November 2007
November 30, 2007
The Politics of Education
An exceptional teacher excited a student in his grade eleven English course in a public school, not with English content, but with the possibility of life-long learning. This happened in a traditional school setting by a teacher who was trained in the traditional teacher training methods by professors in teachers’ college who were trained by the same system. The result of this excitement was this student’s choice of teaching as his vocation. This excited new educator was trained in the traditional way, began teaching in a traditional school setting and has since developed a growing sense that the traditional cycle is not working, and this school system does not meet the needs of 21st century students. While governments, universities, schools, teachers and parents struggle to find the methods, pedagogy and training which will allow them to address this issue they use authentic assessment, achieve excellence in education, leave no child behind, educate the whole child and make sure that they provide an education that makes a difference, and still some students are falling through the cracks. Students are dropping out of an educational system in a society which places huge value on formal education. According to a report by State Educational Technology Directors Association (2007) “creating a 21st century education system is about making sure that all students are prepared to succeed in a competitive world—a world with plenty of opportunities for highly skilled individuals and limited options for everyone else” (p.12). As stated by Levine (2006) “the challenge facing education schools is not to do a better job at what they are already doing, but to do a fundamentally different job” (p.105). The challenge for training teachers is similar to that facing all aspects of the traditional education cycle. In the last decade this reform has taken the form of “programs of educational change that are government-directed and initiated based on an overly political analysis.” (Young and Levin, 1999 ¶.6) Shirley and Hargreaves (2006) confirm that “every few years in American education a new slogan is coined as the Next Big Thing. Total quality management, shared decision-making, and outcomes-based education all once marched across the educational landscape, grabbing headlines, filling copy—yet they left little improvement in pupil learning in their trail” (¶.1).
Many of the world governments have known for years that there is an issue with their educational system. The result of this knowledge has been the “Next Big Thing” educational reform programs which have been launched under the different name tags of Authentic Assessments (AA), Excellence in Education (EIE), No Child left Behind (NCLB), Educating the Whole Child (ETWC) and Education that Makes a Difference (ETMAD). Gehlert (2006) evaluates ‘No Child left Behind’ as a program which “oversimplifies education, ignoring the socio-economic realities that influence education quality. And, it imposes benchmarks that are supposed to hold schools and teachers accountable for student performance without offering any real support to help make it happen” (¶.9). Shirley and Hargreaves (2006) confirm this by stating “teachers are no longer the drivers of reform, but the driven. Under the pressures of the federal No Child Left Behind Act and its mandate for “adequate yearly progress,” teachers in struggling schools are being told that only results matter—and even these rarely extend beyond tested achievement in literacy and math” (¶.3).
The “Next Big Thing” political programs according to Young and Levin (1999) are “driven by the political apparatus of government rather than by educators or bureaucrats, and justified on the basis of the need for a very substantial break from current practice” (¶.6). Gehlert (2006) states “legislators make education policy decisions based on recommendations from advisers who must be out of touch with real classroom experiences” (¶.7). Deans and the faculty at teachers colleges when reflection upon these programs complain that the “teacher education research was subjective, obscure, faddish, impractical, out of touch, inbred, and politically correct, and that it failed to address the burning problems in the nation’s schools.” (Levine, 2006 ¶.53)
The burning problem is the fact that although governments recognize the need for change they have not recognized that educational systems should and must reflect the societal changes that have occurred over the last decade. Roes (2001) confirm this fact and identify that “these changes are needed because of ever growing pressure in the school systems themselves, in which knowledge work becomes ever more important, and partly because of the very information and communication technologies which are transforming our economies” (¶.2). Levin and Arafeh (2002) agree that the changes in the clients of the education system by stating "nonetheless, students themselves are changing because of their use of and reliance on the Internet. They are coming to school with different expectations, different skills, and different resources. In fact, our most Internet savvy students told us that their schools, teachers and peers are at times frustratingly illiterate, naïve, and even afraid of the online world. Indeed, students who rely on the Internet for school who cannot conceive of not using it for their schoolwork may ultimately force schools to change to better accommodate them" (¶.32). State Educational Technology Directors Association (2007) states “it’s about maximizing the impact of technology to develop proficiency in 21st century skills, support innovative teaching and learning, and create robust education support systems” (p.12). "The revolution has begun, and it can't be stopped. So rather than being beaten down by the technology, teachers must use it, use it, use it, and use it again to do what school is supposed to be about learning about life and the world around us." (Regan, 2002 p.25) "Many schools and teachers have not yet recognized much less responded to the new ways students communicate and access information over the Internet."(Levin and Arafeh, 2002 p.4)
“Students are likely to be increasingly dissatisfied with conventional approaches to teaching and learning and to the limited resources available to them in all but the best equipped schools.” (Levin and Arafeh, 2002 p.32) As generations of dissatisfied students become teachers it is the hope that this will help to reform the traditional school system. However, this group of teachers will still be trained within the traditional teachers’ colleges where they are still promoting the same system. Perhaps the hope needs to rest upon the time when the professors within teachers’ colleges are from this generation. It is an education cycle which studies itself and promotes itself which makes change difficult.
All the ‘Next Big Thing’ programs are expensive initiatives driven by government and not by the educational community. These programs will produce short term targeted results but do not recognize that throwing money at a system will just result in a more expensive system which will still not be meeting the needs of the students.
Education reform is a necessity and can only be achieved by wholesale change in the approach to educating a student who is substantially different than the student for whom the traditional education was designed. Until this fundamental fact is recognized, it is best described by Einstein (2007)” Insanity: doing the same thing over and over again and expecting different results” (¶.1).
“Teachers do not have all the answers to the issues raised by school reform, and the view from the classroom is not always the clearest. But classrooms are where the core business of schooling takes place, and it's where the measure of all reform proposals must ultimately be taken. If a given initiative supports more effective critical teaching and creates more equitable and democratic classrooms, it is worth pursuing. If it retards or restricts such efforts, then it's part of the problem. In the final analysis, that is the test that every school reform needs to pass.” (Christensen and Karp 2003 ¶.12)
December's Continuous Improvement Framework
As stated at the opening staff meeting for SCCS we are working on a continuous improvement framework (CIF) It will work in a few different steps: Each CIF will take one month to complete. Each month I will introduce a new unit in our CIP journey.
November 28, 2007
Simple
I have posted this image before but I like the added saying...
No need for the basement.
At SCCS we have a work out center in the basement. I guess we did not need to go through all the work to set that up.
November 27, 2007
Best Ed. Sites
Welcome to BEST ED. SITES the best educational links on the web!
Smithsonian Education
Smithsonian Education - Welcome
21st Century Learning: 'We're Not Even Close'
Creating a 21st century education system is about making sure that all students are prepared to succeed in a competitive world—a world with plenty of opportunities for highly skilled individuals and limited options for everyone else. It’s about maximizing the impact of technology to develop proficiency in 21st century skills, support
innovative teaching and learning, and create robust education support systems.
21st Century Learning: 'We're Not Even Close' : November 2007 : THE Journal
A christmas SCCS staff.
Thanks to Reg. for this beauty.
http://www.elfyourself.com/?id=9596538406
A good description of my job.
November 26, 2007
Quote of the Day
Teachers are no longer the drivers of reform, but the driven. Many teachers and schools, in fact, are being driven to distraction. Under the pressures of the federal No Child Left Behind Act and its mandate for “adequate yearly progress,” teachers in struggling schools are being told that only results matter—and even these rarely extend beyond tested achievement in literacy and math.
Dennis Shirley & Andy Hargreaves Oct 4 2006
It is all in how you look at things.
My SCCS Registrar issue...
November 23, 2007
Copying the Easy Way
The real reason we got rid of the photocopy machine at the cyber school.
HTML Geek Warning Sign
With my staff working on their CIFs this will ring true with some of them.
Learn to spot the warning signs in time
Quote of the Day
No animals were hurt in the making of this blog, they were killed instantly.
Sightly altered from the Colbert Report
Our Duty to Protect through Education
I think, rather than dealing with the issue responsibly, we are in fact running away from the problem by excessive filtering and domain-blocking. It is too easy for teachers, aided by those who decide that blocking content is a reasonable action to take, to shirk our responsibilities as educators of the young in this critical area.
John Connell ? Blog Archive ? Our Duty to Protect through Education
I done a few of these in my career.
Meeting...I think I will call one.
November 22, 2007
Procrastination
This made me giggle.
I wish...
I wish it was not so busy so we could have this once in a while in the cyber school.
November 21, 2007
Confidence good...Overconfidence bad.
SCCS is built on caffeine.
UBCWIKI: TabletPC
We are thinking about going to tabletpcs for our teaching staff at cyber school, we like one note and think it would help.
21st Century Learning: 'We're Not Even Close'
Without incorporating technology into every aspect of its activities, no organization can expect to achieve results in this increasingly digital world. Yet education is dead last in technology use compared with all major industrial sectors, and that has to change in order for schools to meet the challenges of 21st century learning--this according to a paper released Monday by the State Education Technology Directors Association (SETDA), the International Society for Technology in Education (ISTE), and the Partnership for 21st Century Skills at the SETDA Leadership Summit and Education Forum in Washington, DC.
21st Century Learning: 'We're Not Even Close' : November 2007 : THE Journal
Joke of the Year
Two cyber teachers were sitting together,
Quietly.
November 20, 2007
Lingro
This is one very cool site.
lingro: multilingual dictionary and language learning site
Blog REadability test
What level of education is required to understand the Teaching and Developing Online blog.
Quote of the Day
I was in a "Battle of wits" the other day but my opponent said I was not armed. I don't get it???
Elephants never forget...
In 1986, Mkele Mbembe was on holiday in Kenya after graduating from Northwestern University.
On a hike through the bush, he came across a young bull elephant standing with one leg raised in the air. The elephant seemed distressed, so Mbembe approached it very carefully. He got down on one knee and inspected the elephant's foot and found a large piece of wood deeply embedded in it. As carefully and as gently as he could, Mbembe worked the wood out with his hunting knife, after which the elephant gingerly put down its foot. The elephant turned to face the man, and with a rather curious look on its face, stared at him for several tense moments. Mbembe stood frozen, thinking of nothing else but being trampled. Eventually the elephant trumpeted loudly, turned, and walked away. Mbembe never forgot that elephant or the events of that day.
Twenty years later, Mbembe was walking through the Chicago Zoo with his teenaged son. As they approached the elephant enclosure, one of the creatures turned and walked over to near where Mbembe and his son Tapu were standing. The large bull elephant stared at Mbembe, lifted its front foot off the ground, and then put it down. The elephant did that several times then trumpeted loudly, all the while staring at the man. Remembering the encounter in 1986, Mbembe couldn't help wondering if this was the same elephant. Mbembe summoned up his courage, climbed over the railing and made his way into the enclosure. He walked right up to the elephant and stared back in wonder. The elephant trumpeted again, wrapped its trunk around one of Mbembe's legs and slammed him against the railing, killing him instantly.
Probably wasn't the same elephant.
Teaching Math
Because of the evolution in teaching math since the 1950s:
1. Teaching Math In 1950
A logger sells a truckload of lumber for $100. His cost of
production is 4/5 of the price. What is his profit?
2. Teaching Math In 1960
A logger sells a truckload of lumber for $100. His cost of
production is 4/5 of the price, or $80. What is his profit?
3. Teaching Math In 1970
A logger sells a truckload of lumber for $100. His cost of
production is $80. Did he make a profit?
4. Teaching Math In 1980
A logger sells a truckload of lumber for $100. His cost of
production is $80 and his profit is $20. Your assignment: Underline the
number 20.
5. Teaching Math In 1990
A logger cuts down a beautiful forest because he is selfish and
inconsiderate and cares nothing for the habitat of animals or the
preservation of our woodlands. He does this so he can make a profit of
$20. What do you think of this way of making a living? Topic for class
participation after answering the question: How did the birds and
squirrels feel as the logger cut down their homes? ( There are no wrong
answers.)
6. Teaching Math In 2005
A logger sells a truckload of lumber for $100. His cost of production is 4/5 of the price. This is $85 and so he got $25 more than he spent. What is his profit? (the correct answer in the teachers book which is the one you better have gotten will then be $30)
November 15, 2007
My personal Philosophy of Education
Its nine o’clock, the bell rings, students enter the classroom with rows of desks; they sit, take out their paper notebook (no laptops allowed) and write down the daily notes that the Sage on the stage has written on the board. The resources for the daily content are the teacher’s brain and a textbook; the students tend to ask the all too common single question “will this be on the test?” That night the students do rote memorization of the facts from their notes because tomorrow is test day. According to Fulton (1989, pg. 12), "Classrooms of today resemble their ancestors of 50 and 100 years ago much more closely than do today's hospital operating rooms, business offices, manufacturing plants, or scientific labs." “If you put a doctor of 100 years ago in today's operating room, she would be lost, yet if you placed a teacher of 100 years ago into one of today's classrooms she wouldn't skip a beat. “ (Molebash 1999)
Education needs to reflect the reality of the students living in the information age. Students today according to Gardner (1983) are “interpersonal, logical, spacial, intrapersonal, musical, linguistic, naturalist and Bodily-kinisthetic learners.” However Prensky (2001) proposes that “Today’s students are no longer the people our educational system was designed to teach.” A couple of high school student’s quote clarifies how they feel about the current educational system. “We have learned to 'play school'. “We study the right facts the night before the test so we achieve a passing grade and thus become a successful student." “It’s not attention deficit – I’m just not listening!” “When I go to school, I have to ‘power down.’”(District, 2007)
According to Prensky, Digital Immigrants are attempting to teach the Digital Natives with methods that are no longer valid; the only choice may be for educators to change the way they teach. "Unfortunately," he says, "no matter how much the Immigrants may wish it, it is highly unlikely the Digital Natives will go backwards. In the first place, it may be impossible—their brains may already be different"(2001a, p. 4 [print]; ¶ 17 [online]) Further to this point Furdyk (2007) states “teachers need to exist in the spaces the students exist, understand their culture. You have no credibility if you are not where they are.” They are according to Prensky (2001) “using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age. Today’s average college grads have spent less than 5,000 hours of their lives reading, over 10,000 hours talking on cell phones but over 10,000 hours playing video games (not to mention 20,000 hours watching TV).” and send 200,000 emails or instant messages. Media Awareness Network (2000) state “in 1999, tweens spent an average of 2.4 hours a week surfing the net. In 2000, that increased to 3.8 hours a week.” The information age allows the students the opportunity to “create, consume, remix and share material with each other” as described by Rainie (2006). They ask many questions, as reflected in the “estimated 7.8 billion searches made in the United States by NetRatings.”(Sullivan 2007)
The current approach to education has resulted in a dropout rate of nine point four percent (2005) and only twenty-eight percent of 12th grade high school students believe that school work is meaningful. Twenty one percent believe that their courses are interesting and a mere thirty-nine percent believe that school work will have any bearing on their success in later life. (Wirt, et al., 2002)
To answer the challenge of transforming education to welcome the Digital Natives and information age requires the ‘Sage on the Stage’ approach be transformed into Guide on the Side. (McKenzie, 1998) McKenzie provides “a list of descriptors of the role of a teacher who is a ‘Guide on the Side’ while students are conducting their investigations; the teacher is circulating, redirecting, disciplining, questioning, assessing, guiding, directing, fascinating, validating, facilitating, moving, monitoring, challenging, motivating, watching, moderating, diagnosing, trouble-shooting, observing, encouraging, suggesting, watching, modeling and clarifying." And he continues to explain that “the teacher is on the move, checking over shoulders, asking questions and teaching mini-lessons for individuals and groups who need a particular skill. Support is customized and individualized. The ‘Guide on the Side’ sets clear expectations, provides explicit directions, and keeps the learning well structured and productive.”
The social networking tools that have come with Web2.0 bring a completely different set of tools into the hands of the digital natives. The popularity of these tools has surprised and frightened the ‘Digital Immigrants’ to the state where most schools, rather than embracing these tools, have banned them. The banning of facebook, instant messaging, blogs, wikis, RSS feeds, myspace, social bookmarking, podcasts, youtube, and flicker, just to mention a few , has made a huge statement that education systems are not willing to join the ‘Digital Natives’ in their world. We could use the web2.0 tools to help educate students. Hokanson (2007) states “if we teach it and believe in the power of education technology is our friend. Ignorance is our enemy. Instead we should fear more the releasing of millions of ignorant students into the shark infested waters of the internet they are but guppies in an ocean full of sharks. “
‘Digital Immigrant’ teachers can continue to think that it is possible with a dated system of education to compete within the four walls of our face to face school with the information age which is a reality to the “Digital Natives”. An information age with connected students having instant information, communication, multimedia and entertainment and social networking tools is a new era that no teacher can realistically compete with using the current education approaches. In the past technology has been used as a supplement to education. As teachers get more comfortable with technology it becomes a support for education but until it becomes integrated with education we will not be preparing the students for their world. We need to connect to our student s and connect them to their world.
A new bulletin for the staff at cyber school.
For my staff...
Cyber School Teamwork
The picture says it all.
Quote of the Day
Genius without education is like silver in the mine.
Ben Franklin
November 14, 2007
Very Cool Mural
Check out this mural each tile is one foot square and is it's own individual picture...Click on them to see the individual times.
You are unique...
So, is this what everyone means when they say I am unique????
Quote of the Day
Education is the most powerful weapon which you can use to change the world.
Nelson Mandala.
But this weapon is not very effective in changing itself. It is recognized that the current education system is not capable of educating the students of this era yet it continues to fight the change.
D. Cannell
November 13, 2007
Is your online course interactive?
What do we mean by ‘interactive’ anyway? Well, in the past I have used Ellen Wagner’s definition from her 1994 work (In support of a functional definition of interaction. The American Journal of Distance Education, 8(2), 6-26.) which defines interaction as “reciprocal events that require at least two objects and two actions.
e-Learning Acupuncture: Is your online course interactive?
New Class(room) War: Teacher vs. Technology
Halfway through the semester in his market research course at Roanoke College last fall, only moments after announcing a policy of zero tolerance for cellphone use in the classroom, Prof. Ali Nazemi heard a telltale ring. Then he spotted a young man named Neil Noland fumbling with his phone, trying to turn it off before being caught.
New Class(room) War: Teacher vs. Technology - New York Times
Teacher vs. Technology
Literacy Center Education Network
We started the LiteracyCenter.Net with a Small Business Innovation Research (SBIR) contract from the U S Department of Education. Today, it dynamically serves more than one million free lessons every month to children, parents, and teachers in every state in United States. Many ask why the LiteracyCenter.Net online pre and early reading curriculum is free. Our answer is simple. We have a dream that all children will be able to access the same high-quality, research-based, educational material. The only way we can reach our dream is to make our online curriculum free of charge and free of advertising.
Literacy Center Education Network™ - Play & Learn English
Cyber Teacher?
Quote of the Day
Don't let the facts get in the way of a good story.
This hours has 22 minutes
November 8, 2007
Part of a thought
Its nine o’clock, the bell rings, students enter the classroom with rows of desks; they sit, take out their paper notebook (no laptops allowed) and write down the daily notes that the Sage on the stage has written on the board. The resources for the daily content are the teacher’s brain and a textbook; the students tend to ask the all too common single question “will this be on the test?” That night the students do rote memorization of the facts from their notes because tomorrow is test day. According to Fulton (1989, pg. 12), "Classrooms of today resemble their ancestors of 50 and 100 years ago much more closely than do today's hospital operating rooms, business offices, manufacturing plants, or scientific labs." “If you put a doctor of 100 years ago in today's operating room, she would be lost, yet if you placed a teacher of 100 years ago into one of today's classrooms she wouldn't skip a beat. “ (Molebash 1999)
Education needs to reflect the reality of the students living in the information age. Students today according to Gardner (1983) are “interpersonal, logical, spacial, intrapersonal, musical, linguistic, naturalist and Bodily-kinisthetic learners.” However Prensky (2001) proposes that “Today’s students are no longer the people our educational system was designed to teach.” A couple of high school student’s quote clarifies how they feel about the current educational system. “We have learned to 'play school'. “We study the right facts the night before the test so we achieve a passing grade and thus become a successful student." “It’s not attention deficit – I’m just not listening!” “When I go to school, I have to ‘power down.’”(District, 2007)
November 7, 2007
SCHOOL ANSWERING MACHINE
This is hilarious - no wonder some people were offended! This is the message that the Pacific Palisades High School California staff voted unanimously to record on their school telephone answering machine. This is the actual answering machine message for the school. This came
about because they implemented a policy requiring students and parents to be responsible for
their children's absences and missing homework.
The school and teachers are being sued by parents who want their children's failing grades changed to passing grades - even though those children were absent 15-30 times during the semester and did not complete enough school work to pass their classes.
The outgoing message:
Hello! You have reached the automated answering service of your school. In order to assist you in connecting to the right staff member, please listen to all the options before making a selection:
To lie about why your child is absent - Press 1
To make excuses for why your child did not do his work - Press 2
To complain about what we do - Press 3
To swear at staff members - Press 4
To ask why you didn't get information that was already enclosed in your newsletter and several flyers mailed to you - Press 5
If you want us to raise your child - Press 6
If you want to reach out and touch, slap or hit someone - Press 7
To request another teacher, for the third time this year -Press 8
To complain about bus transportation - Press 9
To complain about school lunches - Press 0
If you realize this is the real world and your child must be accountable and responsible for his/her own behavior, class work, homework and that it's not the teachers' fault for your child's lack of effort: Hang up and have a nice day!
November 6, 2007
Digital Natives, Digital Immigrants
It is amazing to me how in all the hoopla and debate these days about the decline of education in the US we ignore the most fundamental of its causes. Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach.
Check out this ...I thought this interesting...
The importance of the distinction is this: As Digital Immigrants learn – like all immigrants, some better than others – to adapt to their environment, they always retain, to some degree, their "accent," that is, their foot in the past. The “digital immigrant accent” can be seen in such things as turning to the Internet for information second rather than first, or in reading the manual for a program rather than assuming that the program itself will teach us to use it. Today’s older folk were "socialized" differently from their kids, and are now in the process of learning a new language. And a language learned later in life, scientists tell us, goes into a different part of the brain.
There are hundreds of examples of the digital immigrant accent. They include printing out your email (or having your secretary print it out for you – an even “thicker” accent); needing to print out a document written on the computer in order to edit it (rather than just editing on the screen); and bringing people physically into your office to see an interesting web site (rather than just sending them the URL). I’m sure you can think of one or two examples of your own without much effort. My own favorite example is the “Did you get my email?” phone call. Those of us who are Digital Immigrants can, and should, laugh at ourselves and our “accent.”
Digital Natives, Digital Immigrants
Quote of the Day
"If you put a doctor of 100 years ago in today's operating room, she would be lost, yet if you placed a teacher of 100 years ago into one of today's classrooms she wouldn't skip a beat. "
Molebash 1999
November 5, 2007
Montano Meth Project
MONTANA METH PROJECT IS A LARGE-SCALE PREVENTION PROGRAM AIMED AT SIGNIFICANTLY REDUCING FIRST-TIME METH USE THROUGH PUBLIC SERVICE MESSAGING, PUBLIC POLICY, AND COMMUNITY OUTREACH.
Daily Quote
I just read an article on the dangers of drinking diet coke....
It scared the living crap out of me!
So, that's it!
After today.....
no more reading.
November 2, 2007
Pics4Learning
Copyright-friendly images for education.
Transforming Teaching through Technology
A pile of great resources.
Pay Attention
Over 10,000 hours taking on cellphones
And roughly 20,000 hours watching TV.
Today's children and teens spend 2.75 hours a week using home computers.
70% of our nation's 4-6 year-olds have used a computer
In any given day, 68% of children under two will use a screen media, for an average of just over two hours (2:05).
Why?
Richness
How much richness does your curriculum provide?
Do your students...remember, understand, apply, analyze, evaluate and create?
What do your students create?
"These teens were born into a digital world where they expect to be able to create, consume, remix, and share material with each other"
Are you reaching your students?
"We have learned to 'play school'. We study the right facts the night before the test so we achieve a passing grade and thus become a successful student."
"It's not attention deficit- I'm just not listening!"
Are you engaging them?
When I go to school, I have to 'power down'."
Educational Disconnect
It goes back, they say, to the great educational revolution which in the last century transformed the North American school system. The changes introduced new assumptions about human nature, they say, and the problems arise because those assumptions are wrong.
WorldNetDaily: Education disconnect
MediaSite
Mediasite is a tool (by Sonic Foundry) for recording and storing rich-media classroom and conference presentations ...more
Conference Quotes
This thought came to mind as I was listening to one of the speakers...
School's first response to social networking tools is to disallow their use in the classroom. This fear mongering is not preparing the students for the world in which they reside. Disallowing such tools as cel phones and laptops in schools tend not to prepare them for the real world. This to me is a concern, so is there a way to allow them and the social networking tools or do we continue to ostrich and place our heads deep into the sand and pretend we are preparing our students for the future.
