Author Archives: karen

21st Century Skills: Growing Your Own Food

I spend a lot of time on the computer. But Spring is in the process of springing and that means that the garden beckons. I can see it from every window where I work in my little bungalow. From the office, I can see the green house, the hoop house and the herb garden. From the front window where I sit with my laptop, I can see the front yard, which we dug up last year to make room for strawberries, raspberries, blueberries and other assorted vegetables including onions and garlic.

Growing our own food is one of the pleasures of our lives. We’ve been eating fresh lettuce from the green house for about a month now. It’s black seeded simpson, a leaf lettuce, that came up on its own, a by product of last year’s crop. Tonight, supper will include corn and tomatoes from the freezer combined with beans and butternut squash for chili.

Increasingly, growing our own food is also a way of showing our “green” side to the world. We want to eat locally, and our own background is about as local as we can get. We control the fertilizers and pesticides and always have enough to share with neighbors and friends. Of course, there is a debate over whether what I’m doing hurts third-world countries and really has much impact on global warming since transportation is a very small percentage of the emissions created by growing food, and I worry a bit, but I also know that I have never had a better tomato than one grown 100 feet from my house, picked fresh from the vine, dusted off on my t-shirt and consumed then and there, the taste of the sun and the soil still part of its flavor. I once read an argument about whether it was more environmentally friendly for the British to eat tomatoes grown in their country, not so tomato-friendly, or grown in Spain, very tomato friendly, and shipped to England. I think it came down on the side of the Spanish tomatoes. And, I had to laugh and admit to being a tomato snob: with the exception of those grape tomatoes that show up on restaurant salads, all our tomatoes, even the ones in the sauces we consume, come from our garden.

So, why is this a 21st century skill? Because growing something, whether it’s a cucumber in a pot on the porch or an acre of corn in the back field, gives you a connection to the earth that you don’t get in the produce aisle of the super market, a connection that is essential if we and future generations are to make good decisions about dealing with the environment. You learn about sun and soil and rain and nutrients in a way that is impossible from reading a textbook, doing a simulation or watching a television show. I’m all for putting the seeds in the paper cups so kids can watch the leaves emerge and grow. And, gardening includes lots of problem solving: Which vegetables don’t like being next to each other? Which ones can take some shade? Why are my tomatoes rotting on the ends and what can I do to fix it? What are the pros and cons of using hybrid versus heirloom seeds?

Schools are not really set up for gardening since they aren’t in session for most of the growing season. It’s ironic, since that schedule was set in place to accommodate farming families who needed their kids at home in the summer months to help with the family farm. Now, I suspect that few families need their kids to help with the chores. I would urge schools to join the community garden movement and make it part of their year round curriculum.

21st Century Skills: Data Manipulation

These days, the world runs on data. In our class, we looked at how data drives geography, moving from creating a very simple graph of earthquakes in Excel to incorporating data into Google Maps and Google Earth. We saw how text data can be separated from its format in order to be read by an aggregator. I think learning how to manipulate data and create databases is an important 21st century skill.

Here’s an example from the real world, aka my own life: As part of the programming I’m doing, I use a lot of comma delimited files, which allow me to quickly populate tables or create merged documents. Formatting becomes important here in terms of learning to escape certain characters and making sure there are enough commas for blank fields, etc. etc. etc. I also had a “Microsoft moment” when we discovered that the reason the csv file couldn’t be read was because its first field was labeled ID and that causes an error message. Since most databases have an autoincrement field as the first field and that field is often called ID, this seemed a bit problematic. But we have discovered that Numbers, the Mac spreadsheet program, has no such problem so we can manipulate the data there.

21st Century Skills: Programming

If you know me or have read this blog at all, you probably know that I find the term “21st century skills” a little annoying especially since they include things like creativity and problem solving. As though we have some corner on the market of those things because we live in a time in which you can watch Philipinno prisoners do the Thriller dance on your iPhone.

But as I’ve worked at various projects lately, I have been thinking about what specific kinds of skills might be useful for students to learn and while they eventually lead to those more generic skills (like problem solving), they are very much situated in a 21st century context.

One skill that I think would be very useful for students to learn is some kind of programming: whether it’s game creation using Scratch or Flash or web-based data work using php/SQL, programming is a wonderful way to be introduced to a worthwhile skill that demands great problem-solving skills. I’ve been working with a variety of programming, lately mostly of the database variety, and I move from finding myself knee deep in frustration when the code breaks go head-in-the-clouds excited when something finally works the way I want it to.

I’ve learned that there are always several different ways to do the same thing and that semi-colons are very important pieces of punctuation. I’ve also learned that there are many very helpful people out there who are willing to offer advice and guidance but I have to know how to ask the right questions and provide the right kinds of information. Finally, I’ve learned that I should go to bed when things are working, because when they’re not, I dream about them and sometimes the answer arrives in those dreams but more often than not, I just have a restless night.

I’m going to introduce my students to some very basic programming by using Scratch. We don’t have a lot of time (the biggest problem with the courses I teach) but we can get our feet wet and maybe a few of them will pursue it or, even better, let their kids give it a try.

140? We Used to Do it in 8!

I had a funny, when-I-was-their-age moment. I had found my way to this Teachers Network website and saw this headline: IF U CN RD THS U CN LRN TO RITE, which linked to an article about adding a twist to the typical “what I did this summer” essay by having students start with texting their responses. For some reason, I flashed to an old, rainy day worksheet I used to have that gave a list of vanity license plates that the kids had to decipher. Maybe they represent the original text messaging, and a little googling showed that having students create personalized license plates for themselves or other characters was a popular lesson plan. Everything old is new again, this time around with a few more characters allowed.

RL? SL? Isn’t It All L?

One of the themes that came out of last week’s online course discussion about Web 2.0 was a sense that if you had an active online life, you didn’t have such an active offline life. Some students indicated that they didn’t spend much time online as they did other things and had other hobbies. They are the kinds of comments that I am already familiar with from others who seem to feel like there is a stark dividing line between the online and offline worlds and also seem to feel a little sorry sometimes for those of us who are online a lot.

I find that to be an artificial division, probably because I am online a lot and I don’t like the idea of being judged for that choice. I assure folks that I also have quite an active offline life that includes singing in a choir and playing in a recorder ensemble, making crafts, cooking, exercising, and reading lots and lots of analog books. And, in almost all cases, the online world informs those offline hobbies. Just last night, I looked on the web for a recording of a Medieval French song that I will be singing with the group to help me with both my pronunciation and rhythm. I belong to a Ning for recorder players that includes members from all over the world. The pattern for the baby sweater I’m crocheting came from the Web and I’ll be sending it to the Pine Ridge Indian Reservation whose real life need was advertised on the Web. The digital books I listen to when I exercise come from a variety of sources online and are often chosen based on the recommendations of other readers. I share and discuss my digital and analog reading with both a face to face book group and several at LibraryThing. And Monday evening last I met with a group of educators in Second Life–at the Jamestown Fort meeting house on VSTE Island–to hear from author Elisa Carbone about her real life writing.

My conclusion: My offline life would simply not be as rich without my online life. They complement each other and are inextricably woven together into one life. Perhaps I should feel sorry for those who haven’t found that connection. Or perhaps we can recognize that we all have different ways of living, both online and off, and just leave it at that.

A Different Kind of Tea Party

One of the reasons I love to teach is because I love to learn. During my ed tech class last week, one of my students introduced me to Alice, the programming language, and also talked about Storytelling Alice, the programming language geared towards middle schoolers, particularly girls. I had only a vague knowledge of Alice and none at all of Storytelling Alice. I had hoped to spend some time with both this week, but my own programming got in the way. I also stumbled because Storytelling Alice doesn’t have a Macintosh version. Using it would mean dragging out the Windows machine. But, I ended up doing that anyway since I loaned it to a student so it is up to date and ready to go. So, maybe this weekend…

Meanwhile, in one of those serendipitous events, I got an email today highlighting webinars being sponsored by Georgia Tech that focus on Alice. I was going to email the link to my students but thought there might be a wider audience. Here’s the link to the Tea Party website and the link to the webinar schedule.

Teaching, teaching, teaching

I am teaching three courses this semester. Two are face to face and one is online. I’ve taught the undergraduate face to face course for more than five years. It’s the typical “tech” class that pre-service teachers have always had to take. When I took it some 22 years ago, I learned about using film projectors and got a brief introduction to computers through one class period devoted to logo. Even then, I was hooked, and my final project was created on my Tandy 1000 using a free database program to develop a gradebook.

Fast forward nearly a quarter of a century (how DID I get this old??), and the course covers everything from Inspiration to Google Earth to Quest Atlantis. In more recent semesters, I’ve designed the course around the concept of TPACK–Technological Pedagogical Content Knowledge–to help students see the relationship of technology to the other areas of their learning. I like the course and enjoy spending time with 20-somethings who are excited about becoming teachers. I haven’t met with this year’s group yet. Monday is our first class. The section I teach focuses on elementary education and this semester I have several men in the course, which is unusual.

The two other courses–both graduate and both focusing on educational technology–are new to me. One is online and one is face to face. I developed the syllabus for the latter. The former has already been developed and I am working as a facilitator. But, the real difference I’ve discovered is how quickly I can bond with the students. I met with my face to face class last night, and I already love it. I knew some of the participants prior to the class so we settled in pretty well. And for the few I didn’t know, I already feel like I have a sense of how we will work together.

Even though the online course started a day earlier, I still don’t have much of a sense of the students. A few of them have posted to the discussion forums, but none have posted their pictures yet nor completed the audio assignment. So, I have no idea what they look or sound like! I’ve got names and email addresses and that’s it. I’ve been checking in several times a day to see what’s happening and am disappointed when there are no new posts for me to review. It is going to be a slow process and I am eager for Monday morning to come so I’ll at least know what they look like, well that is if they actually post pictures of themselves. The course creator gave them the option of posting any picture and I thought about changing that but didn’t want to immediately go in and start rearranging. So, I’m hoping most of them choose to post their own pictures rather than Marge Simpson or a sports team logo. That tells me something about them, certainly, but doesn’t help me really visualize them.

It promises to be an interesting semester! My face to face grad course participants will be keeping blogs and I’ll be posting more here as well to keep up with them.

VSTE Webinar: Quest Atlantis

Mark Your Calendars: The VSTE Webinar for January will be held Thursday, January 28, at 7:30 PM. We’ll be taking advantage of Learn Central‘s free Elluminate access. Mary Ellen Davis and Linda Carpenter from Virginia Beach will be reprising their excellent VSTE presentation about this online virtual problem solving tool for students. Come join us for an inspiring, interactive meeting. Here’s the URL for the announcement: http://www.learncentral.org/node/46740. You can register to let us know how many to expect but you can also just stop by.

This webinar is sponsored by the Education and Programs Committee of the VSTE Board of Directors.

A Bit of Irony

Earlier today on Twitter, Alfie Kohn asked which signs directed at students were bothersome. Tim Stahmer followed up by commenting that he was bothered by signs that told kids to put away their mobile devices as though they had no instructional value. The exchange reminded me of a short blog post I meant to write but forgot about. Here it is now…

I was at a workshop for science teachers and they were doing some problem solving activities that required some basic math that they could have done by hand. However, most of them chose to use a calculator. Want to guess where those calculators were located? On their mobile devices.

Remind me: what’s the definition of irony?