Category Archives: Professional Development

Advancing your Web Site: Tackling the Joys and Jitters of Javascript

Career-Technical Education Summer Conference 2008
Business & Information Technology Education
Pre-Conference Sessions
Monday, July 21, 2008; 9:00 AM – 3:00 PM
The Joseph S. Koury Convention Center, Grandover East
Room
The Sheraton Greensboro Hotel at Four Seasons, Greensboro, NC, USA

Description

Ready to take the next step in web site development? A full 14% of the North Carolina e-Commerce curriculum is devoted to including JavaScript, Cascading Stylesheets, Multimedia, and Java Applets in web sites. Furthermore, students love adding pop and sizzle to their web sites, so why be afraid to add them? This workshop will gently lead teachers into an understanding of JavaScript, what it is, how to work with it, and how to include it both effectively and safely in a web site.

References

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So You Want To Develop An Advanced Web Site, Huh?

Career-Technical Education Summer Conference 2007
Business & Information Technology Education
Pre-Conference Sessions
Tuesday, July 24, 2007; 8:00 a.m. – 2:30 p.m.
The Joseph S. Koury Convention Center
The Sheraton
Greensboro Hotel at Four Seasons, Greensboro, NC, USA

Topics

References

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From HTML to XHTML and Beyond: XHTML Coding for e-Commerce I Teachers

Career-Technical Education Summer Conference 2006
Business & Information Technology Education
Pre-Conference Sessions
Monday, July 17, 2006; 8:30 a.m. – 5:00 p.m.
The Joseph S. Koury Convention Center
The Sheraton Greensboro Hotel at Four Seasons, Greensboro, NC, USA

Topics

  • Introduction to XHTML including step-by-step instructions from the ground up
  • XHTML compared and contrasted with HTML
  • Brief History of Markup Languages including SGML, HTML, XML
  • Common mistakes
  • Summary of Coding Rules for both HTML and XHTML
  • The use of helper programs including Notepad, Textpad, Microsoft Word, Microsoft Publisher, and Macromedia Dreamweaver
  • Books, Reference Materials, etc.
  • Brief summary of Firefox Features and Extensions including Web Developer and Color-Coded Page Source
  • The basic structure of a web page
  • Tags, RGB Hexadecimal Color Codes, Entities, and Extensions including JavaScript and Stylesheets
  • Standards, Accessibility, www.usability.gov Guidelines, and Browser Wars
  • Lots and lots of hands-on examples

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Reflection on Integrating Technology in the Classroom

As a regular classroom teacher in this program, I thought I understood what it meant to be an Instructional Technology Facilitator (ITF). My participation in this course has opened my eyes to aspects of that position that I had not considered. Things like scheduling, working with techno-phobic teachers, and integrating technology into another teacher’s curriculum simply had not occurred to me. I have now been made aware of these difficulties and been given techniques to overcome them. That is the benefit that I have gained from this course.

I have been a member of many diverse groups while completing my graduate coursework. I have not met anyone yet that I could not work with or find some positive character trait in. A diverse range of perspectives on a topic is usually energizing for me. I guess that’s one reason I feel so at home attending my graduate classes. Plus, I have made some good contacts and they have come in handy on occasion already.

Many times I was in a group with Rebecca, my wife. That certainly made for some interesting times! But I also branched out on my own. In particular, I worked with the back-row boys on a book project and got to know and appreciate them. The Saturday morning online meetings in AETZone were particularly memorable. It was so nice to be able to converse on a wide range of topics. It certainly stretched my imagination about what was possible. Just the other day some of my fellow classmates casually mentioned calling each other over Skype and I happened to overhear. It’s an amazing world and I still have so much to learn and explore.

I’m a bit of a pack rat so the biggest impact that this course has had and will have is through the posts on my new blog at dsmith77.wordpress.com. This particular class helped to open my eyes to a broad range of new technologies (Celtx, Google Trends, Evite, and Flip Video just to name a few) and I have been able to hold onto these new technologies by posting to my blog. It’s a nice way to organize everything so I don’t lose anything. I pretty much put everything there from new sites I discover to my presentation materials. Plus, if something is written down and publicly accessible people who need it will find it or I can guide them to it. It’s a win-win scenario. I’ve only had my new blog for a few weeks, but I’ve already had over 600 visitors! Granted these are not all educational visitors, but that will come. There is long-lasting potential for a lot of future involvement by colleagues and contacts that I haven’t even met yet.

Narrative on Teacher Leadership

Narrative on Teacher Leadership

The leader that has been in my mind lately is George Washington Carver. His most distinguishing trait was that he lived beyond his circumstances. As an African-American in a time in our nation’s history when that didn’t mean much, he was an artist, botanist, and ultimately a brilliant chemist. He was very kind to those around him, thoughtful in his work, devoted to his adopted school where he practiced and taught early chemistry, and lived an honorable life.

Yes, I do consider myself a leader and specifically a teacher leader. I am a leader by leading my peers in our Computer Applications I curriculum, being a member of our MTAC committee, and voicing my opinions on important matters. I try to always backup my opinions with reasoning though.

I am very fortunate to have two excellent supporters of teachers directly over me. Both the CTE Director and the school Principal both support teachers. They used to be teachers and still remember the trials of the daily grind. Our CTE Director even has his office at my school and not at the county office.

Increasingly, I am getting less and less support from other faculty and staff. I think this is partly because of the work climate at my school and of course the workload. I can’t speak for other teacher leaders as they may be getting more support, but in general the morale is low and that tends to make people quiet on voicing their support.

Teaching really chose me. My father was a teacher and my first job out of college was teaching. I didn’t go to college to teach, but I find that it is very palatable to me. So much of my life was spent learning and enjoying the process that I am naturally at home in a school environment.

Not to be too pessimistic, but there are few jobs in my county for anyone with an advanced degree and I didn’t want to move elsewhere. I also hate change. I realize that some change is good, but I also recognize that not all change is for the better. So, once I got into teaching I was satisfied and didn’t really feel driven to seek other employment.

I am very proud to say that I have been invited to present at the North Carolina CTE Summer Conference now for three years running. I present on advanced Web Page topics suitable for teachers of the e-Commerce classes.

I don’t know where I want to be in five years. I’m torn between my love for my current school and my frustration with the climate in my county. It is becoming increasingly intolerable, many good teachers are leaving, morale is low, the current sophomore and junior classes have been more than difficult to teach, and nobody seems to be listening to or trying to fix any of the problems that are so evident at my level. So, I don’t know where I want to be. Actually, I do enjoy teaching my programming classes and I think I would make a good Technology Director, but I don’t want to have to travel too far to my job site. Right now, I am only 10 minutes away. I also don’t want to be stuck doing what I’m doing for another 20 years. I also want the opportunity for advancement and there isn’t any here. Again, I’m very torn.

I would hope that they would remember me as a teacher that truly cared for them. I also want to be remembered as someone who knew his craft well, loved it, and shared that love. I want my students to be exposed to things that are bigger than they are so that they will realize their potential. I love coaxing out that sparkle in a student’s eye when they understand something for the first time. I want to be remembered for helping them discover a love for something in their life – a passion that they never lose.

My Teacher-Leader Metaphor

So, what metaphor would I use to describe my professional teaching practice? The following questions should help me to focus in on what that might be.

Q: Do I prefer to use lesson plans as rough guidelines and vary class activities as needed, or do I prefer to carefully organize and execute class activities according to a set plan?

A: A bit of both, actually. I suppose I started out teaching more along the lines of the former with just a topic in mind for each day in the course. Of course, I had it all written down too. But now having taught for 8 years, I have recreated the wheel of my pacing guide so often that I have settled on a more detailed format which includes a daily topic along with assignments for that day. Exactly how I present the material still varies by class. I have it all organized into a nice spreadsheet. Looking back at the question, I’ve always had some kind of guide and am much more comfortable teaching that way, but I also allow room for the unplanned teachable moment.

Q: Do I feel that students must reach clearly specified state, district, and local goals, or do I prefer for students to take different paths to learning, which may lead them to different destinations?

A: I prefer that students learn what is important to them in their future lives, but that doesn’t always match up with the official curriculum. So, yes, I do allow for students to take different learning paths, but I also make sure that the essential curriculum is also followed. There is usually room for both.

Q: Do I feel that my role as a teacher is to build in the knowledge that all students need to succeed, or do I see my role as drawing out students’ prior knowledge and helping them to organize it?

A: Since most of the courses I teach are introductory level courses, students in those courses are assumed to have little or no prior experience or knowledge to draw from. Essentially, I assume nothing and build on that foundation. As I teach, I constantly try to relate prior knowledge and connect concepts together in the minds of my students, but I don’t consider that my primary role. So, given the two choices, I tend to build in the knowledge that students need to succeed.

Q: Do I feel that it is my responsibility to plan, direct, and monitor what is done in class, or do I allow students to help plan, direct, and monitor many of their own class activities?

A: This greatly depends on the students that make up the class and their respective maturity and interest levels. To be sure, every class is a little different. I generally start out very strongly as the director and monitor of all class activities but this gives way to other leadership techniques within a few weeks. Even with the best classes I usually only allow the students very limited time to direct their own learning due to curriculum requirements.

Q: Do I feel that learning requires students to listen, watch, wait patiently, and follow my directions, or do I feel that learning depends upon student engagement in a wide range of activities and applications?

A: It takes both and it usually takes both for any given topic on any given day. Let me explain: Most topics in my curricula have both a comprehension component and an application component. That is, there is a part that must be understood and a part that must be practiced. So, I generally present the new material to the students as a group and then they implement it on their own. Given a certain necessary minimum amount of structure, I think the best learning comes when students are engaged though. We just usually have to get through the knowledge part first.

Q: Do I emphasize the importance of feelings, values, and relationships in my classroom, or do I emphasize the importance of reason, logic, and systematic problem solving in my classroom?

A: Again, I see the importance of both. While my curriculum is all about reason, logic, and problem solving – especially the computer programming courses – the students in the course are still human and have emotional and social needs. Therefore, I see the importance of both.

Q: Do I feel that students need to focus on doing their own work and improving their own performance, or do I feel that students need to develop social skills and the capacity to work well with others?

A: I certainly emphasize the former, but there is room for the latter. Each student must be able to do the coursework on his or her own at the end of the course. How a student gets to the end of the course is a strong indicator of the student’s abilities, but it is in no way a guarantee. Students should never be required to do all of their work in a bubble away from other students. In fact, I find that collaboration between students on their daily coursework is an excellent way for both to improve their individual abilities. Two heads really are better than one.

Q: As the instructional leader, do I do more talking than students during class time, or do the students do more talking?

A: At the beginning of my courses I tend to do a lot more talking. This is simply because I am introducing new concepts and material. As the courses progress and the students grow stronger in their abilities and confidence, I tend to talk less. I do encourage students to ask questions of me and each other when there is a gap in understanding. I think this is a very effective strategy to promote better student understanding and achievement. Thus, my classes tend to be rather loud as the students communicate with each other, ask questions of each other, and of me. There is also a comfort zone quality to asking questions so students who are shy may take a while to begin speaking. Either way, as my courses progress the students tend to do more of the talking.

Q: Is my major concern as an instructional leader that students maintain a strong sense of self while learning, or is my major concern that students meet or exceed their performance goals?

A: I think this is a Maslow question. Maslow’s Hierarchy of Needs states that higher needs on the scale he developed cannot be addressed until lower needs on the scale are satisfied. Thus, I clearly tend to concern myself with student performance goals. I also know that if a student’s basic self concept is suffering I must correct that deficiency before refocusing the student on his or her performance goals. My focus and major concern remains on the performance goals though.

Q: Do I try to predict what students will do and carefully manage class time to get the desired results, or do I try to allow time and opportunity for accidental developments and discoveries?

A: I tend to predict and prepare for student results. I also frequently regret doing so as every class is different, but there is extra time built into my classes for self-exploration. I do not assign homework in any class because to do so would be ethically unfair to students without easy access to a computer after school hours. This means that I must manage my class time wisely so that there is enough time built into the course for even the slowest student to finish. Thus, most students have at least some time each day for exploration after their daily assignments are done.

Conclusion: In reviewing my responses to these questions the metaphor of a “Tour Guide” comes to mind. Each day my students and I have an itinerary of places to go and things to see. I point out important things along the trip, but let them explore these new places and sights on their own. I am also always standing there behind them if they have questions.

You know, in my personal life I’ve never particularly cared for real tour guides as they never wanted to stick around at the things that interested me. Instead, after their talk was done, they herded the group off to the next location. I don’t want to be that kind of teacher. I just can’t think that the students would get very much out of it. On the flip side, my hands are somewhat tied due to the course requirements. I do have to hurry the students along to the next topic! If I didn’t, they would never complete the course on time. It’s a sad situation, but no one has yet figured out the dynamics of teaching students where they are instead of our arbitrary age- and grade-based system. Until then, “please follow me to the next exhibit…”

Reference

Pittman, Kim and Linda O’Neill. “Using Metaphors to Evaluate Ourselves.” Classroom Leadership February 2001<http://www.ascd.org/portal/site/ascd/template.MAXIMIZE/menuitem.29d4046bbea38f2eb85516f762108a0c/?javax.portlet.tpst=d5b9c0fa1a493266805516f762108a0c_ws_MX&gt;.

Teacher Work Sample

Completing a Teacher Work Sample was a class requirement of the CI 5055 ‘Connecting Learners and Subject Matter’ course taught at Appalachian State University by Dr. Melanie Greene. In it, I conducted an assessment and analysis of my teaching as a matter of professional practice. (I teach computer applications and programming at a public high school in rural western North Carolina, USA.) The process and requirements are similar to that of the National Boards for Professional Teaching Standards (NBPTS). I provide it here with the expectation that someone might benefit from having access to it.

Since my Teacher Work Sample includes a number of images and charts that are wider than my blog’s page width, I have included a link to it instead of the full text.