Can I just say... I hate to beg. Does anyone really like to beg someone for communications? Probably not, but it is becoming a real pet peeve with me.
Several business people I have been dealing with... Well let's just say I believe if they want my business they will provide some service and will communicate with me. I shouldn't have to keep asking and begging for the information I want/need to move forward with a business arrangement. Grrr
And as an online instructor I shouldn't have to beg students to communicate with me. A couple of recent instances have me really perplexed. I wasn't sure one student was getting my messages. In my emails I said, please let me know if you are getting my messages. Can I be more clear than that? I expect you to reply. I shouldn't have to tell you to reply, as a matter of courtesy a student should say "Thank you I got your message about blah and I understand/will do the following..." I am very prompt at returning student emails... they should promptly let me know they got my message.
In another case a student let me know after a multi-week disappearance from an online class that they had a medical issue. Unless you are in a coma, please ask someone to open your email and send a quick message to the instructor letting them know there is a medical emergency. In this case the medical issue wasn't an emergency at all and the student could have advised me about the need for an extension of due dates. However since the student did not contact me in advance or at any time during the several weeks of absence nor were there replies to my messages asking if there was a problem, I had no choice but to apply the late policy.
Communication is a two-way street. Students have a responsibility to communicate with instructors. And instructors have a responsibility to reply in a prompt, informative manner. Making me beg repeatedly to find out if the student is getting my messages offering technical assistance so I know if the help worked just ticks me off. And I end up writing a blog posting! In this case I guess the ignorance lies with the online student population. Hopefully the following plainly stated message helps dispel that ignorance: Students... you have a responsibility to communicate with the online instructor!
Wednesday, September 14, 2011
Thursday, June 9, 2011
You have now heard of sexting - talk to your teen
Thanks to Congressman Weiner many adults are now less ignorant about the phenomenon known as "sexting." Your teenager, likely snickering in the background at your reaction to the recent nhttp://www.blogger.com/img/blank.gifews, has known about sexting for quite a while. And now is the time to talk to your teenager.
Start with a discussion but don't lead the discussion. Tell them you are just becoming aware of this and want to know what sexting experiences they might have "observed." If your child believes you are about to attack them you won't learn anything and the point is to first and foremost learn what your teenager has experienced to date. So ask what they have observed then listen. Dispassionately! If you react and start lecturing you won't learn anything. Just listen!
After they tell you the sexting involving their "friends" ask if they have had any such experiences. If you have been quietly listening and taking it all in, this might be when you really hear some revelations. Keep listening! Even if you are shocked, or upset, keep listening!
Ask your teenager what they think about the current news - an adult man contacting young women having racy conversations and sharing inappropriate pictures. Keep listening. Now is when you will learn something about the underlying moral values you have already instilled in your child. You will also learn how their point of view about sharing things online may be different from yours. Later you will have a conversation about these things but right now you are still eliminating your own ignorance and gathering information.
Ask your teenager if there is anything on their computer or their phone which they wouldn't want a family member to see. Their facial expression will relate volumes and may not match the answer they give. Your goal is to have this be open communication so if you jump into discipline mode now this conversation wilhttp://www.blogger.com/img/blank.gifl be over. And you will have ruined the chance to have conversations about deep and important topics later.http://www.blogger.com/img/blank.gif
End the conversation now. Period! You need time to process what your child has told you and they need to see this was a safe conversation. You will have opened the door to further talks if you end the conversation without reacting. Thank them for helping you understand this phenomenon and invite further conversation.
At a later time, if discipline and parental oversight are needed, move into that role. When you do here are a few resources. I will share further resources as I find them, and I will share parental oversight suggestions and tips in a future posting. Today's message was to start a conversation and then LISTEN!
Connect Safely: Tips to Prevent Sexting
Talking about Sexting
Start with a discussion but don't lead the discussion. Tell them you are just becoming aware of this and want to know what sexting experiences they might have "observed." If your child believes you are about to attack them you won't learn anything and the point is to first and foremost learn what your teenager has experienced to date. So ask what they have observed then listen. Dispassionately! If you react and start lecturing you won't learn anything. Just listen!
After they tell you the sexting involving their "friends" ask if they have had any such experiences. If you have been quietly listening and taking it all in, this might be when you really hear some revelations. Keep listening! Even if you are shocked, or upset, keep listening!
Ask your teenager what they think about the current news - an adult man contacting young women having racy conversations and sharing inappropriate pictures. Keep listening. Now is when you will learn something about the underlying moral values you have already instilled in your child. You will also learn how their point of view about sharing things online may be different from yours. Later you will have a conversation about these things but right now you are still eliminating your own ignorance and gathering information.
Ask your teenager if there is anything on their computer or their phone which they wouldn't want a family member to see. Their facial expression will relate volumes and may not match the answer they give. Your goal is to have this be open communication so if you jump into discipline mode now this conversation wilhttp://www.blogger.com/img/blank.gifl be over. And you will have ruined the chance to have conversations about deep and important topics later.http://www.blogger.com/img/blank.gif
End the conversation now. Period! You need time to process what your child has told you and they need to see this was a safe conversation. You will have opened the door to further talks if you end the conversation without reacting. Thank them for helping you understand this phenomenon and invite further conversation.
At a later time, if discipline and parental oversight are needed, move into that role. When you do here are a few resources. I will share further resources as I find them, and I will share parental oversight suggestions and tips in a future posting. Today's message was to start a conversation and then LISTEN!
Connect Safely: Tips to Prevent Sexting
Talking about Sexting
Wednesday, June 8, 2011
Global education or spatulas and prison cells
A teacher in my Computers for Educators Level II course posted his thoughts about using technology to help our students make global connections. His message was so eloquent I asked to share it. Thank you Jeff Meis!
It was in the “Did You Know?” video from module 2 that stated China will soon be the number one English speaking country in the world. From The English Blog, a review of an Irish Times article about learning English in China states that, “in China, English allows you to travel and to gain social advancement, and English-language teachers have become minor celebrities.” This is a commentary on China’s goal of becoming an industrial leader in a global economy. They recognize that the international language of business is English and their top export markets are the European Union and The United States of America. China recognizes that in order to compete globally they must learn about and adapt to their most viable trade partners.
The United States of America’s top export market is Canada. Some might not think Canada’s culture is too different from the United States’. Have you ever been to Canada? Quebec is far different than southern California. But still, most of Canada is English speaking which requires little language and cultural training on the part of Americans. However, the next top export markets are China and Mexico. Most would consider these countries as having cultures quite different the United States. As a country, if we are to continue to trade globally, to succeed globally, and maintain a high quality of life in the United States, we must maintain, expand, and create economic partnerships. We can’t do that with the expectations other countries will always adapt to the United States’ cultures. If we are educating our students in preparation for higher education which in turn is preparing them to work in a global economy then we must educate them on and provide experiences with other cultures.
For example, did you know that when conducting business in China it is proper etiquette to accept business cards with both hands and you should not discuss business at meals. Or when conducting business with Dubai via email a common way to end a message is “Aa,” which is slang for the Arab greeting “Assalamu alaikum.”
Sites and tools like the Global Education Collaborative, ePals, iEarn, Skype, Voicethread, Ning, The Flashmeeting Project, and Education Beyond Borders are examples of ways students, teachers, and others can communicate and collaborate internationally. If we can create these experiences for students, virtual or otherwise, then we are preparing them for success in the 21st century.
If we don’t create these experiences and, instead, we keep education stagnant then we might as well give our students spatulas and/or build more prisons.
It was in the “Did You Know?” video from module 2 that stated China will soon be the number one English speaking country in the world. From The English Blog, a review of an Irish Times article about learning English in China states that, “in China, English allows you to travel and to gain social advancement, and English-language teachers have become minor celebrities.” This is a commentary on China’s goal of becoming an industrial leader in a global economy. They recognize that the international language of business is English and their top export markets are the European Union and The United States of America. China recognizes that in order to compete globally they must learn about and adapt to their most viable trade partners.
The United States of America’s top export market is Canada. Some might not think Canada’s culture is too different from the United States’. Have you ever been to Canada? Quebec is far different than southern California. But still, most of Canada is English speaking which requires little language and cultural training on the part of Americans. However, the next top export markets are China and Mexico. Most would consider these countries as having cultures quite different the United States. As a country, if we are to continue to trade globally, to succeed globally, and maintain a high quality of life in the United States, we must maintain, expand, and create economic partnerships. We can’t do that with the expectations other countries will always adapt to the United States’ cultures. If we are educating our students in preparation for higher education which in turn is preparing them to work in a global economy then we must educate them on and provide experiences with other cultures.
For example, did you know that when conducting business in China it is proper etiquette to accept business cards with both hands and you should not discuss business at meals. Or when conducting business with Dubai via email a common way to end a message is “Aa,” which is slang for the Arab greeting “Assalamu alaikum.”
Sites and tools like the Global Education Collaborative, ePals, iEarn, Skype, Voicethread, Ning, The Flashmeeting Project, and Education Beyond Borders are examples of ways students, teachers, and others can communicate and collaborate internationally. If we can create these experiences for students, virtual or otherwise, then we are preparing them for success in the 21st century.
If we don’t create these experiences and, instead, we keep education stagnant then we might as well give our students spatulas and/or build more prisons.
Thursday, May 26, 2011
Young teacher asked - How do I get more training...
A young teacher in my technology for teachers course said, "I am going to be a math teacher in the future. Where can I get more training about how to use technology in the classroom?"
I encouraged other students to add to the list below. Please comment on this post and add your own ideas, I will share them with my class.
* Use the professional organizations to which you belong such as NCTM. They have a website with tons of support for teachers, they have conferences and publications. * * Join other related organizations such as ISTE.
* Get on email mailing lists for these organizations so you are alerted to new books, publications, articles, webinars etc.
* Search online for tutorials including YouTube and TeacherTube videos, Common Craft videos etc.
* Look at the resource lists from the math book publisher. Most of them have websites along with tutorials and virtual manipulatives.
* Use social media to build your professional learning network (we will discuss PLN's later in this course by the way). I use Twitter for this purpose, I know the minute a new article/blog post/news item etc. is published that I might be interested in. In addition my professional learning network will answer questions such as the one you asked here and will send me to new resources I might never have found...
I encouraged other students to add to the list below. Please comment on this post and add your own ideas, I will share them with my class.
* Use the professional organizations to which you belong such as NCTM. They have a website with tons of support for teachers, they have conferences and publications. * * Join other related organizations such as ISTE.
* Get on email mailing lists for these organizations so you are alerted to new books, publications, articles, webinars etc.
* Search online for tutorials including YouTube and TeacherTube videos, Common Craft videos etc.
* Look at the resource lists from the math book publisher. Most of them have websites along with tutorials and virtual manipulatives.
* Use social media to build your professional learning network (we will discuss PLN's later in this course by the way). I use Twitter for this purpose, I know the minute a new article/blog post/news item etc. is published that I might be interested in. In addition my professional learning network will answer questions such as the one you asked here and will send me to new resources I might never have found...
Wednesday, May 25, 2011
Social media... Not just social or for socializing - News from Joplin
Thank you to Kristin Lineberry a student in my University of San Diego Technology for Teachers Level II course for this incredible and moving insight.
Kristin said:
I will be the first to admit that I am a facebook "lurker." I have had an account for about 3 years now, and at first it was fun and amazing to reconnect with all my college and high school friends. I rarely post a status update, but I log on to facebook almost daily to read the interesting and sometimes amusing anecdotes that my facebook "friends" post. I have totally avoided twitter... not only do I not really "get it," but I just don't understand constantly sending out "tweets" about myself to an invisible audience, many of whom I don't even know! I became an avid texter only about a year ago, and I have never used skype.
If you are a high school or middle school teacher, you are aware that the majority of our students get all of this. They not only post on facebook, they "tweet", they text, they IM, they email, they skype.... and on it goes. In the "Did You Know?" video we watched this week we learned that it took TV 13 years to reach a target audience of 50 million, but that it took facebook only 2 years to reach the same. Like it or not, social media is our future and we need to learn to embrace it.
This week, Joplin, MO was hit by a horrific tornado. My husband is from a small town about 10 miles from Joplin, and my in-laws still live there. We didn't hear about the tornado on the news, we heard about it first on facebook only minutes after it happened. Within minutes, many of my husbands high school friends were posting all kinds of information on their facebook pages. We learned that phone lines were down, power was out, most cell lines were tied up, but facebook was the best way to communicate. The principal of destroyed Joplin high school even stated in a newspaper article that all communication about the school would come through facebook. And this is when I realized: social media is not just for socializing. People were looking for loved ones- others would repost the information on twitter. Many facebook sites shot up instantly with information about how to help: everything from naming missing people to helping reunite lost pets with owners.
Kay mentioned a post by a previous student in which she discussed her son and friends using facebook as a forum to discuss coursework. I thought that was pretty amazing. Social Media sites like facebook are obviously here to stay. But what place do they have in education? I know facebook is blocked at many school sites now. Should it be? I ask your opinion on this because I am really not sure.
In the Partnership for 21st Century Skills website, they mention Life and Career Skills as an important component of education. Under this heading are subtopics like: flexibility and adaptability, and social and cross-cultural skills. Critical thinking is also mentioned with communication and collaboration being an integral part of the learning process. Students can obviously communicate and collaborate in a discussion group on a page like facebook. Does this have a valid place in education today? I believe that it does. As we saw in videos and read in readings this week, the job market has changed immensely. People now do business over computer screens with partners on the other side of the globe. Technology and social media especially, has made us all closer and given us all more information. I believe that we need to start incorporating some of this into education so that students are better prepared... and they learn that social media can be for more than just socializing.
Kristin said:
I will be the first to admit that I am a facebook "lurker." I have had an account for about 3 years now, and at first it was fun and amazing to reconnect with all my college and high school friends. I rarely post a status update, but I log on to facebook almost daily to read the interesting and sometimes amusing anecdotes that my facebook "friends" post. I have totally avoided twitter... not only do I not really "get it," but I just don't understand constantly sending out "tweets" about myself to an invisible audience, many of whom I don't even know! I became an avid texter only about a year ago, and I have never used skype.
If you are a high school or middle school teacher, you are aware that the majority of our students get all of this. They not only post on facebook, they "tweet", they text, they IM, they email, they skype.... and on it goes. In the "Did You Know?" video we watched this week we learned that it took TV 13 years to reach a target audience of 50 million, but that it took facebook only 2 years to reach the same. Like it or not, social media is our future and we need to learn to embrace it.
This week, Joplin, MO was hit by a horrific tornado. My husband is from a small town about 10 miles from Joplin, and my in-laws still live there. We didn't hear about the tornado on the news, we heard about it first on facebook only minutes after it happened. Within minutes, many of my husbands high school friends were posting all kinds of information on their facebook pages. We learned that phone lines were down, power was out, most cell lines were tied up, but facebook was the best way to communicate. The principal of destroyed Joplin high school even stated in a newspaper article that all communication about the school would come through facebook. And this is when I realized: social media is not just for socializing. People were looking for loved ones- others would repost the information on twitter. Many facebook sites shot up instantly with information about how to help: everything from naming missing people to helping reunite lost pets with owners.
Kay mentioned a post by a previous student in which she discussed her son and friends using facebook as a forum to discuss coursework. I thought that was pretty amazing. Social Media sites like facebook are obviously here to stay. But what place do they have in education? I know facebook is blocked at many school sites now. Should it be? I ask your opinion on this because I am really not sure.
In the Partnership for 21st Century Skills website, they mention Life and Career Skills as an important component of education. Under this heading are subtopics like: flexibility and adaptability, and social and cross-cultural skills. Critical thinking is also mentioned with communication and collaboration being an integral part of the learning process. Students can obviously communicate and collaborate in a discussion group on a page like facebook. Does this have a valid place in education today? I believe that it does. As we saw in videos and read in readings this week, the job market has changed immensely. People now do business over computer screens with partners on the other side of the globe. Technology and social media especially, has made us all closer and given us all more information. I believe that we need to start incorporating some of this into education so that students are better prepared... and they learn that social media can be for more than just socializing.
Saturday, April 23, 2011
Teaching comes before Technology even in the dictionary
I have had a long email conversation with a student who is creating online technology integration training for teachers. I realized this is a conversation which should be shared...
The conversation began when I put this comment on a recent assignment.
Teaching comes before technology even in the dictionary (quoted from Making the Move to eLearning). I would propose that you teach teachers how students can learn more effectively when using technology and not teach them about specific tools. If you look at the NETS-T standards from ISTE you will see the emphasis is not on tools and technology tips/tricks but on what technology can bring to learning. My little soapbox, I will get off it now but I couldn’t let this pass without asking for the focus to be curricular, not on tools.
My student replied... Whoa! Thank you. That expression is closer to what I was hoping to accomplish with Technology training for teachers. If teachers can use various multimedia to excite, peak interest and curiosity then the end result is more internalization of knowledge and skills for the students.
This has been my quandary since I started thinking about technology training for teachers a couple of years ago - do I present information on the 'how to' side of technology tools so teachers can become proficient using them? The expectation is once they know how to use technology, they will incorporate it in their lessons because they will understand its impact on their students. The other side is do I present the information of technology tools and their impact and leave teachers to their own devices on acquiring the 'how to' skills?
What I proposed in an earlier class was combining them by teaching the 'how to' side and requiring that the teachers use reality (project based) lessons to demonstrate an understanding of technology's use in the classroom. Am I on the right track with this?
Quite honestly, if I had my way in the classroom, those that have smart phones or notebooks would be able to use them in the class to do research. After Japan's tsunami, I used my iphone and document reader to show YouTube' videos on tsunamis and earthquakes to answer questions from a group of very nervous 5th graders who thought Alameda was going to be underwater - I had to use my iphone because the district's filter prevents access to YouTube and social sites but that's a whole other issue.
And I responded... The biggest fallacy is that if teachers know how to use a tool they will know how to integrate it into the curriculum. Really forward thinking creative teachers might, maybe. The vast majority need to see examples. If they see some examples they then can make the leap into new ways of using the tech in their curriculum area.
The way I was taught in the most intense but most valuable educational experience of my life was to be given a curricular task (just like we would give the students) be shown a few just-in-time tech skills to use with one or two tool choices, provided with or reminded of resources for figuring out other things with the tools (remember to use the Help menu... for example) and then given time and opportunity to struggle. Adults do not like to struggle but they learn from it.
Children tolerate struggling a little better, they seem more used to having to figure things out. We slowly train them out of that ability to figure things out on their own. By the time they are in high school they just wait for us to give them the answer because they know we will. If we let them create, let them find more than one answer, and if we accepted multiple forms of the answer, and we refused to step in and help them, they would keep that characteristic, but we don't. Think of how a child figures out a video game. They try, they lose, they try again and learn a new trick and make it a little farther. They share tips with friends and get a little farther. There is no manual, no help menu, they struggle and they love it. Schools train all this out of them, we teach them there is one right answer, the teachers knows the right answer, and if you wait long enough the teacher will help you get the answer they wanted all along. We might say we do something different in education, a few of us do, but the majority of education is exactly that for students... no wonder they prefer video games.
Bottom line is all the teachers are used to a world where there is one right way to do something, someone knows what that right way to do it is, and if you wait they will help you get it... Making them do something with multiple avenues to be right and letting them struggle on their own somewhat is good for them but uncomfortable.
The intermediate step is to give them the curricular task, give them a few skills to get them going, provide them with scaffolded resources in case they need them and a support network of other learners, and then help them before the frustration level is so great that they quit. The real trick in online ed is knowing when their frustration level is getting too high and it really is an art in online ed and I freely admit I have screwed up more than once and let someone get too frustrated.
This is a really long answer to tell you that I would suggest you design curricular tasks and projects and embed the necessary skill-building and resources into the support for the tasks. And keep the lines of communication open between them and other students, and between them and you.
The conversation began when I put this comment on a recent assignment.
Teaching comes before technology even in the dictionary (quoted from Making the Move to eLearning). I would propose that you teach teachers how students can learn more effectively when using technology and not teach them about specific tools. If you look at the NETS-T standards from ISTE you will see the emphasis is not on tools and technology tips/tricks but on what technology can bring to learning. My little soapbox, I will get off it now but I couldn’t let this pass without asking for the focus to be curricular, not on tools.
My student replied... Whoa! Thank you. That expression is closer to what I was hoping to accomplish with Technology training for teachers. If teachers can use various multimedia to excite, peak interest and curiosity then the end result is more internalization of knowledge and skills for the students.
This has been my quandary since I started thinking about technology training for teachers a couple of years ago - do I present information on the 'how to' side of technology tools so teachers can become proficient using them? The expectation is once they know how to use technology, they will incorporate it in their lessons because they will understand its impact on their students. The other side is do I present the information of technology tools and their impact and leave teachers to their own devices on acquiring the 'how to' skills?
What I proposed in an earlier class was combining them by teaching the 'how to' side and requiring that the teachers use reality (project based) lessons to demonstrate an understanding of technology's use in the classroom. Am I on the right track with this?
Quite honestly, if I had my way in the classroom, those that have smart phones or notebooks would be able to use them in the class to do research. After Japan's tsunami, I used my iphone and document reader to show YouTube' videos on tsunamis and earthquakes to answer questions from a group of very nervous 5th graders who thought Alameda was going to be underwater - I had to use my iphone because the district's filter prevents access to YouTube and social sites but that's a whole other issue.
And I responded... The biggest fallacy is that if teachers know how to use a tool they will know how to integrate it into the curriculum. Really forward thinking creative teachers might, maybe. The vast majority need to see examples. If they see some examples they then can make the leap into new ways of using the tech in their curriculum area.
The way I was taught in the most intense but most valuable educational experience of my life was to be given a curricular task (just like we would give the students) be shown a few just-in-time tech skills to use with one or two tool choices, provided with or reminded of resources for figuring out other things with the tools (remember to use the Help menu... for example) and then given time and opportunity to struggle. Adults do not like to struggle but they learn from it.
Children tolerate struggling a little better, they seem more used to having to figure things out. We slowly train them out of that ability to figure things out on their own. By the time they are in high school they just wait for us to give them the answer because they know we will. If we let them create, let them find more than one answer, and if we accepted multiple forms of the answer, and we refused to step in and help them, they would keep that characteristic, but we don't. Think of how a child figures out a video game. They try, they lose, they try again and learn a new trick and make it a little farther. They share tips with friends and get a little farther. There is no manual, no help menu, they struggle and they love it. Schools train all this out of them, we teach them there is one right answer, the teachers knows the right answer, and if you wait long enough the teacher will help you get the answer they wanted all along. We might say we do something different in education, a few of us do, but the majority of education is exactly that for students... no wonder they prefer video games.
Bottom line is all the teachers are used to a world where there is one right way to do something, someone knows what that right way to do it is, and if you wait they will help you get it... Making them do something with multiple avenues to be right and letting them struggle on their own somewhat is good for them but uncomfortable.
The intermediate step is to give them the curricular task, give them a few skills to get them going, provide them with scaffolded resources in case they need them and a support network of other learners, and then help them before the frustration level is so great that they quit. The real trick in online ed is knowing when their frustration level is getting too high and it really is an art in online ed and I freely admit I have screwed up more than once and let someone get too frustrated.
This is a really long answer to tell you that I would suggest you design curricular tasks and projects and embed the necessary skill-building and resources into the support for the tasks. And keep the lines of communication open between them and other students, and between them and you.
Monday, March 14, 2011
Names on your "papers"
The following is from a class I recently taught which had a small number of enrolled students. This is important for all of us to remember as we set up technology projects so it is shared here for all to see.
As I gathered all the Final Project documents so that I could email comments to all of you I realized that 4 of the 5 had no name in the document or in the file name. This was something we did not cover in the course protocols or the course materials but is something to consider as you work with technology and your students.
Imagine if you had 20 students and they all turned in ProjectX.doc to you? First of all, your computer might overwrite each item if they have the same name meaning you will end up with only one document in your folder. Or... it will change the file name for you to ProjectX1.doc ProjectX2.doc but you still have no idea whose work you have in your folder until you open the document. Even then, you will only know whose work you have if students have put their name inside their document. If the ratio from this course 1 of 5 with a name continued on for 20 students you would have 4 documents with names inside and 16 without names.
I don't bring this up to embarrass anyone, but instead this is something to really think about before doing tech projects. Usually I teach my students a file naming protocol and I prescribe it for each assignment. Usually it is last name first initial and the name of the project. So for this assignment in our course my final project would have been named
LehmannKFinalProject.doc
This is my fault for not prescribing a file naming protocol. Telling teachers to put their name inside their document, in other words, "put their name on their paper" is something I don't think I should have to say. However, I know I do. I had a professor in my Master's studies who really took me to task when I did this same thing. He told me it was "inexcusable at the graduate level to submit an assignment with no name in it." I don't think I have forgotten to do it since then.
As you all move forward, think about file naming protocols and title page/slide/name on your project protocols. Think through the methods for students showing you which work is theirs. Put those procedures in your directions for your technology projects and reiterate them during the creation and submission phases.
As I gathered all the Final Project documents so that I could email comments to all of you I realized that 4 of the 5 had no name in the document or in the file name. This was something we did not cover in the course protocols or the course materials but is something to consider as you work with technology and your students.
Imagine if you had 20 students and they all turned in ProjectX.doc to you? First of all, your computer might overwrite each item if they have the same name meaning you will end up with only one document in your folder. Or... it will change the file name for you to ProjectX1.doc ProjectX2.doc but you still have no idea whose work you have in your folder until you open the document. Even then, you will only know whose work you have if students have put their name inside their document. If the ratio from this course 1 of 5 with a name continued on for 20 students you would have 4 documents with names inside and 16 without names.
I don't bring this up to embarrass anyone, but instead this is something to really think about before doing tech projects. Usually I teach my students a file naming protocol and I prescribe it for each assignment. Usually it is last name first initial and the name of the project. So for this assignment in our course my final project would have been named
LehmannKFinalProject.doc
This is my fault for not prescribing a file naming protocol. Telling teachers to put their name inside their document, in other words, "put their name on their paper" is something I don't think I should have to say. However, I know I do. I had a professor in my Master's studies who really took me to task when I did this same thing. He told me it was "inexcusable at the graduate level to submit an assignment with no name in it." I don't think I have forgotten to do it since then.
As you all move forward, think about file naming protocols and title page/slide/name on your project protocols. Think through the methods for students showing you which work is theirs. Put those procedures in your directions for your technology projects and reiterate them during the creation and submission phases.
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