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This podcast is a bit of a deviation from the normal format for GingerSnapz! It is in direct response to the attitude she's seen recently displayed by some in the edublogga'sphere.

This attitude seems to be snarky disdain for those teachers and educators who may be showing a bit "too much excitement" for the tool of the week.

Ginger offers her snappy opinion toward those who often serve as bellwethers for the 'sphere.

Please DO leave a comment on this one!


During the first 4 minutes of this episode, Ginger muses about a conference she's about to attend (http://essdack.org/ttt/), hosted by ESSDACK (http://essdack.org/), the company that runs Turning Point Learning Center. She also considers the beauty of the Flint Hills and the destruction of the June 11, 2008 tornado that hit Chapman and Manhattan, KS the night before.

IF you have an interest in a more personal "snap" from Ginger, listen to the first of the podcast.

However, at about 4 minutes, she FINALLY decides to get to the point of the grading/assessment dilemma, considering grade cards and the under-motivation and under-achievement that current assessment and grading practices foster.

Charlie Mahoney is referenced: http://charliemahoney.com/
and the phone call at the end was from her husband, Eric.



Listen in as Ginger reflects on the iConnect iLearn (un)conference that has been a catalyst in demonstrating how education should be, not only for students, but also professionals.

How many times have you sat through a powerpoint from some big-wig telling you to change your delivery model? How many times have they "spiced up" their presentation by having you do some silly little activity that "illustrates" what a student would be doing?!

Bah! The iConnect Conference has been a proving ground not only to tech-reluctant or newbie teachers, but also to those in professional development positions; to see that indeed these teachers WILL accept a conference that does NOT provide "sit and get" PD.

So now my challenge to you is to put up or shut up!



Today, in another in an apparently long series of rambles, I'm contemplating when and how we know when our students are truly thinking globally. The iConnectiLearn ning (http://iconnectilearn.ning.com/), is referenced, where charter schools and other innovators in Kansas public education are invited to connect and learn!

Likewise, is it truly when Greenwich Mean Time is internalized? Or is it something else? I'm still thinking...


Turning Point Learning Center is not simply ed tech savvy, but we're really more of a Project Based Learning School. In this podcast, I've been inspired by personal group work gone wrong and have decided to reflect with students about group work and the purpose of it.

Special thanks to 7th graders Olivia and Lauren, two very different people!

(notice that in this podcast's picture, the group is going over the cliff!)


Suspend your ideas of classroom capacity and everything you've ever considered regarding the look and feel of the traditional classroom.

What is an optimal class size for one teacher? Is there (should there be) such a number? Does it matter the needs, be them academic, intellectual, or emotional needs of the student population? Does it matter if the range of ability levels? Does it matter the individual capacity and ability level of the teacher?

If we're truly going to do something different in education, if we are truly going to look at students as individuals, why can't we look at teachers as individuals?

Should there be a matrix for this situation?

How many children is too much for a family? How many children is too much for a family? Why is a teacher so much more qualified to give quality instruction to as many as 5-10x more children?


This was a bit of a "manic" reflection the morning after we had about 60ish pre-service teachers tour Turning Point Learning Center, the school where I work.
The pre-service teachers were from Emporia State University, my own alma mater. The Teachers College there is a very good school. Please interpret my commentary as a broad, generalized description of how prepared our current high school grads are when they enter the pre-service programs.

Is this a cycle we're in or is it more of a mobius band?

And yah, that is how I am a lot of mornings. That's when the best ideas actually coagulate in my brain!


Tim Holt, based in El Paso Texas, has started a meme, asking what why we feel that educational technology is important for students.

I have responded in likely more than 500 words, but I would like to hear your ideas as well. If you'd like to be tagged, let me know. You'll have the full floor!

Visit Tim's podcast and blog site here: http://web.mac.com/timholt/Intended_Consequenses/
Tim takes you through the ins and outs of Ed Tech from his unique perspective as a 22 year educator and District Technology Administrator.


This podcast is from last October's KGTC Conference, closing keynote by Linda Geiger, Gifted Education Program Consultant for the Kansas State Department of Education, with an introduction by Judith Lacey, KGTC State Department Liaison

Linda did have a visual presentation to go with this, but you'll get the majority of the info from her talk.

I'm posting this keynote with her permission; she's an amazing person who wants to bring about change in gifted ed in Kansas, and is passionate about developing teacher's 21st century skills and behavior.


This is an interview I held with Julie Rhodes last October at the annual conference of the Kansas Association for Gifted, Talented, and Creative. Julie and I took some of our Master's classes together and our paths have begun to widen.

She's now teaching pre-service teachers at Cowley County; let's see what she has to say about these students' tech readiness to teach our future generation.


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