we should not start thinking in terms of the technology first to see how it fits in with our learning goals but start with the learning goals and then see if the technology will help meet those goals and objectives.

I wrote an affordance analysis of you tube and tied in the learning goals of matching the steady beat and identifying instruments.  I realize now that I should've started with one of those learning goals first and then analyzed you tube within that context.  This assignment was meaningful and impactful, as it helped me to evaluate the utility of you tube.  One of the things I've used to help teach steady beat is a video called Steady Beat Pete.  This video requires students to match the drummer and keep a steady beat.  Another you tube video I like is one on identifying instruments.  There are instruments playing behind a curtain and students have to guess which one it is.  Both of those videos really enhance the lesson , but I'm also mindful of becoming passive or lazy as a teacher, as a result of overusing it.   As with all forms of technology, you never want to rely on just one tool to try to meet all of your needs.

I feel like teachers can either be one of those

"Wow!  this is the latest and greatest technology and as a result, I have to use it whether it makes sense or not! "  or

"Kids use too much technology as it is and i'm just going to do things the same way I've always done them."  

I think affordance analysis is another great tool to help us focus our use of technology and see if it will actually be the best tool to help meet the learning objective.

I leave you with a poem....

Affordance is how technology can help you meet your goal.
To see if it's utility and characteristics are a good fit.
Analyzing the possibilities and constraints are better than any poll.
Although it will take some getting used to, I must admit.

Happy Learning Fellow Scholars!

The Victorian Internet- the Good, the Bad and the Ugly

The Victorian Internet, by Tom Standage, tells the fascinating story of the invention of the telegraph. Samuel Morse began working on his version of the telegraph in 1832, developed Morse Code and became the first to receive political backing. This amazing new piece of technology revolutionized communications that previously relied on much slower methods. But with all technology there is The Good, The Bad, and The Ugly.

THE GOOD: Because communication was now as easy as sending a telegraph, there were numerous positive effects.  Many people believed that the fact that heads of government could readily communicate directly contributed to world peace.  Also, this ease of communication caused many a romance to flourish, both openly and secretly.  The Victorian Internet tells the story of a marriage that took place completely over the telegraph system.  No one could argue that improving communication, advancing diplomatic relations and boosting social relationships are all good consequences of the technology of the telegraphy.

THE BAD: Perhaps Samuel Morse and other inventors who paved the way for this amazing piece of technology did not foresee the potentially unwelcome chain reaction that the telegraph caused. First and foremost, the telegraph caused information overload. Businessmen in the 1800s were now required to be constantly on the jump.  The development of the stock ticker created a time sensitive situation and most likely subsequent stress.   The plethora of information during the Crimean War possibly gave the enemy a decided advantage.

THE UGLY: And lastly, this impressive technology that brought with life changing effects, also had it’s unpleasant side. No sooner was the telegraph heralded as an invention to change the world, did people begin to try to cheat the system.  The stock market, horse racing and even espionage were all arenas for people trying to benefit illegally from the telegraph. And, as soon as the telegraph companies tried to make rules to limit codes, people found a way around it.   

There is no doubt that the good of the telegraph greatly outweighs the bad and the ugly.  But rather than take a pessimistic look at the negative impacts of a new piece of technology, it is far better to be aware and adapt. All of these effects can be seen in our world today… romances blossom via Match.com, world communication exists via Twitter, obsessively checking email at the dinner table, and hackers.  Can we take the lessons learned from history and the era of the telegraph and apply them to our 21st century lives with the internet? Can we , as educators, emphasize the good of technology, all while bringing awareness to the bad and the ugly? That is the lofty goal that we all seek.

Vygotsky, Meaningful Learning, Playtime and the Power of Yet

Good Afternoon Everyone!

As I write this blog post, I am sitting in the Ashburn library, looking out the window and feeling very happy to be a part of this cohort.  The sun is shining, my brain is expanding and my teaching has been inspired.

This week in class, we discussed Vygotsky's book, Mind in Society.   One of the many concepts in his book that resonated with me is the idea that learning takes place in a zone of proximal development.  Two students who are chronologically age 10 and mentally age 8, may still be at different levels of development because student A can complete a task with help and student B cannot accomplish that particular task yet.  " What a child can do with assistance today, the child can do by themselves tomorrow."  This makes me think of the power of "yet."  Check out Sesame Street's and Janelle Monae and the Power of Yet. 

https://www.youtube.com/watch?v=XLeUvZvuvAs

The fourth design principle is the Learning Principle which states the good learning designs engage students in "playful" activities at the edge of their knowledge and understanding using symbolic tools to develop and internalize meaningful thought.

How do I incorporate playful activities ?   This is a question that I will give a lot of thought to over the next few weeks , but before I attempt to apply it to my music class, I am remembering two fun activities from my brief stint as a kindergarten teacher. 

 In order to encourage fine motor skills and correct pencil grip,  I instructed students to choose a colored pencil and  "race" through a simple race course I had designed on butcher paper.  Another activity that was perhaps less playful but possibly in line with an activity on the edge of a students' knowledge,  was "write me a story". Students were encouraged to scribble and use whatever markings they wanted.  I remember that they were surprised that I told them it was ok to not try to make perfect letters.   And they loved to tell me their stories.   

Now, as music teacher I'm thinking about ways to incorporate playful activities.  Students play their percussion instruments and have to match Steady Beat Pete, (another cool you tube video) but I think that might be too structured for what we're going for here.  I also teach piano and try to have students improvise and play anything they can come up with, just to get them playing while still learning proper technique.

 So the question remains, how do I incorporate playful activities to help them internalize rhythm, tempo, dynamics, and many other musical concepts?  If I don't have the answers now, I hope to remember there is great power in the word "yet".

Taking a tip from Kim N, any and all suggestions are welcomed and appreciated.

I love that this class is giving me so many opportunities to grow, learn and be encouraged by you all!  Thanks for reading and happy day to you!