It is fall in Portland, which means one bad thing: my garden is dying! It is too cloudy to ripen the dozens of plump green tomatoes still left on the vine, so tonight I decided to make fried green tomatoes! I used a fabulous recipe from VeganYumYum.com.

Chopped up green tomatoes, fresh from my garden.

Frying one side…

Then the other!

Completed!

The full meal: drizzle balsamic vinegar and place on a bed of greens (fresh from the garden, of course!), and chopped black olives.

Today it stormed….

The chickens don’t mind the rain too much. However, the do become quite muddy in their chicken run. And poor Little Miss, with her head full of feathers, gets muddy dreads from the rain!

Last Friday I ventured onto a public high school campus and spent the day with a junior student named Monique. If my experience had been video recorded, you could assume it was the 90’s or 80’s because the day completely lacked in technology.

Throughout the entire day, technology was only used once: a “video projector” during Pre-Calc. For those of you who have not been in a classroom in the past decade, this is an updated version of the old style overhead which used photocopied “transparencies” you could write on with special markers. The video overheads are literally a video camera which projects the image onto the wall. In the Pre-Calc class, the teacher was able to place the math textbook directly under the camera to project the page onto the wall. He also demonstrated how to plug mathematical equations into a calculator by placing it directly under the camera.

The only other times of evident technology was by teacher’s behavior-correcting: “Put the cell phone away.” How is this possible? This high school is still operating like the computer boom never happened. It is absolutely mind-boggling.

Education is more exciting now than ever before because of the myriad ways we can use technology to create, connect, and expand. Take cell phones for example: many cell phones these days are really just miniature computers with immense power. In one of the classes I observed, students were encouraged to use gargantuan (and outdated) dictionaries. Now I ask, why? Who even uses printed dictionaries anymore? Why not let students use their smart phones to look up words? It is faster, updated, and more comfortable to use. I myself use my smart phone for looking up words; why not let my students do the same?

Also, think of the possibilities for fact checking. Text GOOGLE any question and they will text you back in less than 5 seconds. If students have internet, they most likely have applications for Wikipedia, and a web browser. Many schools can’t afford computers in their classrooms—but open your eyes! More than likely, a majority of the students have computers right inside their pockets!

For my graduate program, I did research on the use of technology in the classroom (or the lack thereof), and the observation experience only made this problem more apparent. Teachers do not trust their students to use these technologies “responsibly.” And maybe students are abusing the technology. But the fact is they are going to use it no matter what. It is easy to sneak a cell phone underneath the desk. So why not put the cell phones out on the table, and teach ways for students to use these powerful tools for their learning? Of course, a discussion about the proper contexts of cell phone use needs to occur as a precursor. Students will not be perfect, and they will need constant guidance and gentle reminders when they become distracted. The mistakes must be acceptable, because everyone (yes, adults including) can become sidetracked by technology. I text and engage in all forms of social media and I am a successful student—why can’t I expect the same from my students?

This polemic is stemming from my ideological perspective and from my little experience with teaching. I have not taught in my own classroom, but I have experienced the cell phone issue in small group writing workshops that I lead in college. And to be honest, the use of the cell phones really did annoy me at times. I think why cell phones agitate teachers is because it subtly takes away their authority and power. Teachers are not the holders of knowledge in the 21^st century. They cannot compete with the technologies, and smart phones hold all the knowledge in the world. We cannot beat the smart phone “enemy,” so why not become friends?

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Maher: “Do you think we are still a great nation?

Moyer: “We are a very crippled giant, suffering from self-inflicted wounds that if we do not treat and heal, will in fact bring us to our knees and ultimately, to our doom.”

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I am sad to say, but Obama is becoming a very disappointing leader. Washington is so corrupt and politics is so intertwined with corporate money that it is impossible for our government to work the way it should. It’s very disappointing. Politics in this country, is a sham.

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Here is a really great interview with Bill Maher and Bill Moyers about health care, the corporate co-op of the democratic party, Obama and the future of America.

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Transitioning to middle school is a difficult task for many young adolescents. The foreign territory of middle school can prove treacherous to unadjusted students. How are middle schools creating supportive and all-inclusive environments for students to thrive, grow and learn? Are middle schools effectively “hooking in” students, giving them reasons to become part of the culture of the school? The time spent in middle school has a huge impact on the future success of students; if students flunk even one class during this time, it projects their chance of dropping out in high school to 50%. Surveys have found that up to 80% of students who drop out do so because of frustration and boredom in school. These statistics are alarming, and serve as a wake-up call to our educational system. Through the implementation of extracurricular activities, students have the chance to connect, find purpose, and become part of the fabric of their school’s culture.

With dropout rates so consistently high in America’s schools, finding ways to engage students is more important now than ever before. Teachers can have a positive influence on levels of engagement by the way they teach their classes. By using methods such as authentic learning, student-designed curriculum, and curriculum integration, teachers can engage their students in the classroom. This, however, may not be enough. Research has found that keeping students engaged outside of the classroom is just as important. Without a focus on engagement, classrooms can become rigid and disjointed, causing students to feel disconnected and lost. If students find themselves in these types of “standard” classrooms, they have the opportunity to become connected through structured extracurricular activities; these activities include clubs, sports, drama, music, and are either academic/non-academic and take place during or after school hours (Akos, 2006). This extracurricular participation can “save” students, as it provides a chance for students to become part of a community. These activities also aid in learning, as students learn in an informal environment how to get along with their peers, and operate in “real-life” activities. Research also shows that the more activities students are a part of, the better their grades are and the less likely they are to drop out of high school (Cairns, R. & Mahoney J, 1997).

The Research

Consensus about the importance of extracurricular activities is found in current research and studies. Although the studies do take different angles, the implications and benefits of student involvement is clear. The best types of extracurricular activities are all-inclusive, and include a wide variety of interests.

Positive Youth Development

In order to combat school dropouts and disengagement, many schools have implemented intervention programs, such as dropout prevention programs and remedial education. These programs are situated in the deficit model, and only perpetuate the problems it attempts to fix.  The strength of extracurricular activities is in its inherent positive model, which provides community, connections, fulfillment of goals and the fostering or personalized student interests (Cairns, R. & Mahoney, J., 1997).

The Positive Youth Development (PYD) study conducted by the Search Institute focuses on the positive influences which can contribute to positive youth experience. The participation in extracurricular activities can serve the study’s 2^nd hypothesis, which reads: “When youth themselves take action to improve their contexts, their efforts are empowering and also improve the contexts for themselves and their peers” (Benson, Hamilton, Scales, & Sesma, 2006, p. 4). If extracurricular activities are not provided and encouraged, students can become “habitually bored,” instead of “chronically interested,” (Benson, et al., 2006) the latter of which are more optimistic, goal-focused, and have higher levels of self-esteem than the former. When students participate in activities, they become a part of a new network of peers, and find purpose and self-worth in its community.

Through their research, the PYD study has found that the greatest affects of student involvement are autonomy, agency, and the empowerment of students “seeing themselves as producers of their own development” (Benson et al., 2006, p. 4). These experiences can have long-term effects, and follow students into their post-high school lives (Akos, 2006; Benson, et al., 2006). Since middle school students experience these outcomes by involvement in extracurricular activities, it is imperative to allow for the creation and implementation of the activities.

Participatory Belonging

Participatory belonging is another term used to describe the process of extracurricular activity (Finn as cited in San Antonio, 2006). When students engage in activities, they foster friendships, and stay connected to their school—they are experiencing a sense of belonging, the lack of which could be argued as a reason some students drop out of school. This is especially important during the transition to middle school, as students search for new meaning and belonging. In the study, “Extracurricular Participation and the Transition to Middle School,” extracurricular participation is named as a “protective factor.” Many middle schools do not allow 6^th graders to participate, but it is argued that they should be allowed to since the activities act as a protective factor and a way to ease into the school culture (2006).

Extracurricular activities benefit all students; however, at-risk youth benefit more from the activities than students who are already succeeding. Research has found a corresponding link between the number of activities a student is involved in and the rate of dropouts. Extracurricular activities enhance status, provide links to peer networks, and foster connection to the school culture. These factors, along with the added correlation of raised academic achievement, keep many at-risk youth from dropping out (Cairns & Mahoney, 1997). Providing extracurricular activities and promoting a culture of school involvement, can contribute to lowering the rate of school dropouts.

All-Inclusive Extracurricular Activities

Since at-risk youth benefit the most from extracurricular activities, involvement must be all-inclusive. Schools must be aware that affluent students have more chances to become involved because they are more likely to already be skilled at certain activities due to previous opportunities afforded to them. They are also likely to have parents who are available for transportation and emotional/financial support (San Antonio, 2006). Some schools have included “club time” into their weekly school schedule, to ensure that every student has an opportunity to engage in a small-group activity. By keeping it on campus and during school time, the benefits of extracurricular activities become embedded into the school. The “Connections Through Clubs” program created by a middle school yielded quality results: 86.7% of students said they learned something new, and 90.6% said they enjoyed the time they spent in their club (Logan & Scarborough, 2008). Through this program, students improved academic skills, had a connection with the adult leader of the club, and created new friendships with the other members. The school involved the community and were able to increase their club budget from $200 to $3,000, and by including club activities during parent night, attendance increased substantially (Logan & Scarborough, 2008).

Implications

Extracurricular activities are best when implemented at the school level. However, that does not mean that that factors which make up the benefits of involvement cannot be used at the classroom level. The Positive Youth Development research suggests that teachers “integrate service, leadership, and engagement into all types of programs and settings” (Benson et al., 2006, p. 4). Teachers can create community in their classroom, just like school clubs and other activities have. Even if a school lacks in extracurricular activities, it is possible to recreate the peer networking and connection inside the classroom, through community-building. Also, teachers can model their curriculum off of the best features of extracurricular activities. Projects involving community service creates opportunities where peers work together, apply their learning to real life circumstances, and practice leadership. PYD further suggests that students be offered the opportunity to do all of the planning of the activity, because it provides a more fully engaged experience (Benson et al., 2006).

Teachers have a lot of influence, and can encourage students (especially those at-risk) to sign up for activities. Sometimes students lack the confidence or drive to get involved, and just need to be pointed in the right direction. The role a teacher plays in encouraging a culture of involvement cannot be undermined. If a school is underfunded, this should not prevent the opportunity for connection through involvement. Schools can create involvement opportunities with very little money (San Antonio, 2006). For example, middle school students can mentor younger students, or can have high school “buddies.” The community is rich in these types of service-learning activities, and is always in need of energetic volunteers. Civic groups and local companies can always be asked to sponsor events as well (San Antonio 2006).

Conclusion

Whether a school has an abundance of opportunities for students or none at all, it is necessary to provide these experiences. Luckily, it does not always have to include extensive planning or exuberant amounts of money. By involving the community and allowing the students to voice their wants and needs, effective activities can be created. With the rate of school dropouts, it is clear that schools are not keeping students engaged. This engagement is especially important when students transition to middle school, as their experience during that time can have big effects on their high school career. Extracurricular activities are powerful and empowering experiences because they have the “potential to influence student belonging, promote positive academic and psychosocial outcomes” (Akos, 2006, p. 1). This participatory belonging can keep at-risk students in school, and can continue to enrich the atmosphere and culture of school.

References

• Akos, P. (2006). Extracurricular participation and the transition to middle school. Research in Middle Level Education Online, 29(9), 1-9.
• Benson, P., Scales, P., Hamilton, S., & Sesma Jr., A. (2006). Positive youth development so far: Core hypotheses and their implications for policy and practice. Search Institute Insights & Evidence, 3(1), 1-13.
• Logan, W., & Scarborough, J. (2008). Connections through clubs: Collaboration and coordination of a schoolwide program. Professional School Counseling, 12(2), 157-161.
• Cairns, R., & Mahoney, J. (1997). Do extracurricular activities protect against early school dropout? American Psychological Association, 33(2), 241-253.
• San Antonio, D. (2006). Broadening the world of early adolescents. Educational Leadership, 63(7), 8-13.

The music of Philip Glass has moved me more than any music I have ever heard. I recently obtained a copy of Glass’s music to the movie, The Hours, and in the CD booklet is an essay by Michael Cunningham. This essay has explained to me my unexplainable and odd fascination with Glass, and in addition, with the work of Virginia Wolf. I guess I am one of the “wild and lonely ones,” because I often listen to Einstein on the Beach (and any other work of his that I have collected) on repeat, especially while writing.

The beauty lies in its maddening repetition, just like Woolf’s seemingly nonsensical story-telling. It is all so ordinary, so benign. But is it, really? The ordinary, the patterns, the repetitions— that is exactly it. That is life. That is beauty. It is this moment, just like all the other moments, and it is precisely perfect.

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“The shortest and simplest answer I’ve been able to offer when asked why I write novels is, because I can’t sing, play an instrument, or compose sonatas. I mean no disrespect to literature if I say that, should an extraterrestrial suddenly appear before me and ask to know something essential about the people of earth as expressed by their art, my first thought would be of Bach rather than Tolstoy. Writing, even great writing, is inevitably to some degree a local concern, in a way that music simply isn’t. Our novels may not be read in Alpha Centauri, but it seems possible that some of our music will be played. Being in love with music but possessing no talent for producing it, I try to compensate by listening to music almost every morning before I start to write, to keep reminding myself that language on the page can be almost as rhythmic and penetrating as the work of Schubert, Van Morrison, or Philip Glass.

Each novel I’ve written has developed a soundtrack of sorts; a body of music that subtly but palpably helped shape the book in question. […] The one constant since I started trying to write novels, however—my only ongoing act of listening fidelity—has been the work of Philip Glass.

I love Philip Glass’s music almost as much as I love Wolf’s Mrs. Dalloway, and for some of the same reasons. Glass, like Wolf, is more interested in that which continues than he is in that which begins, climaxes, and ends; he insists, as did Wolf, that beauty often resides more squarely in the present than it does in the present’s relationship to the past or future. Glass and Woolf have both broken out of the traditional realm of the story, whether literary or musical, in favor of something more meditative, less neatly delineated, and more true to life. For me, Glass can find in three repeated notes something of the strange rapture of sameness that Woolf discovered in a woman named Clarissa Dalloway doing errands on an ordinary summer morning. We are creatures who repeat ourselves, we humans, and if we refuse to embrace repetition—if we balk at art that seeks to praise its textures and rhythms, its endless subtle variations—we ignore much of what we mean by life itself.

I first listened to Philip Glass in college in the early seventies, when I bought a copy of Einstein on the Beach after hearing an excerpt on the radio. I played it over and over until my roommate threatened violence, after which I procured a set of headphones. I played it for anyone who could be persuaded to listen, and in doing so began to understand that I was a strange creature who, like most strange creatures, believed himself to be the norm. Many of those I lured into my dormitory room began to fidget after ten or fifteen minutes worth of Einstein on the Beach, and the few who did not—the ones who loved it as I did—tended to be some of the more eccentric local specimens, the wild and lonely ones, the obsession-prone. It was an experience I would find repeated as I pressed copies of Mrs. Dalloway onto people, who were often as baffled by it as I was, in turn, baffled by their bafflement.

The last thirty years have served to move Glass in from the margins, just as time has moved Woolf from aberration to mainstay of world literature. I have been reading Woolf and listening to Glass most of my adult life, and have never tired of either of them. I still listen sometimes to Glass’s music, often first thing in the morning, before I start my writing day. His music is, to some degree, part of everything I’ve written.

So, when I heard he’d agreed to contribute the music to the film version of The Hours, it seemed both inevitable and too good to be true. I’m not sure if I can offer any higher praise than this: When I saw the movie with the music added, I thought automatically of how I could use the soundtrack, when it came out, to help me finish my next book.”

–Michael Cunningham

Part 1

It’s a typical day at an American high school campus. Groups of students walk around wearing earbuds, or sneaking looks at their personal digital assistant (PDA), formally known as the cell phone. They check their Facebook and Twitter pages, they send off a dozen text messages, they blog, and they read updates on their favorite musical group, all in less than a few minutes. However, it is inaccurate to say that all students are “plugged in.” A typical day in an impoverished high school would not the same level of technology use. The digital divide is real and it is an issue educators must mindfully consider. By prohibiting technology educators miss opportunities to model their practices and teach context-specific skills. Furthermore, the students who do not have access to technology at home are completely cut off from learning these necessary skills needed to operate in the 21^st century global marketplace. It is because of this digital divide that educators must accept students’ use of technology. Educators should also work for funding to make technology available to all students, and find ways to implement all forms of technology into the classroom.

The fast-paced world of technology is all pervasive, and yet not all schools are using or teaching it. In the article, “Plato’s iPod: Can Hand Held Electronics Be Valuable Tools of Learning?” Day Rosenberg explains the dichotomy teachers grapple with:

Do we cast the latest incarnation of electronic novelty into the teacher drawer half-filled with silly string and chattering teeth and the like, or do we contextualize these powerful new communication tools into the category of notebooks, calculators, and pencil boxes? In other words are they simply highly sophisticated tools of goofing around, or can they be serious tools of learning?” (2009, p. 93)

The consensus in current research holds true to the theory that technology can and should be used in the classroom. By teaching how to use technology, and using technology to teach, teachers can better prepare their students for the 21^st Century global marketplace.

The 21^st Century Young Adolescent

By using the deficit model, it is easy to argue myriad reasons against the case for technology. “Challenges exist with MySpace and YouTube,” Rosenburg points out, “but the real problem is that it’s hard to be open to the idea of embracing such technology when most of what we hear is the negative” (2009, p. 94). By focusing on the positives, an array of compelling affordances can be uncovered. Before delving into how technology can be used in the classroom, a clear understanding of the 21^st century student is imperative:

• 65% of students classify themselves as a “regular or occasional” player of video games (Jenkins, 2005)
• 80% of students who use the internet are members of social networking websites, 70% of which use the networking for school related purposes (Richardson, 2008)
• Students author over 2 billion blogs online (Renard, 2005)
• According to a study performed by Kaiser Family Foundation, “30% of young people say they either talk on the phone, watch TV, listen to music, or surf the Web for fun ‘most of the time’ while they are doing homework’” (as cited in Mustacchi, 2008, p. 67).

Technology is embedded into the fibers of today’s teenagers; they are “digital natives” (as cited in Thieman, O’Brien, Lee, & Hinde, 2009). They are born in the light, “from the first flash of the camera at the moment of birth, […students] arrive at school full of knowledge, thoughts, ideas, and opinions about their world and their universe,” as quoted by Marc Presnsky in “Turning On the Lights” (2008, p.41). With schools implementing internet filters, banning the use of smart phones, and not providing sufficient teacher training on technology, the modern classroom is “turning off the lights” on 21^st century technology. The learning of students is greatly affected by this; Prensky quotes a teenage boy as saying he has to “power down” when he gets to school—in a literal and an intellectual way (2008, p. 42).

Part II: Avenues of Technology

Are there benefits to asking students to “power-down” in school? Does technology really distract students, or are students learning within the context of their gadgets? Rosenberg (2009) argues that students are learning from their technologies; however, most of this learning does not happen in the schools (where it is likely to be prohibited), but instead at their homes and in their free time.

Gaming

A 2001 study showed that 84% of 12 to 17-year-olds own a video game console, and 58% played for at least one hour every week (Jenkins, 2005, p. 48). Gaming (both video games and computer games) has since increased in popularity. The modern video game can be quite complex. From role playing games (RPG’s) like Second Life and World of War Craft, gamers engage in complex virtual worlds where they are challenged but not overwhelmed, are given instant feedback and reward, and are given the power of complete autonomy. These characteristics are tough to find in standard homework, which may explain why “young people find difficult games enjoyable when they find difficult schoolwork merely frustrating” (Jenkins, 2005, p. 49).

Jensen, in his study “Getting Into the Game,” analyzes why gaming seems to be more compelling to students than the work done in the modern day classroom. He found that gaming:

• Fosters authentic engagement through immersion
• Sequences tasks to allow early success
• Lowers the threat of failure
• Creates a social context, connecting learners to peers who share their interests
• Are multimodal  (2005, pp. 49-50)

A gamer has intrinsic motivation; they control their environment, space, and learning. Teachers should apply these methods into their own curriculum in means to more fully engage their students.

Blogs, Social Media and Civic Engagement

Making a positive digital footprint can be empowering and life-changing for 21^st century students. In the article, “Footprints,” Will Richardson speaks of a shift in teaching due to the new literacy that technology has evoked. Instead of a “supply-push” model where teachers deposit knowledge into students’ minds, the 21^st century demands for a “demand-pull” approach. This approach “requires students to own their learning processes and pursue learning, based on their needs of the moment, in social and possibly global communities of practice” (2008, p. 18). This is clearly seen in the trend of youth-led grassroots organizations based online, and through the use of activist blogging. In the activist blog, “Twenty-Five Days to Make a Difference,” 10-year-old Laura used the blogosphere to create her own movement in memory of her grandfather. The blog became so popular that she was able to continue the project for over a year. Through the use of this blog, Laura effectively organized a community, and raised thousands of dollars for local charities [Richardson, 2008, 18]. Young adolescents have the opportunity to be more civically engaged than ever before, and they can do it all on their own. The possibilities of blogging are endless, if implemented into the classroom.

Part III: Implications

Today’s youth are more plugged in than any generation before them. They are masters of their online spaces and constructors of their online identities. How are students learning to navigate these potentially treacherous spaces? And who are they modeling after? Most youth are born into it, and are brilliant self-learners. However, just like many aspects of their lives, youth benefit from guidance from adults. “Students need to develop a critical eye,” Mustacchi says (2008, p. 68), “and schools need to teach them how to become literate in the multimedia experiences that routinely bombard and sometimes exploit them.” In the 21^st century, it is imperative that our dark and technology-restricted schools turn on the lights; by shying from technology in an effort to “protect” students, schools do more harm, especially to youth who do not have access to technology. Students are not learning how to effectively navigate these complex digital landscapes. They are not learning how to harness the positive affordances of technology to help structure learning, both in school and in their free time.

Schools must use their available technologies to match the learning methods of their “digital native” students. This entails using the internet for research, implementing the methods of gaming into the classroom, and allowing the use of hand-held devices in the classroom. By accepting the technology, teachers can model appropriate use. Today’s youth are global citizens, sharing themselves to people all over the globe. Teachers have a unique and exciting role in the implementation of these technologies; they can “turn on the lights” in their classroom, and turn on the minds and passions of their students.

Conclusion

Technology is here to stay, and it is only going to become more pervasive and more central to the way we communicate and live our lives. The 21^st century “demand[s] that we prepare students to be educated, sophisticated owners of online spaces,” (Richardson, 2008, p. 19). Not only should students learn how to use the technologies (most will already know, being “digital natives”), but they should learn how to navigate within the technologies to produce the best outcomes. Teachers can bridge the gap between what students learn at school, and the skills they acquire by using technologies at home. By placing our emphasis on modeling technology practices, perhaps the banned technology can be removed from the teacher drawer, and be handed back to the rightful owners—America’s students, the digital natives and technological leaders of tomorrow.

References

• Jenkins, H. (2005). Getting into the game. Educational Leadership, 62(7), 48-51.
• Manzo, K. (2009, April 1). Students see schools inhibiting their use of new technologies. Education Week, 28(27), 10.
• Mustacchi, J. (2008). What’s relevant for YouTubers? Educational Leadership, 65(6), 67-70.
• Prensky, M. (2008). Turning on the lights. Educational Leadership, 65(6), 40-45.
• Renard, L. (2005). Teaching the DIG generation. Educational Leadership, 62(7), 44-47.
• Richardson, W. (2008). Footprints. Educational Leadership, 66(3), 16-19.
• Rosenberg, D. (2009). Plato’s iPod: Can hand-held electronics be valuable tools of learning? Independent School, 68(2), 93-95.
• Thieman, G., O’Brien, J., Lee, J., Hinde, R., (2009). Participatory media and citizenship education: An opportunity for social studies to help youth have their say. American Educational Research Association Conference.