Blog posts

In reality, most students write many more entries than the minimum required. They also read each other's entries, and comment on them, as do I as the instructor. While the blog writing is motivated as a class assignment, student enthusiasm for the activity is contagious: Once a critical mass of active student bloggers is established (and of course, there are some who steadfastly refuse to have anything to do with it, incentives and penalties notwithstanding), off they go!

<p>Bloggers reported a greater sense of belonging to a group of like-minded people and feeling more confident they could rely on others for help.</p> <p>All respondents, whether or not they blogged, reported feeling less anxious, depressed and stressed after two months of online social networking.</p>

When we assume each student has an inner teacher within their minds, we will stop interfering with the discovery, cultivation and trust building with that inner teacher. The inner teacher will come to the fore of the students learning experiences and and reconfigure how they picture learning occurring. Problems with a particular learning challenge or patterns of learning efforts will get worked out between the student and the inner teacher who already knows what the underlying problems are.

When immersed in learning from everything that happens, people will appear very fascinating to each other. No two people will be the same and offer so much more to explore as their mysterious nature captivates other learners. The process of getting learned about by others-- will give each a feeling of being understood. A context of mutual respect, insight and acceptance will dramatically reduce the urge to get attention, get even or act out frustrations.

In 2007, results from a breakthrough Harvard video game study found that children used video games to manage their feelings, the stereotype of the socially stunted gamer was a myth, and there was no obvious connection between violent games and youth crime.

Pedagogy should not even be a consideration during the planning stages of technology use. Harsh statement? Perhaps, but it's a reality. Few Utopian situations exist where our decisions on how to teach can be based exclusively on pedagogy. Resources, expertise, technology, needs (of learners, educators, society), and funds impact what we choose to do. In a world: context. The mix of multiple, mutually influencing factors determine what we types of technology we select.

Which leads to the second question which is how in god’s name can we talk seriously about 21st Century skills for kids if we’re not talking 21st Century skills for educators first? The more I listened, the less I heard in terms of how we make the teaching profession as a whole even capable of teaching these “skills” to kids.

<p>Visionaries see a future of telecommuting workers, interactive libraries and multimedia classrooms. They speak of electronic town meetings and virtual communities. Commerce and business will shift from offices and malls to networks and modems. And the freedom of digital networks will make government more democratic.</p><!--AD BEGIN--><div class="ad"> <div class="mediumRectangle"></div></div><!--AD END--><p>Baloney. Do our computer pundits lack all common sense? The truth in no online database will replace your daily newspaper, no CD-ROM can take the place of a competent teacher and no computer network will change the way government works.</p>

These are the roles of a 21st Century educator: Teacher as leader, Teacher as writer, Teachers as 21st Century literacy activist.