What is the future?

It seems that we are looking to blogs for myriad solutions to our networking concerns. I think the only barrier to the AEIN’s multi-faceted needs around blogs is the willingness to take the time to engage in the endeavor.  It seems like it is similar to any discussion board or listserv…it is useless if one is only speaking to oneself. Of course, I am in the same boat; I have not responded to anyone’s blogs either. It does not seem compelling yet. That’s the trick, then, to make it compelling for the individual.

Teaching & Learning preK-infinity

After 30+ years in K-12 education, it is energizing to be speaking about teaching and learning with university professors.   It is wonderful to be party to these conversations and reminiscent of the talk I craved when a teacher, principal, and superintendent.  Unlike K-12 educators, however, those steeped in research are inquiry-based. No problem helping people to be data-informed here! Yet the questions remain remarkably similar.  “How will I know my students are more confident in science than when they started the class?” How can I organize instruction to make sure students learn?” “What variety of assessments are available?” “How can I get students to where I want them to be from where they are?”

Our group decided to move forward with assessment ideas, based on the Newman and Wehlage research on Authentic Pedagogy and Authentic Intellectual work.  Again, these people are scientists rather than science learners; geographers rather than geography teachers, so authentic work seems more self-evident.  Of course, the problem is to scaffold instruction to move students to the idea that they, too, are scientists or geographers.

We need to find resources for this work and it seems more difficult to find university-directed writings.  It provides another avenue for looking and learning.  What will be similar and different to preK-12 work? 

What about iChat?

Alaska poses some unique problems related to distance. At our College of Education, we are working to develop/pilot effective distance delivery of preservice teacher programs. One of our initiatives involves sending road-system students to rural Alaska. (In our case, rural means no roads..areas accessible only by air, water, snowmachine…). Rural Alaskan villages also offer unique cultural experiences. We believe our students’ learning is enriched by rural visits. Our problem, how do we stay in touch and find out how they are doing and if they need help.

We’re going to try sending iBooks and iSight cameras with our January group. We’ll train them before they leave and then encourage them to contact each other and contact their professors while they’re gone.

Keep posted about how this works. They will be in rural Chevak, Tuluksuk, Akiachak, and Kipnuk.

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