old linked quotes
from: Teaching teachers to use weblogs (2005).
On weblogs as a medium
My favorite part about working with class weblogs in addition to personal weblogs is that you can compare how different individuals approach the same topic from unique perspectives. I recently read sixteen essays about the same experience (a class trip), and I can't find two identical responses. Putting these varied accounts together on one weblog creates a kind of mosaic effect, and I hope it is one other readers will also enjoy.
-Jessica Montgomerie, CESL teacher, 2005
As blogs enter mainstream public consciousness from the margins of the Internet where they originated, they bring a hidden and newly awakened army of interactive participants who may be experiencing the kinds of unsettling (to the powers that be) critical consciousness that is within the goals of the increasingly democratized culture such as Paulo Freire as an educator sought to foster.
-C. Boese (n.d.)
Teacher's presence
Web presence is in essence the gift to see ourselves as others see us, enhanced uniquely by the Internet. It might be more precisely defined as an ability to convey messages in text, sound, and image over the Internet through means of communicating asynchronously through fixed URLs. It used to be that to establish Web presence, one had to be in that group of cognoscenti known as "Webmasters" who created sites in HTML code and then uploaded files manually to host servers with restricted access. But nowadays, anyone with an Internet connection can be a "Webmaster" in a matter of minutes.
-Vance Stevens (2005)
Shortly after I began producing Rebecca's Pocket I noticed two side effects I had not expected. First, I discovered my own interests. I thought I knew what I was interested in, but after linking stories for a few months I could see that I was much more interested in science, archaeology, and issues of injustice than I had realized. More importantly, I began to value more highly my own point of view. In compusing my link text every day I carefully considered my own opinions and ideas, and I began to feel that my perspective was unique and important.
-Rebecca Blood (2000)
...the online comments feature accompanying blog use links the teacher to a virtual community on a global scale for support and feedback. In her famous diary, "Teacher", arguably the most influential of all teacher diaries ever written, Sylvia Ashton-Warner (1963:213) writes of her diary: "Its purpose has been already fulfilled. I was lonely, professionally. I wanted gifted, intimate understanding. I've had it. I'm no longer professionally alone." These words illustrate how a diary (e.g. a blog) may be used for both research and teacher training in the absence of collegiate body or professional development schemes...the comments feature enables the teacher to invite an unlimited community of practitioners to join in the dialogue, reaching out to a very real global net of professional knowledge and support.
-R. Suzuki (2004)
Weblogs in a writing program
...while writing pedagogy often emphasises the need to attend to audience and, perhaps, to have a conception of 'the ideal reader', the fact remains that students in school-based writing classes typically have no authentic, tangible audience. Moreover, there is little or nothing in writing pedagogy that invites students to begin from their concrete membership of affinity groups, or to go about establishing a constituency for real life (non artificial) purposes. On the contrary, much of the authentic writing students do in school settings for real audiences is ultra vires and discounted, if not punished.
-C. Lankshear & M. Knobel (2003)
...it is evident that so far as matters of purpose and a concern for quality are concerned the 'orders' evident in the blogging world and the world of classroom writing pedagogy are almost neatly reversed. Bloggers begin from a felt sense of purpose and take it from there, or else simply stop blogging. Writing pedagogy usually does not presume purpose, but somehow hopes to prepare learners for being effective writers in contexts where they do encounter serious purpose. Likewise, bloggers begin with a point of view they want to share with others. Without this there is no cogent basis from which to blog. By contrast, so much powerful writing pedagogy actually sets out from the assumption that student points of view need to be developed, shaped up, or made more worthy of attention.
-C. Lankshear & M. Knobel (2003)
Personal publishing allows for incorporated subversion and volatile design in online education. It's online unplugged. Indeed, the socially and individually constructivist principles which supposedly inform current teaching practice (but which, in fact, rarely do) find their closest allies in the "edit this page" button of a wiki or the unedited expression and knowledge network development of a weblog.
-James Farmer (2003)
Teachers & Technology
...it is often remarked that teachers, while often among society's most liberal members, are also, as keepers and carriers of tradition, at the same time conservative and slow to change...While the growth of technology has been rapid, teachers have been generally slow to adopt this technology, and even slower to make productive use of it.
-Gratton, 1998, quoted in Lam, 2000
...if you don't have a strong curriculum as a foundation, technology will do little to improve your schools and might even have a negative impact.
-Van Cooley, 1998
If you're a teacher, you don't want to step into a classroom with something you don't know how it works, because you look like an idiot. It's already stressful to use something in a classroom, but if you don't know [how to use it], that's adding more stress.
-Teacher, quoted in Lam, 2000
The thing that puzzles me is, when every student is facing the screen, then how am I going to talk to them, through e-mail? So I have to learn the pedagogy first, the classroom teaching method using computers.
-Teacher, quoted in Lam, 2000
Much as policymakers and administrators, teachers are very concerned about efficiency. But their criteria for efficiency are anchored in classrooms. In coping with conflicting goals in an age-graded organization, teachers use criteria forged out of their experiences to decide which electronic tools they should use routinely. Teachers ask: Is the machine simple enough for me to learn quickly? Can it be used in more than one situation? Is it reliable or does it break down often? If it breaks down, do I have to fix it or will someone else repair it? How much time and energy do I have to envest in learning to use the machine vs. the return it will have for my students? When students use the machine, will there be disruption? Will it maintain or compromise my authority to maintain order and cultivate learning?
-Larry Cuban (1996).
The main reasons for the teachers' decisions regarding technology seemed to depend on whether the teacher was personally convinced of the benefits of using technology for L2 instruction, a factor that is underemphasized in previous studies...the results of this study indicate that it is unfair to brand teachers as 'technophobic;' they suggest that teachers' decisions regarding technology use are based not on fear but on personal convictions.
Lam, 2000
When you introduce technology into a school, I've found, you have only a small window of time to develop enthusiasm for the new tool before teachers (and administrators) become cynical. And once they grow cynical, you're going to have a hard time turning them around.
-Van Cooley, 1998
The road to success is often fraught with frustration, anger, and even hostility. It takes time and patience to build a community of technology users, but if you persevere, you can find a way to get there.
-Van Cooley, 1998
No matter how many computers are available or how much training teachers have had, there are still substantial numbers who are "talking the talk" but not "walking the walk."
-Byrom and Bingham (pdf)
On weblogs as a medium
My favorite part about working with class weblogs in addition to personal weblogs is that you can compare how different individuals approach the same topic from unique perspectives. I recently read sixteen essays about the same experience (a class trip), and I can't find two identical responses. Putting these varied accounts together on one weblog creates a kind of mosaic effect, and I hope it is one other readers will also enjoy.
-Jessica Montgomerie, CESL teacher, 2005
As blogs enter mainstream public consciousness from the margins of the Internet where they originated, they bring a hidden and newly awakened army of interactive participants who may be experiencing the kinds of unsettling (to the powers that be) critical consciousness that is within the goals of the increasingly democratized culture such as Paulo Freire as an educator sought to foster.
-C. Boese (n.d.)
Teacher's presence
Web presence is in essence the gift to see ourselves as others see us, enhanced uniquely by the Internet. It might be more precisely defined as an ability to convey messages in text, sound, and image over the Internet through means of communicating asynchronously through fixed URLs. It used to be that to establish Web presence, one had to be in that group of cognoscenti known as "Webmasters" who created sites in HTML code and then uploaded files manually to host servers with restricted access. But nowadays, anyone with an Internet connection can be a "Webmaster" in a matter of minutes.
-Vance Stevens (2005)
Shortly after I began producing Rebecca's Pocket I noticed two side effects I had not expected. First, I discovered my own interests. I thought I knew what I was interested in, but after linking stories for a few months I could see that I was much more interested in science, archaeology, and issues of injustice than I had realized. More importantly, I began to value more highly my own point of view. In compusing my link text every day I carefully considered my own opinions and ideas, and I began to feel that my perspective was unique and important.
-Rebecca Blood (2000)
...the online comments feature accompanying blog use links the teacher to a virtual community on a global scale for support and feedback. In her famous diary, "Teacher", arguably the most influential of all teacher diaries ever written, Sylvia Ashton-Warner (1963:213) writes of her diary: "Its purpose has been already fulfilled. I was lonely, professionally. I wanted gifted, intimate understanding. I've had it. I'm no longer professionally alone." These words illustrate how a diary (e.g. a blog) may be used for both research and teacher training in the absence of collegiate body or professional development schemes...the comments feature enables the teacher to invite an unlimited community of practitioners to join in the dialogue, reaching out to a very real global net of professional knowledge and support.
-R. Suzuki (2004)
Weblogs in a writing program
...while writing pedagogy often emphasises the need to attend to audience and, perhaps, to have a conception of 'the ideal reader', the fact remains that students in school-based writing classes typically have no authentic, tangible audience. Moreover, there is little or nothing in writing pedagogy that invites students to begin from their concrete membership of affinity groups, or to go about establishing a constituency for real life (non artificial) purposes. On the contrary, much of the authentic writing students do in school settings for real audiences is ultra vires and discounted, if not punished.
-C. Lankshear & M. Knobel (2003)
...it is evident that so far as matters of purpose and a concern for quality are concerned the 'orders' evident in the blogging world and the world of classroom writing pedagogy are almost neatly reversed. Bloggers begin from a felt sense of purpose and take it from there, or else simply stop blogging. Writing pedagogy usually does not presume purpose, but somehow hopes to prepare learners for being effective writers in contexts where they do encounter serious purpose. Likewise, bloggers begin with a point of view they want to share with others. Without this there is no cogent basis from which to blog. By contrast, so much powerful writing pedagogy actually sets out from the assumption that student points of view need to be developed, shaped up, or made more worthy of attention.
-C. Lankshear & M. Knobel (2003)
Personal publishing allows for incorporated subversion and volatile design in online education. It's online unplugged. Indeed, the socially and individually constructivist principles which supposedly inform current teaching practice (but which, in fact, rarely do) find their closest allies in the "edit this page" button of a wiki or the unedited expression and knowledge network development of a weblog.
-James Farmer (2003)
Teachers & Technology
...it is often remarked that teachers, while often among society's most liberal members, are also, as keepers and carriers of tradition, at the same time conservative and slow to change...While the growth of technology has been rapid, teachers have been generally slow to adopt this technology, and even slower to make productive use of it.
-Gratton, 1998, quoted in Lam, 2000
...if you don't have a strong curriculum as a foundation, technology will do little to improve your schools and might even have a negative impact.
-Van Cooley, 1998
If you're a teacher, you don't want to step into a classroom with something you don't know how it works, because you look like an idiot. It's already stressful to use something in a classroom, but if you don't know [how to use it], that's adding more stress.
-Teacher, quoted in Lam, 2000
The thing that puzzles me is, when every student is facing the screen, then how am I going to talk to them, through e-mail? So I have to learn the pedagogy first, the classroom teaching method using computers.
-Teacher, quoted in Lam, 2000
Much as policymakers and administrators, teachers are very concerned about efficiency. But their criteria for efficiency are anchored in classrooms. In coping with conflicting goals in an age-graded organization, teachers use criteria forged out of their experiences to decide which electronic tools they should use routinely. Teachers ask: Is the machine simple enough for me to learn quickly? Can it be used in more than one situation? Is it reliable or does it break down often? If it breaks down, do I have to fix it or will someone else repair it? How much time and energy do I have to envest in learning to use the machine vs. the return it will have for my students? When students use the machine, will there be disruption? Will it maintain or compromise my authority to maintain order and cultivate learning?
-Larry Cuban (1996).
The main reasons for the teachers' decisions regarding technology seemed to depend on whether the teacher was personally convinced of the benefits of using technology for L2 instruction, a factor that is underemphasized in previous studies...the results of this study indicate that it is unfair to brand teachers as 'technophobic;' they suggest that teachers' decisions regarding technology use are based not on fear but on personal convictions.
Lam, 2000
When you introduce technology into a school, I've found, you have only a small window of time to develop enthusiasm for the new tool before teachers (and administrators) become cynical. And once they grow cynical, you're going to have a hard time turning them around.
-Van Cooley, 1998
The road to success is often fraught with frustration, anger, and even hostility. It takes time and patience to build a community of technology users, but if you persevere, you can find a way to get there.
-Van Cooley, 1998
No matter how many computers are available or how much training teachers have had, there are still substantial numbers who are "talking the talk" but not "walking the walk."
-Byrom and Bingham (pdf)
posted by CESL at 10:25 PM
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