Emily Hie's Educational Blog

Book Review: The Chrysalids by John Wyndham. Also, a word about Science Fiction as a learning tool.

noreply@blogger.com (Emily Hie) — Mon, 10 Sep 2012 19:08:00 +0000

I love Sci-Fi, and I love post-apocalyptic novels, and The Chrysalids is one of those that excites me because it is both.

I love Sci-Fi and Fantasy because they are such a captivating tool for exploring the human state. Good Sci-Fi and Fantasy are philosophy via our imaginations; they’re somebody’s “What If?” illustrated in a way that allows us to become emotionally and intellectually active. I like Sci-Fi in particular, because in some ways it doesn’t exclude our own world’s realities to as great an extent as Fantasy, and that makes it more interesting to me; it’s caused me to think about the “big questions” in the context of the world as we know it, which has sparked my own interest in science. The Chrysalids in particular is a better book for teaching at the secondary level, but I plan to use Sci-Fi itself as a classroom tool for my future elementary schoolers. Yes, I definitely think that children can appreciate Sci-Fi at the elementary school level, and I think that it can be used as a great tool for building interdisciplinary connections at the elementary school level and beyond. I don’t think schools do that with Sci-Fi enough, which is kind of disappointing.

Okay, I’m getting to the book now. The Chrysalids definitely is a great example of a novel that prompted me to think about the “big questions.” It starts out kind of slow, but the pace picks up steadily as you read more; Wyndham shapes the reader’s experience to be one of discovery, and you work out more of the answers for yourself alongside the main character. I like that.
The book takes place after the world as we know it has been wiped out by nuclear war. No one really knows why. Life — plants, animals, and humans — have had to reset all building blocks and basically re-develop from what was left. Little is known about humanity as it existed before the nuclear disaster, other than what rumors exist from people’s guesses, and pre-war humans are referred to as the Old People.

The only literature that has survived from the age of the Old People is the Bible, as well as one more book of “early” origin which outlines how life “created in God’s image” should appear. Human society at this point has placed dogmatic importance on this book, because life has began to evolve in different ways. Plants, animals, and humans are born more and more with different mutations - it could be a little thing like an extra toe, or it could be more noticeable.

The result is a society which basically reflects 17th century Puritan New England, in which society has damned anything “Deviant,” or mutated, in a reflection of the Salem witch hunts. Deviant crops are burned, animals are slaughtered, and humans are cast out to fend for themselves in wild Fringe country.

This is the society into which our main character, David, is born. The reader follows his consciousness and his understanding about the world from the time he is a child, to the time he is a young adult, progressing from naivety to confusion, with little bursts of enlightenment here and there, ending in light of a new beginning. I like that as a reader, you must put the pieces together alongside the main character in order to form implications out of what is happening. David begins to form more ideas about the nature of humanity, of “truth,” and of God as he has more experiences with mutants, and as he eventually discovers that he possesses a unique mutation of his own…

The Chrysalids definitely explores the relationship between religion and science, and, discounting the importance of neither, the author certainly makes a statement about how that relationship affects humanity (when I say religion, I mean that he makes a statement about the institution of “the church” more than the state of “being religious”). Wyndham speaks as something of a pacifist through this novel, and touches on themes of both individuality and collectivism. Love, as being self-sacrificial, is another big theme.

I think that people from all walks of life are suitable audiences for the book — it’s a short, to-the-point, and captivating read, and I’d recommend it to anyone interested in thinking about human nature, human relations, evolution, political theory, sociology, and history.

TEACHERS: THIS WOULD BE AN AWESOME BOOK FOR A HIGH SCHOOL ENGLISH LITERATURE TEACHER TO INCORPORATE INTO THE CLASSROOM. In my opinion, it would be a SPLENDID follow-up book to The Crucible, and it would also be a good cross-disciplinary tool for connecting ideas in English Lit to ideas in Biology classes (genetics), History classes (what causes war, separation of church & state), or Social Studies (political theory in light of individualism vs. collectivism). The language is also appropriate for a high school audience. I wish I had been prompted to read more Sci-Fi in high school as part of assigned literature, and I think the fact that it wasn’t used more was a wasted opportunity for drawing connections to my science and history classes. The way that the book is paced is also perfect for teaching high-schoolers how to make their own predictions & inferences, and the plot and delivery offer opportunities for teaching critical thinking.

-Emily

My Philosophy for Technology in Education

noreply@blogger.com (Emily Hie) — Thu, 07 Jun 2012 06:33:00 +0000

My Philosophy of Technology in Education(Follow the hyperlinks for supplemental articles)

Our society is in the middle of a technological revolution. The tools we use seem to be evolving and changing at an exponential rate. New cell phone models are released by various manufacturers about every 9-12 months, and computer upgrades are released more often than I typically change my car oil. In 2007 the iPhone App store hadn't even been released, but now if you need something, "There's an app for that." The technology we use is beginning to grow quickly enough to adapt to contemporary changes in our society; for example, in 2010, changed Transportation Security Administration Laws in the United States created controversy that has led to heightened TSA complaints from Americans; now, as of April 30, 2012, there is a free iPhone app available for quickly filing TSA complaints.

At the same time that we create technology to adapt to us, we must also learn to adapt to technology. Our DNA has set the stage for our ability to adapt to changing environments, but our technological environment is in a state of such constant change itself that success calls for rocket-paced adaptation.

So what does this mean for education? How are we going to prepare our kids to be ready for such a fast-paced, fast-changing, constantly connected era? I believe that the social context into which today's children have been born hold several important implications for the world of education:

1. Technology plays a role in authentic learning experiences. There are plenty of instances in which all is needed for an authentic learning experience is a pencil and a piece of paper. But as technology becomes integrated further into daily life and the workplace, authentic experiences are becoming better represented when activities involve student interaction with technology. Business owners are doing all that they can to profit from the release of new technologies, such as blogging and social networking services. Furthermore, new technologies are already a part of everyday life for children, because young children are growing up with a growing variety of available technologies and the perception of digital connectivity. For the increasingly technologically literate generations of the future, fostering student learning by drawing meaningful connections to students' personal lives is calling more and more for educational experiences that include technology.

2. Technological developments offer resources for enhancing student learning and success that teachers simply can't ignore. Teachers are charged with the responsibility of creating for students educational experiences that will best serve their needs. It's no secret that the vast amount of variation that exists between individual students makes this a rather daunting prospect. That's why the increasing options offered by technological developments have to be a key interest for teachers. Why would a teacher supply a student with a book and a pencil if an audio-enhanced text and a keyboard would better serve the student's needs? To reference a favorite example of mine, check out my post about the newly released Echo Smartpen, an enhanced version of the simple tool that is a writing pen. This technology was constructed with the universal benefit in mind of enhanced note-taking ability, which it certainly can serve - but it also offers so many other possibilities for teachers to use in serving students with specific needs. For example, here is a highly creative way that a teacher used the Smartpen to serve as an engaging presentation tool for students who needed writing support.

The key is that in order for technology to be used most effectively to support and assess learning, teachers must constantly educate themselves about what technological resources are available to them, as well as how to effectively use these technologies. This requires a student-centered disposition toward adaptation over the preservation of tradition in teaching---a habit that must be learned, but one that will undoubtedly serve students effectively.

3. Teachers and students must work together to critically assess technological resources. Modern technology isn't going away any time soon, and we can use its presence and its growth to our advantage. But if we are to do so, then teachers need to be capable at discerning which technologies are advantageous for learning under a given circumstance. Just because something is cool doesn't necessarily mean that it is useful for your purposes! Here is how you can tell if an instructional or assistive technology is appropriate for enhancing student learning:

The use of the new technology does not simply replace old methods, but adds more dimension to the learning experience. For example, this teacher uses Gapminder to add further dimension to a scatterplot, making data interpretation more accessible to his eighth graders, and therefore facilitating a more fulfilling experience.
The new technology facilitates higher order thinking, problem solving skills, and student collaboration. In this article, Brigid Barron and Linda Darling-Hammond address the advantages of these facets of learning for promoting "powerful learning," thereby authentically preparing students for success in the real world. While some technologies are certainly fit to serve the purpose of building foundational skills, technologies that call upon higher-order means of learning can enhance educational experiences beyond the capabilities of traditional methods.
The new technology motivates and engages students. Many educational and assistive technologies provide students with multiple sensory input and heightened interaction, which is naturally captivating--educational technologies should capitalize on this. Students who are growing up in a culture of accessible technology are drawn toward devices that offer information to multiple senses, which is why many teachers, like this one, are calling for more technology-based resources in the classroom.
The new technology provides students with options for multiple means of representation. There are many types of learners with different natural interests and preferences, and I echo the pedagogy of John Dewey in believing that a quality education is one in which students have the ability to guide their learning of the content via the perspectives offered by their interests.

If teachers can learn how to strike a balance between open-minded enthusiasm and critical evaluation when exploring the growing multitude of technologies at our hands, then our students will be well-served.
Furthermore, students will be well-served if they are taught by their teachers how to think critically about technology, as well as how to use it effectively. The digital generation is so named because they are bombarded every day with digital information, and success will undoubtedly require learning how to interpret all of that input. Hence, this creates a great learning opportunity for teachers and students to work together in the quest to grow healthily with the times.

A look into the future...

I dream all the time about my future classroom, and what I want to be part of it. For all of the reasons stated above, I know that technology has to be woven into the design of any future educational environment under my control.

It is a dark age for educational funding, and teachers across the United States are barely scraping by with outdated textbooks and crayons replaced with their own pocket money. On the other hand, I recently observed a teacher's classroom in which every student was supplied with a personal laptop, all thanks to grant money. And schools that are beginning to invest in the use of eBooks and iPads in the classroom are seeing positive changes in the students, as well as reduced printing and book expenses.

For me, it will be a matter of persistently and actively researching what is available, and then pursuing access to those resources. I currently am building an inventory of ideas on Pintrest for future integration into my curriculum. I follow Free Technology For Teachers on Facebook. It's a matter of seeking out the information, and deciding what will be appropriate for enhancing learning experiences and streamlining instruction.

Of course, I won't REALLY know which resources will best serve my students until I have a bunch of unique kids of my own. I'm counting on a variety of diverse learners walking through my classroom door from Day 1 onward. There are a plethora of assistive technology choices available for serving individual needs, but I believe that the core of my instruction should follow the principle of Universal Design For Learning and work to make the content inherently as available as possible to everyone. In order to do so, I will seek out technologies that help my instruction appeal to multiple senses, learning preferences, levels of language comprehension, and levels of content comprehension in order to include all learners in classroom learning experiences and curricular content. The main personal goal for my curriculum is to abide by the three guiding principles of Universal Design, and I believe that capitalizing upon the growing variety of technologies will assist me in doing so.

If this is an age in which education is under more pressure than ever, then now is the time to be proactive in taking advantage of the other defining feature of this age: a booming cornucopia of technology, and all the possibilities thereby entailed. I would certainly like to do so in my contributions to this noble and essential field!

Written by Emily Hie

Personal Perspectives

noreply@blogger.com (Emily Hie) — Sun, 29 Apr 2012 18:45:00 +0000

I made a short video about my personal culture!

With quotes and poetry from:
     Lewis Carrol
     Robert Graves
     Douglass Adams
     Maya Angelou
     Martin Luther King Jr.
     Norton Juster
     Albert Lord Tennyson
     The Go Do Shin
     Edna St. Vincent Millay

And music from:
     Spoon
     Rusted Root
     Feist
   The Beatles
     The Strokes
     Minus the Bear
     Eric Satie

Assistive Technology - Livescribe Echo Smartpen

noreply@blogger.com (Emily Hie) — Mon, 23 Apr 2012 05:37:00 +0000

Into what category of AT for literacy does the Echo Smartpen fit?

The Echo Smartpen fits under the following categories of AT for literacy:

     WRITING: Productivity through text and auditory feedback
   WRITING: Supports for motor skill challenges
   READING: Reading comprehension and vocabulary

Why? How does it work?

Watch a video of the Echo Smartpen in action:

The Echo Smartpen provides auditory support for written notes. While taking notes with the Smartpen, hitting "Record" will activate an infrared camera near the pen's tip to record your written notes -- meanwhile, a microphone simultaneously records what is being said. After you are finished recording, you can use the pen to tap any part of your notes for which you want to hear the audio. If you want to hear the entire audio file, you can replay the whole thing as well. You can also speed up or slow down the pace at which the audio plays back.

This opens up so many possibilities to use the pen as Assistive Technology! Teachers can support students by helping them use the pen to:
     -Create vocabulary lists, demonstrating pronunciation and giving an audio definition
     -Draw visual aids, like concept maps, flowcharts, or diagrams, supported with audio explanations
     -Create written work when low vocabulary/motor skills would otherwise interfere
     -MUCH MORE

Notes can be uploaded via a USB cable to a computer in order to keep track of lessons, performance, and progress. You can upload the notes directly in their handwritten form, and then, if you choose, employ an text-recognition application that converts handwriting to typed text. Finally, users can create "pencasts" -- video playbacks of a note page showing notes redrawn alongside the audio recordings.

To see an example of a pencast, click here!

Which of the principles for Universal Design for Learning might be facilitated by the Echo Smartpen and how?

The Echo Smartpen facilitates the following principles of Universal Design for Learning:

Principle 1: Provide Multiple Means of Representation
This principle rests on the concept that different learners are differently attuned to the way information is presented--people perceive and understand information in different ways. Thus, representing information in a way that appeals to variations makes the content more universally acceptable. This especially applies to learners who may have sensory or learning disabilities or cultural differences. By providing auditory aid (at adjustable speeds) to visually represented information, the Smartpen adheres to this principle.

Principle 2: Provide Multiple Means of Action and Expression
Just as learners perceive information differently, this principle encourages support for learners who express and communicate differently what they have learned. Though every student expresses their perceptions in their own individual way, students with language barriers, movement impairments, or executive function disorders may have an especially unique way of communicating knowledge and ideas. The Smartpen facilitates this principle by allowing learners to self-regulate and communicate through various means of expression--text, pictures, and audio support.

Principle 3: Provide Multiple Means of Engagement
This principle upholds the differentiation in preferred learning environments between learners. For instance, while some learners require consistent structure, others may become engaged with the occasional surprise. Some may prefer silence during work time, while others may need to vocalize while they work. Similarly, some learners may prefer visual engagement, while others respond more to vocal/audio engagement. The Smartpen provides multiple means of engagement by providing visual, audio, and tactile motivators.

What types or groups of students might benefit from the use of the Smartpen?

Realistically, all students could benefit from the use of this technology. However, the Smartpen could provide specifically needed support for any learners who experience challenges with reading or writing. This could include students with language barriers or cultural differences, students with learning disabilities, students with movement impairments, and more. Furthermore, the Smartpen has the added ability to download "apps," or additional applications, and one of the available options is to download language translators, with a wide variety of available languages. Obviously, this would specifically benefit English Language Learners as an Assistive Technology. Other available applications include trivia apps for learning about the states, the presidents, chemistry concepts, and more. This could be a useful tool for motivating and engaging students and providing support for students with movement impairments or executive function disorders.

For what learning goals might the Smartpen be most effective?

While the Smartpen seems to be a pretty versatile tool, I can see the Smartpen being the most useful for:

-Reading comprehension and vocabulary -- Click here to see a demonstration!

-Pronunciation and speech therapy -- Click here to see a demonstration!

-Study guides represented through various sensory information -- Click here to see a demonstration!
-Presentations with support for writing challenges -- Click here to see a demonstration!

-Language learning and fluency -- Click here to see a demonstration!

What are concerns or reservations about the Echo Smartpen?

Echo Smartpens are a bit expensive in upkeep, depending on your budget and how much one plans to rely on their use. In addition to the initial $200 for the 2 GB pen (4 GB are also available at a higher price), pecial dotted paper must be printed or purchased (a spiral notebook goes for about $20) in order for the Smartpen's camera to recognize handwriting, and ink cartridges must be bought (five go for about $9) to replace those that run out, so the cost of use can build up over time. Additional software called MyScript must be purchased for about $30 in order to upload notes to a computer and enact the text recognition application, and this software has been reviewed to be glitchy and lacking in user-friendliness.

What are suggestions for teachers who are contemplating the employment of the Echo Smartpen?

Given the possibilities offered by the pen's simple versatility, I say "Go for it!" Glitches and upkeep aside, the possibilities as a learning tool are pretty useful and exciting, both for the students and the teacher. I think that this is a fine example of a tool that can be creatively employed according to the specific needs of the user, which is why it is such a great choice as an Assistive Technology. My advice would be to try it out, get inspired, and play with the possibilities--it can only add to your classroom and instruction!

Floating on Mama's Song by Laura Lacámara

noreply@blogger.com (Emily Hie) — Wed, 18 Apr 2012 21:17:00 +0000

Click Here to hear the read aloud!

http://www.harpercollinschildrens.com/

noreply@blogger.com (Emily Hie) — Mon, 02 Apr 2012 22:48:00 +0000

Above: My wordle!

Although now I live in Bellingham, WA, I am from Edmonds, as shown on the map below:

View Larger Map

Edmonds is about 1.25 hours south of Bellingham on I-5.

A Day in My Life
On the most lovely mornings, the Pacific Northwestern sunshine pours in through my apartment window. If I can go for a run in the crisp air outside, I know that my metabolism is off to a good start. Other days, I let coffee steep in the French press. While I eat breakfast next to the purple orchid on my table, I stream Pandora Radio -- usually Ella Fitzgerald or 80's pop, if I need more energy.

I get a great view of Bellingham Bay as I hike up the hill to the university, excited to fill my head with teaching tools. During the school day, I tend to live in Miller Hall with the other Education majors, with whom I can laugh and de-stress between lectures. Some of my other favorite study spots on campus are the Underground Coffee House, the "Harry Potter Room" in the library, and -- during spring quarter -- on the lawn in the sun. You can also find me from time to time sitting cross legged in the Children's Literature section of the library, searching for just the right book for a read-aloud lesson.

As the afternoon wanes, it's time to hike back down the hill to my car and drive 2 miles north to work: Pacific Northwest Karate Center. I change into my gi (uniform) and smile at the children who are early for class. They tend to supply me on their own with all the extra energy I need to get them excited about fitness, self-defense, and life skills! The next 4 1/2 hours are a busy stream of activity: kicking, running, rolling, creeds, performing, demonstrating, encouraging, theorizing, planning, and checks for understanding. At 8 or 9PM, I leave the dojo with a million faces and considerations in my head...How should I teach that combination tomorrow? Do I need to find any resources for Friday?

The sky has been dark for awhile by the time I finish shopping and get home. If I have Judo practice, I shove down some dinner and change into my other gi, heading back out to the student Rec Center to sweat with my friends and learn new skills. My boyfriend, who has 2 more years of experience in Judo than I, will walk me to my car while we make plans for a weekend adventure. Suddenly, I get to crawl back under the blue patchwork quilt that my aunt made for me, although it seems like only a heartbeat ago I was waking up to the sun :)

Welcome!

noreply@blogger.com (Emily Hie) — Wed, 28 Mar 2012 22:44:00 +0000

Welcome to my space for educational blogging! I'm excited to share my discoveries...