Is the Story Enough?

Meaning, in the end, is always a private construct built from the brick of our experience, and the mortar of our mood. In conversation we have opportunities (taken or not) to clarify the speaker's meaning.

Editing allows the print author precision of expression, but still the reader constructs the meaning. Until we can read each others thoughts, communication both oral and written will be problematic. Oral and literate communicatoin rely on completely different skills and yet they are wed in a remarkable way. It is a paradox.

Moving from a pre-literate to a literate culture changed the way in which humans thought. Now we may be moving in the dirction of post-literacy if some of what I have been reading is correct.

At a workshop I atttended recently, the presenter considered the impact technology has on reading and thought. He described a recent event at nearby Vanderbilt University where a student presented his thesis proposal to his professor on a post-it note.

"Y IPL BFD o +"

For those of us for whom text messaging remains a mystery it translates - "Why the Internet is the biggest F____ deal of our lives."

In his research he asked several professors about the declining use of standard English. One told him that she no longer marks down for spelling, punctuation, and errors in grammar. If the student can cogently argue her point it is enough.

It reminds me of the old Jewish story in which the Rabbi, whenever danger threatens, goes into the forest, lights a fire, and recites a prayer after which the danger passes. He is followed by a succession of Rabbis who take up his mantle. Each one forgets a part of the ritual until the last Rabbi can only tell the story -- but God is gracious and the story is enough...and danger is averted.

So for me this past couple of weeks the question has been -- will technology ultimately improve our thinking and deepen it or will it, as Neil Postman suggests, only broaden exposure as we amuse ourselves ourselves to death? Will the story be enough?

Footnote: My thinking is formed here by my experience as a storyteller and observing both the lake of density in oral language and the impact of story on a group of listeners as compared to impact of exposition (most sermons fall into this category) on listeners. Here is a link that summarizes a lot of the thought beginning int he 1960s regarding this oral/literate divide and its implications for society. http://www.aber.ac.uk/media/Documents/litoral/litoral1.html

Informing my thinking were these books - Savage Mind - Claude Levi-Strauss, Orality& Literacy - Walter Ong, Preface to Plato - Eric Havelock

Words, words, words

Words, Words, Words.....



Eliza Doolittle is talking about love, but the words are equally appropriate for technology in education. For the past 15 years computers and internet connections have dramatically increased in schools, but this doesn’t seem to have improved student outcomes. It is not just the luddites who are questioning the impact of every increasing technology.

Peter Salovey, Dean of Yale College said,

A stunning trend is emerging for the first time ever. We test incoming freshmen with a general knowledge instrument, then test them again when they graduate. For the past three years, the majority of our students score higher as freshmen than they do as seniors—on the exact same test. The reality is, many of our students know less when they graduate than when they entered.

Carolyn Wakeman, Professor at UC Berkeley Graduate School of Journalism

The most alarming change I have witnessed is in the literacy of our students., Twenty years ago most journalism students were avid readers and testing placed them at a college reading level. We currently have students that read nothing outside of class assignments and a few test as low as third grade reading level.

It is difficult to be in the midst of monumental change and understand what is really happening. As a person of a certain age, I straddle both the digital technology age and the world in which reading and listening to an expert were the beginning of knowledge.

Could the change be as dramatic as the shift in consciousness that occurred between the oral and literate world with the introduction of the printing press? Reading had been around for centuries, but until technology made it possible to mass-produce books the culture remained an oral one. It is no accident that the paintings in the Sistene Chapel “tell” the story of the Bible from beginning to end.
Claude Levi-Strauss who studied the differences between oral and literate cultures pointed out that once people could read and write memory dropped dramtically. One of the unitended consequences of the literate revolution was that human memory atrophied.

It is time to look at the unintended consequences of technology. As McCluhen indicated, are we moving back toward a pre-literate consciousness?
So along with our struggle to move technology into the schools we need to talk also about which of these consequences need to be welcomed and which need to be combated.

My Audacity of HOPE

The darkest hour is just before dawn! The first time I heard this lyric I was a teen listening to the Mamas and the Pappas. I came of age in the turbulant dark hours of the late 60s and early 70s.

Still in the chaos and darkness of assisination and riot, I believed that dawn would arrive. My generation would usher it in! We would end war, poverty, racism, sexism, and wait quiety for the second coming! Well, perhaps I wasn't that optimistic, perhaps, I only had the audacity to be hopeful.

Today in the world of Web 2.0, I feel that same rush of hope that dawn is just over the horizon. In the darkness before this dawn several librarian friends and one technology coach have met for dinner during the deep months of winter to share food, company, and technology. But as I think about the dawn, I am forced to wornder what the light will reveal. How much of the landscape will I recognize?

Fifteen years ago, when I first began to use the Internet I thought about the changes hyptertext made in the way we understand text. The linear tyranny of the author is gone as readers construct meaning in their unique way.

Today, I am stunned by the Web 2.0 tools that speed up the disintegration of the old ladnscape. Then today I ran across this little video on You Tube - http://youtube.com/watch?v=NLlGopyXT_g

In a virtual world what will dawn reveal?

Habits of the High Tech Heart

“We have to abandon the arrogant belief that the world is merely a puzzle to be solved, a machine with instructions for use waiting to be discovered, a body of information to be fed into a computer in the hope that sooner or later it will spit out a universal solution.”

“We have to release from the sphere of private whim and rejuvenate such forces as a natural, unique, and unrepeatable experience of the world, an elementary sense of justice, the ability to see things as others do, a sense of transcendental responsibility, archetypal wisdom, good taste, courage, compassion, and faith in the importance of particular measures that do not aspire to be universal, thus an objective or technical key to salvation.” Vaclav Havel

Habits of the High Tech Heart, a rather scholarly book, by Dr. Quentin Schultze of the University of Illinois, Champagne-Urbana filled the better part of our car trip to visit Dean's parents in North Carolina this Christmas. While it wasn't escapist fiction, it did gave me material for reflection as we begin the new year.

According to Schultze if we mindlessly employ technology we will be disappointed in the outcome. He lists the following habits as necessary. they are Discernment, Moderation, Wisdom, Humility, Authenticity, and Cosmic diversity.

Two areas seem to apply particularly to schools. The first issue is technology costs both hidden and unintended. "Wasted time, money and natural resources are other moral dimensions of information technology. A survey of companies in 1996 by the Standish Group revealed that American companies spend over $250 billion dollars annually on computer technologies alone. Yet the waste is staggering. The same survey discovered that 42 percent of corporate information technology projects were abandoned before completion. Upgrades can easily cost more than the original systems. " In addition people must be employed to keep the software and hardware functioning.

No one really knows how to determine total information technology costs, because installing computers and digital networks create additional non-measurable costs. When Texas Instruments’ area code in Dallas was changed, the resulting technology costs included roughly $100,000 for operator retraining, directories, cellular number changes, and internal phone system upgrades. But the paper costs for the new stationary, business cards, and various business forms totaled a staggering $1,200,00.”

Another good example of this unexpected cost comes in the form of printing out email! The goal 10 years ago was a paperless office, but now most people waste a great deal of money, energy, and resources by printing out email. There are the constant costs of change-- how much does it cost to adjust to new technology and learn new ways to incorporate it? Each time an operating system is upgraded, or another version of software arrives users must learn or re-learn how to do tasks.

The second issue relates to what happens in a community of users. Most technology is under the control of "routineers," lovers of compulsion and conformity, whose chief concern is to keep the wheels moving smoothly.

These knowledge workers derive their authority from the specialized skills and procedures that enable them to make systems “work.” These specialists gain a broad authority . They are entirely data-driven in making decisions, and ae not influenced by intellectual or moral understanding.

"In other words, many managers are informational technicians who rely on database and communication technologies that are themselves the work of expert technicians. Like technologists these managers aim for greater production and distribution efficiencies and for more control over markets. In short, information managers “specialize” by relying on detached quantitative ways of knowing—what was earlier called informationism. In too many instances , their chief responsibility is to be effective managers of information, not to be responsible stewards of the resources for good purposes. Caught in an informational meritocracy, they elevate technique over moral vision."

We experience this when our it department locks down our laptops to the point that we cannot even control how our desktops appear. This rigidity stiffles creativity and innovation.

The IT departments are creating a monoculture that disrespects culturally diverse traditions of local knowledge. "Walker Percy calls this kind of dichotomy a “misapprehension of the scientific method, an idolatry that results in both the radical and paradoxical loss of sovereignty by the layman” and the “radical impoverishment of human relations.”

Quis custodiet ipsos custodies? – Who controls the controllers? Who shall we invite to the table? Indeed that is the question. Who shall we invite to the table? My highest hope is that technology would empower people to question and learn, to explore in community with those around us. Schultze suggests that we can change this, but admonishes us that if we fail,

"We become impersonal observers of the world rather than intimateparticipants in the world. Information technologies foster statistical ways of perceiving and systematic modes of imagining. Under their influence, we see the world in terms of cybernetic systems composed of measurable causes and effects."

This is unacceptable -- our world is far richer and deeper than a system of causes and effects.

Nine simple words? Use them often!

At school we are consumed teaching basic skills - READIN, WRITIN' and Rithmatic. As we focus on test scores I sometimes think we have lost sight of the child and the relationships that alter life! In Alaska, a bold new initiative is taking root. Educating Hearts struggles to bring community and trust to a school environment that allows many negatives to go unchallenged.

I was lucky enough to grow up in a time when getting an "A" meant you passed the class, and affective education was so important that we even received grades based on our behavior.

I have been blessed as an adult as well. I worked for two people who continued shaping my affective education. Looking back, I realize that the most important parts of my life have always been grounded in the lives of others. I learned some of my most important lessons from these two remarkable individuals. They have changed how I try to live in my library and at school everyday.

Dr. Kenneth Erickson, a professor of education and a K-12 administrator lead by example. When I met Dr. Erickson, he hired me to be a secretary at the University of Oregon. Like many women of my generation I believed that my career aspirations were secondary to my husband’s, and I found myself doing whatever I could to support his educational goals.

Dr. Erickson seemed to good to be true. He was always cheery, and his office staff adored him. I must admit to being a little skeptical. He seemed to place people at the head of the line, but still held them at bay for two hours every morning when his office door was closed. He also taught me everything I know about time management. He managed time like others manage their weight!

When he hired me to be secretary for the Oregon School Study Council, an organization he headed, I had very little experience at typing or managing anything! I was responsible for preparing camera-ready copy for the Quarterly Report and for the monthly monograph series dedicated to issues of concern to school administrators. The person who held the position before me was an architecture student with fine art skills and a good eye for layout. My minimal skills were pitifully evident as I produced my first quarterly. Shortly afterward I had my evaluation. I steeled myself for the worst, but Dr. Erickson quickly put me at ease. He gave me a very positive review and recommended me for a raise!

"I don't want you to change this evaluation, but I know it was not deserved on the merits of what I have done. Why did you give me such a good evaluation?" I asked. I will never forget what he said. He explained that his judgment was not based on what I just produced, but rather on what I would produce in the future! My desire to improve, my willingess to work beyond my 8 hours to try to secure greater quality had impressed him. Dr. Erickson never hired skills, he hired people!

Each year, Dr. Erickson wrote thank you notes at Thanksgiving to the MANY people who had blessed his life. What an example!

The second person was the head librarian for whom I worked in Clovis, New Mexico, Erna Wentland who is pictured above in the library she helped to create! Erna dreamed big dreams for the little library that was housed in an old WPA postoffice. The dreams were not about her, they were about what a library can do for people. Educated at U.C. Berkley, Erna found herself in the dusty New Mexico town, far from the ocean she loved, so she turned her energy to creating a sanctuary of learning and recreation for the community.

The children's room was in the basement near an ancient boiler with only one exit and bars on the windows that were in basement wells. At a time when libraries were largely ignoring children and family services Erna envisioned a library so busy that there could be no question of the need for a new safe and inviting library for children and families!

With no budget, her creativity and commitment began to turn things around. We did crazy things like cutting greens at a local park and spending a Sunday afternoon wiring them together, making bows and creating the first Holiday Happening at the Library. She engaged the local extension agent, school choirs, crafters, church groups, anyone and everyone. Working with her was the joy of my days. She taught me tenacity, but more than that she taught me how much it meant to appreciate people. Her favorite saying was, “has anyone told you today how wonderful you are.”

I would watch with amazement as people visibly changed under the influence of those words, and it was such a small investment. Nine simple words with such amazing returns! If I could live up to the example of these two dear ones--my life would shine.

This Thanksgiving weekend I give thanks for Dr. Kenneth Erickson and Erna Wentland, as I ask you, Has anyone told you how wonderful you are? No? Well, let me be the first!

There are more things in heaven and earth

There are more things in heaven and earth, Horatio,Than are dreamt of in your philosophy.

How ironic to use a quote from Hamlet a play that is 400 years old as a springboard to think about technology! Even more amazing is the link to a high school Thinkquest entry that used technology to explore and teach about the play!

As I take these days off from school to clean and prepare for the winter, I am using small chunks of time to explore some of the amazing changes since last I was looking for ways to use technology in my library. Signing up for RSS feeds of some of the blogs I like has been liberating. Using a wiki is fabulous, but seeing some of the games and other applications has made me cautious!

My first-blush innocence is gone and I have some deep concerns for some of the things I have seen this time around. Remember when I began this journey the Internet was primarily the purview of higher education institutions and was text dense! At that time the NSF oversaw the dazzling array of technological wonders which offered so much access to information. At that time the following things promised almost utopian change.

• The Gutenberg project would soon digitize all the world's great public domain literature --available and keyword searchable anywhere on earth!
• Email and listservs put us all in touch with the best minds in our profession. LM_NET was small enough to make it possible for Peter Milbury to answer personal email when I was working on a grant. Collaboration was the highest good!
• Initiatives allowed students from all the four corners of the world to communicate with one another making geography and history come to life!
• Students work would be authentic as they collaborated and published their own findings to be shared and thought about with many other students!
• Technology was going to make it possible for authentic learning to take place driven by the students curiosity and guided by an educator consultant (teacher/librarian)

That vision has not materialized. What concerns me this time round.....

• While the previous Internet was text dense this new landscape is filled with text messaging and images which do not increase the ability to think deeply or communicate more clearly and precisely. The net is moving away from READING based to graphic and auditory based information. We may be moving back toward something akin to preliterate society!
• People are targeted with subtle advertising based on their search histories.
• Rather than a diversity we seem to be moving inexorably toward a singularity.
• Real relationships seem to suffer in the flood of wired - virtual ones.
• Virtual environments may be replacing reality -- amusement replacing deep meaningful thought which traditionally led youth to challenge the status quo.

A recently published study suggests that adults are choosing to read less. It is just one in a growing chrous of warnings about the decline of reading in our cutlure. Publishers and book sellers echo the concern. Much of this is due to the impact of technology. Lest you dismiss this as just a natural progression of change please explore the impact of reading on the mind of humankind. A quick read of the Gutenberg Elegies helps us see how hypertext alters the making of meaning (of course reading is about the contstruction of meaning both by the author and by the reader). Marshall McLuhen , Havelock, Ong and others who have considered the impact of literacy on culture need to be attended and explored. What would a postliterate society be like?

I've just ordered Niel Postman's books from our public library. So I will be getting some of the musings from the dark side. My impression of Postman from the media is one of a crumudgeon so why am I reading him now?

I still believe in the value of technology and its marvelous opportunities. I know that it is a whelming flood that we face. We need to be vigilant and careful not to be subsumed by a culture of consumerism and control. We need those who are the interpreters and supporters of technology to be wise and fully understand the impact of their actions on our world.

Learning from other's mistakes

The first blush of technology gave me a rush of hope. Now, nearly twenty years later, I am more realistic about school change. Human nature does not change with the introduction of new technology or information. We laugh when someone says, "Don't confuse me with the facts!" We laugh because it is true! And since it is ultimately the humans who make or break technology implementation, there are critical issues to be dealt with over and above the complexities of equipment and curriculum.

We are receiving equipment in my current school, a school in which teachers are eager, fearful, overwhelmed and resistent to technology all at the same time. We are poised on this side of all the mistakes facing a nearly blank slate.

How do we keep from messing it up? To answer that question I did the first thing that any good librarian would do, RESEARCH. Curiosity, that ineffable quality that made me a librarian, drove me to ask; What have those districts that have had longitudinal experience learned about technology implementation?

I found great sites and great thoughts. WestEd (originally one of the regional Educational Laboratories funded in the 60s-70s by the Federal Government, and consequently dismantled by the Republican Reformers from 1980 on) is a grant funded non-profit entity serving colleges and K-12 institutions. The list that follows is theirs, but includes my commentary..If you want the unexpurgated version click on the link above.

• a rationale for the technology and related resources --

This is desperately needed. Teachers do not see how technology should change teaching. We need to help understanding that we are not to be dispensers of knowledge, but guides and enccouragers along the path. The very concept of a GURU of technology is antethetical to the model we want to achieve!

• the stakeholders get involved in the decision making process

We are probably a little late for this to happen. So these decisions have already been made and we are receiving equipment. How we can use these tools and add software to grasp the goals of those who made the decisions is really where we are at present.

• a way to promote thinking about the most cost-effective uses of technology

One of the problems in our recent past is that we have had technology but have not used what we had. There are currently computers lying fallow, a bit out of date -- but still able to be upgraded and used in many applications. Is it wasteful to just slough these off?

• assurance that technology applications are aligned with the curriculum

This has been done, but the side that makes it useful -- creating easily accessed applications needs to be addressed. For example in the library we need to have people working on joint lesson plans that can be utilized by any librarian to collaborate with classroom teachers with the help of technology coaches in our district. The concept of everyone inventing the wheel is time consuming and wasteful. We have been shown the technology (wiki) where this collaboration can take place. Now we need coaching to make that happen and time off from our other tasks to give it a chance to happen. I am writing this under the covers as I blow my nose and cough instead of attending church Sunday morning! But there is no time in the school day to make this happen.

We need lots of 45 minute-long lessons using technology that a librarian can grab and download and implement in a small lab setting with the teachers operating alongside. These need to be created by librarians and tech coaches working together. It increases the likelihood that the librarian's AND tech coaches can collaborate and increase the chance that teachers will experience technology is a more positive way.

• help in determining the specific training and assistance needs

Our district is on the right track here....with tech coaches who are available at the point of need! Now we need to put the Librarians in this mix with training and encouraging their teachers to use those applications we identify as useful in helping them get the understanding of themselves as guides. Even though this idea has been taught in colleges of education for a long time (When I got my MA it was taught -- but not modelled by professors 1990) it is not easy to do. Just as our children learn by our example we have learned by the example of all our teachers - who used large group instruction and taught people who wanted to learn what was in the curriculum.

• assurance that existing resources are used in the plan

This is something I don't think we are attempting to do in large part because it is seen as a huge expense. But if we utilize the people that are in place it might be cost effective. I see two parts to this -- a software and a hardware part. In my school I have cultivated AR in the library. Teachers who learn to manage AR for their classes (which has mostly been my job) learn a great many technology skills-- therefore we should consider AR as a part of our technology education plan. On the hardware side -- we have many IMAC computers which our district no longer supports that could be utilized if we added memory (canabalized from dying machines) and updated the system or OS X -- but because they are no longer supported they are simply sitting unused. During most of their lives they were only used to access AR or for CDROM programs --- since they were the only technology that teachers could see much value in)

• a method for determining how to evaluate the impact and progress of the technology

This needs to be done -- and we need some less quantifiable measures --included in the measurement.

• a vehicle for communicating steps for others to follow adapting the plan

This could happen as a part of the collaborative planning that librarians do with grade levels and if it were part of a regularly planned monthly intervention with our technology coaches.

• a process for coordination with other programs and projects

Perhaps planning with PE, Art, Music could happen at regular intervals to involve them in wholistic ways with what is happening in the classrooms. Perhaps each grade level could do a focus like this in nine week segments. That way no one would feel overwhelmed with the way that this kind of learning seems to take away from their direct instruction aimed at testing. Just the planning is bothersome to the teachers who are not really used to doing collaborative planning...

• that the teaching addresses the needs of all learners

It is important to create examples of how technology can be used to help rather than hinder in the classroom - specific plans for various learners would be helpful.

• guidelines and a context for the insertion of new technologies

Seems logical, but need to see examples of this.

I will blog each day this week about an aspect of implementation that might help us -- IF we talk about it ahead of the implementation...We are currently in the beginning of a pilot project, so we are poised to make mistakes, but we should also be poised to learn from those who have already made mistakes.

Training is not Understanding & Knowledge is not Wisdom

Our district is finally making strides with technolgy. For six years I have languished falling behind the times in geometric progression. Now, we are playing catch-up, and I feel like a dinosaur. Last week I was part of a technology “training.” I don’t think it was training in the traditional sense – because I have not gained an understanding of what I am expected to do as a librarian in an elementary school. What it was - seemed to be a group of people who could potentially become a community of learners and sharers who saw how little they know! It was wonderful to be called together in an exploratory manner.

Like the little girl in the Hobyah story, I was wishing I could call in Little Dog Turpy to go and seek out the Hobyahs and eat them up so that I would not have to live in a world with Hobyahs! Technology feels like a Hobyah, even to someone who welcomes it and has been an advocate for many years. Here is why--

1. It would be less so if the world were full of people who were not afraid that their part of it were disappearing and they had to have something to cling to in order to remain viable. (that includes me---)

Because there are no clearly defined roles in the landscape—I find myself constantly tugged in many directions, and without knowing where I am going, I feel that all of them are equal! One of the things I was hoping for at this training was a bit clearer and more easily expressed understanding of where librarians fit in. I need to grasp more of the whole. What do we want to accomplish with the technology and how do librarians play a helpful role?

2. We are putting powerful tools in hands that may have less conceptual understanding of what is expected than I do. Our district has invested millions of dollars in Safari Montage. AND it will look like we are using technology when in reality we may only be showing video clips.

The heady idea, 15 years ago, that technology would lead to a natural evolution in teaching has not materialized. Until the old model of Sage on the Stage is replaced with the Guide on the Side we will continue to reap few benefits from the technologies we install. Teachers showing clips and projecting onto a screen is not substantially different from projecting on an overhead. It looks different, but it isn’t.

Librarians fit naturally into the guide on the side model, because at least at secondary levels that is pretty much what they do. “Send me your tired frustrated searchers yearning to be free of limited sources....we lift our lamps beside the golden door!" (apologies to Lazarus) We traditionally not only helped people locate information, but help them think about the information they find.” As Sven Birkets pointed out in his Gutenberg Elegies, much of the new technology works well with researching information.

Birkerts helps us see the problems and potentials of technology as if we were standing on the edge of the Grand Canyon and looking at the millennia of collected history. He makes the big picture in clear relief against my frenzied and frustrated view in the trenches! He was the first person who gave me the understanding of how different the linear approach of a book is compared to hypertext in which it is easy to follow our own curiosity down the rabbit warren.

Birkerts asks philosophical questions about the means and ends of this new technology. He distinguishes between different kinds of knowledge and learning, and even in the best of hyperworlds where all the documentation is accurate and not driven by its design to sell the user some commodity, there are some important questions to answer. The following quote from Chapter 8 illustrate what I am feeling.

Pertinent here is German philosopher Wilhelm Dilthey's distinction between the natural sciences (Naturwissenschaften), which seek to explain physical events by subsuming them under causal laws, and the so-called sciences of culture (Geisteswissenschaften), which can only understand events in terms of the intentions and meanings that individuals attach to them.
To the former, it would seem, belong the areas of study more hospitable to the new video and computer procedures. Expanded databases and interactive programs can be viewed as tools, pure and simple. They give access to more information, foster cross-referentiality, and by reducing time and labor allow for greater focus on the essentials of a problem. Indeed, any discipline where knowledge is sought for its application rather than for itself could only profit from the implementation of these technologies. To the natural sciences one might add the fields of language study and law.
But there is a danger with these sexy new options–and the rapture with which believers speak warrants the adjective–that we will simply assume that their uses and potentials extend across the educational spectrum into realms where different kinds of knowledge, and hence learning, are at issue. The realms, that is, of Geisteswissenschaften, which have at their center the humanities.

I am reminded of an essay I read in high school, by Aldous Huxley which changed the way I thought about language. Huxley made the point that embedded in the very language was a cultural understanding. He used the difference between alphabetic languages and languages that incorporate pictographs. In Chinese the word for good uses a pictograph which is a mother cradling her child. There is nuanced meaning there. But in a phonetic language, like English, the letters produce the sounds for 'good’ devoid of any nuance.

As we rush headlong into web 2.0. I need to be thinking deeply about the impact of what we are ALL doing. I need time to learn and process and to reflect. I need to be clear about what it is I want to accomplish and what that accomplishment might look like while I am walking on that path. I need a community to surround me in love and work with me as we struggle together.

Teaching old dogs new tricks

Technology

It has been 14 years since I first was introduced to the Internet by a high school student. I was the librarian for a small west Texas school district and there was a computer in the back of the library that had been set up to control a satellite dish for receiving state deaprtment of education broadcasts. The computer had a 300 baud modem. The English teachers son,Kevin, sat glued to the monitor as if some great sports contest were playing out before him.

As I walked up behind him inquiring what he was dooing, I sensed that something important was going on here. He gave me a quick introduction to a non GUI Internet and the "new" World Wide Web. Indeed it was something important, and I soon had my first email address courtesy of the State of Texas. kmcintyre@tenet.edu! I had 45 minutes of computer time with an 1-800 number. I realized that other teachers were not going to use their 45 minutes, and I signed them up for their 45 minutes and found myself with several hours of online time each night. I was quick to realize the potential for my rural library. I could telnet into the Texas Tech Library and find documents, communicate with experts in my field, and other librarians around the world. My high school students communitcated with real people across the world!

Soon the sound of the dial-up connection with its static followed by those bell-like tones was one of the most satisfying sounds in my world! I used that time to explore and learn not only about the technology, but also about how it was changing the most basic understandings of human interaction.

I joined LM_NET when it was still only 5,000 users! I was learning to utilize a computer for many things, and was begining to understand how it worked -- soon I was deleting directories, messing with cmos, and wiping a hard drive infected with a computer virus, stringing wires for a network and using Netware to assign permissions to groups of students and teachers. A large part of my learning came courtesy of IBM's tech support number --- People everywhere were eager to help me learn the skills I needed to be as productive as possible with the technology available to me.

I recall a conversation with my superintendent asked me how this new technology was different from a piece of chalk and a chalkboard....or an overhead projector......hm....Where to begin.....

Yet 14 years later, and a world where ubiquitous use of technology should have changed even education, I find many educators' attitudes toward technology, change, and teaching untouched. The resistance to technology is futile. The refusal to change how we teach is the saddest reality. While the first is a mystery to me the second is clearly rooted in the standardized testing mentality of the current administration.

Those were heady days when the internet was not GUI, when most users were not commercial entities, when there was the sense of riding a sea change in attitudes about sharing information and wisdom as a community of users who believed in the greater good was the paradigm.

Now there seems to be a calloused attitude toward technology and we appear to be no further in the process of integrating it into our daily living at school.

Except, of course for the children!!

Helping Emerging Readers

Children just need enthusiasm and excitement about reading from parents! They need to see parents who enjoy reading! It might be the newspaper, a magazine, or a favorite book, but they will know that reading is important because they see you doing it! One of my favorite photos of our daughter when she was nearing two was of her on the couch. Her little legs would not dangle over its edge --- still she sat with her legs crossed (just like Daddy) "reading" Time Magazine (upside down). She knew that reading was an important grown-up activity.

She also looked forward to the cuddle times at bedtime when we would read books just before she went to sleep. No matter how hectic the day--no matter how frustrated the parents were --- we could all count on this quiet and pleasant interlude between bathtime and sleep.

It calmed her spirit, gave her a sense of personal importance and well being (things revolved around her at this moment in the day), and included the warmth and love that we all wish surrounded us all the time.

Encourage your young reader by --

Having a special place for library books so that they don't get mixed in and lost among other books at home. Having them in a special place also keeps the dog or another younger child from getting them and ruining them.

Having a routine time to read together and enjoy books and stories.

Asking questions about what you read. Remember being able to recall details and connect text to fact is a critical stage in education. Children will be required to read for information, so if you do this you help them cross that bridge easily.

Use every opportunity to learn -- street signs -- alphabet songs and seeing if children can pick out letters in signs. You can label common things around the house with 3X5 cards!

Have a place where children can "write" remember reading and writing are all part of the same circle of communication. Some parents keep a "writing suitcase" in which are kept pencils, crayons, scissors, paper and other things that help students experience writing.

Tell stories! Remember the shape of story --- getting a sense of sequencing are important to reading.

Most importantly --PRAISE-- your child's efforts! If you will take 20 minutes a night for this activity, you will raise a reader!

Can you share an early experience when you were little and wanted to learn to read?

Ms. Mc's Limmerick......

Our librarian was teaching us poetry
A Robert Frost rhyme we'd commit to memory!
a traveler in woods, would diverge if he could,
but he couldn't according to his soliliquoy.

Limerick or Cinquain Your Choice!

Click here to learn how to write a limerick. Click here to learn how to write a cinquain.

Please post a Limerick or a Cinquain
Make them interesting not all the same.
Your poem will be fine.
You won't lose your mind,
And your parents will be overjoyed with your fame!

Worried about finding words that rhyme? Try RhymeZone to find rhyming words!
Here is a great site with lots of poetry stuff to do!Poetry4Kids.

Poems from School.....

As you think about poetry this week......
1) See how many kinds of poetry you can come up with.
2) Write your Acrostic Poem based on the word and theme SCHOOL! Then post it here.

Here is my poem....

Spell School

"Series," I still remember the word.
Couldn't remember how to spell it.
Hoping it would come to me.
Only it didn't
Oh, if only I could have crawled under my chair or,
Left without anyone noticing me at the 4th grade spelling Bee!

Instead of a tea party.. Why not?

I have been thinking about ways to help this book become real and give you a greater understanding about what you have read. Don't you think it would be fun to live like people on the edge of the frontier lived in 1768? I was thinking we could make our own soap, cloth, butter, bread, pemican, candles, etc. We could have special guests teach us to do these things and share some of their real life adventures. What do you think?


I am anxious to see what you have written in your diaries. Compare what you have written to what is in the sites below.


Here is a site that tells people how to plan to survive in the wilderness.
http://www.wilderness-survival.net/chp1.php
Are the things you thought of on any of these lists? Did you think of things that the survival specialists didn't? You can even take a survival quiz at this site!

Here is another survival site with some interesting facts.
http://wildlife.state.co.us/hunt/Survival/survival.asp

Here is a site that tells how meat was dried by indians
http://www.saskschools.ca/~gregory/firstnations/food.html

Sofie, the Indians would have been very careful about hanging meat out on a hot day. Often meat would spoil and make people sick because the heat would allow the bacteria to grow! When they hung meat out to dry, they would have made sure that it was very thinly sliced so it would dry out quickly!

Yes, Emma......READING DAY is fun. I wish I had a reading day in the library!

Making sense when you are writing on line.....

My computer's config.sys file got corrupted and that means that for the past two days I have not been online! SO I got everything back up and running and now....I find all your questions and comments posted to the Blog.

I must confess that much of what you posted doesn't make sense. You see writing must have a context. Since several people might post before you, you cannot assume that when you respond to a question or statement that everyone will know which post you are talking about, since there might be several sentences between the post you are responding to and your post. Does that make sense? In other words, you need to write a bit more for you posts to be clear.

Also, ask me next Monday about using the spell checker to make sure you have spelled everything right.....it is just easier to read.

Now for your questions.
1) Why is the book called sign of the beaver? When you respond to this you would say, The book is called sign of the beaver because....then give the reason or finish your statement.

You might want to let people know you are responding to something that one of the other members of the group did -- You could say something like, "Gabby, as a salutation and then explain why it is called Sign of the Beaver. Or you could simply start by saying, "The book is called sign of the beaver because......"

2) Our goal is for you to answer each others questions. This would mean that you would explain where you got the answer. Let me demonstrate by answering Gabby's question -- Why do they call it the Sign of the Beaver?

1st sign means more than a sign as we think of it. Remember when on page 30 when Matt gives Saknis the book, Robinson Crusoe? Saknis can't read -- he calls the letters on the page "signs." He asks Matt if he knows signs. Can anyone tell why Saknis is so interested in "signs?" (Remember he is talking about reading here)

Then Saknis brings back Attean -- Attean gives us the answer about how the book got its title.

On page 55 we learn exactly what the "Sign of the Beaver means" -- Attean explains to Matt that the rough carving on the tree is a beaver and tells everyone that this is the territory of his family -- This sign is like the "signs" (words) on the page of the book that Matt is reading to him!

In this story there are major clashes between Matts "pioneer white culture" and Attean's Native American Culture.

From your reading of the book can you give some examples of where the two cultures clash? It is always helpful if you give the page numbers so that we might go and read what made you have these thoughts! I am thinking about how Attean reacts to the book Robinson Crusoe as one example, but there are many others as well.

Tomorrow I will sort through the many other questions and see if we can make sense of them as well.

Please remember -- these are not personal conversations like on Instant Messanger -- these are scholarly discussion! Oh bright and wise young friends!!!

Deep Thoughts and an idea.....Nov. 9, 2005

Young Hun we will have something like this again. Our next book will be the Sign of the Beaver, and we will be using the web and meeting to discuss it. Also, I think we should all plan to go to the movie when it comes out in December. We could go right after school!

Swing, you did an excellent job of explaining what C.S. Lewis wanted to accomplish in his books. Your are correct there will be no more books from Mr. Lewis. This is not always true some authors are published even after they die, because their families license their names to allow others to write under the author's name. I have a question, Swing, would a place be paradise if there were nothing to write about there?

Nat, in light of what Swing says, do you think that maybe the deep magic that Mr. Lewis refers to is the magic of his faith?

Sara, if we accept what Swing says do you think that Aslan can ever really die? I'm glad you are looking forward to the other books -- They will be sold as a boxed set at the bookfair!

I'd like some of you to respond with your thoughts about Edmund. When he begins his journey into evil do you think he had any idea of what he was getting into? Then when he found himself in the middle of it all how do you think he felt. Can you support any of your thoughts with a quote from the book?

Can anyone respond to Taylor's question about why they were hunting the white stag? Emma what do you think?

Bryan, you asked how the lion could come back to life. Do you think your question has been answered by any of the discussion above?

Ian,you asked how the witch came to have her power. Ms. Nall can tell you!

Sardenes and Turkish Delight at school? Nov.2,2005

I hope all of you had as much fun as I did this afternoon sharing our thoughts and questions about this remarkable book!

In looking for answers to some of the questions you posed, I came upon some interesting information. Mr. Lewis apparently had a strong respect and love for children. He would take at least an hour almost every day to answerletters he had received from his readers. He even talked with them as if they were his friends, discussing his next book and asking their opinions. He felt answering the letters was a "God-given duty" and he loved it.

I think he would have liked very much to see us try out the tea recipes from his book and he would have wanted to be with you asking you questions. Because he was, as we discussed, a Classical scholar, he believed that it is very important to ask questions. He often responded to questions by asking his young friend questions to help lead them to think on their own.

He would have loved to hear you discuss what symbols mean. Several of you thought about the symbolism of winter, of white, of Aslan. You tackled some difficult questions.

Ian asked who the main character in the story was. Do any of you have thoughts on this? Does there only have to be one main character?

Candace you helped us tackle the difficult idea of who is "good" in the book. Does doing something bad make someone bad? We didn't fully answer that. Edmund certainly does very bad things in the story, but does that mean he is really bad or evil? You are right to ask why he chose to go with the Queen in the first place!

Nat, I liked the way you chose to support your thoughts with quotes from the book.
Zach, you certainly had an interesting idea about Spring, and I would like to hear more of what you thought.

Swing you brought some excellent insights about who Aslan represented and I like thinking about your question about why Edmund would take the candy from a stranger like the White witch!

Very few of us would choose evil if it looked like evil when we begin to do something wrong. Just like Edmund we let ourselves be taken in when someone flatters us or offers us something we really want.

Bryan and Taylor, your questions go right along with this one. Why would someone sacrifice his/her life for anyone? What grought back Aslan's life?

You are published authors now!

After reading your posts from Thursday, I think we need to explore
what a blog is. But be sure to check out the changes on the webpage, too!

Here is a blog done by 5th graders from Mamaronek, N.Y.

Here is a site that was designed by elementary students that gives
everything about blogging from A-Z!

We will talk about these sites and blogging more on Monday. Do
these student blogs inspire you to think of things we might do with
the Lion the Witch and the Wardrobe?

I would like you to post the list of words you were whose meanings
you were uncertain of by Monday. I have made a list and I am curious
to see if I guessed right.

Here are some of the questions or thoughts I am responding to from Thursday.
Hannah asked, "in the book why does the person start walking in snow is it magic or something?" Hannah also aksed, "in the book are the characterrs good people or bad people?"

1st Hannah, Your question about the significance of the snow is important. What do some of the rest of you think the snow might represent? 2nd -- It seems that Susan, Peter and Lucy are all good -- but what of Edmund? Can we really say that he is bad?

Sophie said, "I think the Faun is really nice to let a child go. But eating Turkey Delight from a magic queen! That is plain wierd. p.s. did I spell Wierd right?"
Yup - You followed the old rule, "I before E - except after C or when followed by A, as in neighbor or weigh."

Anybody want to tackle why the faun lets Lucy go? You are right, Sophie--it is nice.
Also -- I think we will make Turkish delight to see if you all like it.

Emma said, "Mr.Lewis's mother and wife both had cancer and were ill when they died." Good observation Emma. The biographers say that he really went downhill fast after his wife Joy died. It is lucky for us that he wrote the Narnia books before this.

Be sure to post once before Monday. I picked up copies of the book
at the library this afternoon for those of you still waiting for it.

Ms. Mc

Hi! I think we have gotten you all on now -- If you are having trouble let me know.

Remember to keep those words you are not sure of or any questions in your journal or in a special notebook! We will compile a glossary of new words as we go. Let's all plan to have read at least the first four chapters by next Monday. I want to give you a chance to catch up and respond to the October 25th post, but I will also respond now to the first days set of questions! So.....here goes.

Several of you posted questions or comments that might need discussion.

1. Bryan asked - "I wonder if he wanted to take those kids in during the war?" Bryan I don't know, but I will be looking for an answer for us.

2. Sam asked, "How does the lion live through the execution?" Sam, we will save your question for later! Don't let us forget it.

3. Sara asked, "What is multimedia?" Sara I'm going to ask you to use your knowledge of prefixes. Multi -- means many, and media means ways information can be presented. For example a book is a kind of media, as is a film, or a computer program like powerpoint. So multimedia means a presentation that would have more than one kind of media in it. It might start out with a sound recording, then have pictures in a powerpoint file, and maybe handouts that are printed. That would be a truly MULTI media presentation! Does that help?

5.Young-Hun asked, "Is this a real biology or a historical fiction?" Young-Hun, did you mean biography? It is actually neither. Remember because this book contains things that cannot be explained by natural phenomenon-- boy that was a mouthful! So while it is not historical fiction we can certainly see how historical events might have helped Mr. Lewis in the writing of the story. What do you think?

6. Emma sain, "I think that C.S. Lewis did base Edmund,Lucy,Susan,and Peter on the kids who stayed with him." I'll see if I can find something to confirm that. I think you are right, Emma.

7. Nat said, "I think it is tense and scary." Nat, I'd like to explore this and see if others feel the tension you feel.

8. "I'm wondering what the first book is about. could anyone tell me?" Swing, are you thinking of the Magician's Nephew? That is the pre-qual to our book even though this book was the first one written by Lewis. O.K. fair question, has anyone else read the Magician's Nephew? If you have please respond to Swing's question.