I am leaving this afternoon for a scrap booking weekend and will not have internet access at the resort we are going to. So I will check the blogs again on Sunday night when I return.
Have a great weekend and stay warm
Friday, November 21, 2008
Wednesday, November 12, 2008
Critical Pedagogy
The first week of class we defined critical pedagogy as, “the science and art of teaching adults about the negotiation of race, class, gender, and privilege.” McLaren (2003), specifically talks about questioning our practices in order to ensure we are targeting the ENTIRE population and not just a portion. The dominant culture creates “norms” that are deemed the right way by society (McLaren, 2003). The sub culture, then tries to live up to the “norms” of the dominant culture and fit in (McLaren, 2003). The culture forms are symbols or social practices that define the culture (McLaren, 2003). For example, the millennial generation is associated with technological learning. The dominant culture always has the upper hand. Whether it is getting a better education, having more access to technology, recognizing hidden curriculum, or simply being disadvantaged we as educators need to look at this population and recognize the constraints that they may have, address those constraints, and ensure they are getting an equal opportunity.
The one thing that comes to mind in relation to college is the college admission process. We admit based on high school percentile, ACT/SAT scores, and GPA. We also require our students to have a set of high school preps to be met prior to admittance. We do make exceptions, but seeing those listed under the admission requirements may hinder some from applying simply because they have not had 2 years of a second language, enough math, etc. Additionally, with UMD being a predominately white middle to upper class student population. Once students who are not considered part of this dominant class are admitted, how do we help them get connected to campus and stay connected to campus? We have the Student Supportive Services Program, the Multicultural Center, faculty and staff, and coursework. But, is this enough? I have spoke with students who initially find it hard to find their connection on campus and as an advisor I try to hook them up with the engagement opportunities.Perry-Scale of Intellectual Development
Perry (1995) created a scale for intellectual development for students who are progressing through college. Perry created four stages of development including: Dualism, Multiplicity, Relativism, and Commitment. First, at the dualism level students are seeing things as black or white, right or wrong, success or failure, and knowledge is quantitative (Perry, 1995). Second, at the multiplicity level students diversity of opinions are recognized, but no judgments can be made because it is thought that everyone has a right to their opinion and none can be called wrong (Perry, 1995). Third, at the relativism level opinions, values and judgments are taken into consideration, some may be deemed inaccurate or wrong, some worthless, but students starting to consider other perspectives (Perry, 1995). Fourth, at the commitment level a choice or decision is made in awareness of relativism and thoughts are internalized (Perry, 1995).
Academic Advising Example...
A specific example in relation to advising is when I have to work with advising students out of a major due to a variety of reasons. For the dualistic level student they will be thinking on the working vs. not working level. Therefore, when working with that student we need to realistically look at what isn’t working and work together to determine our options for programs. The multiplicity level student I will provide them with a realistic list that shows the required GPA and where their GPA is at, the required volunteer hours and where their volunteer hours are at, progress in classes and where the progress should be at. The level of relativism is when we would start looking at other programs or considering other interest areas in order to re evaluate and see what the next steps are. Last, the commitment level is when the student indeed makes the decision and sets goals for him or her self in order to succeed in whatever decision made.
RAT
Hughes (2006) developed the Replacement, Amplification, and Transformation Framework for assessing technology integration. In analyzing the framework, Hughes looks specifically at the teachers choice of integrating technology and the end that technology serves. Hughes (2006), created three categories: Technology as Replacement, Technology as Amplification, and Technology as Transformation.
Technology As Replacement is when technology is used to replace a current process, goal or learning process (Hughes, 2006). Example, an English teacher underlines text in a word processed document, similar to circling the correct work with a pencil on a worksheet. Instructional Method-SAME, Learning Process-SAME, Content goals-SAME.
Technology as Amplification is when technology is used to amplify a current practice (Hughes, 2006). At this stage Hughes states, "try to make what exists more efficient and effective without disturbing the basic organizational features." Example, an English teacher creates all of her documents for class with a word processing program and archives them from semester to semester to utilize them each year. This is more efficient that using written documents and recreating them each semester. Instructional Method-SAME, Learning Process-SAME, Content goals-SAME.
Technology as Transformation is when technology transforms the method, learning process, and goals (Hughes, 2006). This promotes a new way of thinking, new goals, considering new alternatives, and new opportunities for technology integration (Hughes, 2006). Example, an English teacher integrating StorySpace into the course where students write their stories online which provided clearer instructions and illustrations, multiple text views and promoted students to transform. This incorporation changed the method, learning goals, and process.
Moving from Replacement, to Amplification, and ultimately Transformation isn't an easy task, but is one that educators are moving to daily.
EXAMPLE IN MY JOB FIELD AS AN ADVISOR.....
In the field of higher education, the college level is seeing a dramatic increase in the integration of technology in the classroom. As an Academic Advisor, I am indirectly teaching students how to effectively transition into the college setting from high school. The typical current process consists of emailing students informing them they have a hold on their record; requiring the to come in for a 20 minute advising appointment; students need to bring a copy of their APAS Report, Program Worksheet, and a list of courses they plan to take next semester; we meet and discuss the current semester and how its good and what is planned for next semester. This is done over and over again for as many as 300 students. When looking at the RAT Framework I have worked on moving from the paper copies, to web copies and ultimately an online learning module.
Technology as Replacement happened last year when I recommended for students to bring their laptops and together we looked up the APAS Report and they were required to electronically fill out their program worksheet and save it to their computer. This program worksheet included checking off the courses already completed and indicating the courses that they were taking the next semester. The students were still required to have the same learning goals, process, but the method changed slightly.
Technology as Amplification this is when I started requiring students to utilize the new Graduation Planner software to plan their courses they are going to be taking over the next 4 years. They were required to look at the program worksheet and APAS report and eletronically plan their four year.
Technology as Transformation is what I have currently implemented this semester. Prior to advisement students are required to complete an online module to learn about the module and complete their graduation planner. At this stage students are more responsible for learning the information prior to the appointment.
Technology As Replacement is when technology is used to replace a current process, goal or learning process (Hughes, 2006). Example, an English teacher underlines text in a word processed document, similar to circling the correct work with a pencil on a worksheet. Instructional Method-SAME, Learning Process-SAME, Content goals-SAME.
Technology as Amplification is when technology is used to amplify a current practice (Hughes, 2006). At this stage Hughes states, "try to make what exists more efficient and effective without disturbing the basic organizational features." Example, an English teacher creates all of her documents for class with a word processing program and archives them from semester to semester to utilize them each year. This is more efficient that using written documents and recreating them each semester. Instructional Method-SAME, Learning Process-SAME, Content goals-SAME.
Technology as Transformation is when technology transforms the method, learning process, and goals (Hughes, 2006). This promotes a new way of thinking, new goals, considering new alternatives, and new opportunities for technology integration (Hughes, 2006). Example, an English teacher integrating StorySpace into the course where students write their stories online which provided clearer instructions and illustrations, multiple text views and promoted students to transform. This incorporation changed the method, learning goals, and process.
Moving from Replacement, to Amplification, and ultimately Transformation isn't an easy task, but is one that educators are moving to daily.
EXAMPLE IN MY JOB FIELD AS AN ADVISOR.....
In the field of higher education, the college level is seeing a dramatic increase in the integration of technology in the classroom. As an Academic Advisor, I am indirectly teaching students how to effectively transition into the college setting from high school. The typical current process consists of emailing students informing them they have a hold on their record; requiring the to come in for a 20 minute advising appointment; students need to bring a copy of their APAS Report, Program Worksheet, and a list of courses they plan to take next semester; we meet and discuss the current semester and how its good and what is planned for next semester. This is done over and over again for as many as 300 students. When looking at the RAT Framework I have worked on moving from the paper copies, to web copies and ultimately an online learning module.
Technology as Replacement happened last year when I recommended for students to bring their laptops and together we looked up the APAS Report and they were required to electronically fill out their program worksheet and save it to their computer. This program worksheet included checking off the courses already completed and indicating the courses that they were taking the next semester. The students were still required to have the same learning goals, process, but the method changed slightly.
Technology as Amplification this is when I started requiring students to utilize the new Graduation Planner software to plan their courses they are going to be taking over the next 4 years. They were required to look at the program worksheet and APAS report and eletronically plan their four year.
Technology as Transformation is what I have currently implemented this semester. Prior to advisement students are required to complete an online module to learn about the module and complete their graduation planner. At this stage students are more responsible for learning the information prior to the appointment.
Sunday, November 9, 2008
Perry, Hughes, McLaren
Perry
For this discussion I will look at the Scale of Intellectual Development and relate it specifically to the development of students at a college level and how to utilize in advising.
Hughes
For this discussion I will look at the RAT Framework and specifically look at its integration into academic advising.
McLaren
For this discussion I will look at the Critical Pedagogy and specifically how it relates to college admission and its impact on teaching and learning.
For this discussion I will look at the Scale of Intellectual Development and relate it specifically to the development of students at a college level and how to utilize in advising.
Hughes
For this discussion I will look at the RAT Framework and specifically look at its integration into academic advising.
McLaren
For this discussion I will look at the Critical Pedagogy and specifically how it relates to college admission and its impact on teaching and learning.
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