Partners
Creating Innovative Lessons
By Jeff Conor
When
I started Gen Y, I learned the basics of many software programs
that my school has. When the Gen Y teachers decided that we had
enough basic instruction, they turned us loose on our partner teachers.
I
met with my partner teacher and learned the details of what my project
involved. I explored the software that I needed for my project,
and I began to learn as much as possible about it. Having some basic
instruction with the software really helped me get a head start
on learning the more complicated features. Every few weeks my partner
teacher would come by and see how things were going. He would have
me explain what I had done and what I was going to do so he could
make sure I stayed on track. During these short meetings he would
offer feedback, and many times he would compliment me as well. These
meetings helped me not only be able to complete the project to his
expectations, but they also helped my self-esteem. I found that
many days when I had met with my partner teacher, I would be more
confident and in a better mood the rest of the day.
My partner
teacher had a great idea for a project, but he was looking at it from the angle
of how he would teach it to the class and what they would get from it. I had
to take that idea and look at it by thinking, “What is the easiest way
to design the project for the teacher?” This took some serious brainstorming,
and I hold more respect for teachers than I did before—it’s hard to
come up with a lesson that teaches a student something with minimal instructions.
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Appreciating Each Other
By Amanda Course
When
I walked out the door on the last day of my sixth-grade computer
class, I hoped I’d never have to take another class in that
room again. And for a year and a half, I didn’t. But at the
end of seventh grade, there was a meeting about Alternative Technology,
an all-girls computer class. It sounded fun, so I signed up. Alt-Tech
turned out to be my favorite class of eighth grade. And when Mrs.
Piper and Mr. Costello asked if anyone wanted to sign up for Gen
Y, I did, so I could have the chance to work on computers more often.
Gen
Y is a great way for kids and teachers to learn about each other
and work together. The students learn about using computers, preparing
lessons using certain software, and presenting a finished product
to a class. I realized how hard it is for teachers to give students
major projects, such as the one I made. Then with the students’
help, the teachers learn different software to use in the classroom.
So it’s a two-in-one kind of class. Gen Y is also great because
it can boost self-esteem.
Since
I have learned how to use different programs, teachers turn to me
for help because they know I am in Gen Y. It makes me feel special
because I know certain things and can use my knowledge of computers
to help my teachers.
I also
have been turned to for exhibits such as the Olympia School District’s
Celebration of Learning. I hope to go farther with Gen Y. I know that it is
a very special program not only in Washington but also across the nation. I
feel privileged to be a part of Gen Y, and I hope many others may experience
it, too.
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Table 1.
The Traditional and Gen Y Ways to Integrate Technology
in the Curriculum
|
Traditional
|
Generation www. Y
|
|
Give
workshop to train teachers to use a particular software application.
|
Deliver
Gen Y class to train students with technology, collaborative, and pedagogical
skills necessary to help teachers.
|
|
Teacher
returns to class with a vague understanding of the software and little
in the way of ideas for integration and attempts to use the software in
the classroom with little outside support.
|
The
Gen Y student and partner teacher work together to create technology-infused
lessons. Students and the Gen Y model provide continuous on-site support.
|
|
If
anything happens at all after the workshop, the teacher has to provide
both the technology and teaching components.
|
The
student provides the technology expertise and the teacher provides pedagogical
skills.
|
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|
