Recent Changes

Wednesday, April 18

  1. page Bonnie Stanford edited ... of difficulty. Briefly, Briefly, the technology ... start over. On On the cont…
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    of difficulty.
    Briefly,

    Briefly,
    the technology
    ...
    start over.
    On

    On
    the content
    ...
    and page.
    Overall, the work we did was beneficial. We learned a great deal about ourselves, educational history, and technology!
    (view changes)
    2:29 pm
  2. page Bonnie Stanford edited If I am being completely honest, this assignment has been stressful from the start. Much like Dr. …
    If I am being completely honest, this assignment has been stressful from the start. Much like Dr. Ceglie's tracing forward assignment, the initial introduction to the activity was intimidating and seemed impossible. But also like Dr. Ceglie, Dr. Reffitt had faith in our abilities, hope in our creativity, and a love for educational history - which we all found within ourselves during this project. Ultimately, I appreciate a good challenge and creating this wiki page was the appropriate level of difficulty.
    Briefly, the technology itself was a bit frustrating. I am not sure if it was not as user friendly as I am used to or if the site we are using indeed has some bugs, but there were a few times when we had to take a break and let the system cool off. We also learned from some of the other groups and chose to copy and paste our work into several other places, including word documents, as a backup so that we wouldn't have to start over.
    On the content side of the project, once we got into a groove and knew what information we wanted, we were able to tackle even more than we set out to conquer. Ami, Tabitha, and I worked effectively, efficiently, and cordially. We are lucky to have been able to work together before and our efforts are collectively hard-working. We started out with a review of the past wiki and all quickly came to similar conclusions - it wasn't organized effectively, there were portions that seemed unprofessional (rather than humorous which we hoped was what they were going for), and many things left out completely. Even as we looked over it independently, we came together with very similar ideas for improvement and reorganization. We were able to coordinate time and place several times to work together and that was extremely beneficial so that we could spread out, talk it out, ask each other, and contribute to every section and page.
    Overall, the work we did was beneficial. We learned a great deal about ourselves, educational history, and technology!

    (view changes)
    2:28 pm
  3. page Ami Lenderman edited When we were presented with this project, I was not as excited as Dr. Reffitt seemed to be in pres…
    When we were presented with this project, I was not as excited as Dr. Reffitt seemed to be in presenting it to us. I am pretty good when it comes to the manipulation of technological tools, so that was not the root of my hesitation. My main concern was that we were challenged with editing the work of previous students and I did not want to offend the original authors of this wiki page. I would have been more comfortable with starting from scratch. This created a difficult starting point for our group. Bonnie, Tabitha, and I decided very early on that we would not look at the previous page too much in depth before doing our own research of what we would like to include on the page. This way we had a more clear direction we wanted our wiki page to take. This also made it easier for us to justify our decisions to remove some information used by the previous group. Each of us did some exploration of what we wanted to add to satisfy each of the content requirements for the wiki. We also took notes and suggestions from our classmates as we watched other wiki groups present their pages.
    After collecting our own materials and gathering ideas from other groups as they presented we then sat down together to attempt to put all of the pieces together for our page. The editing process began by exploring the previous wiki page in greater depth comparing the information we had gathered to what already existed on the page. One of the first tasks we tackled was formatting/organization. Wikispaces makes this a difficult task in itself. We knew we did not want to organize our time period by president as the previous group chose to do because we felt in was too compartmentalized. We discussed various formatting ideas and decided that, as in most cases, consistency is key. We feel that if there is more consistency between time periods for our cohort’s wiki page the reader or visitors to our page will be able to navigate through our content more easily. We found two pages from previous groups that looked similar in organization so we followed suit.
    After the formatting and organizational decisions were made, we tackled the tedious task of checking links and references from the previous group’s work. We found that a lot of the links were opening window after window after window, and majority of the links were to YouTube videos. This seemed very redundant and one-dimensional. This led us to our decision to make our links open in the same window to avoid clutter that could be unattractive or even overwhelming to visitors to our page.
    My mindset was to make our page informational, useful, and appealing to visitors of our page. This created a fine line between too much text on a single page and adequate information of the topic on that page. It was a difficult task, but I think we found a good balance. There are user-friendly paths to greater depths of information, but there is also sufficient coverage on the first page to gain a basic understanding of the content being addressed without following links to outside sources for more information. I believe this makes our page conducive to differentiated instruction.
    This was a very educational, yet tedious task. The formatting issues were not pleasant (to say the least) for my mathematical brain that appreciates symmetry. I found myself agitated by wikispaces random changes in font and formatting. I also still have not given up on figuring out how to properly place photographs in a visually pleasing manner. We were warned that we would become addicted to editing our pages, and would just eventually have to make ourselves stop. I did not think this would be the case for me, but it definitely was.

    (view changes)
    6:43 am
  4. page Content Studied edited ... Due to various standards and requirements from state to state, the following link will take yo…
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    Due to various standards and requirements from state to state, the following link will take you to a U.S. State map. There, you can explore the state standards of each state by clicking on the state of interest.
    Click here to Explore U.S. Standards by State
    Below is a flow chart of possible pathways a student follows in their educational experience in the United States.
    {497px-Education_in_the_United_States.png}
    http://www.america.gov/st/educ-english/2008/September/20080911223538eaifas0.320335.html
    (view changes)
    5:49 am
  5. page Content Studied edited ... While there is no national curriculum in the United States, states, school districts and natio…
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    While there is no national curriculum in the United States, states, school districts and national associations do require or recommend that certain standards be used to guide school instruction. In addition, federal law mandates that state standards be developed and improved in order for states to receive federal assistance.
    Learning standards are identified for all areas of a curriculum by individual States, including those for mathematics, social studies, science, physical development, the fine arts, and reading. While the concept of State Learning standards has been around for some time, No Child Left Behind has mandated that standards exist at the State level.
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    elementary schools.
    The following are mandatory subjects and the average number of credits required in nearly all U.S. high schools:
    English (usually four credits minimum)
    ...
    Social Studies (usually credits years minimum)
    Physical Education/Health (usually two credits minimum)
    Due to various standards and requirements from state to state, the following link will take you to a U.S. State map. There, you can explore the state standards of each state by clicking on the state of interest.
    Click here to Explore U.S. Standards by State

    {497px-Education_in_the_United_States.png}
    http://www.america.gov/st/educ-english/2008/September/20080911223538eaifas0.320335.html
    (view changes)
    5:47 am

Sunday, April 15

  1. page Tabitha Ginther edited When we were assigned this project, I planned to look only very briefly at Cohort 2's page. I did j…
    When we were assigned this project, I planned to look only very briefly at Cohort 2's page. I did just that, and then I started a Word document in which I saved various links that I came across throughout the semester (Bonnie and Ami did something similar as well). I did not want to feel trapped into the original group's organization and content. I knew I could very easily find myself with a one-track mind: theirs. In hindsight, I think this was a good idea. Bonnie, Ami, and I knew early on that we did not want to organize our page by presidents, as the previous group did, because we felt this organization compartmentalized the period more than necessary. Once we made that decision, we all began collecting our content and formulating ideas. As other group's presented their wikis, Bonnie became an official note-taker, jotting down any ideas that might be helpful to us later. It was the preparation early on that made this project more streamlined later. What was it that Abraham Lincoln said? If he had eight hours to chop down a tree, he'd spend the first six sharpening the ax. I think we had a finely sharped ax when we finally began the editing process.
    ...
    to overcome.
    Also difficult was some of the technological issues with wikispaces. I have used it before and experienced the same issues. Having this prior knowledge was helpful and prevented our group from accidentally losing information (except for one occasion!) and allowed us the know-how about adding images and links. However, there are aspects of wikispaces that are very frustrating. Wikispaces seems to randomly change font sizes and styles and limits how a page can be organized. It makes consistency very difficult. And, of course, we had to be careful to avoid simultaneously (and unknowingly) editing the same page at the same time. This required consistent communication, which can be difficult with our schedules. Thankfully, the three of us have developed a strong rapport and were able to do so.
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    this year. It is a simple one--no linked pages within pages. But here is the site if you'd like to look at it:
    https://britishliteraturetimeline.wikispaces.com/.
    Overall, this was a very time-consuming process. And extremely tedious. I feel like I learned quite a bit about our time period, and I hope this site remains available to us for quite some time. I can see myself referring back to it throughout this program.

    (view changes)
    9:35 am
  2. page Tabitha Ginther edited When we were assigned this project, I planned to look only very briefly at Cohort 2's page. I did j…
    When we were assigned this project, I planned to look only very briefly at Cohort 2's page. I did just that, and then I started a Word document in which I saved various links that I came across throughout the semester (Bonnie and Ami did something similar as well). I did not want to feel trapped into the original group's organization and content. I knew I could very easily find myself with a one-track mind: theirs. In hindsight, I think this was a good idea. Bonnie, Ami, and I knew early on that we did not want to organize our page by presidents, as the previous group did, because we felt this organization compartmentalized the period more than necessary. Once we made that decision, we all began collecting our content and formulating ideas. As other group's presented their wikis, Bonnie became an official note-taker, jotting down any ideas that might be helpful to us later. It was the preparation early on that made this project more streamlined later. What was it that Abraham Lincoln said? If he had eight hours to chop down a tree, he'd spend the first six sharpening the ax. I think we had a finely sharped ax when we finally began the editing process.
    ...
    more complicated thatthan I am
    ...
    I think.
    We
    We found that
    ...
    the time. Additionally, we felt the need to remove some of their political cartoons as they were more politically historical and less about educational history--plus, some of them offered biases which did not seem relevant to this assignment. Also, we decided not to add to the references page any content that were already linked to another site on the Internet, because this felt redundant and was cluttering the references page. Instead, we allowed those links to serve as their own references and then added to the references page additional resources that were not direct links on our pages. Other groups mentioned that, at some point, you just have to stop. The desire to continue making changes is a difficult one to overcome.
    Also difficult was some of the technological issues with wikispaces. I have used it before and experienced the same issues. Having this prior knowledge was helpful and prevented our group from accidentally losing information (except for one occasion!) and allowed us the know-how about adding images and links. However, there are aspects of wikispaces that are very frustrating. Wikispaces seems to randomly change font sizes and styles and limits how a page can be organized. It makes consistency very difficult. And, of course, we had to be careful to avoid simultaneously (and unknowingly) editing the same page at the same time. This required consistent communication, which can be difficult with our schedules. Thankfully, the three of us have developed a strong rapport and were able to do so.
    I liked the idea of the historical timeline, so I assigned one to my British Lit. seniors this year.

    (view changes)
    9:20 am
  3. page Tabitha Ginther edited When we were assigned this project, I planned to look only very briefly at Cohort 2's page. I did …
    When we were assigned this project, I planned to look only very briefly at Cohort 2's page. I did just that, and then I started a Word document in which I saved various links that I came across throughout the semester (Bonnie and Ami did something similar as well). I did not want to feel trapped into the original group's organization and content. I knew I could very easily find myself with a one-track mind: theirs. In hindsight, I think this was a good idea. Bonnie, Ami, and I knew early on that we did not want to organize our page by presidents, as the previous group did, because we felt this organization compartmentalized the period more than necessary. Once we made that decision, we all began collecting our content and formulating ideas. As other group's presented their wikis, Bonnie became an official note-taker, jotting down any ideas that might be helpful to us later. It was the preparation early on that made this project more streamlined later. What was it that Abraham Lincoln said? If he had eight hours to chop down a tree, he'd spend the first six sharpening the ax. I think we had a finely sharped ax when we finally began the editing process.
    The editing process began by deciding which of the original group's content to keep or discard. Ami was especially efficient at this! We found that a majority of their links were youtube videos. We kept some of these, and we also kept some of their historical links, such as the Interactive Presidential Timeline. Then, we began working on how we would like to organize our page. This was a case of trial-and-error. Once we had this (mostly) figured out, we began adding back the content that we'd decided to keep from the original group--beginning with our very comprehensive historical timeline. Then, we added in what we had collected throughout the semester. And then we filled in the blanks. It was much more complicated that I am making it sound, so I was very happy to be working with Bonnie and Ami. The three of us work well together, I think.
    We found that the other group was missing many crucial elements of the assignment, which could have been a result of changes in the assignment. This meant we had to add quite a bit from scratch, such as the demographics, information about classrooms, and the thinkers and philosophies of the time.

    (view changes)
    9:10 am
  4. page Timeline of Major Events and Influences edited ... 2002: Zelman v. Simmons-Harris states constitutionality of school voucher programs 2004: IDEA…
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    2002: Zelman v. Simmons-Harris states constitutionality of school voucher programs
    2004: IDEA Improvement Act reauthorized, requires school districts to use RTI
    2006: The Carl D. Perkins Career and Technical Educ Act Reauthorization
    2007: Head Start reauthorized
    2009: American Reinvestment and Recovery Act of 2009 provides more than 90-billion dollars for education, includes the Race to the Top initiative
    (view changes)
    5:56 am
  5. page Additional References edited ... History of Standards-Based Education: http://www.youtube.com/watch?v=jkDP93U3vcM&feature=r…
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    History of Standards-Based Education: http://www.youtube.com/watch?v=jkDP93U3vcM&feature=relmfu;http://www.mcrel.org/pdf/standards/5962ir_fallandrise.pdf; http://www.naeducation.org/Standards_Assessments_Accountability_White_Paper.pdf
    Changing Education Paradigm video: http://www.youtube.com/watch?v=zDZFcDGpL4U&feature=player_embedded
    Scott, J. L. & Sarkees-Wircenski, M. (2004). Overview of career and technical education (3rd ed.). Homewood, IL: American Technical Publishers, Inc.
    Contemporary Schools and ClassroomsContemporary Schools and ClassroomsContemporary Schools and Classrooms
    Urban, W.J. & Wagoner, J.L. (2008). American education: A history (4th ed.). New York, NY: Routledge.
    (view changes)
    5:51 am

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