Another semester learning about EdTech is in the books!
What stood out?
Apart from all of the great presentations covering presentation-formats, assistive technology, assessment, the evolution of the web, educational media and several more… there were several major ideas that stuck out.
Engagement helps with learning.
EdTech has developed over time to continue to engage people.
EdTech continues to develop and as educators we have to as well.
There are several different theories of education that are inherent within different forms of EdTech.
Those who create these technologies possess a significant amount of power in determining the direction of student learning.
EdTech can both act as a means to bridge learning gaps yet widen the digital divide.
Some forms of EdTech are meant to entertain.
Entertainment leads to engagement which leads to learning.
Therefore: EdTech is and has always been about us and our learners.
E, C and I 8 33
History of Edtech is our topic, okay?
Classmates, I tried to connect with you on google
but I forgot to tweet you again.
Theory is where we start.
Connective, evolving chaotic parts. Ed-Tech, changes for all And I am entertainer in my classroom walls And my, my thoughts,
Oh, I will blog.
So let me tell you more about how education’s grown.
Distance learning for home-schooled
Or for students studyin’ abroad
And I won’t ever get over
The tragic death of Mr. Hooper
Entertainer is engager. And I will always be an engager.
EdTech’s all about our learners.
And we are all a bunch of learners.
(I could email)
you and use power point inside the classroom
share my screen usin’ the app zoom, ya all day
Say, can we play formative assessment
Kahoot, Menti, or Soc-rative
Assistive tech creates parts
Makin’ learnin’ possible against all odds
And, for free or not
Trying to teach students to have critical thoughts
And I will blog
Oh my, my thoughts.
So Bill C let me know sir
‘Bout Aurasma cree instructor
Angus, bout web 3.0
personalize data or my info
Find out more about virtual
Reality and its scope
Engaging equals learning. And I will always be a learner.
EdTech’s all about our learners.
And we are all a bunch of learners.
So Alec tell us more sir, bout EdTech and bout our learners.
How to help who can’t afford?
BYOD do we bring ours
AR/VR alters our world
Is real even real anymore?
Questions grow us all as learners
And EdTech keeps us all learners.
EdTech is all about our learners.
(And we are all a bunch of learners.) EdTech is all about our learners.
(And we are all a bunch of learners.) EdTech is all about our learners.
(And we are all a bunch of learners.)
EdTech is all about our learners.
And we are all a bunch of learners. And I will always be a learner.
In this ever-evolving understanding of teaching and learning, educators are constantly on the run from “traditional schooling”, constantly bombarded with news mean to fight the factory education model they are still enclosed within. Teachers, forever exposed to new means of instruction, the new rights, the new wrongs, the new device, and in the case of Sesame Street: the new songs.
Sesame Street Songs (Then and now)
Songs?
In a classroom?
Not allowed.
Unless your students are part of a generation with higher cases of ADD needing various forms of engagement to aid in learning (In this writer’s opinion, higher cases of ADD are strictly due to larger and more accurate amounts of testing).
Oh!
Wait!
Our students are a part of this generation. They need interesting and engaging delivery of content to enhance learning. Not to say it hasn’t been present before, I just think the world is far more engaging than it ever was. Which is why we, as educa-entertain-tors have to compete with the shows we were raised on and then some. New types of entertainment change comes with our handheld devices and while individual perception of change varies, some welcome it, some resist it, the fact is media, television, and devices are always changing. Therefore, to stay competitive, we have to stay on top of our game. Sift through the resistance to BYOD, get your hands on some additional devices for those who don’t have them, and get on the same level as every other source of entertainment your student is exposed to. I don’t mean to discount evidence that indicates BYOD can be bad for learning , but much like shows of the past, learning can still be had from devices and programming, because we watched these shows.
A personal favourite of mine from youth. “Pinky and the Brain” via Looney Tunes Wikia
Even if standard achievement scores went down, there is learning that occurs beyond the ways we measure it. Natalie’s take on the work of Neil Postman reminded us that: “He indicates that Sesame Street is a series of short commercials meant to entertain that uses puppets, celebrities and catchy tunes. This is true.”
But why isn’t entertainment considered learning?
Kids don’t always learn the way we want them to, but there still are provided with ways to learn through the apps, social media, and games they play. Apps allow our students to connect with each other, face to face. Apps are reinventing the depth of relationships we may have had before with increased exposure to socialization and different experiences and cultures. Many games are problem-based, objective-completing activities that provide descriptors and feedback on their work. Consistent with that of the classroom but not with the content we would prefer. But can it go wrong? We can observe the history of the learning channel and see the defamation of the “educational program” over the years, and Krista Gates mentions that the shows are not as educational as they once were. But they are just as entertaining, and when I enjoyed the learning that I was exposed to on television, I enjoyed learning.
Sounds like a connection.
Television, apps, and devices are fun.
Television, apps, and devices are entertaining.
Television, apps, and devices are engaging.
Engagement leads to learning.
Learning should be engaging.
Learning should be entertaining.
Learning is fun.
Thoughts? Disagree? Am I simply brainwashed by the collection of television I’ve been exposed to over the years? Is my naive optimism the product of every show I’ve ever seen where a cartoon character made a joke or managed to smile in a bad situation? I’d like to this so.
Ashley Murray nailed it: “As teachers I think that it’s important that we avoid getting caught up in which theory is the BEST theory to use.”
Taking a page out of John Dewey‘s playbook, I feel the need to ‘link sciences’. What is my take on learning theory? Learning as a chaotic, evolving mosaic. I use mosaic in the biological sense, when separate genetics are present together. Substitute genetics for learning theories, and away we go.
Much like evolution as a “theory”, they don’t become theory without reputable and verifiable strategies, experiments, and support. Since so many streams of learning theory hold weight, combining them and treating learning as an evolving and changing process. Let’s allow learning to proceed as a complex science including constructivism, behaviourism, cognitivism, and every other learning theory.
Ultimately, as educators, when we consider our philosophies it comes down to the first two questions Schunk (Learning theories: an educational perspective, 1991) asked:
How does learning occur?
What factors influence learning?
Learning occurs through connecting with others who may have different ideas and perspectives than us, through the chaos of diversity. We associate and establish similarities and differences between what we know and seek to learn. We conceptualize and translate texts, tones, and visuals. Everything we learn, builds to the next lesson. Every experience we’ve had, problems we solve, memories we retain, every innate ability and predisposition we have influences how we learn. Reinforcement and punishment influence our perception of how we view it, but even that knowledge and learning is organic and evolves as we reflect. We independently yet dependently learn holistically (physically, socio-emotionally, mentally) and it manifests itself in our society as a mosaic. This particular quote resonated with me and diversity and complexity of learning: “Which theory [or theories] is the most effective in fostering mastery of specific tasks by specific learners?” Adjust and adapt. To lock yourself into one belief of learning theory and deny others seems counter-intuitive, or think it is something clean and linear (like a pyramid). Humanity learns.
Ideally, that’s what my classroom would look like. Does it look like that every day? Maybe not upon initial viewing, but it’s rooted in what I do. And it’s constantly changing.
Do you agree that learning is hard to classify? It’s worth looking at all the different beliefs on learning. Some may have more evidence than others, but as a connectivist would tell you, even the opinions we don’t agree with have relevance and meaning to learning.
Great advice for some, but not all. I think in some cases, we need to try to reflect on the value of looking down… and what looking down allows us to do – connect, answer, and learn. Yes, we can go to a concert and hear musicians tell us to unplug and live in the moment, and we need to, but what about getting a video of Chris Martin singing “Fix You” for your friend who couldn’t be there because they were sick?
Some moments don’t need a camera; there is value in appreciating things without a digital record… But, like every other debate we’ve had, we need balance, moderation, and an open mind. Is taking a video of a child’s first steps also “not living in the moment”? Or is it an opportunity to reflect and relive the moment many years later? Humanity is evolving, constantly rewiring the hardware of our brains, and with this includes modern connectedness and socialization, which occurs by looking down and utilizing our technology and devices. We are comfortable with looking down when it helps us learn with PLNs or to help facilitate learning and friendships, but are quick to antagonize it when people don’t appreciate moments the way we might want them to. There is a challenge to begin to recognize that who we are today involves a link between offline to online life. This is echoed by the concept of augmented reality. As we learn about what our digital footprints are, and adjust our digital identity to improve this, we improve our IRL identity as a result… we project a better us to live up to. (But this can create pressure to please, so we need to continue to reflect and be fair to ourselves). Optimism versus the facts against being plugged in.
but perhaps it is an opportunity to decrease boredom. Loneliness and boredom encapsulate two states of mind that are, at times, difficult to differentiate from one another. I would seek to argue that perhaps we are more engaged and stimulated than ever before, but is there a backlash to this? What is it? We are all capable of multi-tasking better than ever before, yet some evidence points to the idea that I am wrong, and simply have less attenton and focus. Having too much going on at once is imposed by tech and causes higher levels of stress… including how connected we are and the inherent expectations for shorter response times. Contrary to this, I would argue that I feel efficient when I get a lot done in a day, and am capable of getting a lot of things done thanks to technology, and have a lot of positive means of coping with the potential stress that occurs as a result. I want to be involved and I feel fulfilled when I am… or am I just afraid of missing out?
Fear of missing out is a reality for some, and some may tell you that technology is making this worse, but there is also learning to be had when struggling with this fear. Speaking from personal experience, through toddler to teenager, I have been completely wrapped up in what others are doing, and over time learned to accept the things I may be missing out on for what is more important, isn’t that what growing up is and has been for some time? Some argue that technology can be an addiction, observing others who make trips home to retrieve devices that, without them, said individuals would feel naked. I have a hard time agreeing that technology is an addiction, we have it to connect and it is something that we feel improves or is needed in our lives. How is this different than applying the argument to being addicted to our cars or other modes of transportation? It is a part of our lives that improves our lives, and the fact that I feel that I “need” it to get to work wouldn’t be considered addiction or “bordering on obsession”, so many things would therefore border on obsession. My love of hockey, teaching, cats, and my family, borders on obsession. However, the points listed above make my life better, no question about it. Does being plugged in actually make my life better?
Does being plugged in legitimately make your life better?
Does being plugged in make your students’ lives better?
The importance of this concept was made more apparent in the presence of “straight pride week” posters and social media posts appearing recently in light of pride week… and people sometimes fail to make the connection that equality is not equality without equity. And despite the use of social media to spread this hate and discrimination, technology still can be used as a force for equity.
Equity, education, technology and well-intentioned actions. Technology can be a force for equity in society. It can provide health and learning alternatives for those at risk or at a disadvantage and seek to level the playing field for individuals. These actions are practised with good intentions for helping others. Some emphasize that using these technologies widens the achievement gap between rich and poor students and that may be the case in some instances, exacerbating socio-economic divides. Well-intentioned actions (more on this next week) can lead to further issues and may place importance on skills related to certain forms of technology that may make individuals more equipped for life in another culture rather than helping them to develop their own. As it applies to education, every effort needs to be made to educate our youth to put them in the best position to be successful learners and citizens, and while there are potential repercussions, decisions made in good conscience/faith need to be encouraged while productive feedback is provided. Well-intentioned actions may be flawed, but with the students in mind and the potential for enhancement of their learning, the process of integrating these technologies is worth practising. Technology, apps, robots and devices are developed with the intention to serve a need in society and many of these needs today are to bridge gaps, regardless of the paycheck associated with it (there is a host of issues with that as well, however). Just as there are needs in society, there are needs in the classroom. Literary needs, language needs, even motor skill needs.
Socio-economic divides, do these technologies actually help?
Technology in the classroom may not actually improve performance in classrooms. And the introduction of these new technologies when made available to all will likely only be used by those with the resources to acquire it. This doesn’t mean it isn’t worth creating or practising. By that logic, a new, expensive, potentially life-saving practice for heart disease shouldn’t be allowed or encouraged as it will further push the divide as rich people with heart disease will be able to live longer while those who cannot afford it may not be able to. Morally, all should have access to it, but is our reality consistent with this? No. And there is the potential that this technology can someday be made more accessible for all. But for now, one student, even if there are rich that has a learning disability and there is an app that helps them learn, it’s worth it. I understand the associated issues with what the creation and subsequent use of technologies provide, but what is the potential solution then? Equal/equitable access for all so that these technologies may not be privatised? Complete societal upheaval and restructuring? It’s not feasible. I don’t intend to be pessimistic, mind you, quite the contrary. The creation and use of these technologies for health and learning present an opportunity for learning and well-being… and when these occur, equity can follow and I am optimistic despite potential short-term gap widening, the benefits and morality of equitable tech casts a shadow over it.
The moral question I ask is: Is an act done with good intentions and is morally just, but has potential consequences, wrong?
A loaded question. And while bad decisions have been made in the past with good intentions, with the right research and preparation, the moral good that technology can provide in the learning and health for some outweighs the potential gap-widening problems.
The picture below isn’t necessarily related, but it was one of the pictures that came up when I searched, “Yes Google”, and I feel compelled to use it… it helps if you imagine Psy singing “Heeeeeyyyyyyy educators, Goo, Goo, Goo Goo. Google ain’t so bad”. This builds into my post, while illustrating both the problem and potential solution of simply “googling it”.
LAS VEGAS, NV – SEPTEMBER 21: Rapper Psy performs onstage during the 2012 iHeartRadio Music Festival at the MGM Grand Garden Arena on September 21, 2012 in Las Vegas, Nevada. (Photo by Isaac Brekken/Getty Images for Clear Channel retrieved via Business Insider)
Building from simple to complex googling.
Apart from the fact that so much can be Googled (and Googled and found mistakenly, as seen in picture above), the policing of instruction to avoid this next to impossible. However, like any potential problem-causer, it provides opportunity. How do we roll with this? How do we make a positive out of a negative? How do we build from simple to complex?
Terry Heick visited the thought that: “complex questions can’t be googled.” He went on to state that the answer Google provides can be a stopping point… and that it “… creates the illusion of accessibility,” or “obscures interdependence of information.” All valid. This can happen from simply using Google without education, but it reminded me of Dave Cormier’s details on using MOOCs appropriately through the cynefin framework and the rhizomatic learning… specifically that answering complex questions requires a particular approach to learning, that we as educators can seek to facilitate. Terry Heick then concludes with an awesome point that alludes to this need for educators and highlights the importance of teaching about proper use of Google and why Googlable (new word?) concepts should be taught in schools: “none of this (the above concerns) is Google’s fault.” Educators (and parents, for that matter) bear the responsibility to inform students of how to use technology like Google and Wikipedia to foster ideas and “cultivate curiousity”. So much can be Googled, so teach students to think critically, and recognize that every teacher can do this regardless of grade or specialization, as evidenced here, and through digital citizenship as Jeremy Black referenced.
Connecting critical thinking to maximizing Google.
“Before students can think critically, they need to have something to think about in their brains.” Ben Johnson made this comment, and used it to remind us of the importance of memorization and still keeping this as part of instruction. This speaks to the baseline knowledge that may come from using Google and other information sources. Finding the simple answers that “Googling it” may provide is the beginning to deeper parts of cognitive function in individuals, leading to fostering curiosity that I made reference to before. My phrase I tend to use in course outlines in senior science echoes the overlap between memory, critical thinking and curiosity: “in order to remember these terms, I will push you understand these terms.” This simply reflects my angle of looking at it, but there are many ways to aid in memory.
Final thoughts
Ultimately, the proper use of “Google” falls to educators to ensure students continue to ask complex questions and follow links to continue pursuing knowledge and continue to connect to new ideas with that new knowledge. Memory may play a dominant role in this process providing the fundamental information that sets a foundation to curiosity and challenging complex questions.
Someone once said to me (yes, “said”, this definitely isn’t an assigned question I read), “Technology in the classroom enhances learning”. My first thought was, “yes, of course it is, it’s silly to think otherwise…”
Well, I would argue that technology in the classroom today is learning. Regardless of the mechanisms students use to grasp the content embedded in our curriculum, technology plays a role one way or another. Be it delivering the students to educational institutions, how they get their nutrition for the day, or utilizing apps, programs, and devices to foster learning. Don’t get me wrong, there are problems within its use and a need for doubt, as Greg Toppo reminds us about humanity’s tendencies, “we always fret about technology”. We need the doubt to continue to grow and check ourselves, but we can’t deny the importance of technology and the learning inherent within.
The learning extends beyond simply curricular content. Technology is a force for connectedness in the modern world. When considering the circle of courage below, I could connect it to each of the dimensions of it connecting to Digital Citizenship. Belonging through social media, independence through responsible device use, generosity with commenting and sharing with others, and mastery in the procurement of curricular knowledge and outcomes.
“using technology promotes sense of belonging and interactive participation in the classrooms for children with learning disabilities” – Bryant and Bryant, 1998
The above quote speaks to me as a student advocate and reinforces the connection to the circle of courage. Developing that sense of belonging is consistent with it and is a critical part of development for all youth. And this belonging occurs in technology in the form of social media today.
Devil’s advocate: For the doubters.
Now I know there may be student advocates or doubters thinking… “But Logan, what about the students who are in the classroom who don’t have access to phones in BYOD (bring your own device) settings?” Fine. Devil’s advocate? Yes, some students will not have devices and this raises questions of further increasing the wealth and technology gap in the classroom. And yes, BYOD can exacerbate that, but in province-wide school divisions facing cutbacks or lean spending models being approached, can it afford purchasing devices for all, probably not, but some, be it through donation or purchase for need in the classroom. We are obligated as educators to keep students educationally literate and up to speed on current learning (technology, by extension), and we can minimize education spending whilst teaching students to use their own tools or hand-me-downs from another to stay connect an learn. If anything, the arguments against BYOD enforces the importance of devices in the classroom, the students need to at least learn about it here if not at home. Fact: Inequity will always be present between student in our schools… so as educators, rather than blanket money spending for every single student, follow the example of modified, adaptation and differentiated instruction and simply provide necessary tools to those that need it, and adjust instruction accordingly. And this doesn’t even consider the adaptations with technology, as Justine puts it, “all of the different technology can lead to equity for students in the classroom.”
But, Logan, what about ___________________”.
“The need more PD (professional development) for using EdTech” – “Most teachers want to learn to use educational technology effectively, but they lack the conceptual framework, time, computer access and support necessary to do so”. I have a hard time agreeing with this. Arguments can be made both ways, but for me, my biggest point of contention is “time”. One of the benefits of technology in terms of knowledge acquisition is that it takes less time looking online than travelling to a library or accessing a textbook. Maybe the information on how to use it isn’t there, however, so logic would denote there should be professional development for this. Interesting idea, but at what cost? And what aspect of technology do you target? Phones? Apps? Computers? Programs? Existing PD on working with language learners may utilize this technology anyway (if not, plan accordingly). Not to mention, if EdTech PD isn’t a perceived need in the entire division, is it worth making a specific priority? If most PD’s themselves incorporate tech, then this should happen unconsciously and simultaneously and not require increased spending (in tight budgets, as referenced before).
“Technology reducing performance” – Comparing “performance” in the critique of the use of technology, and what I fail to see is the assessment means… is it consistent with the circumstances in which learning took place? Same content, different written/technological delivery, same written assessment? I have a hard time seeing an immediate correlation without explicit details on the assessment means.
Final thoughts
As I said, we need doubts about what technology involves. But the fact is that learning and working today requires technology, and to ignore that or avoid it as an educator does a disservice to our students… especially if they come from a device-free background.
What are your thoughts? New technology can have new detriments or roadblocks to learning? But is it just the struggles of our times? Comment!
In recent weeks, I have focused on playing piano using my full hand range (by practicicing the opening baseline of Castle of Glass by Linkin Park), maintaining proper posture and playing with my left hand in addition to my right simultaneously… but this is taking a long time to progress. The most important thing I’ve had to remind myself is patience. Not surprisingly, there are no short-cuts to success with physically playing the piano. Your body has to be taught the movements in order to experience success. In understanding terminology, tricks for learning can occur much like it would learning from a textbook in the classroom, but you still need to understand and apply aside from memorize (Bloom’s taxonomy). What are some things that have stood out for me?
Key points that I’ve noticed in my development and tips you can use.
I still need to keep learning different chords and songs I enjoy. And play them to completion, not just the parts I like. But some parts of songs may teach certain things (chords or hand range).
A song I enjoy is so much easier to play (practice).
I’ve only scratched the surface of learning piano. Be patient.
I need to maintain and honour a regular schedule to keep playing regularly, it’s easy to get caught up in life and skip a day or two sometimes.
Some songs I am simply not ready to learn/play yet.
It isn’t easy to play piano while singing… but can be very rewarding when achieved, even if you can just hum it to start.
Playing with two hands can be done, but learn one hand at a time and then combine them together.
There is no limit to resources out there, but some may be different, find what’s accurate and works best for you.
Maintain good posture and consider getting an instructor to critique you for even a brief amount of time. I was fortunate to work with a music teacher in person, but many virtual piano courses are available.
It is so amazing to be listening to the radio, hear a song, and think: I bet I could play that.
It is so amazing to be listening to the radio, hear a song, and think: I bet I could play that.
Recommendations on resources to learners.
I really enjoyed using Synthesia. If you can drop thirty dollars (USD) to purchase it, I found it very useful used in combination with Free Midi. Searching on Google or on YouTube is an easy way to find tutorials on songs, terminology, or instructors/courses available on-line. Some of which are free for the frugal!
What’s next?
Did I achieve all of my goals? No. But learning is never complete and my journey with the piano is no exception to this idea. In addition to the goal of learning the four chord song one day, as I’ve made countless references to… this classic below by Johann Sebastian Bach looks like another goal to learn in the future. The video below is slowed down enough for me to follow along while I play (if I can’t find a midi). I considered learning classical at the start of the term, but just hadn’t got around to it yet. After reading about Bach, I was reminded about the universal language that is music. That a song that someone composed close to three hundred years ago can make my spine shiver and emotions echo that of an individual who lived in a world not as connected like mine. But this connection through music transcends time, worldview and language. This serves as a reminder of why patience and hard work is important in learning music… and while I believe that success will look different for all students, he did (apparently) provide this quote to close on:
Over the course of this semester in ECI 831 we’ve progressed from educational technologies, like utilizing social media such as blogging and tweeting –> open education resources and ideologies –> to the perils and realities of the internet world through law and harassment –> and closed with the power and need for on-line activism. As this was my first class in my graduate studies, I found it very relevant as a student again and still as a young teacher. I felt that many of the discussions directly translated to learning in my classroom. How have I been applying my new knowledge and thoughts thus far in my teaching practice?
In environmental science we have utilized social media to do research on ways to reduce waste and become enviornmental stewards and activists. In health science, I registered and directed students toward an open education resource through Coursera to learn more about our current topic (vital signs). This was accompanied by showing the students that you may purchase certifications in recognition of these courses should you need some paperwork associated with it ($65). This, in turn, lead into a class discussion on university tuitions that unfortunately seem to serve as a price tag for paper recognition of knowledge garnered. Around the school? I’ve used Facebook group chats to communicate with students about our One Act performance for the year, and have continued to use Remind to communicate with my track and field team as well as help coordinate our school gay-straight alliance (GSA). After spending more time with Snapchat, I had utilized its popularity with students to help promote our school in Moose Jaw as well as provide an area for potential students to ask questions about the school.
As I took into consideration MOOCs and open education, I considered how to work this into my classroom, but rather than simply throwing in some individual research in assignments and reminding them about critiquing sources, I decided to formally merge my teaching style with what I’ve learned about digital citizenship. The Digital Citizenship Presentation covers this and “learning in a Mr. Petlak classroom”. I intend to use at the start of my semesters in the future.
Beyond my classroom and practice, what else has this course helped with?
Over the course of this class, I digitally connected with others in the private purchase of a house, I digitally connected with other educators on-line to enhance my PLN, and expanded my ability to organize knowledge gathered outside of the school back into improving learning of myself and others. I felt it helped me reflect on the social dynamics inherent in social media that was just becoming relevant when I was in high school, and it allowed me to better connect with this generation of learners. It also renewed my desire to be an activist and not be afraid to speak out, which I fear as educators we may fear doing so in order to remain neutral… and at times, silent. But the push to learn piano also helped me found my voice and way to “create” music and sounds that I have enjoyed for a long time… and will continue to keep learning about.
Closing
I sincerely thank Alec Couros and Katia Hildebrandt for an awesome semester of learning, as well as all of my classmates. I was very unsure what to expect in a graduate class but this did not overwhelm or disappoint. I feel like a better teacher and person after this course and I feel that is my ultimate goal of education: to continue to connect, learn, question and improve.
To finish how I started, below is a picture of the difference in hashtags from the start of the semester to the end of the semester. Despite the length of each list, the time to complete was actually very similar… and almost just as importantly… I think my hair looks better too!
First Day – ECI 831
Last Day – ECI 831
————>
Summary of Learning Video
Without further delay, below is my summary of learning video. “Google Yourself” a parody (remix) of Justin Bieber’s “Love Yourself”.
Keep on learning,
Logan Petlak
Lyrics
It all began with a selfiechallenge,
and then I started google plussing my name!
Flipgridding teachers, oh, wow this is great!
No more learning on my own: networking
Learning project maybe write a song,
‘Cause I love music maybe piano player. Can’t yet,
But I still play piano lots
And, holy, I be learnin’ lots
Watching youtube, TedTalks connections is where it is at,
Took weeks just to see that
Katia don’t like trolls but she likes trollin’ ’em
And if you don’t like slacktivism I think you’re wrong.
And I’ve spent hours on my blog
Even tweeted @courosa
I’m networked son,
domain at WordPress.com
So I like PLNs – knowledge-able n’ such
Baby, I support open education
And I think I’ve got a good online identity
It’s clear that I google myself
And when Dave told me bout rhizomatic learning
The only problem I had was info curation
Experience is the best teacher of knowledge
Pipe’s more important than content in the pipe.
And I gotta chirp about some laws
Lessig saves us with creative commons, just go Cite it,
Or we will get locked up
People puttin’ wifi prices on (everything)
And net neutrality is where we wanna fight back,
Took months just to see that
Katia don’t like trolls but she likes trollin’ ’em
And if you don’t like activism I think you’re wrong.
And I’ve spent hours on my blog
Even tweeted @courosa
I’m networked son,
domain WordPress.com
So if you like PLNs – knowledge-able n’ such
Well then just support open education
And if you think you don’t connect with students
Then just edtech Snapchat yourself
And on the chance you have a classroom blog
teach #digcit – Translates to learnin’ for all
And yet the wealth gap leaves students vulnerable
Digital divide can we just break down it’s walls?
Corm-i-er told us, bout’ MOOCs and such
Oh, baby, you could go learn by “yourself”
Orient, declare goals, network, cluster, focus
And go complex question yourself
Now I have, a PLN – am knowledge-able n’ such
And I support open education
And if you think you don’t manage your reputation
You should go google yourself
Learning chords and piano these days has been taking a toll on my wrists. I had to figure out why. Self-deprecatingly, I assumed I was either weak-wristed or doing something wrong. So I asked the internet, and so did Bradd Szonye, and his quote and question was similar to mine: “Do I need to do something different, or do I just need to build more strength?” It was the first… although after digging into comments, his problems ended up not being exactly similar to mine.
My search for the causes took me to PianoMap.com and it identified the possible causes of my pain, whether it was muscle or tendon-based, or both:
Co=contraction – two muscles working simulatneously against one another.
Awkward positions – this one is a no brainer. I’m the king of awkward positions, situations, and comments.
Static muscular activity – repeating a similar motion of contraction can cause pain.
Excessive force – playing piano doesn’t require much force, but “it is easy to fall into the habit of using more force than needed”. Yeah, I did that.
Solution to my pain?
“The person must learn to play the piano using non-stressful movements to perform the tasks that were formerly performed with stressful movements” – PianoMap.com
Summarized? Relax and stay in a position that keeps you relaxed. I need to “retrain” my “movement”, but how do I learn the right movement online? Is there a free online instructor? Hello, Youtube.
Alright Alison M Sparrow, what are some common mistakes, and what is proper movement and posture?
Knuckles, wrists, elbows in a line. Deal.I decided to confirm her credentials. She’s got ’em. I trust her and her 200,000 subscribers. She even offers a Skype lesson component for $40! AND AND AND! TWITTER AND A BBC SHERLOCK HOLMES PIANO TUTORIAL!
Sorry its late, but I have just uploaded and easy Sherlock Holmes Theme piano tutorial! https://t.co/mPTbUv5eHO
So, moving forward, found some more resources, addressed my issue of wrist soreness, hopefully I can work on my movements!
Corner Gas short-cut?
I could’ve avoided all this research had I just listened to Davis Quinton (Lorne Cardinal) of Corner Gas’ advice: “When you play piano you have to keep your fingers loose, like bear paws”. Yes, I’m aware that Corner Gas isn’t a solution for everything (but show me evidence that tells me it isn’t). Shout out to humour for health to laugh at even tough situations, like me struggling to learn piano.
SIDE NOTE: I once mentioned looking into how to do looping with my piano, and I don’t have a good enough piano for it or I need to buy a Boss RC-2 or RC-20 loop station… around $200. Unfortunate, but perhaps an investment to make in the future if I want to get more serious about this.
Tips, comments, feedback? Let me know!
Logan Petlak 
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