Chapter 3 - High Concept, High Touch

Wow! I fell right into this chapter. It really grabbed me. Daniel Pinks diagram 3.1 makes so much sense to me. I do believe that we are in the Conceptual Age. I have 13 children, nieces and nephews that are in their late teens and 20's...they are almost all creators and empathizers...graphic designers, interior designers, psychologists, photo journalists...global travelers...few of them sitting still and settling in their "hometowns". They are searching for "meaning" in the work that they do..not necessarily "money"...
I wrote a note to these Conceptual "Kids" and inserted them a excerpt from Pinks book...many replied with positive responses. Then my 60 year old sister challenged me to read a book called "Outliers". A book about the cycles and attributes of successful people. (I haven't had time to read it, but am interested to compare this thought with "A Whole New Mind")
Our activities relating to this chapter were very revealing, in that, we had a wide variety of responses...even an old time "paper and marker" response!!!(My group!) As a teacher, I must allow students to respond and have ownership of their responses...not just cookie-cutter responses. The skills of cooperation, communication, and sharing as a group is essential in todays framework of learners... they are not us! We are content with 25 students turning in the same type of response...they on the other hand, want to express themselves in creative, unique ways.

Thing 4

Commenting on blogs and social networking sites can be very powerful or lame...really!
Pithy little words...lighthearted quips...are they really constructive? Sometimes this is fine! Deep discussions are not necessarily appropriate, length wise, in a blogging setting. Learning to write consisly and effeciently, also kindly, are a necessary tools in blogging. It is exciting to see that someone has commented on a post, especially if they like what is being expressed:)
For many, blogging gives voice to thoughts and ideas in a relatively safe environment. Students often don't want to "speak aloud" for fear of ridicule, so blogging allows them a vehicle inwhich to say what is on their minds, to express creativity, dream, vent, and emote.
I told my recently college graduated, 22 year old daughter about this project on blogging. She replied that she follows tons of friends, but had not established her own blog because she doesn't feel like she is a "good writer"...she is however, exactly what Mr. Pink in describing in his book, A Whole New Mind...a conceptual designer. Her degree is in Interior Design, yet her professors all agree that she needs to head in the Industial Conceptual Design field. I posted excerpts from the book for her on FaceBook...she posted last night that she is launching a blog:)...more to come...

Thing 3

WIDGETS...."apps" by any other name....

I use an iPod...not an iPhone...just the Pod...not even the iPad....so...I am familiar with adding this type of application to link to ~THINGS~

I like to have accessibility to photo's, video's & favorite websites, so widgets allow instant access to these apps.

When students create a blog and add widgets, this will show you "who they are" and "what they are interested" in by simply looking at their widgets.

Very insightful tool, actually!

Thing 2

So, I am reflecting on Web 2.0....

Ways that web 2.0 change my professional practice
· Must integrate MORE in all disciplines
· Be more PROACTIVE in using myself
· Be a researcher / advocate for my students

How might you be able to use these new tools to engage today's "digital learners"? To network with other educators? To communicate and collaborate with our teachers, parents, community?
o Simply be catching their attention
o Making “work” relevant…
o Engaging in student’s world…
o Networking with educators globally
o Finding ways to connect with parents

Why would I want to?
~ collaboration with community...families...students...educators
~ expand my horizons
~ becoming relevant in my world