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Tuesday
Jan132009

Thinking about time

  • Do you find yourself with too much free time to devote to your family, hobbies, or charity work?
  • Do you feel like you’re wasting time reading books, taking walks, or working on a Master’s Degree?
  • Is your mind so demented that you believe people want to read your every waking thought?
  • Do you want to come home from a full-time job and then work some more? ...

If you answered YES to all 4, Congratulations... you have what it takes to blog. And it is quite possible that you are a moron, slightly creepy, and in a word… breathtakingly odd (sorry, two words… and there is no chance I want to ever meet you in person). from The PrincipalsPage blog

One of my favorite quotes come from Annie Dillard who writes, "How we spend our days is, of course, how we spend our lives." Seems like quite a number of bloggers have been reflecting lately on how best to spend their time.

So how we spend our days is how we spend our lives, eh, Annie? I've been thinking a lot lately about how I use my writing time. In an old column on time management  I once asked:

Is this a job that will have a long-term effect?... too often, the minutia of the job pin us down, like Gulliver trapped by the Lilliputians, and we make small progress toward major accomplishments. Remind yourself that that the big projects you work on often have more impact on your students and staff than the little attentions paid to them. Spend at least one part of everyday on the big stuff.

Am I following my own advice? You have to know that I have about 6 primo hours of writing time each week - Saturday and Sunday mornings. It's the only time my brain really works well enough to think very hard about things. (I suppose that is why I can blog any old time...)

Which leads me to ask which sort of writing has the potentential of making the greatest contribution to one's profession - books, articles or blog posts? I'm leaning toward the first. The first of my poor, sad books has not been revised for a dozen years.

I can't stop blogging - too much fun and too addictive. I like writing articles and columns, and it is still a thrill after all these years to see one's name in print.

But this year I am revising at least one book.

Hold me to it!

(Calvin and Hobbes cartoon found at http://www.cgu.edu/pages/792.asp)
Monday
Jan122009

All the rubrics

 

While I am sure they will be works in progress for some time, I did clump all the revised beginning rubrics together here: <http://www.doug-johnson.com/dougwri/code77-rubrics-beginning-2009-version.html>

Use them as you can!

Saturday
Jan102009

Rubric 11: Ethical Use Understanding

This a continuation of the 2008/09 revision of the CODE77 rubrics - Basic level. An introduction is here.

Rubric 11: Ethical Use Understanding

X. Ethical use (1995)
Level 1 I am not aware of any ethical issues surrounding computer use.
Level 2 I know that some copyright restrictions apply to computer software.
Level 3 I clearly understand the difference between freeware, shareware, and commercial software and the fees involved in the use of each. I know the programs for which the district or my building holds a site license. I understand the school board policy on the use of copyrighted materials. I demonstrate ethical usage of all software and let my students know my personal stand on legal and moral issues involving technology. I know and enforce the school’s technology policies and guidelines, including its Internet Acceptable Use Policy. I have a personal philosophy I can articulate regarding the use of technology in education.
Level 4 I am aware of other controversial aspects of technology use including data privacy, equitable access, and free speech issues. I can speak to a variety of technology issues at my professional association meetings, to parent groups, and to the general community.

XI. Ethical use understanding (NETS VI. A, D, F.) (2002)

Level 1 I am not aware of any ethical issues surrounding computer use.

Level 2 I know that some copyright restrictions apply to computer software.

Level 3 I clearly understand the difference between freeware, shareware, and commercial software and the fees involved in the use of each. I know the programs for which the district or my building holds a site license. I understand the school board policy on the use of copyrighted materials. I demonstrate ethical usage of all software and let my students know my personal stand on legal, moral, and safety issues involving technology. I know and enforce the school’s technology policies and guidelines, including its Internet Acceptable Use Policy. I have a personal philosophy I can articulate regarding the use of technology in education.

Level 4 I am aware of other controversial aspects of technology use including data privacy, equitable access, and free speech issues. I can speak to a variety of technology issues at my professional association meetings, to parent groups, and to the general community.

XI. Safe and ethical use understanding (NETS ???) (2009)

Level 1 I am not aware of any ethical or safety issues surrounding computer use.

Level 2 I know that some copyright restrictions apply to computer software and I can advise students on some safety issues surrounding Interent use.

Level 3 I clearly understand the difference between freeware, shareware, open source, and commercial software and the fees and responsibilities involved in the use of each. I know the programs for which the district or my building holds a site license. I understand the school board policy on the use of copyrighted materials. I demonstrate ethical use usage of intellectual property all software and let my students know my personal stand on legal, moral, and safety issues involving technology. I know and enforce the school’s technology policies and guidelines, including its Internet Acceptable Use Policy. In each lesson I teach that involves technology, I address issues of safe and ethical behaviors online. I have a personal philosophy I can articulate regarding the use of technology in education.

Level 4 I am aware of other controversial aspects of technology use including data privacy, equitable access, and free speech issues. I understand and teach copyleft practices such as Creative Commons and ask that students license their own creative works. I can speak to a variety of technology issues at my professional association meetings, to parent groups, and to the general community.