Hello, all
A lot has happened since my last post. When last I wrote, I was concerned with updating and enhancing my wikispaces and blogs with more features. Well, as it turned out my concerns were for naught. As it happens, Tucson Unified School District has in its infinite wisdom decided to block all social and personal networking sites indefinitely. The official reason for this is that such sites take up a lot of space on the servers for one and use a lot of bandwidth. Remember, TUSD is using 10 year old equipment and the network is probably even older. Thus, it cannot handle the demands placed on it by modern, 21st century technology. Added to this is the anticipated pre-registration for the 2010-2011 school year which will be a first for the District. This first time effort will likely be filled with all manner of glitches. Bandwidth problems are one thing the District does not want to worry about.
So, where does that leave us? Dead in the water as far as wikis and paperless projects are concerned. Fortunately, they can be copied and pasted over to Word documents but this is just so ridiculous as to be beyond description. How, I wonder, are we supposed to be doing and learning for the 21st century without the tools? How are we supposed to learn and do teamwork and collaboration without networking sites? How are we supposed to learn and demonstrate innovation and creativity on the 2.0 Web without Web 2.0 tools? It just boggles my mind. And I am told that Tucson High Magnet School is the most advanced in technology in the district. What does that say about the prospects for the rest of TUSD?
One frontier I intend to pursue is to publish this blog and its sister on the web for all to see. In it I will comment on the continuing struggle to use and learn with 2.0 stuff at my school and the District. I will also continue to describe my journey in the new world of 21st century learning and the 2.0 web. So as I like to say, stay tuned.
Monday, November 30, 2009
Tuesday, November 3, 2009
Is there hope?
One thing I have been greatly concerned about as we embark on this journey into 21st century learning is the access to computers. While they are not the end themselves, they are an indispensable tool for the process. I have expressed my reservations (and frustration) over the fact that there is only one Mobile PC cart available for checkout and only two labs. This is for a student body of 3,000 and nearly 200 teachers. How are we going to do the research for our projects if we have to wait in line for a lab? Projects would be stretched out by weeks. Flow would be disrupted.
Well, there seems to be a break in the clouds. It would seem the school has more than one PC cart. Details are sketchy but there may be as many as 3 or 4 stashed away. They lack being configured and the tech to do it. I am told it would take a tech a day (w/ overtime) to get one up and running. It would not be ours to use exclusively (that would be too much to hope for) but it would be an additional mobile lab to use. So stay tuned and I may have very good news in the near future.
In the meantime, our Correspondence Project will likely be stretched out. The milepost due on Friday 6 November will likely be extended into the following week. And it is very likely this project will be our 2nd quarter's sole project. I did not plan it that way, folks. I had hoped to get two projects in for this quarter. But, it will just not be possible, not with the shortage of computers, the increased demand for them, the holidays and the stretching out of the existing project.
In any case, we will continue to plug away, we will survive and thrive.
Well, there seems to be a break in the clouds. It would seem the school has more than one PC cart. Details are sketchy but there may be as many as 3 or 4 stashed away. They lack being configured and the tech to do it. I am told it would take a tech a day (w/ overtime) to get one up and running. It would not be ours to use exclusively (that would be too much to hope for) but it would be an additional mobile lab to use. So stay tuned and I may have very good news in the near future.
In the meantime, our Correspondence Project will likely be stretched out. The milepost due on Friday 6 November will likely be extended into the following week. And it is very likely this project will be our 2nd quarter's sole project. I did not plan it that way, folks. I had hoped to get two projects in for this quarter. But, it will just not be possible, not with the shortage of computers, the increased demand for them, the holidays and the stretching out of the existing project.
In any case, we will continue to plug away, we will survive and thrive.
Friday, October 30, 2009
So far, so good
It would seem that everyone is pretty much on track for having a wiki up and running. Excellent work, people. Now for the hard part - doing the work online. Everyone seemed to have a list or at least the semblance of one ready to go. Today we wrote the letter to the king, or at least got a rough draft done. So far, so good.
One thing though that must be resolved. How will these be assessed online? If we are to have class/student assessment and commentary on work done, how will that work? It would, I think mean that the work done would have to be posted to a common site such as the class wiki and be examined there by everyone together. Or to the class blog, perhaps. Otherwise, it means having to access each person's wiki, one by one which would be a long, tiresome and frustrating process.
Another issue has come up and that is computer availability. There is, as I have said here before only one Mobile Lab, two room labs and the Library. This for the entire school to use. If we are to be a project-based class, learning and using 21st century tools, it means reliable access to computers as we need them. Otherwise, if we have to wait, a project can get drawn out for weeks. The only alternative is that you the student will have to do more of this at home or outside the classroom. Because I can tell you it will get very tiresome having to go to the library or to the lab every day or almost every day. Or I can try to get some units for the room but then where are we going to put them?
Guess what? I heard today that the grant which stocked the labs from 3 or 4 years ago bought 10 mobile labs. Yet only one is available for classroom use, one is in the Library and another is in the Fine Arts department. Where are the other 7? Maybe we could perhaps get our hands on one of those for our exclusive use? Ya think. Something to work on.
Good work this week people, let's keep it up.
One thing though that must be resolved. How will these be assessed online? If we are to have class/student assessment and commentary on work done, how will that work? It would, I think mean that the work done would have to be posted to a common site such as the class wiki and be examined there by everyone together. Or to the class blog, perhaps. Otherwise, it means having to access each person's wiki, one by one which would be a long, tiresome and frustrating process.
Another issue has come up and that is computer availability. There is, as I have said here before only one Mobile Lab, two room labs and the Library. This for the entire school to use. If we are to be a project-based class, learning and using 21st century tools, it means reliable access to computers as we need them. Otherwise, if we have to wait, a project can get drawn out for weeks. The only alternative is that you the student will have to do more of this at home or outside the classroom. Because I can tell you it will get very tiresome having to go to the library or to the lab every day or almost every day. Or I can try to get some units for the room but then where are we going to put them?
Guess what? I heard today that the grant which stocked the labs from 3 or 4 years ago bought 10 mobile labs. Yet only one is available for classroom use, one is in the Library and another is in the Fine Arts department. Where are the other 7? Maybe we could perhaps get our hands on one of those for our exclusive use? Ya think. Something to work on.
Good work this week people, let's keep it up.
Thursday, October 29, 2009
Tomorrow is the day - Milepost 1
Tomorrow is the day that mile post 1 is due for discussion and comment. It does not have to be all perfect, refined and polished, just a letter to Lord North, the British Prime Minister and/or King George III listing colonial complaints. As it says in your instructions, the complaints should reflect the actions of the King, Prime Minister and Parliament. They cannot be fabricated or just made up. It has to be historically and factually accurate. And remember, you are writing from the point of view of colonists in 1775, not students in 2009. No, you do not have to imitate the writing style of an Englishman in the late 18th century.
You can read your text, peruse your notes, consult the encyclopedias online. There is plenty written about the American Revolution and its causes. You don't have to include every little thing but have a good, substantial list of complaints that you would write to the king about.
See you tomorrow.
You can read your text, peruse your notes, consult the encyclopedias online. There is plenty written about the American Revolution and its causes. You don't have to include every little thing but have a good, substantial list of complaints that you would write to the king about.
See you tomorrow.
Tuesday, October 27, 2009
An idea
It occurred to me that the problems between England and her North American colonies are very similar to a couple breaking up. As of 1763, each was very happy with other but aware of certain difficulties and differences in outlook. American suspicions were confirmed by the Sugar and Stamp Acts, things that were done without consulting the colonies but the colonies would have to pay for. Kind of like the wife buying a new car without asking her husband first. It may be necessary but he will have to pay for it. No sooner does that blow over when she does it again: new kitchen makeover that costs some serious ducats. Again, it may have been necessary but she doesn't ask, she just goes ahead and does it and her poor hard-working husband will have to pay for it. The arguments ensue, the silences, longer and longer periods separated, then maybe sleeping in separate bedrooms. Apology given and received but the damage is done.
Then the Townshend Acts, a transparent attempt to raise revenue. Just like a new purchase under the guise of being really necessary. Again, protests/arguments ensue. Boycotts begin. The couple is no longer speaking to each other. If they do, it is in anger, often shouting. They are no longer communicating but reacting to each other's anger. Then it happens, the Boston Massacre and bloodshed. One could say that both overreacted. She makes a sneering remark, he responds even more nastily, she throws the phone at him, he throws a punch and breaks her nose. Police are called, an arrest made. Probation, restraining order, anger management. Things calm down, both are frightened by the sudden escalation to physical violence.
Time passes and then another purchase (or similar selfish act). This time he throws all her clothes out on the front lawn while she is at the mall. She goes to a real shark lawyer and he drops the hammer on the husband: restraining order, frozen bank account, investigator digging into the husband's past, the whole nine yards. Poor guy can't make a move without being shadowed or having another motion filed by her attorney. So the Mr. gets his own lawyer, files his own motions, tells his own side of the story. The two sides are beyond reconciliation, it is war in court, no quarter given or taken, winner take all.
Each side has a story to tell, a point of view. Each believes they are completely justified in all their actions. Each believes they will win. So think of the countdown to the American Revolution like a marriage on the downhill slope.
Then the Townshend Acts, a transparent attempt to raise revenue. Just like a new purchase under the guise of being really necessary. Again, protests/arguments ensue. Boycotts begin. The couple is no longer speaking to each other. If they do, it is in anger, often shouting. They are no longer communicating but reacting to each other's anger. Then it happens, the Boston Massacre and bloodshed. One could say that both overreacted. She makes a sneering remark, he responds even more nastily, she throws the phone at him, he throws a punch and breaks her nose. Police are called, an arrest made. Probation, restraining order, anger management. Things calm down, both are frightened by the sudden escalation to physical violence.
Time passes and then another purchase (or similar selfish act). This time he throws all her clothes out on the front lawn while she is at the mall. She goes to a real shark lawyer and he drops the hammer on the husband: restraining order, frozen bank account, investigator digging into the husband's past, the whole nine yards. Poor guy can't make a move without being shadowed or having another motion filed by her attorney. So the Mr. gets his own lawyer, files his own motions, tells his own side of the story. The two sides are beyond reconciliation, it is war in court, no quarter given or taken, winner take all.
Each side has a story to tell, a point of view. Each believes they are completely justified in all their actions. Each believes they will win. So think of the countdown to the American Revolution like a marriage on the downhill slope.
Another Gentle Reminder
Well, folks the deadline for the first milepost on our Correspondents project is fast approaching. It is due Friday 3o October for discussion and comments. We will have a computer lab tomorrow but that is likely it between now and Friday. If worse comes to worst, type it up in Word and then copy and paste it to your Wiki when you get the chance. Remember, you need a list of complaints against Britain that the Americans likely had against Britain. Take a look at Wikipedia - American Revolution, Son of the South.net, History Central, American Revolution.org to name but a few.
Part I is due Friday 30 October.
Part II - the British point of view - is due Friday 6 November.
I am seriously considering looking at some sort of grant in order to buy computer or laptops that will be in the room permanently for my students' exclusive use. How are we supposed to be learning and doing 21st century stuff with only one mobile lab and two computer labs for an entire school of 3000 students and nearly 200 teachers? The mere idea is ridiculous. Even assuming we can get access, there is no guarantee they will work - log on problems, server crashes, network problems, etc. Oh well, all we can do is soldier on as best we can.
Part I is due Friday 30 October.
Part II - the British point of view - is due Friday 6 November.
I am seriously considering looking at some sort of grant in order to buy computer or laptops that will be in the room permanently for my students' exclusive use. How are we supposed to be learning and doing 21st century stuff with only one mobile lab and two computer labs for an entire school of 3000 students and nearly 200 teachers? The mere idea is ridiculous. Even assuming we can get access, there is no guarantee they will work - log on problems, server crashes, network problems, etc. Oh well, all we can do is soldier on as best we can.
As of Tuesday
Things seem to be moving along swimmingly. Got the forthcoming events calendar in at the bottom of the page. Working on the RSS feeds, if possible. The sky is the limit folks. No telling where all this could go. Logon problems notwithstanding, it appears that everyone was able to get into the wikispaces site and start their own wiki. People are no linking up and inviting each other to see their wikis. It is very exciting, I tell you. If this goes the way I hope, this may be an entirely paperless project, done on wikis and submitted and published completely online. And, as we go on, new features tried and added to the blog and the wikis. Who knows where it could end up? Very exciting stuff.
Remember Part I is due this Friday for comments and discussion. Have your wikis ready.
Remember Part I is due this Friday for comments and discussion. Have your wikis ready.
Monday, October 26, 2009
Sorry about that
Hit enter by mistake. Just a reminder that Part I of the Correspondent project is due on Friday 30 October for turning in, discussion and comments. You should have your list of complaints and British actions as per the project instructions by then. If you are having trouble you can consult your class textbook, Wikipedia, Son of the South.net, to name but a few places to see a narrative of the time leading up to the Revolution.
If you have any questions, problems, etc., send a question here or ask it in class.
If you have any questions, problems, etc., send a question here or ask it in class.
Here is, if it pastes over, the Project Description for the Revolutionary War Correspondent project for your perusal and reference.
War Correspondence
Step 1: Understanding the Colonists’ Point of View
In small groups, students compile a list of complaints the American colonists had against British rule.
Question: What actions did the King and Parliament take that most angered the colonists? Students will summarize the actions. Students’ list of complaints should reflect the actions of the King and Parliament.
Compose: Organize students into small groups. Have them assume the role of colonists in 1775 and write a letter to King George III explaining their grievances.
Step 2: Understanding the British Point of View
Have students use Internet or library materials to learn more about Parliament and how the English regarded taxation
Returning to their groups, students place themselves in the role of British Prime Minister and respond to the letter they wrote in Part I.
Summarizing: Students will summarize their actions and reasoning into a governmental action plan.
Step 3: Justifying the War
Have students choose a role to take – either a member of the British army, or a member of the Continental Army. Students will research the advantages and disadvantages of each opposing side at the beginning of the war.
As a member of the chosen army, students will write a letter home describing why they are fighting and why they believe that they will win this war.
Justifying: Students will use facts to justify their arguments in a written letter.
Step 4: Understanding the New Republic
Have students read the text, but also use other library and Internet sources to research state constitutions and the provisions included in them.
Students will list the provisions that they believe must be included in their state’s new constitution.
Making Generalizations: Students will support their opinions with evidence and generalize why the provisions that they have included in their state’s constitutions will result in a strong state and nation
War Correspondence
Step 1: Understanding the Colonists’ Point of View
In small groups, students compile a list of complaints the American colonists had against British rule.
Question: What actions did the King and Parliament take that most angered the colonists? Students will summarize the actions. Students’ list of complaints should reflect the actions of the King and Parliament.
Compose: Organize students into small groups. Have them assume the role of colonists in 1775 and write a letter to King George III explaining their grievances.
Step 2: Understanding the British Point of View
Have students use Internet or library materials to learn more about Parliament and how the English regarded taxation
Returning to their groups, students place themselves in the role of British Prime Minister and respond to the letter they wrote in Part I.
Summarizing: Students will summarize their actions and reasoning into a governmental action plan.
Step 3: Justifying the War
Have students choose a role to take – either a member of the British army, or a member of the Continental Army. Students will research the advantages and disadvantages of each opposing side at the beginning of the war.
As a member of the chosen army, students will write a letter home describing why they are fighting and why they believe that they will win this war.
Justifying: Students will use facts to justify their arguments in a written letter.
Step 4: Understanding the New Republic
Have students read the text, but also use other library and Internet sources to research state constitutions and the provisions included in them.
Students will list the provisions that they believe must be included in their state’s new constitution.
Making Generalizations: Students will support their opinions with evidence and generalize why the provisions that they have included in their state’s constitutions will result in a strong state and nation
Wednesday, October 21, 2009
A New Day, A Great Day
To My American History class,
Today we begin our journey into the Revolutionary War era as correspondents, investigating the causes for the Revolution and how each side justified it. Your task for Part I is to construct a list of colonial complaints - the colonial point of view for the difficulties between Britain and her colonies. Your textbook, Wikipedia, the Modern History Sourcebook - American Independence would be good places to start.
I would very strongly recommend you start a wikispace for this project at wikispace.com. Also note the address for this class blog at mundusamericani09.blogspot.com for receiving updates, advice, information, guidance. You can also make comments, ask questions, offer suggestions, etc. At present the blog site doesn't look like much but you can still post comments. As I learn how to do it, I will be adding links, video, photos and much more to aid you better.
Remember Part I of this project is due Friday 30 October for turning in and for discussion in class.
Today we begin our journey into the Revolutionary War era as correspondents, investigating the causes for the Revolution and how each side justified it. Your task for Part I is to construct a list of colonial complaints - the colonial point of view for the difficulties between Britain and her colonies. Your textbook, Wikipedia, the Modern History Sourcebook - American Independence would be good places to start.
I would very strongly recommend you start a wikispace for this project at wikispace.com. Also note the address for this class blog at mundusamericani09.blogspot.com for receiving updates, advice, information, guidance. You can also make comments, ask questions, offer suggestions, etc. At present the blog site doesn't look like much but you can still post comments. As I learn how to do it, I will be adding links, video, photos and much more to aid you better.
Remember Part I of this project is due Friday 30 October for turning in and for discussion in class.
Tuesday, October 20, 2009
Welcome once again
For my students in American History at Tucson High Magnet School (Period 4), I welcome to your own blog. From this you will receive updates, ideas, guidelines, changes of plan, advice and any number of other things specific to your class through this blog. On the other hand, you will be able to publish finished projects on this blog for publishing to the larger world out there. So buckle your seatbelts, it is going to be a fun, wild, interesting ride.
From your tour guide,
Mr. Wilson
From your tour guide,
Mr. Wilson
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