Teague's Tech Treks - 10 Rep Learning

Learning Technology & Tech Observations by Dr. Helen Teague

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Happy July 4th!

This July 4th post features a quote from a true hero–Army Staff Sergeant David Bellavia, American Medal of Honor Recipient. Staff Sergeant Bellavia opened the New York Stock Exchange on July 3, 2019. Hero Bellavia said this in an interview following the opening of New York Stock Exchange:

“The flag is a representative, it’s symbolism of what this country is at its core, of men and women who’ve died.  It’s the last thing that we remember that’s literally laid over their remains. It’s a very solemn and it means a whole lot to us. It might not mean that to everyone else, but I care about the veterans. I care about the guys I served with and what that means to us. It’s very important to us and I guarantee you that we will show the honor and reverence that the flag has earned. We are soldiers for life, sir.” Army Staff Sergeant David Bellavia, American Medal of Honor Recipient. Speaking to interviewer David Asman. Staff Sergeant Bellavia opened the New York Stock Exchange on July 3, 2019. Sergeant Bellavia is the only living Iraq war veteran to receive the American Medal of Honor.

flagfireworks

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My Summer Kindle Shelf: July

Moving my summer reading list to Kindle since the upcoming trip to India requires origami-style packing skills.

Here is my Kindle list so far… with 20+ hour fight(s) and also layovers, looks like I’ll also be using the Kindle Cloud Offline Reading feature.

Teague Kindle Shelf

Resources abound for #CurieMeetsCassatt –Read more posts at this link

What’s on Your Kindle Shelf?

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Poetry is Literacy too! Joy Harjo Named Poet Laureate

From the Library of Congress Email Digest:

Librarian of Congress Carla Hayden announced on June 19, 2019 that Joy Harjo had received the appointment of the nation’s 23rd Poet Laureate Consultant in Poetry for 2019-2020. Harjo will take up her duties in the fall, opening the Library’s annual literary season on Sept. 19 with a reading of her work in the Coolidge Auditorium.

“What a tremendous honor it is to be named the U.S. Poet Laureate,” Harjo said. “I share this honor with ancestors and teachers who inspired in me a love of poetry, who taught that words are powerful and can make change when understanding appears impossible, and how time and timelessness can live together within a poem. I count among these ancestors and teachers my Muscogee Creek people, the librarians who opened so many doors for all of us, and the original poets of the indigenous tribal nations of these lands, who were joined by diverse peoples from nations all over the world to make this country and this country’s poetry.”

Read some of Harjo’s poetry at this link from the Poetry Foundation.

Harjo joins a long line of distinguished poets who have served in the position, including Juan Felipe Herrera, Charles Wright, Natasha Trethewey, Philip Levine, W.S. Merwin, Kay Ryan, Charles Simic, Donald Hall, Ted Kooser, Louise Glück, Billy Collins, Stanley Kunitz, Robert Pinsky, Robert Hass and Rita Dove.

Click here for more information.

Related Information: Hooray for Joy! The Library Has a New Poet Laureate

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Poetry is Part of Literacy

Poetry is Part of Literacy and Lifelong Reading

Here’s is my current favorite poem


 

What Is Usual Is Not What Is Always

What is usual is not what is always.
As sometimes, in old age, hearing comes back.

Footsteps resume their clipped edges,
birds quiet for decades migrate back to the ear.

Where were they? By what route did they return?

A woman mute for years
forms one perfect sentence before she dies.

The bitter young man tires;
the aged one sitting now in his body is tender,
his face carries no regret for his choices.

What is usual is not what is always, the day says again.
It is all it can offer.

Not ungraspable hope, not the consolation of stories.
Only the reminder that there is exception.

~ Jane Hirschfield

 

What are your favorite poems? 

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Flag Day

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Upcoming Webinar with EdWeb – Building a Schoolwide Culture of Reading – April 24

Upcoming Webinar with EdWeb – Building a Schoolwide Culture of Reading –  April 24

 

#PBSReaders4Life  / #EdWebinar

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Upcoming Webinar with EdWeb – Our Webinar – How Early Literacy Impacts Reading to Learn

Upcoming Webinar with EdWeb – How Early Literacy Impacts Reading to Learn

#PBSReaders4Life

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Happy National Read Across America Day!

National Read Across America Day is an annual event that is part of Read Across America, an initiative on reading that was created by the National Education Association.

Each year, National Read Across America Day is celebrated on March 2nd, the birthday of Dr. Seuss.  However, if it falls on a weekend, it is observed in the school systems on the school day closest to March 2nd.  This day is a motivational and awareness day, calling all children and youth in every community across the United States to celebrate reading.

HOW TO OBSERVE

Pick up an interesting book and read it.  More importantly, read with a child. Use #ReadAcrossAmericaDay or #DrSeussDay to post on social media.

Parents and educators, visit the National Day Calendar Classroom for ways to incorporate National Read Across America Day into your classroom.

HISTORY

The first National Read Across America Day was held on March 2, 1998.

 

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Tech Infusion and its Potential to Mediate Online Identities

A recent ice storm caused my retreat from the roadways and outside activities. My indoor inertia was replaced with the indulgence of re-reading my online team process journals. These journals include observations, quotes of team members, ideas for future research, links to current research, and a few doodles. I remain committed to the learning power which emanates from doodles, but time to search for cooraborating research eludes me.

As I turned the paper pages of the journals a quote from an online research team member caught my attention. Our team, led by Dr. Eric Hamilton featured a conversation with Dr. Paulina Sameshima.

Dr. Sameshima’s dialogue during this particular meeting addressed how learners templatize thought for neural efficiency. Dr. Hamilton and Dr. Sameshima catelyzed a discussion on meaning-making.  My research teammate, in response said,

“We bifurcate on default”

My margin notes then echoed my astonishment at the level of understanding engendered from my research teammate. I wondered if the technological affordances of a synchronous meeting held within a communal space simultaneously shared through the online affordance of Fuze amid the separated environments of each of our individual locations coalescenced and liberated insights such as my teammate shared.

“We bifurcate on default”

There is a protection that emerges for online exchanges whether they be confined to formal learning spaces of online courses, webinars, and synchronous team meetings or informal learning spaces of chats, status updates, benchmark updates and the like. 

Both online participants and facilitators for new identities situated within the online community (Brown, et al. 1989; Ito, Kafai, Teague, 2017; Turkle, Wenger and Wenger, 2016). We may become a new version of ourself, embodying attributes of the self that are restricted or confined in the world of our face-to-face interactions. Through the participatory spontaneity of online discourse coupled with the identity safeguards of our physical environments, insights are formed and shared. Growth branches and, as Vygotsky wrote, this development precedes learning. 

 

Permenant Link: https://tinyurl.com/ParticipatoryOnlineIdentity 


Sameshima, P. (2007). Seeing red: A pedagogy of parallax: An epistolary bildungsroman on artful scholarly inquiry. Cambria Press. Amazon

 

Background polling supplemental research: As of January 2014: •  90 percent of American adults have a cell phone. •  58 percent of those have a smartphone (the number soars to nearly 80 percent for those between 18 and 49). •  42 percent have a tablet.1 It’s a truly different, more informed and more connected world. SOURCE: 1 – http://www.pewinternet.org/fact-sheets/mobile-technology-fact-sheet/

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Research-based support for doodling as an imprint for reading comprehension

BookClockResearch-based support for doodling as an imprint for reading comprehension

Encouraging students to journal and doodle while they read is an excellent way to strengthen comprehension (Durkin, 1978; Karten, 2017; Schott, 2011).

Research support new ways of applying what students do while they read with avenues for future instructional activities.

Journaling/Doodling/Mindmapping is a wonderful modification for students with dyslexia and/or ADD/ADHD, or those students whose reading fluency is slower.

One student in one of the high school classes I taught was very sensitive to activity, movement, changes in routine, and changes in voice. Taking notes required too much channeling of energy so we came up with the idea of doodling and mindmapping his notes. His parents were astounded at the transformation in his calmer energy level and ability to retain comprehend what he read.

Also, among the older adults I work with who have survived a stroke, doodling and visual representation of their thoughts has been described by them as “nurturing” and “like a vacation.” In addition to our course reasources, much additional research points to these same effects and I have cited three of my favorites. (Durkin, 1978; Karten, 2017; Schott, 2011).

So, build in some doodling time this week or at least before Spring Break!

#PBSReaders4Life

#PBSReaders4Life

 

References

Durkin, D. (1978). What classroom observations reveal about reading comprehension instruction. Center for the Study of Reading, University of Illinois at Urbana-Champaign. Available online at this link: https://www.ideals.illinois.edu/bitstream/handle/2142/17858/ctrstreadtechrepv01978i00106_opt.pdf?sequence=1 

Karten, N. (2017). Doodle your way to improved focus and concentration. TechWell. Available online at this link:
https://www.ideals.illinois.edu/bitstream/handle/2142/17858/ctrstreadtechrepv01978i00106_opt.pdf?sequence=1

Schott, G.D. (2011). Doodling and the default network of the brain. The Lancett. VOLUME 378, ISSUE 9797P1133-1134. DOI:https://doi.org/10.1016/S0140-6736(11)61496-7

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