Julie Williams

I appreciated the scenario provided. I walk in and my world was left a mess by my predecessor. I wish that wasn't the baseline expectation as a new teacher in education. Yet, it's a parallel tangent to my post in one of these forums between the disconnection between the teacher as angelic role model and the reality of the profession. The striking reality of this disconnection might explain the turnover rate for not only CTE teachers, but all other teachers, as well. Yet the baseline expectation for those in CTE is that these folks have retired from another industry that… >>>

I find interesting the level of disconnection between idea of being a teacher and its reality. It's fascinating the "level of being a professional" that is expected by these types of descriptions of teaching, and especially the behaviors targeted. Somehow the 'being a role model' piece is aligned with Mother Theresa, the expectation is couched in the yes, you can be fired for minimal missteps, and we shall pay you as if you are also said saint... (honestly, you get paid in heaven points...). In practice, the actuality is that your survival in education relies on your being in positions… >>>

I appreciated a timeline specific to CTE. However, I found it a bit interesting that there was a distinction made between ideas of Dewey and Perkins. CTE seems a fine manifestation of the types of educational experiences Dewey would have valued, and in fact, my appreciation of CTE and its pragmaticism is directly related to my enjoyment of Dewey.

Instructional design seems only limited by imagination at this point. There are tons of ways to supplement courses visually, auditorially, and with other media. It's important that whatever is added supplements the course, yet the possibilities to add to content are quite wide ranging. 

Despite these truths, it's still important that the content and context of the course be important to the learners.

I wonder about the notion of using other lectures that are previously established by others. From my experience, there are multiple, valuable lectures on many subjects available online, and gathering them together instead of reinventing them can be really valuable.

I think the components of solid online courses are the same as those in face-to-face settings. The idea of providing specifically focused content and supplementing the typical course with lecturers is a great practice. In the online world; however, such lecturers are able to be preserved and presented in the future, as well. The courses become timeless, and the ability to engage students without having to inconvenience the speaker an additional time is possible. Discussion forums allow students to engage synchronously and asynchronously. The possibilities in online teaching are tremendous.

I have enjoyed watching online learning develop over time. I believe the online world allows all students access to information in ways that are interactive and valuable. I also think the flexibility to engage with courses within one's own timeframe is a brilliant luxury that is of tremendous benefit to this generation and the world at large. No longer are students reliant on a specific instructor and his or her personal delivery of material. I believe the structure of online classes can get a bit repetitive, but is no worse than most face-to-face environments. I appreciate that the information itself… >>>

Learning differences and learning preferences, while not the same, are both important in guiding course design. We have to be aware that students tend to learn information in unique ways. And it's important to realize that some students are challenged by traditional forms of assessment. It's interesting the division between holistic assessment and standardized assessment. While the former tends to provide a shapshot along a learning continuum, the latter tends to label students at specific levels of performance and be valued more by those managing accountability.

I have appreciated dabbling in a variety of languages through my travels and feel fortunate to have experienced being a minority, as an English speaker. It was truly humbling and an important experience for me to better understand my English language learners. I also have become more critical of 'literacy' programs that fail to make the connection to the local languages that we are trying to also assist students in understanding. Typical reading programs feel like a complete recolonizing of our local students to me.

I have worked in many contexts, and all have been multicultural experiences. Much of my work was in a racially homogenous area, but even there, the cultural differences between socioeconomic strata were clearly established. Even with a dress code to create a sense of similarity, the norms between classes were apparent. And familial expectations varied based on experiences and survival needs. In my international work, the racial diversity was apparent, and the freedom to individualize instruction between students was tremendous. It's all about recognizing the value of the individuals within the learning communities and emphasizing a sense of commeraderie that… >>>