LOOK-the GROUP Working!!! Put up all the ROLES!!!

So, here I am, still plugging away at this Carnival band idea in the season.  One thing it has done is to help actualise all the work that goes into major productions of 'the mas'.  It is not just like a video that you look at, turn off and return to owner.  It can become an organic creation with the power to consume your waking nights and days to completion and beyond.

The roles that I envisaged for my WebQuest were difficult for me at first, because there were so many elements involved in this quest, I did not see at first, how I could break them down into manageable tasks for a group, far less for a class. Then I recalled that my daughter used to be involved in Children's Carnival through her school-which meant her teachers had been involved too, along with us parents.  I began to think about the products and tasks, and in what ways they could help with the WebQuest.  There was so much information that the group could have gathered about the play in general and how Carnival in particular worked with those theatrical elements, it was hard to consider how the real world revolved around this activity, then I realised that I did not have to do this by myself.

Once the products were defined, and the sources given, the group work itself would generate its own momentum.  What made me realise this was when I was in a class and realised that some of  my students were involved in Carnival on their own steam, without necessarily belonging to a masquerade band.  One student's mother was a seamstress who sewed costume parts for a particular band.  The student had a part-time job in costume construction and actually 'helped' work on one of the larger costumes.  Another student's aunt had a food stall in a prominent spot where the bands passed on parade days, so he had one of the best spectator views.  It meant, therefore, that the students' gathering with the roles in mind,would have their own experiences to bring and share with each other, and the value gained would be incalculable.

Group roles assist in helping the student assume a position of authority within a context of credibility.  It-the activity- is beneficial because it then makes the learning process more important.  Group roles mean that learning is no longer a solitary thing to be confined to the class, the test and the result.  It can mean that the student grows in knowledge and appreciation of themselves and their place in the world in which they live.It also means that the teacher may provide the stimulus, but when the students provide the catalyst, engaged learning becomes possible, personal and more profound.  

Working on the Quest - WebQuest, that is

It is a thing I never thought I would be doing really, because I never thought I had the intellectual gumption! Well, well, well, who would have thunk it???!!! Not me. Not really, although on reflection it is really not so surprising. I have been involved in drama since I was about 13 (seventh grade?), I participated in dramatic productions as crew and performer since then until my early 20s.  I have been a Carnival masquerader since 1991: I realised I was missing out after I took my then toddler daughter to take part in Children's Carnival.

So, as a teacher of Literature, I think my creativity was challenged, because I had never thought of merging the two forms together-even though designers like Wayne Berkeley(deceased) and Peter Minshall had moved quite easily between the stage and the street in their work.  Most recently, Brian MacFarlane has been doing the same, but 2013 was his last Carnival presentation, he says.  I have participated in productions by all three of these artists over the years.  But then, I am a teacher, not a designer-not so?

Well, the brain stretched itself in ways that I did not think possible.  I think that there are still more avenues I could explore with this, but I think I need to know more about 21st production .  When I was looking for the pictures and the sources, I realised how much was in the cyber world about my country-and I saw and thought about things in a way that I never did before. I thought about how designers brought creations from the page to the stage, also about how a designer would conceptualise something like Shakespeare.  Then I realised that historically, Carnival designers have used Shakespeare and John Milton, so I was in good company.

It was also a challenge because the prevailing perception of Trinidad Carnival is one which features scantily clad people in various stages of euphoria and/or intoxication.  It was good to focus on other aspects of creativity and originality.  Not much is known about the opposite, but it does exist, and I hope that the webquest would show that.  I would also like to think that the students would be interested in this aspect as well, and that it would enhance their own creativity to take from Shakespeare and bring an understanding of the play and the portrayal together.

WebQuests and the project approach-Module 6, Activity 7b

WebQuests are a feature of the educational process whose time has more than come in the education system.  We have jumped the chasm between the chalkboard and the computer screen and now have to negotiate how best to help the learner.  

I found the project approach in the earlier activities useful, if not immediately applicable to my own situation.  I think it would need time and willingness from all quarters to implement.  Time and experience have taught me the adage of working smarter, not harder.  It might prove challenging to convince people that the initial heavy input is offset by the rest of the process.

Of course, in my school, issues of compatible infrastructure have to be dealt with.  None of my present classes were fortunate enough to receive the government-issued laptops, so their cumulative ICT skills may be somewhat spotty, and access to a system outside of school may very well be problematic.  Nationwide, there is a competition open to all schools called 'The Young Leaders'.  This does have elements of a project based approach at first thought.  However, this generally takes place outside of regular classroom hours.  I have seen projects flounder due to lack of sustained interest or other cause like the aforementioned lack of infrastructure. Other interested parties may find this discouraging, especially when the schools who do win prizes do not suffer the same drawbacks.

WebQuests have the innate characteristic of engaging students on a number of levels and making them aware of events in a way they would not have been normally-as in 'Industrial
Revolution'.  I think that this is one of the most important characteristics of WebQuests-that the students are able to deal with the real world in a way that enables them to engage critical faculties and still earn credit for them-like 'Extra, Extra!'.  I also like the ways in which the student is allowed to be both reflective and creative.  School, therefore, becomes a place in which life is experienced in an increasingly more relevant way.

MODULE 6

Well,

This is interesting.  I always approach these activities with the air of cautious optimism.  This is because I do not always make the time to keep the skills learned current.  This term in particular, I am in a state of tech limbo as I have neither smartphone nor tablet, and am due to upgrade my present system. I hope I can do justice to the tasks involved.  

Activity 9 - School readiness framework

What I consider to be the most important elements of school technology readiness:

In looking over my comments on the readiness factor, I read a lot of the frustration that I am undergoing at present.  Being a government school placed in a middle-class residential area, we neither attract much  nor appall the public with our presence.  By and large our school tends to have little by way of high risk behaviour.  Technology is something which is very available, yet the means to use it effectively are very limited.  

The most important elements in school technology readiness are:

1. Unity of vision in terms of technology use.
2. Physical infrastructure
3. Staff development
4. Financial resources.

If able, I would put numbers 2 and 3 on the same line because I think that they are two aspects that ought to work together.  Physical infrastructure would include connectivity as well as classroom renovation.  Staff development includes training in ICT, but also in pedagogy to suit ICT integration practices.  I put the first one where it is because if there is no shared vision in terms of what is needed and required, anything can and will continue to happen on an ad hoc basis.  One example of this in my over 50 year old school, is the provision of computers for the business subjects, in an upper floor which is old, wooden and disintegrating.   The short term means and needs dictated the purchase, but the policy and protocol surrounding floor renovation were and still are involved processes from which there seems to be little relief.  

The money aspect  placed last, not in consideration, but in applicability.   Throwing money at a situation will not solve it.  Again, needs must be identified, before funds are allocated.

Thoughts from self-activities

Recently, I came across 2 articles which detailed present, successful attempts at ICT integration.

Bringing America's students to the Digital Age.  

This was an article I found recently and it surprised me that only 20% of the schools in the USA have connectivity.  It takes a presidential decree to agree to 99% in the next 5 years.  Does that mean that we are farther ahead than I think we are?  Nope.  Because actions by themselves cannot work without attitudes.  The most enlightening part of this article was the last paragraph.  The school with least money to spend on students did well nationally due to an aggressive ICT integration policy.

 Apple helps a struggling UK school

I wonder what I could do for my school to get help like this!  Again, vision meeting attitude and resources equalled success.  I would like to think that the day will come when iPd distribution does not go only as far as the Parliament, but also with teachers, who must use same to justify their use.

I continue to reference Dewey's quote on m powerpoint presentation: 'If we teach today the way we taught yesterday, we rob our children of tomorrow'.  I am glad I found it, because it helps me put into perspective my continuing vision as a teacher.

Activity 8 – Impact of ICT on schools[Really?]

How I think ICT will impact positively on schools in the medium term future:

Really?  I believe if we already envision being 'in the medium term future' that ICT can be a positive influence.  I say so because the technology outside the classroom is catching up and invading the technology inside the classroom.

What I have noticed happening is that the Ministry of Education and other concerned 'change agents' [love that term!] have had competitions which seek to involve the more widespread use of ICT in the classroom and with the assistance of the teacher.  Even more positive is the initiative by the Ministry to provide training and opportunities for the teachers to involve the students in these competitions.  I expect that these are things that will encourage teachers to use more of the tools available for them online as well as onsite.

In the medium term, I also expect that the comfort level of the teachers as well as the students will improve.  This will be because , as time passes,availability and affordability of some  technology will improve. Specifically dealing with my own situation, I believe that we will have more and greater attempts of students using technology for the classroom.  Already the scenario where students use camera-phones instead of notebooks exists.  We are trying to adjust schol policy to suit.

Thoughts from self-activities

 I feel like a hypocrite thinking about this, primarily because the medium term and the short term at this time are identical.  No change, no relief.  But we were asked to comment on positive steps....

I love the fact that students on their own have created their own segments and parodies and posted them on youtube.  I like the fact that we as staff film events and do the same and the students watch.

I still wish more than the handful would realise that they would reach students more by changing approaches.  I was in 'lecture mode' when one boy asked wistfully, and 'with all respect': 'Miss, why you does talk so much?'  I wish I could say I saw the light from then on, but I am still a work in progress.  Me and the wonky speakers I have to use with the projector!

Activity 7 – Models of technology adoption

What I feel about the response that my school management gave to my presentation:

The management of my school consists of the principal, vice-principal, heads of department and deans of discipline.  For this activity, I was not able to get all of them together. This was due to the fact that the vice-principal is on vacation and I myself am acting in the position.  Also the Minister of Education  has been calling out school principals for extended periods of time.  

In any case, the response was generally of a positive nature.  I fully admit that I am really not able to be particularly objective, as I have been involved in school management as a senior member of staff  for more than five years. It was the view that proposals would mean infusions of cash as well as time-both of which are in short supply at this time.

The best ideas I have read about school ICT staff development plans:

I found that most of the best proposals we similar because they involved training for staff on an ongoing basis as well as upgrading the infrastructure of the schools themselves.

(Optional) – Thoughts from self-activities

I realise that this activity yet another skill building one that is preparing me for Activity 3.  However, exercises of this nature usually make me somewhat depressed.  I think that there is a lot of potential for development in my school, yet so many of the teachers are unwilling to do more than the syllabus requirements. It does not bother a science teacher that students do not understand a concept and therefore would fail a lab experiment.  She 'told' them what to do without making any learning connections for the benefit of the students. I hope her department head was able to let her know that it was her fault that they failed the lab.  Just putting up Powerpoint slides of the textbook material was an ineffective use of ICT as well as poor teaching practice.  I got this example from a sympathy-seeking student who was convinced that he would never pass the subject.

Time is in short supply in my school because more than half the staff live more than half an hour outside the area.  For many there is a traffic situation which means that it takes between 1-2 hours to reach home.  I do not consider myself qualified to weigh in on this since I live a ten minute walk away from school myself!  It means that few are willing to remain after school dismisses for any reason.  I still  have problems accepting that often change is something people have to be forced into.