{"id":86,"date":"2013-07-10T20:39:17","date_gmt":"2013-07-11T03:39:17","guid":{"rendered":"https:\/\/blogs.ubc.ca\/shigenokaren\/?p=86"},"modified":"2013-07-10T20:39:17","modified_gmt":"2013-07-11T03:39:17","slug":"module-7","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/shigenokaren\/2013\/07\/10\/module-7\/","title":{"rendered":"Module #7"},"content":{"rendered":"

Leading Cultural Change<\/span><\/p>\n

Interesting food for thought today.\u00a0 I’m trying to grapple with the three terms and how it can affect change within the school environment.\u00a0 Like the natural environment, the school environment exists with the living entities\u00a0 (teachers, students, administration, support staff) within the structure.\u00a0 We certainly can’t have one without the other and so we are connected.<\/p>\n

In our current educational framework, we often see ourselves and our classrooms as our domains and exist within the framework of what we call school.\u00a0 We see ourselves as autonomous professionals (may be even masters of our class, what ever the teacher says goes).\u00a0 We are the sages on the stage in this model.\u00a0 Our job as we have been taught (at least in my era) was to impart information and our students’ job was to learn what we taught, but can this be the model for the 21st century?\u00a0 How much information can we teach when the world is changing so quickly.\u00a0 New information is being added all the time.\u00a0 With the current model of classroom teaching are we not isolating ourselves from the real world? People in industry work collaboratively all the time.\u00a0 The school environment as it is can’t really exist unto to itself.\u00a0 It is part of the greater environment or the greater world.\u00a0 We are in trouble if we continue on this way and not embrace change with technology and the curriculum.<\/p>\n

Schools and the educational system need to think about structural coupling with technology.\u00a0 The environment we live in has changed in terms of our technological use and influence and we need to examine how we can connect with the changes we are experiencing.\u00a0 Human beings have a drive to feel connected in the broadest terms, biologically, culturally and technologically.\u00a0 So how do we connect ourselves with technology?<\/p>\n

One way is to connect with language, it is what educators are best at, communicating with language. In my library I am trying to connect research projects with technology and also connect teachers with technology as a way to reflect the changes in the world that influence who we are, how we live and how we influence each other. To get the teachers to “buy” into technological change and learning\u00a0 I create “tip sheets” for students and teachers to use when introducing new technology.\u00a0 I don’t put any identification on it such as created by Ms. Shigeno or SLSS Library Program.\u00a0 It is “tip sheet” to be used collaboratively.\u00a0 Some teachers will go through it on their own time, others will not.<\/p>\n

This is part of a conversation I encountered.<\/p>\n

“Mr. Bentley, I can’t make any changes to Glogster poster”<\/p>\n

“Did you read the tip sheet?\u00a0 It says here…” as he walks over to the student with the tip sheet.<\/p>\n

“You have to read the handout, you need to go into edit mode.”<\/p>\n

“Oh, thanks Mr. Bentley.”<\/p>\n

The teacher was able to help with student without having to teach the application, and felt like he was contributing to his student’s learning.\u00a0 I never distribute the tip sheet, I want the teacher to feel a part of implementing technology into student learning.\u00a0 Language was an important element in changing behaviour.<\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

Leading Cultural Change Interesting food for thought today.\u00a0 I’m trying to grapple with the three terms and how it can affect change within the school environment.\u00a0 Like the natural environment, the school environment exists with the living entities\u00a0 (teachers, students, … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":18411,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-86","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/shigenokaren\/wp-json\/wp\/v2\/posts\/86","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/shigenokaren\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/shigenokaren\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/shigenokaren\/wp-json\/wp\/v2\/users\/18411"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/shigenokaren\/wp-json\/wp\/v2\/comments?post=86"}],"version-history":[{"count":4,"href":"https:\/\/blogs.ubc.ca\/shigenokaren\/wp-json\/wp\/v2\/posts\/86\/revisions"}],"predecessor-version":[{"id":90,"href":"https:\/\/blogs.ubc.ca\/shigenokaren\/wp-json\/wp\/v2\/posts\/86\/revisions\/90"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/shigenokaren\/wp-json\/wp\/v2\/media?parent=86"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/shigenokaren\/wp-json\/wp\/v2\/categories?post=86"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/shigenokaren\/wp-json\/wp\/v2\/tags?post=86"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}