tag:blogger.com,1999:blog-151222002011-07-14T14:31:15.184-07:00DSCEhttp://www.blogger.com/profile/16611878639487056101noreply@blogger.comBlogger21100tag:blogger.com,1999:blog-15122200.post-1128578653152914912005-10-05T22:26:00.000-07:002005-10-05T23:04:13.156-07:00Given that this year's Symposium theme is "Education for Change," I have been thinking a lot about our profession. Most of us go into education to make a difference. (It's certainly not for the money or the prestige.) Yet, many teachers are apathetic. How can we teach our students to be change agents, to challenge the status quo, to think critically, if the people teaching them are scared to stick their necks out? How can we change this "culture of fear" that I feel is pervasive in our schools today? And, what is causing it? It is problematic when we tell novice teachers to not speak up until they get tenure. It is problematic when we don't look beyond the classroom's four walls. It is problematic when we just accept without voicing. Individuals who go into teaching because they want to avoid "the politics" are doing us all a huge disservice. Teaching is a political act. What we choose to include and exclude in our pedagogies is a political act. What we choose to follow and not follow is a political act.<br /><br />Teaching should be more than a job; it's a vocation. No other profession has the potential to make such great change to such a great degree. We are in a position to change lives and thoughts. We are the experts. Yet, we allow policy-makers who are non-educators make decisions about our curriculum, our instruction and our policies. We allow administrators who are only concerned with politics and power to make poor decisions under the guise of "what's good for kids." We know what's good for kids. We know what's good for pedagogy. Yet, we say and do nothing. I overheard a Principal tell another administrator that teachers are sheep. Are we easily "herded"? It saddened me to hear that comment but, unfortunately, I can understand why he would think that. We have more complainers and whiners in our profession than warriors--just go to the teachers' lounge and/or listen to the blacktop conversations. <br /><br />I, personally, have been to battle over many things--I may not have been right. I may not have won. But, one thing is for sure: I was heard and people knew where I stood. I believe in education and I believe in my ability to educate. I don't believe that my job is more important than my beliefs. Education is for change. But, how do we change education so that teachers and students feel more empowered?<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/15122200-112857865315291491?l=dsce.blogspot.com' alt='' /></div>virginialohhttp://www.blogger.com/profile/01861390024960299034noreply@blogger.com2tag:blogger.com,1999:blog-15122200.post-1127710020119664712005-09-25T21:40:00.000-07:002005-09-28T20:11:01.333-07:00I am researching MUVEs, or MultiUser Virtual Environment, for learning a second or foreign language. I already have a few reviewed, but I am posting here to know if anyone of you has had a personal experience with such an environment for learning purposes (not necessarily second language acquisition). I am interested in a few testimonies about games to teach, presence and interaction as well as degrees of learning and commitment to game or learning. SKY<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/15122200-112771002011966471?l=dsce.blogspot.com' alt='' /></div>Sabine Reljicnoreply@blogger.com3