Day 32: Life Before the Internet

Source: Mirani, L. (2014, August 21). Going Walden: What it feel like to be the last generation to remember life before the internet [Web log]. Retrieved from http://qz.com/252456/what-it-feels-like-to-be-the-last-generation-to-remember-life-before-the-internet/

What is Sacred:
I am reading a lot of summaries. I think it is about teaching the course on literature reviews which is all about being able to summarize larger works, so my tolerance for larger works is giving way to just wanting to read the summaries and see people put their thoughts together as model texts for what I want my master's students to do. More like wishful hoping?

This summary of Michael Harris' (above) book The End of Absence: Reclaiming What We've Lost in a World of Constant Connection gives a fair reading of the book. It is balanced and does not fall into the trap of personalizing someone else's message in order to tout your own agenda. Nice.

Connections to Current/Future Work:
This really is a read for me and not really for anything other than that. Can I get students to create summaries that link to what they are going to talk about, but keep that agenda out of summaries? I really don't normally do that kind of instruction. I rely on the English 100 and English 200 composition instructors to do that work. I think it was purposeful on my part to get my graduate degrees in education rather than English - mainly I don't want to teach composition as a course anymore. But I digress.

This is for me, as a BI/AI traveler to remind myself that when I feel like I must check in or check my email, check my feeds, etc., I am spending that time because I am afraid I am missing out. I need this to remind myself that when I tell people I am unplugging for the weekend, it should not matter if others do not understand me. I am embracing my Jurassic side that holds on to life before the Internet as an idyllic time where communication meant an ability to plan ahead, talk it out before leaving the house, and then figuring it out with all the critical thinking power of our own brain sans technology.

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Kino (an indigenous logic model): post 1 of 4

Passion I have. What I need is to practice my elevator speeches, those short informative program synopses that can be done in the time it takes to ride the elevator. Of course it will take me 4 posts. Post 1: The honua: building on solid ground The Alana culture-based education course is graphically depicted by the above logic model. The honua (green box), the earth, represents the mo'ok ūauhau, the geneology of this program that informs and guides the building of this course. Dr. Shawn Kanaʻiaupuni and her team lay the foundation for culture-based education (CBE) modeling and immersion within the course. Dr. Walter Kahumoku and Keiki Kawaiʻaeʻa, in consultation with Dr. Bernice McCarthy (4Mat) bring to the geneology the work of moenahā, a curriculum planning concept based on the way kupuna taught. Makawalu, literally eight eyes, is a concept practiced by Kaʻimipono Kaiwi and her teachers at Kamehameha Kapālama to encourage multiple perspectives in the standards-b...

Battle of the Sexes

Ok, it's not a battle, but after being married for 20 years, I realize that there are some things that fall into the "mom's job" category, and there are some things that are strictly dad's domain. Mom's job is to find things. For 20 years I have lived in a male dominant household. The fact that the majority of the toilet seats in my house remain in the down position is a testament of the power of the one and only alpha female. However, what I can't do is teach my children (and my husband) how to do what I call "mom looking" versus "man looking." I don't need to explain this for the moms. They know exactly what I'm talking about. The guys are slower to catch on. I'll type s-l-o-w-l-y. Here's a typical "man looking" conversation: "mom! (or Cat!), where's the ______ (insert anything from socks to the car)?" "It's in the _________ (insert my instructions like refrigerator, garage, o...

5 things that teachers do when they are in all-day workshops

1. Listen attentively for 10 minutes Presenters: welcome to your worst teaching nightmare. Teachers learn how to be antsy from their students. If you have a lot of middle school teachers, expect them to act like middle schoolers, ADHD disorders and all. You have 10 minutes to hook us and we want to get up, move and be active every half hour. 2. Talk to our neighbor while the presenter is still talking This practice is a natural way for teachers to use each other as a sounding board for the connections they are making to their own teaching (or they're just gossiping). If you can't tell the difference between productive noise and idle gossip, you need to go back to the classroom and practice. 3. Text and read posts When speakers talk about another author, or another concept, we get on our smart phones and look up the links so we can expand our knowledge immediately. (Or we're blogging or catching up on our email). Don't be offended. Only kick us out if we don't realiz...

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