Roles in Education, Education 225
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One thing that I have learned from the course so far are the different kinds of technology that are present in the classrooms as well as their implications. I have always looked down on technology since I find it to be a distraction rather than a aid in learning. Our outlook on technology in the classroom is forever changing and we definitely take technologies (both old and new) for granted. My rose would be the encouragement to "think outside the box" and participate in different ways that differ from my math education. My thorn would be that because my computer is broken, it really discourages me from doing my readings online and participating in the types of technologies we're learning about.
I felt like this unit was a good introduction and laid down the foundation for the class: defining the terms and posing the big questions to contemplate over the course of the semester. It has encouraged me personally to engage with and explore technology that I have been reluctant to experiment with in the past, including prezi and instagram, and I am excited to continue to learn. We have also established initial contact with our pen pals in Ghana and while we are uncertain about the development of that relationship at this point, I am excited about the possibilities. The prospect of an undeveloped structure to this part of the course is exciting but at the same time, a bit anxiety provoking, and so I hope we can help future participants by laying down some sort of structure for them.
This seems much worse than, say, any of Cathie Black's comments. Is it easier for rural school administrators than urban to get away with tone-deaf comments, is it matter of school-board versus superindentent/chancellor, or Democratic region versus Republican, or something else?
"On March 8, former South Carolina GOP head Todd Kincannon tweeted, "There is nothing more brain rotting than public schools. God, I pity the proletariat for having to send their inferior crotchfruit to them."
Stolz responded by tweeting, "As a school board director, I wish I could disagree. As a sentient being, I cannot."
Of course, while I doubt anyone on the SRC in Philly refers to public school students as "inferior crotchfruit," they too are (with 1 exception) not parents, teachers, or students, so I do think it may be fair to question some of their commitment to public education, even as--like Stoltz--they are responsible for it. Which is all the more reason that even if some of the school closings were justified, it's very hard to trust this group of leaders, and bothersome when individuals (like one of the people on the panel in our class seemed to) suggest frustration that students/communities can't just accept that the leaders are doing what is right for everyone.
Hey everybody, I don't really know if this has any place in this Ecological Imaginings class, but maybe if we can imagine the preservation of women to be a form of ecology, not unlike the preservation of all plant life, animal life.
I just wanted to call everyone's attention to this excellent documentary currently being shown on PBS on Mon & Tues nights at 9:00 PM. I imagine you guys have lots of time to watch films, yeah! But this is an amazing series.
"Half the Sky" about gender based violence.
Here's the link to the first & second segment:
Hello beautiful Serendip world!
My name is Briana Bellamy, I'm a BMC alum '11. Recently, I returned from an incredible year of living in Nepal, working on a project funded by the Davis Projects for Peace grant. The project was called Sharing Knowledge for Peace, and its basic structure and philosophy grew from something that may be very familiar to some of you: the Teaching and Learning Initiative (TLI). As a sophomore at Bryn Mawr, I became involved with the staff-student branch of the TLI as a student mentor with a wonderful man from transportation services. It completely transformed my experience at Bryn Mawr, and became a huge part of both my sense of community and personal development. The relationships I built through the reciprocal model of the TLI and the deep learning I experienced both in these relationships and in the reflection meeting had a deep impact on me. I went on to become a coordinator for the program, and even wrote my thesis about it, exploring the inner workings of friendship, community, and shared spaces. I knew there was something powerful about the dynamics at play, and I was curious as to how the model of intentional reciprocal teaching and learning relationships could be valuable in other settings.