Wk - 4 - Amanda Alvarez

“If God be for us, Who can be against us?” If one actually considers the verbiage of this verse after reading Zander’s twelfth chapter, one might see the creative argument that there is no “us vs. Them” mentality for God. frustrations, arguments, battles and wars may have been avoided if this had been understood. Upon rereading the verse the only reasoning I see here is simple: If we are all God’s Children, then there is no one left to be “THEM” and therefore no one to be against “US,” "

Amanda,

These are so true words. However in our professional life just as in our religious one we forget about rule # 6. It is not all about us. Throughout history we read about one nation, tribe, or civilization with the need to overcome another. Corporations destroy our environment to make money. When do we really sit down to think how our actions will effect others. Then somehow when we are older we grow a conscience and blame the young for the terrible shape we are in.

wk 4 - Stacy Robinson

"That fact that we are willing to take courses and provide this information to others proves that our "JOURNEY" is to make a difference - being the board."

Stacy your words are so true. I wish that my fellow teachers would take this "JOURNEY". I have learned so much in this program and I have already started using them in my profession. I think part of the "JOURNEY" would be for teachers to re-evaluate why they are taking the trip in the first place.

Wk 4 - Publishing part two

Since my CBL project is geared toward the elementary classroom. I was looking for publication for the elementary teacher. It is my hope that teachers in the elementary setting can use this as a resource for adding video production in the classroom.

These are the journals I have found so far.

Edutopia

Learning & Leading with Technology

Journal Of Educational Technology and Society

Journal Of Interactive Learning

Wk 4 - How WE can get on board to create a framework of possibility

Starting new projects can be looked at in the scientific method. We start with a problem and determine a hypothesis as to how our endeavor will turn out. We can construct the design of our project. Like in scientific discovery our endeavors will not prove or disprove our hypothesis. It will only support or not support it. When we look at this way we don’t have reason to blame anyone if it doesn’t turn out like we thought it would. Our “failures” are just as important as our successes because it gives us the opportunity to learn and redesign our program. Each participant can honestly look at his or her part to improve the project without fear of being wrong therefore creating atmosphere that WE are working toward the shared vision. In measured school environment it is so easy for WE the teachers to blame administration, the parents, the district and even the students for what is wrong with education. But have we really defined our problem, is our hypothesis a valid one? When we design our project do we consider all the variables involved in our project? What will their reaction be to the stimulus? Did we test it enough times to develop a valid result? Just because it didn’t turn out the way we thought it should have doesn’t constitute failure. It is an opportunity a new framework of possibility.