Stars were with me most of all

“But stars were with me most of all. I heard them flame and break and fall.” -Fannie Stearns Davis

The quotes came first this time. They seemed melancholy to me, whispering of change, illusion, loss.

My life has been all about change this year, as I rush headlong into a series of new adventures: feverishly reinventing myself professionally, moving towards retirement from my current career, coping with the very real challenges of growing older in a world so different from the one into which I was born.

When I was a child there appeared to be more permanence in the world. The difference between good and evil was clear. If one followed some basic rules, life was safe and stable. People worked hard and progressed towards a comfortable old age.

Was all of that perceived permanence and safety illusory? Or are there still constants, a few remaining rock-bottom certainties in which to believe?

I am blessed in my family and friends. The choices that life offers seem diverse and exilherating. And yet I feel the tears behind the laughter as the year draws to a close and the cosmos reels in its crazy dance.

"The countless stars, which to our human eye
Are fixed and steadfast, each in proper place,
Forever bound to changeless points in space,
Rush with our sun and planets through the sky,
And like a flock of birds still onward fly;
Returning never whence began their race,
They speed their ceaseless way with gleaming face
As though God bade them win Infinity..."
-John Lancaster Spalding, The Starry Host

"Neutron Star 2004 by NASA (NASA)" by pingnews.com

Students 2.0

"The secret in education lies in respecting the student." - Ralph Waldo Emerson

There have been many discussions about "Student Voice" in the edublogosphere. Students 2.0 promises to be the real deal: a blog written and maintained by an amazing group of young adults, ranging in age from 14 to 17. Scattered geographically, they are united in their desire to examine and question the 21st century world they inhabit.

Their opinions might not jive with ours. Their outlook needs to be different from ours. We don't always have to agree with their opinions, just listen, interact, comment. But with respect for what they are doing and becoming at such a young age.

Congratulations to Anthony, Arthus, Dillon, Kevin, Lindsea, Nicole, Sean and Stacy. I won't wish you "good luck" because I know you'll create your own luck.

And congratulations to Clay for helping bring this all together. You've done us a great service.


"We really have a problem with perception in education. Technology is perceived too much as invasive to the learning and thinking structures. Technology is seen as basically a virtual reference book and type writer - no social aspects to it. Technology in school is something that is called upon when needed - to look something up or write a “final draft.” Instead, it should be seen as a constant companion, always there to socialize, share, research, and learn. Unfortunately, we are a long way from that. Before we even start leverage the possibilities of the web, teachers need to be comfortable with technology in the class room." -Arthus


"When I really come down to it, I think it’s that I like learning. Not math or science (well, I like technology and electronic gadgets a lot– just don’t spout numbers and expect me to stick around long) but I like things I can relate to and experience." -Stacy

Back to the Future

“Next Saturday night, we're sending you back to the future!” - Dr. Emmett "Doc" L. Brown, Back to the Future (movie, 1985)


Inspired by Carolyn Foote's recent efforts to weed her collection, I decided to start scanning the K-6 non-fiction section of our Library Media Center. I haven't made it past 001.64 - computers. Two of the books on the shelf with this call number had copyright dates of 1985; the other volume was from 1983.

"I Can Be a Computer Operator" (Catherine Matthias, Chicago: Childrens Press, 1985) declares that "Someday soon everyone will be a computer operator. Everyone will need to know how to use a computer because computers will be everywhere. They will be in our homes and our schools. Someday soon there will be more than a billion computers in the United States." Ms. Matthias assures us that "very young people can learn to operate a computer" and asks readers "Have you learned to use your school computer?"



"A Look Inside Computers" (Paul G. Zomberg, Milwaukee: Raintree Publishers, 1985) explains the parts of a personal computer and makes connections between personal computers, educational programs, and game programs.



"Computers" (Ian Richards, New York: Franklin Watts, 1983) boldly predicted a future with "lots of computers...They will control all kinds of machines that will look after you and your home and family."


Matthias was just a bit off: according to the Earth Policy Institute, in 2002, the number of personal computers in the U.S. was estimated at 190 million. In 1983, only 10 million computers were in use in this country in home, school, and industry combined.

With the introduction of Atari, in the 1970s, and Nintendo, in the late '70s and early '80s, computer technology became an almost indispensable part of any household with children: it wasn't just for engineers any more.



Zomberg ("A Look Inside Computers") felt that "The uses of computers are limited, after all. They're limited by memory, size and programmers' imaginations. But those limits are being expanded constantly, as are the uses that people make of computers."

Richard ("Computers") anticipated the information revolution when he wrote "One exciting use of computer networks is to find out almost anything you want to know in your own home. You use a terminal to ask the central computer to show you the information on a screen."

Matthias ("I Can Be a Computer Operator") gave some career advice, "Would you like to learn to be a computer operator? If you would, start now. Play games on a computer. Learn how to solve problems on your home or school computer...You can learn how to make a computer work for you."

What has happened to the grand promise, the vision for the future that computers seemed to offer? We had all the components: the technical know-how, the eager public, the children who had found a cool "toy" and wanted more of the same. In education, at least, wholesale integration of digital devices is still a dream for the future.

Marble and Mud

"Life is made up of marble and mud." -Nathaniel Hawthorne

Jeremy came back to visit today. After graduating last year, he enlisted in the Navy. He has completed his training and will report for duty at Pearl Harbor on December 14.


Joelle gave me a poster today advertising her dance studio's holiday presentation of The Nutcracker. My daughter and I will enjoy the magic of music and dance as we celebrate the holiday season.

Two unique personalities, two students whose lives have intersected mine.

"Every experience in life, everything with which we have come in contact in life, is a chisel which has been cutting away at our life statue, molding, modifying, shaping it. We are part of all we have met. Everything we have seen, heard, felt or thought has had its hand in molding us, shaping us." -Orison Swett Marden

Grinning Inside

“Joy is the feeling of grinning inside.” -Melba Colgrove

There's been a lot of blogging lately about the Kindle, and I can see that this electronic device has many positive attributes.

But it will never be able to duplicate the experience of sharing a beautifully illustrated, rollicking picture book like my new favorite, "I Ain't Gonna Paint No More" (Karen Beaumont), with a class of enthusiastic first graders.

When a classroom teacher tells you that the kids sang the story to her as soon as they returned from library time, you know you have a hit on your hands.

The digital world is wonderful, but there is still a time and a place for books.

"Then I thought of reading - the nice and subtle happiness of reading ... this joy not dulled by age, this polite and unpunishable vice, this selfish, serene, lifelong intoxication." -Logan Pearsall Smith

Dangling Conversation

"Like a poem poorly written
We are verses out of rhythm,
Couplets out of rhyme,
In syncopated time
Lost in the dangling conversation
And the superficial sighs,
Are the borders of our lives."

Simon & Garfunkel, The Dangling Conversation

Just as I'm starting to feel comfortable in my new identity as a blogger, there are ominous rumblings about the "death of blogging".

Ryan Bretag is not so much condemning blogs as questioning their validity as "participatory media tools". He describes his own frustration at failing to to "add much in terms of value-added through analysis or reflective thought that adds to our collaborative efforts to learn and improve education." Troubled by a lack of common goals and absence of "constructive confrontation", he wonders if blogs have stalled in their necessary evolutionary process.

Many of members of my PLC have either responded to Ryan's posting or begun parallel discussions. While recounting details of the Stager and Richardson UStream "Bootleg", Clay Burell mentioned "blogger burnout" and the lack of interaction by "top-tier bloggers" when comments are left on their pages. The announcement in October by Will Richardson that he was considering giving up blogging to concentrate on Skype chats caused consternation and controversy, as those outside of Will's inner circle contemplated losing his direct guidance and leadership [he continues to post, but not as frequently as in the past]. Clay reminds us (and them) that the opportunity to communicate and collaborate with some of the leaders in educational technology has always been a key benefit of reading and writing blogs.

A commenter on Ryan's post, Evan Scherr, is critical of those who spend time "telling me what they are doing in their classroom. For many of us, we can't get excited about how you are using UStream in the classroom when the UStream site is blocked by our public school district. We can't get excited about how your class built a MySpace page, when MySpace is blocked by our school district." I strongly disagree with this criticism. Although it can be disheartening to read about innovation that is (presently) out of my reach, every example I am able to cite from the edublogosphere is a valuable persuasive tool in helping convince my administrators, BOE, and fellow teachers of the value of embedded technology tools. Jo McLeay's Voicethread, Anthony Armstrong's podcast project, Cathy Nelson's experiments in both these venues, Clay Burell's digital storytelling renditions of "Paradise Lost", Carolyn Foote's virtual author visit via Skype...all serve to inspire rather discourage me. If they can do it, so can I; more importantly, if their students can do it, so can - and should - mine.

Finally, I'd like to share a quote from SC Morgan: "Twitter is for the linking--blogs are for the thinking." Twitter serves as a way to stay connected with colleagues. Blogs are better suited for the conversations, debates, explorations that will result in deeper understanding and professional growth.


"It is not what we learn in conversation that enriches us. It is the elation that comes of swift contact with tingling currents of thought." -Agnes Repplier

"With thee conversing I forget all time." -John Milton


"IMG_0214" by blair christensen

A Day in the Life

"I read the news today oh boy" -The Beatles, A Day in the Life

Items of interest reprinted in my local daily newspaper this morning:

• "Online games meet social networking" - gaming moves from a solitary activity to a more interactive virtual shopping and party experience
  

• "A deadly internet joke" - Pulitzer Prize winning columnist comments on the Megan Meier case

• "Colbie Caillat talks about MySpace success... - Young musician achieves success with the help of MySpace page

• "God calling: Church uses 'robocalls' to spread its message" - Prerecorded voice messages offer Bible quotes and a blessing

"But there is good news yet to hear and fine things to be seen before we go to Paradise by way of Kensal Green." -Gilbert K. Chesterton


"Reading the Tulsa Tribune" by DScott28604

The World's Great Anguish

"Mourn not the dead that in the cool earth lie, but rather mourn the apathetic throng, the coward and the meek who see the world's great anguish and its wrong, and dare not speak." -Ralph Chaplin


The Megan Meier tragedy has been on my mind a lot lately. Yesterday I took an informal poll of some upper elementary and high school students, hoping to get a sense of their technology use and their awareness of how to be safe online.

Approximately five of forty 5th and 6th graders said they had their own Myspace or Facebook accounts. A few boys said they occasionally posted messages using another person's log-in. When I reminded them that the legal age for signing up for these services is 14 (the oldest of them were 12 years old), they laughed and said that they just clicked on whatever birth year would allow them to join. Many more of them had webkinz virtual pets. The webkinz owners enjoyed the online interaction and didn't seem bothered by the limited messaging that the official site allows.

It was quite a different story with my high school Current Events students. The boys (our sole female class member was absent) estimated that 2/3 of the middle school and high school population belongs to Myspace or Facebook. They seemed to feel reasonably safe online and accept the fact that our school blocks all social networking and most interactive sites.

Since the Meier case is very much in the news lately, I had my class watch an interview with Megan's parents and read some tips from the Department of Homeland Security on Dealing with Cyberbullies. The students' most interesting reactions were in response to some short YouTube clips, prepared by the non-profit Ad Council.

The first video, Cyberbullying Talent Show featured a fresh-faced little girl standing in front of a school assembly, sweetly listing the things wrong with a classmate ("Her dad doesn't work, they have no money, that's why she wears that nasty pink sweater"). In Cyberbullying Kitchen a similar scenario unfolds as one teenager calmly tells her "friend" (ironically named Megan) that "you are a tramp" and the "most desperate girl [he] knows - besides your Mom". The idea being presented in both vignettes was "If you wouldn't say it in person, why say it online?"

My students seemed shocked by the comments, even though their own language occasionally strays from the "school appropriate". Perhaps they hold girls to a different code of behavior, or perhaps hearing such insults being used in front of a teacher made them uncomfortable. The point that words written online can be just as hurtful as words spoken aloud was well made and well taken.

Although I had heard of a girl being harassed online by her classmates last year, none of the boys said they had ever felt uncomfortable or threatened online. I asked them to write their reaction to the Megan Meier case, and these are some of their responses:

"I think that it's very sad. If people weren't such bullies, she'd probably still be alive, to live her life."

"Cyberbullying is a problem. I think it needs to be dealt with. I am not scared by cyberbullying because I think cyberbullies are little woosies trying to act tough on the internet."

"I think that the whole Megan Meier case is just sad. I think that she should have alerted somebody about it. She shouldn't have done what she did. [committed suicide] They should definitely start making laws concerning Myspace, chat rooms, and other stuff like that."

"I have never been bullied or bullied anyone. It is wrong and should be stopped...There should be certain rules and if they're broken, certain punishments should be set up. It is wrong..."

"I think it should be monitored on Myspace and others [sites]. I think the people [who set up the fake "Josh" account] should be prosecuted."

"I think that this case is very sad. I wish that someone could have helped this girl or that she could have figured out what was really going on."

"Cyberbullying is a problem. Megan Meier should not have died."

"Any mans death diminishes me, because I am involved in mankind, and therefore never send to know for whom the bell tolls; it tolls for thee." -John Donne



"Saddness" by RadoB

The First Fall of Snow

"The first fall of snow is not only an event, it is a magical event. You go to bed in one kind of a world and wake up in another quite different, and if this is not enchantment then where is it to be found?" -J. B. Priestley

"True solitude is a din of birdsong, seething leaves, whirling colors, or a clamor of tracks in the snow." -Edward Hoagland

“Now the hedgerow
Is blanched for an hour with transitory blossom
Of snow" -T.S. Eliot

"I never think of the future. It comes soon enough." –Albert Einstein

Timor mortis

Timor mortis conturbat me is a Latin phrase commonly found in late medieval English poetry. It can be translated into a number of different ways, most literally as "fear of death confounds me". However, a better translation in the context of the poetic usage of the phrase is "fear of death upsets me". Another looser translation is "I am scared to death of dying". The phrase comes from a responsory of the medieval Office of the Dead, the third nocturn of Matins...Wikipedia

It was from a Twitter friend that I first learned about the Megan Meier tragedy. This young teenager took her own life after being the victim of cyber bullying on a MySpace account. The disparaging messages that led to Megan's suicide were actually written by adult neighbors monitoring their own daughter's online activities.

Megan Meier's parents thought they were adequately supervising her computer use. They knew about her social networking and had been told of the fictitious "Josh" who was messaging their daughter. When Megan began responding to unexpectedly cruel posts with vulgar language, her mother told insisted that she stop such "upsetting" behavior. Twenty minutes later, Megan Meier was dead by hanging.

Wesley Fryer recommends stronger anti-bullying instruction in schools, more parental involvement in prevention programs, and increased emphasis on positive online experiences like digital storytelling to showcase information literacy skills. He also urges parents and school districts to "encourage students to socially network online in age-appropriate, moderated and non-commercial environments like Imbee.com and/or Think.com."

Tomorrow in class I'll be sharing the story with my high school Current Events students and tackling the issue of cyber bullying. Perhaps I can get them to realize the seriousness of bullying, whether in person or online.

On a dark and cold November evening, my surroundings are as somber as my thoughts. Megan, requiescat in pace.


"The most painful death in all the world is the death of a child. When a child dies, when one child dies—not the 11 per 1,000 we talk about statistically, but the one that a mother held briefly in her arms—he leaves an empty place in a parent’s heart that will never heal." -Thomas H Kean, Governor of New Jersey

"A child miseducated is a child lost." -John F. Kennedy



"Writer's Close 04" by cx1uk