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<title>Andrew Brubaker&#x27;s Professional Journal</title><link>http://www.andrewbrubaker.com/portfolio/index.html</link><description>Hot News&#x21;</description><dc:language>en</dc:language><dc:creator>ambrubaker@bsu.edu</dc:creator><dc:rights>Copyright 2006-2007 Andrew Brubaker</dc:rights><dc:date>2007-12-14T11:14:48-05:00</dc:date><admin:generatorAgent rdf:resource="http://www.realmacsoftware.com/" />
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<lastBuildDate>Wed, 19 Dec 2007 11:39:27 -0500</lastBuildDate><item><title>EDTEC 360 Final Presentations</title><dc:creator>ambrubaker@bsu.edu</dc:creator><category>Misc</category><dc:date>2007-12-14T11:14:48-05:00</dc:date><link>http://www.andrewbrubaker.com/portfolio/professional/journal_files/d1a0e8e26bd4fcb7aeeeac325cbe97a4-34.html#unique-entry-id-34</link><guid isPermaLink="true">http://www.andrewbrubaker.com/portfolio/professional/journal_files/d1a0e8e26bd4fcb7aeeeac325cbe97a4-34.html#unique-entry-id-34</guid><content:encoded><![CDATA[I had the opportunity to watch presentations for EDTEC 360 for the Fall 2007 semester.    This is a course that I took during the Fall 2006 semester where Portfolio +4 was born.    As part of the internship course I took this past semester, I developed support materials and training services for students and faculty in using RapidWeaver for digital portfolio creation.    As any part of a development process, especially when developing training services, is administering the training and then taking the feedback and improving the training based upon that feedback.    Dr.   Stuve's EDTEC 360 this past Fall was one of the first groups I trained.    Some of the students in the class revamped their portfolio using RapidWeaver.    Other students used RapidWeaver to develop their major projects for the course.    Those that didn't use RapidWeaver used Dreamweaver instead.    I was impressed with the projects that students had created and felt a little bit of pride with those who had used RapidWeaver.    It was interesting to see how those students had used RapidWeaver to easily create great-looking websites.


Below is a list of the individual projects for you to check out:


	&bull;	Podcasting As An Instructional Tool (Katie Craig)


	&bull;	Technology Use In School (Kevin Harlan and Jane Goodin)


	&bull;	Building A Classroom Website (Megan Hughes)


	&bull;	Capturing Storytime (Julie Biddle)


	&bull;	Interactive Website for Park Hall (Mandy Stump and Bill Caulton)


	&bull;	Inspiration Support at Ball State (Leslie Edwards)
]]></content:encoded></item><item><title>Intel joins OLPC&#x21;  What?&#x21;</title><dc:creator>ambrubaker@bsu.edu</dc:creator><category>Current topics in education</category><dc:date>2007-07-15T14:31:04-04:00</dc:date><link>http://www.andrewbrubaker.com/portfolio/professional/journal_files/fd22bf8cb1c6ae1bf365780dcd0bc6ab-32.html#unique-entry-id-32</link><guid isPermaLink="true">http://www.andrewbrubaker.com/portfolio/professional/journal_files/fd22bf8cb1c6ae1bf365780dcd0bc6ab-32.html#unique-entry-id-32</guid><content:encoded><![CDATA[In a surprising turn of events, Intel has joined Negroponte's One Laptop Per Child (OLPC) Foundation.    If you have been keeping up on current education news, you have probably heard about the OLPC project.    Basically, OLPC wants to build laptop computers that cost less than $100 for distribution in third-world countries.    It's a noble cause with the best intentions and I support the idea.    The trouble began when Intel announced that it would be developing it's own "economically priced" laptop aimed at the same market.    Obviously OLPC and Intel have differing views about the role of computers in education and how they want to impact education with their technology.    It comes as no surprise that Intel and OLPC have argued and butted heads on this topic ever since their inceptions in 2005.    The twist comes when Intel announced Friday that it was joining forces with OLPC.    I believe that this is a step in the right direction because OLPC has the philosophical understanding to design a laptop that will provide the greatest results while Intel has the financial and marketing resources to build and promote a better product from day one.    My only concern with this partnership is that Intel (or OLPC) have joined forces for the wrong reasons.    Ultimately, this project is about improving education and providing all students, even in economically impoverished areas, more opportunities for learning.    I think this follows closely on the heels of NCLB under the idea that all students should be allowed access to the same materials, resources, and opportunities, regardless of age, race, sex, or economic standing.


Source:


Markoff, John.   (2007, July 14).    "Intel, in shift, joins project on education."    The New York Times.    Retrieved July 15, 2007, from http://www.nytimes.com/2007/07/14/business/14chip.html?  _r=1&oref=slogin.]]></content:encoded></item><item><title>What are the most important things in education?</title><dc:creator>ambrubaker@bsu.edu</dc:creator><category>Current topics in education</category><dc:date>2007-07-11T15:01:56-04:00</dc:date><link>http://www.andrewbrubaker.com/portfolio/professional/journal_files/dc8007bcfe6f801fdf8744dc812b9b62-31.html#unique-entry-id-31</link><guid isPermaLink="true">http://www.andrewbrubaker.com/portfolio/professional/journal_files/dc8007bcfe6f801fdf8744dc812b9b62-31.html#unique-entry-id-31</guid><content:encoded><![CDATA[New York City Public Schools Chancellor Joel Klein makes a great point in an article titled "How Hard Can It Be To Teach?    The Challenges Go Well Beyond the Classroom," written by David Herszenhorn, which ran in The New York Times.    Klein states: 


&ldquo;The most important thing in education is the quality of teachers,&rdquo; Mr.   Klein said.&rdquo;   The two major ingredients are what you get paid and a combination of working conditions and job satisfaction.&rdquo; 


<br><br>


A great principal and veteran teachers who can serve as mentors are among the ingredients that Mr.   Klein said were needed to create &ldquo;a dynamic positive feedback loop.&rdquo; 


Herszenhorn finishes this article by stating:


In other words, happy, well-compensated, well-supported teachers make great teachers and great schools, even in the heat.


This is a true statement because the quality of teachers is critical.    However, I think there is one other ingredient that Chancellor Klein failed to mention.    Another crucial ingredient is that of the experiences and background that the teacher brings to the classroom.    The teacher's background will have a far more profound effect on the students' experiences in the classroom than the environmental conditions classroom and school.    The teacher's background influences their thoughts, perceptions, and ideals in all aspects.    And whether they intend to or not, they pass these perceptions on to their students.    The richer the experiences of the teacher, the better chances the students have of receiving a more meaningful learning experience.


Source:


Herszenhorn, David.   (2007, July 11).    "How hard can it be to teach?   The challenges go well beyond the classroom."    The New York Times.   Retrieved July 12, 2007, from http://www.nytimes.com/2007/07/11/education/11education.html?  _r=1&oref=slogin.]]></content:encoded></item><item><title>Chalkboards and computers</title><dc:creator>ambrubaker@bsu.edu</dc:creator><category>Misc</category><dc:date>2007-07-02T08:52:16-04:00</dc:date><link>http://www.andrewbrubaker.com/portfolio/professional/journal_files/cd009d8cd72880f3336139ec59a37b3d-30.html#unique-entry-id-30</link><guid isPermaLink="true">http://www.andrewbrubaker.com/portfolio/professional/journal_files/cd009d8cd72880f3336139ec59a37b3d-30.html#unique-entry-id-30</guid><content:encoded><![CDATA[<center></center>


While this comic is humorous it is interesting to think about this becoming a reality.    I have gone through school as computers were introduced and implemented.    When I started kindergarten, computers were mainly used by administrators for the purposes of record keeping and data processing.    But now computers are in every classroom with many schools beginning to implement one-to-one computer initiatives.    As this comic illustrates, future students may be surprised at the "dated technology" of the chalkboard.    The computer is becoming such a transparent technology that many of us wonder how we ever survived without the Internet and email.    I believe that computers have a valuable place in education I don't think they can or should replace traditional methods of instruction.    Sometimes a chalkboard and a lecture may be the best way to teach a topic.    I see computers not as a complete replacement of traditional instruction but as a tool in which we can exploit its strengths to provide students with a better learning experience.    Computers should be used as a way to enhance and increase the opportunities available for students to learn in ways that are meaningful to them.]]></content:encoded></item><item><title>Paying students for good grades and attendance???</title><dc:creator>ambrubaker@bsu.edu</dc:creator><category>Current topics in education</category><dc:date>2007-06-25T22:23:40-04:00</dc:date><link>http://www.andrewbrubaker.com/portfolio/professional/journal_files/84cb543b876cf585579f02bee721daf2-29.html#unique-entry-id-29</link><guid isPermaLink="true">http://www.andrewbrubaker.com/portfolio/professional/journal_files/84cb543b876cf585579f02bee721daf2-29.html#unique-entry-id-29</guid><content:encoded><![CDATA[The New York Times recently published an article titled "Schools Plan to Pay Cash For Marks," a program where students would be paid monetarily for their grades and attendance.    To be honest, I am amazed that this incentive program is being implemented in the fall of this year.    Schools are now going to pay students to do well?    This is an extrinsic motivator that will only temporarily to get students to learn the content.    But here is the bigger question: What are we ultimately teaching students?    By paying students for making high grades on standardized tests, they are only going to work hard to get the cash.    After they have the cash, the "learned material" goes right out the window.    We might as well teach to the test.    I don't believe that this program will have any significant impact.    The underlying motive underneath this program is to help schools meet AYP.    If the schools didn't have to meet AYP, the administration wouldn't be so desperate for ways to increase student achievement, hence this hair-brained scheme of monetarily rewarding students wouldn't even be discussed.    In two years when this program is up for re-evaluation, I think there are going to be quite a few disappointed administrators in the small value this program actually has.


Source:


Medina, Jennifer.   (2007, June 19).   Schools plan to pay cash for marks.   The New York Times.   Retrieved June 25, 2007, from http://www.nytimes.com/2007/06/19/nyregion/19schools.html?  ex=1183003200&en=8767cf69c1aa10e8&ei=5024&partner=BLACKBOARD.]]></content:encoded></item><item><title>How many of you have tried this before?</title><dc:creator>ambrubaker@bsu.edu</dc:creator><category>Misc</category><dc:date>2007-06-13T07:57:53-04:00</dc:date><link>http://www.andrewbrubaker.com/portfolio/professional/journal_files/354af44693594d7780563c5d939b83fd-28.html#unique-entry-id-28</link><guid isPermaLink="true">http://www.andrewbrubaker.com/portfolio/professional/journal_files/354af44693594d7780563c5d939b83fd-28.html#unique-entry-id-28</guid><content:encoded><![CDATA[<center></center>


This is a humorous comic because it is so true for some people.    I remember in elementary school when I would try this same "technique" to complete my homework.    If the truth be known, I still try this little trick, even as a senior in college.    I found this comic funny and I thought I would share it with all of you.]]></content:encoded></item><item><title>Is NCLB closing the achievement gap?</title><dc:creator>ambrubaker@bsu.edu</dc:creator><category>No Child Left Behind</category><dc:date>2007-06-06T15:25:01-04:00</dc:date><link>http://www.andrewbrubaker.com/portfolio/professional/journal_files/feececaf4bc5ad57d3fd1d51439ed57c-27.html#unique-entry-id-27</link><guid isPermaLink="true">http://www.andrewbrubaker.com/portfolio/professional/journal_files/feececaf4bc5ad57d3fd1d51439ed57c-27.html#unique-entry-id-27</guid><content:encoded><![CDATA[&ldquo;The reason for all the caveats is that it is impossible to reach the conclusion that if scores go up, it is because of N.C.L.B.,&rdquo; he said.   &ldquo;There are so many other factors that could lead to rising scores, including state efforts to raise achievement, and also, some of these gains may be artificial.   So my worry is that people who come at it and don&rsquo;t read the caveats will come away with an exaggerated impression.&rdquo;    --Robert L.   Linn, Professor Emeritus at the University of Colorado


The above is a quote taken from an article in the today's New York Times that reports on a recent study that finds that the achievement gap is closing and student gains are on the rise.    The study, conducted by the Center on Education Policy, compared test data from all 50 states and found that general achievement in math and reading has risen since 2002.


I agree with the quote above.    I think one of the biggest mistakes that people (including teachers, administrators, and the community) make when talking about NCLB is that they forget about the vast number of other factors that come in to play.    If the test scores are on the rise, it is a very bold claim to credit NCLB as the single reason for these improvements.    Rather, we need to remember that schools take on their own initiatives and adopt new programs because they feel it is necessary or beneficial.    While NCLB may be a big proponent in getting schools to implement these programs, it is important to remember that there are other motivators besides potential loss of federal funding.


Source: 


Dillon, Sam (2007, June 6).   New study finds gains since no child left behind.   The New York Times, Retrieved June 6, 2007, from http://www.nytimes.com/2007/06/06/education/06report.htmlex=


1181793600&en=1ccc9886c6d043bf&ei=5024&partner=BLACKBOARD.]]></content:encoded></item><item><title>Vroom...Build a Solar Car&#x21;</title><dc:creator>ambrubaker@bsu.edu</dc:creator><category>Teaching experience</category><dc:date>2007-06-02T17:44:41-04:00</dc:date><link>http://www.andrewbrubaker.com/portfolio/professional/journal_files/1603be92bf99e09a6ae2d7d91321f162-26.html#unique-entry-id-26</link><guid isPermaLink="true">http://www.andrewbrubaker.com/portfolio/professional/journal_files/1603be92bf99e09a6ae2d7d91321f162-26.html#unique-entry-id-26</guid><content:encoded><![CDATA[Today I spent an hour at the Muncie Fairgrounds participating in the Living Lightly Fair.    This free event for elementary-aged students was designed to inform students of sustainable sources of energy.    I volunteered an hour of my time to conduct sessions where students learned about solar energy and built a solar powered car.    This lesson is a revision of a lesson that I taught this past March to a class of second graders (view post about this experience).


The dynamics of these children was very different from those of the second grade class.    In this event, the children ranged in age from five to twelve years old.    It was difficult to teach them about solar energy in such a way that they were all interested and engaged in learning about solar power.    I also had difficulty keeping students moving at the same pace.    Older students completed the assembly of their car long before those of younger ages.    I was surprised to see how easily the older students were able to look at the model car and assemble theirs by analyzing the structure of the model.


I thoroughly enjoyed teaching this activity to students.    The atmosphere was more relaxed than in a regular classroom.    The students also seemed to enjoy the activity more.    They had chosen to participate instead of being coerced.    The goal I (and all teachers) want to attain is gaining students' attention and interest in learning without making them feel forced into completing some task that they perceive as pointless.]]></content:encoded></item><item><title>Digital Media in the Classroom</title><dc:creator>ambrubaker@bsu.edu</dc:creator><category>Current topics in education</category><dc:date>2007-05-08T20:07:12-04:00</dc:date><link>http://www.andrewbrubaker.com/portfolio/professional/journal_files/f2e927d69e9ef884cca26811b90bd0c6-24.html#unique-entry-id-24</link><guid isPermaLink="true">http://www.andrewbrubaker.com/portfolio/professional/journal_files/f2e927d69e9ef884cca26811b90bd0c6-24.html#unique-entry-id-24</guid><content:encoded><![CDATA[As an education major at BSU I am constantly exposed to the use of computers in the classroom along with the benefits and do&rsquo;s and don&rsquo;ts of using technology.    I personally believe that computers are a great tool to use in the classroom to enhance student learning but they have to be used properly.    You can&rsquo;t just put a laptop in a student&rsquo;s hands and expect their achievement to skyrocket.    Many times, the teachers don&rsquo;t even know how to use the computer.


Computers are penetrating into every part of our lives.    In 1943, Thomas Watson, Chairman of IBM, said, &ldquo;I think there is a world market for maybe five computers.&rdquo;    Watson made this statement long before innovative digital technologies revolutionized the way that we communicate, interact, and live.    In 2007, we consider it a nuisance if a news website does not have an RSS feed!    As I look back at how much computers have changed the way I lived in just the last ten years I am amazed.    There is so much information available through digital technologies that today&rsquo;s students have access to more opportunities than we did while in school.


We haven&rsquo;t fully realized the power of computers in learning.    Just as with every new program there are going to be kinks and flaws to work out.    While the cost of implementing laptop programs into schools for a one to one initiative is still very high, it is the few schools that are the first to implement these initiatives that are going to find the problems and take steps to solve them.    I&rsquo;m not entirely convinced that laptops are necessary at this point.    I think that a one to one desktop computer initiative might be a better alternative considering the significantly lower investment involved.    Computers are definitely a good thing in education but maybe it is still a little too early to be implementing one to one laptop initiatives at the elementary, middle, and high school levels.

Source:

Hu, Winnie (2007, May 4).   Seeing no progress, some schools drop laptops.   The New York Times, Retrieved May 5, 2007, from http://www.nytimes.com/2007/05/04/education/04laptop.html?  _r=1&oref=slogin.]]></content:encoded></item><item><title>Rob Sailsbery Scholarship</title><dc:creator>ambrubaker@bsu.edu</dc:creator><category>Achievements</category><dc:date>2007-04-22T21:36:30-04:00</dc:date><link>http://www.andrewbrubaker.com/portfolio/professional/journal_files/5213b893a991f86a05d6161c61835278-25.html#unique-entry-id-25</link><guid isPermaLink="true">http://www.andrewbrubaker.com/portfolio/professional/journal_files/5213b893a991f86a05d6161c61835278-25.html#unique-entry-id-25</guid><content:encoded><![CDATA[Today I attended an awards ceremony recognizing all scholarship recipients in the Department of Technology.    I received the Rob Sailsbery Scholarship which was established in memory of Rob Sailsbery who was killed in a car accident a few years ago.    I am very grateful to the Sailsbery family for establishing this scholarship.    The picture shows me standing with Mr. and Mrs.   Sailsbery.]]></content:encoded></item><item><title>Interesting thought on the teaching profession</title><dc:creator>ambrubaker@bsu.edu</dc:creator><category>Reflections</category><dc:date>2007-04-19T12:53:55-04:00</dc:date><link>http://www.andrewbrubaker.com/portfolio/professional/journal_files/05c235a767a4f47648fd1a53737002fc-23.html#unique-entry-id-23</link><guid isPermaLink="true">http://www.andrewbrubaker.com/portfolio/professional/journal_files/05c235a767a4f47648fd1a53737002fc-23.html#unique-entry-id-23</guid><content:encoded><![CDATA[I was sitting in my EDFON 420 class this morning listening to a group of my classmates give a presentation about special education.    While they were discussing the necessary support systems that need to be in place for special needs students and educators, they made an interesting point.    They stated that teaching is the only profession that expects its novices to "fly solo."    I had never thought about it before but they do have a point.    As a new teacher you are placed in a classroom by yourself and given 25 to 30 students to teach.    While all preservice educators must complete one semester of student teaching, that is under the supervision of a cooperating teacher.    Once you have a full-time teaching position, with your own students and classroom, you are expected to hit the ground running.


This got me to thinking about the support systems we could implement to help beginning teachers in the first few years of their jobs.    Its a fairly well-known fact that within the first 3-5 years, 40% of teachers leave the profession.    That is a huge turnover rate for a profession that relies so much on experiences of individuals.    Preservice educators spend so much time learning about different learning styles, methods of instruction, lesson design, curriculum development, and much more.    Most people would agree that the better teachers tend to be the older, more experienced ones.    Fresh, young teachers may offer innovative instructional strategies and assignments but the older, more experienced teachers know their content, they know their students, they know how they learn, and they know what students need to do to ensure that they are successful.


So here is my question to all of you.    Is our current support system for new teachers sufficient or does it need to be improved?    If it needs to be improved, what changes could be made?    What would the short-term and long-term effects of either improving the system or leaving it alone?    It is important to think about these issues not only as a preservice educator but also as a professional in the field.]]></content:encoded></item><item><title>TeachEngineering.com</title><dc:creator>ambrubaker@bsu.edu</dc:creator><category>Resources</category><dc:date>2007-04-13T23:39:00-04:00</dc:date><link>http://www.andrewbrubaker.com/portfolio/professional/journal_files/378c97ff5b8d7d09732d3fc51bc5542b-22.html#unique-entry-id-22</link><guid isPermaLink="true">http://www.andrewbrubaker.com/portfolio/professional/journal_files/378c97ff5b8d7d09732d3fc51bc5542b-22.html#unique-entry-id-22</guid><content:encoded><![CDATA[TeachEngineering.com is a great site that includes lots of lesson plans that teach students about the engineering design process, problem solving, and general science and technology.    There are tons of great resources available on this site for all grade levels.    I am really impressed by this site.    I will definitely be using this as a resource in the future.


Visit TeachEngineering.com.
]]></content:encoded></item><item><title>Final day of teaching at Driver Middle School</title><dc:creator>ambrubaker@bsu.edu</dc:creator><category>Teaching experience</category><dc:date>2007-04-10T21:44:18-04:00</dc:date><link>http://www.andrewbrubaker.com/portfolio/professional/journal_files/4938763ee9e6ffebd5b1a187dcb1ce73-21.html#unique-entry-id-21</link><guid isPermaLink="true">http://www.andrewbrubaker.com/portfolio/professional/journal_files/4938763ee9e6ffebd5b1a187dcb1ce73-21.html#unique-entry-id-21</guid><content:encoded><![CDATA[This marks the end of the unit that Brock and I taught at Driver Middle School in Winchester.    It has been a great experience to get in the classroom and have first-hand experience teaching students.    As I graded the quizzes I noticed patterns in the questions that were missed and the incorrect answers that the students put.    This indicates to me that we didn't cover that material thoroughly enough because the students obviously hadn't learned it.  


The students gave Brock and I very good evaluations.    Most of them enjoyed us as teachers and rated us fairly high on the scale that we presented them with.    They also enjoyed the unit.    Their favorite part was actually flying the Delta Darts.    I enjoyed watching them fly the Delta Darts.


As a project I think this is an excellent experience for all pre-service educators to go through.    Developing a short unit (more than one day) and teaching in a school is more beneficial than teaching one lesson in a short amount of time.    It also helped having a partner available who could help carry the teaching load.    I realize that I won't have this luxury in my classroom.    However, it is beneficial to have the experience in the classroom and focus initially on teaching the students while having someone else to cover the things that I may have missed.  


I am more excited about student teaching and practicum than I was originally.    I learned a lot by teaching this unit.    I plan on taking this information and using it to made the necessary adjustments for me to become a better teacher.]]></content:encoded></item><item><title>Colleges of education site visit</title><dc:creator>ambrubaker@bsu.edu</dc:creator><category>Current topics in education</category><dc:date>2007-04-10T09:56:51-04:00</dc:date><link>http://www.andrewbrubaker.com/portfolio/professional/journal_files/7ede0856c90f31a4e4313f003dc738bd-20.html#unique-entry-id-20</link><guid isPermaLink="true">http://www.andrewbrubaker.com/portfolio/professional/journal_files/7ede0856c90f31a4e4313f003dc738bd-20.html#unique-entry-id-20</guid><content:encoded><![CDATA[This is an article published in the Ball State Daily News about the workshops and site visit sponsored by Apple on the Ball State campus in March.    It discusses the workshops and some of the projects that were presented during the showcase.    I presented Portfolio +4 in the showcase and also helped with the BookPod project as well.


Read the article here.
]]></content:encoded></item><item><title>Testing day</title><dc:creator>ambrubaker@bsu.edu</dc:creator><category>Teaching experience</category><dc:date>2007-04-09T17:18:12-04:00</dc:date><link>http://www.andrewbrubaker.com/portfolio/professional/journal_files/3ad1e9bb7ec1dbd0168f13e839eb045c-19.html#unique-entry-id-19</link><guid isPermaLink="true">http://www.andrewbrubaker.com/portfolio/professional/journal_files/3ad1e9bb7ec1dbd0168f13e839eb045c-19.html#unique-entry-id-19</guid><content:encoded><![CDATA[Today was the day that the sixth graders flew their Delta Darts.    They all enjoyed the flights very much and were engaged in the activity.    Brock and I had to spend a little more time finishing preparing the planes for flight than we had planned.    Consequently, the students were only able to fly their planes two times.    Because of the space (the cafeteria) that we were in many of the planes had collisions with walls, ceiling lights, and basketball hoops.    Unfortunately, if the plane hit an object in the right spot, the plane broke and was sometimes rendered non-flyable.    Some students were disappointed in this.    We could have used the idea that they might break during flight as a motivator to encourage them to build higher-quality models.    In the end, there was only one group that met  the minimum flight requirement.


Today was a fun day.    The students thoroughly enjoyed flying their planes.    Brock and I had fun watching them fly and seeing their excitement.    Tomorrow will be the real test of how much they actually learned.    I'm hoping that Brock and I taught the content well enough that the students are able to meet most, if not all, of the objectives.    However, tomorrow will tell us the answer to that question.]]></content:encoded></item><item><title>Finishing fabrication of Delta Darts</title><dc:creator>ambrubaker@bsu.edu</dc:creator><category>Teaching experience</category><dc:date>2007-04-05T23:00:02-04:00</dc:date><link>http://www.andrewbrubaker.com/portfolio/professional/journal_files/550700dbaa90f866f1f5ec80fe97c3b1-18.html#unique-entry-id-18</link><guid isPermaLink="true">http://www.andrewbrubaker.com/portfolio/professional/journal_files/550700dbaa90f866f1f5ec80fe97c3b1-18.html#unique-entry-id-18</guid><content:encoded><![CDATA[I personally believe that today's instruction went much better than yesterday's.    As was suggested, Brock and I made a demo version of the Delta Dart partially assembled on the cardboard and tracing paper.    We then had students gather around the demo while we demonstrated the process and steps to finish fabrication.    The questions that were asked today were somewhat repetitive but nothing near the amount we had yesterday.    One of the things that I learned today, however, was that lesson plans can come in very handy.    We didn't have a full lesson plan for today since we hadn't planned on taking two days to fabricate the Delta Darts.    We had drafted a mini lesson plan in which we outlined what we wanted to accomplish for the day.    The difficulty came in knowing approximately how much time we should spend on each task.    We ended up spending too much time on finishing gluing and waiting until each student was ready for the "next big step" before proceeding.    As a teacher it is important for me to know when I can move forward and know that most of the students are not only ready for the next step but that those who aren't quite there yet will be able to catch up.    All in all, today's instruction went very well.    I am looking forward to watching the students fly their Delta Darts on Monday.]]></content:encoded></item><item><title>Hands-on activity with sixth graders</title><dc:creator>ambrubaker@bsu.edu</dc:creator><category>Teaching experience</category><dc:date>2007-04-04T22:53:06-04:00</dc:date><link>http://www.andrewbrubaker.com/portfolio/professional/journal_files/51bb6e88e6e527c3158d70a68b03e0b9-17.html#unique-entry-id-17</link><guid isPermaLink="true">http://www.andrewbrubaker.com/portfolio/professional/journal_files/51bb6e88e6e527c3158d70a68b03e0b9-17.html#unique-entry-id-17</guid><content:encoded><![CDATA[This was my the third day of instruction at Driver Middle School.    Today, Brock and I had the students fabricate Delta Dart models.    Two questions that Brock and I got asked several times were "How do I lay these peices?"   and "Am I gluing this right?"    One of the things that we could have done differently would have been to model gluing the peices of balsa wood onto the template.    It would have been helpful if Brock and I had made a model of the parts laid out on the template and then demonstrated glueing the peices together.    This way, the students would have been able to see what we were asking of them and would not have all had the same questions.


One thing that was brought to my attention today was my tendency to use the word "okay."    I tend to say this when I am checking to make sure that everyone is still following along and understanding what I am saying.    I wait to make sure that there are no major problems before continuing on to the next step.    I need to reduce the amount that I use the word "okay" to make sure students are still on the same page as me.    I also agreed with this person when they mentioned that I spend a lot of my time teaching with my hands in my pockets.    Putting my hands in my pockets is an automatic action for me.    I realize that I need to work on this characteristic as it conveys the wrong message not only to people I am conversing with but also to students.


Today's instruction went well, overall.    There were things that we could have done differently but that is to be expected.    I am glad that I have this opportunity to immerse myself in the teaching environment and still have a multiple assessments of my performance and abilities.    I'm looking forward to tomorrow's instruction where students will finish fabricating their Delta Darts and begin preparing them for flight on Monday.]]></content:encoded></item><item><title>Day two of teaching sixth graders</title><dc:creator>ambrubaker@bsu.edu</dc:creator><category>Teaching experience</category><dc:date>2007-04-03T23:57:36-04:00</dc:date><link>http://www.andrewbrubaker.com/portfolio/professional/journal_files/e5b57d6990741830846b6da157b076d6-16.html#unique-entry-id-16</link><guid isPermaLink="true">http://www.andrewbrubaker.com/portfolio/professional/journal_files/e5b57d6990741830846b6da157b076d6-16.html#unique-entry-id-16</guid><content:encoded><![CDATA[Today was the second day that Brock and I taught sixth graders at Driver Middle School.    Once again today was interesting and provided to a valuable learning experience.    The students remembered a surprising amount of information from yesterday's class.    They seemed to be more comfortable with Brock and I just was we were more comfortable with them.  


One thing that I found very interesting was the simple fact that most of them appeared to be enthused about learning.    In my mind I have inadvertently gotten this image that all students in all schools sit at a desk with a blank look on their face.    In order to counteract this response, my courses emphasize student engagement.    I'm not saying that it's bad to advocate for student engagement.    On the contrary I think its great that they emphasize the topic.    What I am trying to point out is that not all students are disinterested about learning.    I think its easy for us to pictures students staring at us blankly while we feel like baboons standing in the front of the room talking about something they couldn't care less about.


These students have been very active and engaged in the class.    I'm really excited to see what happens tomorrow as we spend the entire class period fabricating the Delta Darts.    I'm not quite sure how the whole situation will work out but I think its going to interesting to see how a hands-on activity will help them become more involved in the class and also force them to construct some of their own learning.]]></content:encoded></item><item><title>First day of teaching at Driver Middle School</title><dc:creator>ambrubaker@bsu.edu</dc:creator><category>Teaching experience</category><dc:date>2007-04-02T23:17:14-04:00</dc:date><link>http://www.andrewbrubaker.com/portfolio/professional/journal_files/124914d06931ca141005ed451523a7a2-15.html#unique-entry-id-15</link><guid isPermaLink="true">http://www.andrewbrubaker.com/portfolio/professional/journal_files/124914d06931ca141005ed451523a7a2-15.html#unique-entry-id-15</guid><content:encoded><![CDATA[Today was my first day of teaching a five day unit at Driver Middle School.    It was a good experience.    The instruction went well and the students were very responsive.    My partner (Brock) and I did find that we could have planned better.    Our delivery was a little awkward but that isn't anything that couldn't have been fixed with a simple run through prior to class.    I am interested in seeing how much information students remember from today's lecture when we review with them tomorrow.    It will be the first chance we get to see how well our methods and instructional strategies worked with these students.]]></content:encoded></item><item><title>Portfolio +4 presented at showcase</title><dc:creator>ambrubaker@bsu.edu</dc:creator><category>Misc</category><dc:date>2007-03-19T16:15:09-04:00</dc:date><link>http://www.andrewbrubaker.com/portfolio/professional/journal_files/d7786e109d0fb914b96ff6516cb3e7d3-14.html#unique-entry-id-14</link><guid isPermaLink="true">http://www.andrewbrubaker.com/portfolio/professional/journal_files/d7786e109d0fb914b96ff6516cb3e7d3-14.html#unique-entry-id-14</guid><content:encoded><![CDATA[Apple, Inc. sponsored an event today for faculty from various colleges of education to learn about Teachers College's digital portfolio and one-to-one laptop initiatives.    Joe Ault and I, were invited to present our Portfolio +4 digital white paper at the student and faculty showcase.    We have been working on a digital white paper which examines the current model of portfolio creation for teacher education majors at Ball State.    In this digital white paper, Joe Ault and I, look at what improvements need to be made to the current model.    This project is in no way complete.    It is in fact, starting to pick up steam which is very exciting.  


As students in the teacher education program, Joe and I are required to produce and maintain a web-based digital portfolio throughout our preservice educator program.    We both understand the reasons and rationale behind the portfolio.    Most undergraduate students, however, do not.    What Joe and I are looking to do is make the process of portfolio creation and maintenance a smoother and easier one.    This is why we are evaluating two different applications to possibly be implemented in the teacher education program.  iWeb (Apple, Inc.) and RapidWeaver (RealMac Software) are both excellent applications for quickly producing media-rich and great-looking websites with virtually no knowledge of web coding languages.  


During the showcase today, we were able to share our findings and recommendations with Apple employees as well as other teacher educator faculty from various colleges of education.    Being able to talk one on one with Apple representatives was a great experience.    They heard first hand what we were advocating and why we believe it is important.    All the people that listened to our presentation were very supportive and impressed with what we were trying to accomplish.    It is also encouraging to know that others outside the Ball State University Teachers College support the ideas we are focusing on.]]></content:encoded></item><item><title>Teaching students how to conduct research</title><dc:creator>ambrubaker@bsu.edu</dc:creator><category>Current topics in education</category><dc:date>2007-03-10T23:05:29-05:00</dc:date><link>http://www.andrewbrubaker.com/portfolio/professional/journal_files/8138ed8bb2be0ec6ae3fc882c23d52fb-13.html#unique-entry-id-13</link><guid isPermaLink="true">http://www.andrewbrubaker.com/portfolio/professional/journal_files/8138ed8bb2be0ec6ae3fc882c23d52fb-13.html#unique-entry-id-13</guid><content:encoded><![CDATA[The contest, which began in 1941, has been monopolized by New York schools because it had its roots in a local science fair and a cluster of New York personalities.   Bronx Science and Stuyvesant eventually figured out the magical formula: Teach your kids to do research; don&rsquo;t just offer cookbook experiments.   Pair them with mentors at hospitals and universities, perhaps working on a small piece of the mentor&rsquo;s puzzle, so the projects are more than garage-built contraptions.   Assign high school teachers as enforcers to help students through rough patches and make sure they meet deadlines.


In today's education reform movements it is increasingly common to hear about providing students with learning opportunities that stretch outside of the classroom by offering a more hands-on approach to learning.    It seems that everyone is searching "new and innovative" ways to teach students through real-world application and experience.    The Intel competition is no exception.    I think its great that educators are trying to teach students in unique ways.    But at the same time I am slightly concerned that we are losing sight of what is really important.    Its important that we realize there are certain things that students must be taught.    Things that are more basic than teaching students to perform well on standardized tests, meeting standards, and excelling at everything instead of allowing them to be average at some things.    This article provides a good insight at the direction in which education is quickly moving.    I can see the majority of schools moving to a system where students are immersed in real-world experiences.    The idea of the traditional classroom, where students listen to lectures, take tests, and sit at desk all day is on its way out.    I am not saying that it is either a good thing or a bad thing.    I am curious, however, how different educational practices and institutions will be twenty years from now.


Source:


Berger, Joseph (2007, March 7).   Intel competition is where science rules and research is the key.   The New York Times, Retrieved March 7, 2007, from http://www.nytimes.com/2007/03/07/nyregion/07education.html?  ex=1173934800&en=5a8601b772717b9b&ei=5024&partner=BLACKBOARD]]></content:encoded></item><item><title>Another standardized test for students</title><dc:creator>ambrubaker@bsu.edu</dc:creator><category>Current topics in education</category><dc:date>2007-03-09T23:31:17-05:00</dc:date><link>http://www.andrewbrubaker.com/portfolio/professional/journal_files/2e9cd6cba67e56df9a2f4b3132fbd3eb-12.html#unique-entry-id-12</link><guid isPermaLink="true">http://www.andrewbrubaker.com/portfolio/professional/journal_files/2e9cd6cba67e56df9a2f4b3132fbd3eb-12.html#unique-entry-id-12</guid><content:encoded><![CDATA[This one focuses on math skills for students in New York.    I understand the need for students to be able to meet certain requirements so that we can be sure they are learning.    But at what point do we say enough is enough?    It seems that there are more and more standardized tests coming onto the scene.    I tried to take the 8th grade test from last year and didn't get as far as I thought I would be able to.    Some of the questions I was able to answer rather easily but there were others that were much more difficult for me to remember how to solve them.


One interesting link I find with this standardized test on math and technology education is through Project Lead the Way (PLTW).    I have written about PLTW in a previous post.    However, the point I want to make is that PLTW's mission is to grow the nation's engineering workforce by bring pre-engineering education to students in high school.    Engineering requires a fairly solid understanding of mathematics.    This standardized test seems to me to be a push towards increasing the math skills of students.


My next question, as it always is when discussing standardized testing, is whether or not this is really beneficial.    Is forcing students to take (and pass) multiple standardized tests helping them learn?    Or are they simply remembering concepts and ideas long enough to pass the test and then they forget what they were supposed to have learned?    Its not an easy question to answer but it is definitely something to think about.


Source:


Herszenhorn, David M.   (2007, March 7).   An 8th-grade test, 180 degrees from easy.   The New York Times, Retrieved March 7, 2007, from http://www.nytimes.com/2007/03/07/education/07test.html?  ex=1173934800&en=2e9dfb0f893a40bd&ei=5024&partner=BLACKBOARD]]></content:encoded></item><item><title>Teaching second graders about solar energy</title><dc:creator>ambrubaker@bsu.edu</dc:creator><category>Teaching experience</category><dc:date>2007-03-07T17:42:23-05:00</dc:date><link>http://www.andrewbrubaker.com/portfolio/professional/journal_files/974f3062a5790291d3de39556a169d93-11.html#unique-entry-id-11</link><guid isPermaLink="true">http://www.andrewbrubaker.com/portfolio/professional/journal_files/974f3062a5790291d3de39556a169d93-11.html#unique-entry-id-11</guid><content:encoded><![CDATA[Today, I taught a class of second graders at Storer Elementary about solar energy.    The students have been learning about solar energy.    My task was to work with a partner to develop a lesson that would provide the students with a hands-on activity where they could see solar energy at work.    We chose to have students build solar-powered cars.


The lesson went very well.    Although I noticed things that could have been done differently.    One thing that I struggled with while teaching the students was maintaining their attention.    As I was showing them the step-by-step process of constructing the cars, they were progress through the steps at different rates.    After I waited for all groups to get done some students would revert to talking with others.    I had to take time to get their attention back before I proceeded with the next step.    If I were to teach this lesson again, I think I might take a different approach by having students watch me complete a set of tasks and then having them complete the same set.    This would save time and also keep the students' attention.


Another thing that I found very interesting was how actively they participated in class discussion.    I have spent so many years out of the elementary classroom that I have forgotten how much energy the students have.    It's my perception that elementary students have the motivation to learn.    However, its a matter of the teacher being able to direct that motivation to academic and beneficial goals.


This teaching experience was definitely a good one.    I felt very unprepared for the lesson but the actual instruction went very smoothly.    I did have one student ask me if airplanes used solar energy in any way.    I have no knowledge of this but that doesn't mean it isn't in R&D.    If anyone has any ideas about this question I'd be extremely interested to hear about them.    Just post a comment with your responses and ideas.]]></content:encoded></item><item><title>Can Wikipedia be an acceptable research source?</title><dc:creator>ambrubaker@bsu.edu</dc:creator><category>Current topics in education</category><dc:date>2007-02-21T23:55:33-05:00</dc:date><link>http://www.andrewbrubaker.com/portfolio/professional/journal_files/85a62ed968020eb7b0b149cdbda966d8-10.html#unique-entry-id-10</link><guid isPermaLink="true">http://www.andrewbrubaker.com/portfolio/professional/journal_files/85a62ed968020eb7b0b149cdbda966d8-10.html#unique-entry-id-10</guid><content:encoded><![CDATA[This is an interesting article because it brings to light a debate that has been brewing for quite some time.    Can Wikipedia be an acceptable research source?    In my opinion, yes.    But there is one caveat to that "yes."    First, since Wikipedia is open for anyone to edit the information found on the site should be backed up with credible research.    If a students wants to use Wikipedia as a research I think it is acceptable as long as the information they are citing has credible research and data that supports the claims.


In the case of the History Department at Middlebury College, I think that the department did what they felt they had to do.    Students had the privilege of using Wikipedia as a source but failed to make sure that the information they were using was credible.    Any good educational institution is going to teach students to be extra cautious and critical of online resources.    The web is built on the idea that anyone can contribute and say what they want.    Wikipedia is simply a concentrated form of the ideology.    Since a majority of the students in the History Department at Middlebury College failed verify their sources, I think the administration took appropriate action.


Source:


Cohen, Noam (2007, February 21).   A history department bans citing wikipedia as a research source.   The New York Times, Retrieved February 23, 2007, from http://www.nytimes.com/2007/02/21/education/21wikipedia.html?  ex=1174017600&en=87a78775b083bd05&ei=5070]]></content:encoded></item><item><title>Project Lead the Way at Hamilton Southeastern High School</title><dc:creator>ambrubaker@bsu.edu</dc:creator><category>Classroom observations</category><dc:date>2007-02-20T21:18:00-05:00</dc:date><link>http://www.andrewbrubaker.com/portfolio/professional/journal_files/48b714aac2985be9b0455c477689201e-9.html#unique-entry-id-9</link><guid isPermaLink="true">http://www.andrewbrubaker.com/portfolio/professional/journal_files/48b714aac2985be9b0455c477689201e-9.html#unique-entry-id-9</guid><content:encoded><![CDATA[Today, I observed some Project Lead the Way (PLTW) classes at Hamilton Southeastern High School in Fishers, IN.    It was very interesting to see some of the projects the students were working on.    I observed four different classes within the Pathway to Engineering track: 1)  Principles of Engineering, 2) Digital Electronics, 3) Introduction to Engineering Design, and 4) Biotechnical Engineering.  


However, I found the teachers' reactions the PLTW curriculum intriguing.    I spoke with three different teachers about their perceptions and opinions of the program and its curriculum.    All of them felt that the program was well designed and structured and provided students with skills and knowledge they could not have received by taking Wood Shop or Metal Shop.    The teacher of the Biotechnology course felt that the curriculum for that particular course was a bit underdeveloped and could be revised to include my hands-on work instead of spending so much time researching information.


As for my personal opinions about what I observed I believe that PLTW is a great program.    I think that its a step in the right direction towards preparing students for careers in engineering and technology.    As part of the coursework for ITEDU 396, I have been learning about the PLTW mission, goals, and curriculum.    I realize that the program does require a huge investment of time, money, and resources.    For the schools that can afford this type of "department upgrade" this is a great option.    However, I know that this program would not stand a chance of being implemented, let alone considered, in the high school that I attended.  


One of the teachers made the comment that some people question whether PLTW is actually helping students overall.    PLTW takes the place of the traditional technology education (industrial arts/technology) courses such as Wood Shop and Metals Shop.    Some students may find those traditional courses more interesting and applicable to their career goals.    On the other hand, some students may find PLTW more beneficial to them.    I know that you aren't going to be able to please everybody all the time.    And you are inadvertently leave a group out.    However, given the current direction of technology, industry, and world commerce, I believe that PLTW has a great start.


You can find out more about Project Lead the Way by visiting their website at www.pltw.org.]]></content:encoded></item><item><title>Tougher Standards Urged for Federal Education Law</title><dc:creator>ambrubaker@bsu.edu</dc:creator><category>No Child Left Behind</category><dc:date>2007-02-14T20:45:01-05:00</dc:date><link>http://www.andrewbrubaker.com/portfolio/professional/journal_files/f4a1cc1a276917ba34b7b2cbd6bb4cb9-7.html#unique-entry-id-7</link><guid isPermaLink="true">http://www.andrewbrubaker.com/portfolio/professional/journal_files/f4a1cc1a276917ba34b7b2cbd6bb4cb9-7.html#unique-entry-id-7</guid><content:encoded><![CDATA[No Child Left Behind, the federal education law, should be toughened to judge teachers and principals by their students&rsquo; test scores, and to block chronically ineffective educators from working in high-poverty schools...


I have mixed feelings about this statement.    On the one hand I agree that the standards should be toughened to help ensure that each student is receiving a quality education.    On the other hand I disagree because I believe that this toughening of standards would be too much, too soon.    No Child Left Behind has caused major problems and difficulties for schools trying to meet the minimum requirements.    Some schools have yet to meet minimum requirements just once in the five years this law has been in place.    While there is no simple answer I think a better solution would be to sign the law again, with nearly all the same requirements, and allow schools more time to meet the standards.    The changes the law currently seeks are not easily achievable and require much more time for states, administrators, and teachers to devise and implement the necessary resources that will effectively bring about these changes.    I don't want to oversimplify the issue at hand but I believe that the key to the success of No Child Left Behind is being more patient and allowing more time to reach the goals that have were set five years ago.


Source:


Schemo, Diana (2007, February 14).   Tougher standards urged for federal education law.   The New York Times, Retrieved February 15, 2007, from http://select.nytimes.com/gst/abstract.html?  res=F60E13F83D5A0C778DDDAB0894DF404482]]></content:encoded></item><item><title>Online Films of Teachers Have Schools Scrambling</title><dc:creator>ambrubaker@bsu.edu</dc:creator><category>Current topics in education</category><dc:date>2007-02-09T17:56:44-05:00</dc:date><link>http://www.andrewbrubaker.com/portfolio/professional/journal_files/bb3164653fc5d152834a82f508e9d729-6.html#unique-entry-id-6</link><guid isPermaLink="true">http://www.andrewbrubaker.com/portfolio/professional/journal_files/bb3164653fc5d152834a82f508e9d729-6.html#unique-entry-id-6</guid><content:encoded><![CDATA[This is a really interesting article because it brings to light an potentially new problem onto the education scene.    I had never thought about the possibility of a student (or students) filming a teacher in order to portray them in a negative light.    On one hand I think that keeping in the back of our minds that anybody could be watching might help improve teacher actions and overall demeanor in the classroom.    But at the same time I also realize that everyone has moments where they lose their temper.    The balance is to minimize the negative actions and words that students hear and see teachers do and see.    For me, I know there will be times when I get frustrated and might lose my cool.    To a certain point I can control how I convey that frustration in the classroom.    If the frustration is with the students then showing them a little sternness may not be such a bad thing.    However, if the frustration is a result of something that students have no control over then it is important to realize this fact and not use students as a target.


While schools try to figure out what to do about the situation with students posting videos online, I think it would be beneficial for teachers to realize that their actions do not affect them only.    Obviously, the students who are filming these teachers feel they have been wronged in some way.    As a teacher it is important to treat each student fairly and equally.


Source:


Abdollah, Tami (2007, February 9).   Online films of teachers have schools scrambling.   Los Angeles Times, Retrieved February 15, 2007, from http://www.indystar.com/apps/pbcs.dll/article?  AID=2007702090449]]></content:encoded></item><item><title>Bush Proposes Broadening the No Child Left Behind Act</title><dc:creator>ambrubaker@bsu.edu</dc:creator><category>No Child Left Behind</category><dc:date>2007-01-25T22:57:56-05:00</dc:date><link>http://www.andrewbrubaker.com/portfolio/professional/journal_files/26f1efc05d4b38303ad7e649c9a3253c-3.html#unique-entry-id-3</link><guid isPermaLink="true">http://www.andrewbrubaker.com/portfolio/professional/journal_files/26f1efc05d4b38303ad7e649c9a3253c-3.html#unique-entry-id-3</guid><content:encoded><![CDATA[I am still riding the fence on the No Child Left Behind law.    I am beginning to understand the desire to make sure that each student is able to perform at certain level.    But this law does not take into account the fact that each student has different skill levels and abilities.    And it also assumes that all students should perform equally well when tested in the same way.    However, the bigger issues here is that schools are failing these standards.    Are these standards too high?    Are teachers and schools inadequately prepared to teach the material?    Are the standardized tests flawed?


In the article "Bush Proposes Broadening the No Child Left Behind Act" by Diana Jean Schemo makes an interesting point.    She says, "In 26 states, including New York, there are limits on how many charter schools can be opened.   Critics point to a lack of consistent research showing charter schools are any more effective than traditional public schools in raising achievement."    President Bush has pushed for the option of failing schools to open charter schools for five years now and still has gotten nowhere near passing it through Congress.    If opening a charter school is going to be the primary alternative for failing schools, I think that more research should be conducted to verify the effectiveness of this solution.


In the end, I am left wondering if President Bush (and his supporters) have realized that the goals they had set in the NCLB law are simply too much, too fast, too early.    And this "broadening of the law" is essentially relaxing the requirements making it easier for the government to say "we have students who are meeting or surpassing standards."    Should the goal of education be to make sure that each student has the same skill set and knowledge base?


Source:


Scheme, Diana (2007, January 25).   Bush proposes broadening the no child left behind act.   The New York Times, Retrieved January 25, 2007, from http://select.nytimes.com/gst/abstract.html?  res=F10C14FA3D5B0C768EDDA80894DF404482]]></content:encoded></item><item><title>Overhaul of Schools Would Let Teachers Rate Principals</title><dc:creator>ambrubaker@bsu.edu</dc:creator><category>Current topics in education</category><dc:date>2007-01-19T23:35:56-05:00</dc:date><link>http://www.andrewbrubaker.com/portfolio/professional/journal_files/dd063a84fa278c270b822937026589f5-5.html#unique-entry-id-5</link><guid isPermaLink="true">http://www.andrewbrubaker.com/portfolio/professional/journal_files/dd063a84fa278c270b822937026589f5-5.html#unique-entry-id-5</guid><content:encoded><![CDATA[In my opinion, allowing teachers to rate principals is a good idea.    It makes principals accountable to not only their supervisors but also to those "under" them in the school hierarchy.    Teachers should be able to give a formal evaluation of their supervisor.    They are the ones who deal directly with the principal and if they are not happy with his or her performance, teachers should have the opportunity to voice their concerns.    This also distributes the power more equally because teachers have a formal input on their supervisors' performance.    The next step would be to allow students to assess and rate their teachers on their performance as well.    Giving students this power allows students to be involved in the process of raising the quality of education.


Source:


Herszenhorn, David (2007, January 19).   Overhaul of schools would let teachers rate principals.   The New York Times, Retrieved January 19, 2007, from http://select.nytimes.com/gst/abstract.html?  res=F00C14FD35540C7A8DDDA80894DF404482]]></content:encoded></item><item><title>Democrats Push for Changes to No Child Left Behind Law</title><dc:creator>ambrubaker@bsu.edu</dc:creator><category>No Child Left Behind</category><dc:date>2007-01-09T23:18:02-05:00</dc:date><link>http://www.andrewbrubaker.com/portfolio/professional/journal_files/e46619473d24c957b288afb5ca03b84c-4.html#unique-entry-id-4</link><guid isPermaLink="true">http://www.andrewbrubaker.com/portfolio/professional/journal_files/e46619473d24c957b288afb5ca03b84c-4.html#unique-entry-id-4</guid><content:encoded><![CDATA[Unfortunately, politics is a part of virtually every area.    NCLB is no exception.    In the article "Democrats Push for Changes to No Child Left Behind Law" by Diana Jean Schemo, it is fairly obvious that Democrats think that one way to improve school performance and achievement is to increase funding.    This funding could be used to hire better qualified teachers, train existing teachers to use better methods, update facilities to meet expectations, and many other things.    While I agree that more funding could certainly help make NCLB's high standards more feasible, I also believe that the real change is going to have to start with students themselves.    The students are the ones who need to be motivated to learn and perform their best.    The teacher's role is to help inspire motivation and foster an environment where higher achievement is encouraged.    While the administration needs to support teachers in their efforts to be effective educators.    Simply increasing funding isn't going to solve the problem.    Its the students who need the reason and desire to meet these standards.     Even if students don't meet all the required standards, I believe that a better achievement has been made: students have a desire to continue life-long learning.


Source:


Schemo, Diana (2007, January 9).   Democrats push for changes to no child left behind law.   The New York Times, Retrieved January 9, 2007, from http://select.nytimes.com/gst/abstract.html?  res=F70F1EF83E540C7A8CDDA80894DF404482
]]></content:encoded></item><item><title>Immersion 360 (EdTec 360) Final Presentations</title><dc:creator>ambrubaker@bsu.edu</dc:creator><category>Current topics in education</category><dc:date>2006-12-13T14:29:01-05:00</dc:date><link>http://www.andrewbrubaker.com/portfolio/professional/journal_files/fa9e4c6c3ebcc38bee09344666a2ca84-1.html#unique-entry-id-1</link><guid isPermaLink="true">http://www.andrewbrubaker.com/portfolio/professional/journal_files/fa9e4c6c3ebcc38bee09344666a2ca84-1.html#unique-entry-id-1</guid><content:encoded><![CDATA[Immersion 360 (EdTec 360) has finally come to an end.    Presentations today went very well.    I presented my project of using a Mac OS X Server to support and administer a school system with the tools to provide greater connectivity and explore possible uses of technology in the classroom.    As I look back at this project I am really interested in the capabilities that are provided by the server and its range of options.    I think that as technology is integrated more into the curriculum that these server technologies will be used more.    As of right now, however, schools are limited in what they can do with their servers because they either lack the support system necessary to keep the hardware running and the faculty informed of the updates.    They are also suffering from lack of support staff to train faculty to use the system.    But most importantly, teachers are struggling to balance the use of technology while still meeting the barrage of standards that they must meet (i.e.   INTASC, NCLB, etc.).    In the end, I feel like I learned a lot by just getting my hands dirty and actually working with some of the technology on the back end of the system.    I want to continue to learn how network and server technologies can enhance not only the students' learning experience but also for faculty and administrators.]]></content:encoded></item><item><title>BookPod presentation at Carroll High School</title><dc:creator>ambrubaker@bsu.edu</dc:creator><category>Misc</category><dc:date>2006-12-11T13:56:39-05:00</dc:date><link>http://www.andrewbrubaker.com/portfolio/professional/journal_files/bc0ef356b2a880692c5c777f37de50b4-0.html#unique-entry-id-0</link><guid isPermaLink="true">http://www.andrewbrubaker.com/portfolio/professional/journal_files/bc0ef356b2a880692c5c777f37de50b4-0.html#unique-entry-id-0</guid><content:encoded><![CDATA[As part of the course work for Immersion 360, my professor, a fellow classmate, and I traveled to Carroll High School to present BookPod, a project created by Sam and Van Hnem in EdTec 485, as a system to engage students in active reading and analysis of books they read.    In Immersion 360, the class worked to refine and polish the concept behind BookPod with the intent to bring it closer to implementation in a school.    While Carroll High School is mainly interested in exploring the blogging concept as a tool for learning, BookPod uses this core technique as its foundational technology.    We met with the assistant principal and received some useful insight into the things that they were looking for and possible issues with this kind of solution.    Since BookPod is built on the technique of blogging, we focused on that aspect.    But we wanted to get away from the notion that blogging as a whole is bad.    In this case, the blog provides a way for students to interact through a medium that they are comfortable with and able to teach themselves how to produce the content and put it on the web.    The concept behind BookPod is strong and given the opportunity could become a very useful and powerful learning tool.]]></content:encoded></item></channel>
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