Maker Culture in Bush Alaska

First Thoughts on Making in Rural Alaska

Maker culture can be briefly defined as "learning through doing in a social environment." Making often involves technology, but may be something tactile like paper folding, woodworking or an open-ended art project. Maker culture relies on the learning theory of constructionism, which grew out of Piaget's constructivism, and holds that we learn best by doing. But there is also a touch of Vygotsky's socio-historical theory which says that we learn in a "zone of proximal development" which describes what a learner can do with help and what they can do without help. This is an important consideration when implementing maker culture in the classroom. So I asked myself these questions:

• Who are my students and what are they ready to do? 
• How much help will they need?
• What can they do on their own?

Teaching bush Alaska gives me the opportunity to work with a diverse range of ages and abilities.  this year, for the first time I will teach math to all grades 6-12 with one 7-8th grade elective class to be determined in early August. Although there is a chance that I will use the elective as a computer-based maker space, it may be designated for PE instead. So I will focus this implementation plan on weekly scheduled "maker days" that can be used for experimentation and discovery learning. 

Project Goals

Implementing the classroom hydroponics project last year was a fantastic improvement to my learning environment. However, only a few students were ready to jump in and get involved. It generated a lot of curiosity and questions, but not a lot of action on the part of most students. This was largely due to the fact that my teaching load did not allow for a course in horticulture, and most students in the village just want to do the minimum to pass the class. Students need a lot of help and guidance for a big project of this type. It was too open-ended for most of my students.

My main goal for the "maker days" is to introduce a number of interesting maker projects with multiple entry points so that I can offer enrichment to all of my students. I will vary the project types based on age groups and academic readiness. My aim is for students to work independently or in groups with minimal direction. 

One of the devastating affects of poverty can be learned helplessness (Payne, 2013). Living with minimal resources has well-documented negative consequences on learning, behavior and achievement (Jensen, 2009). But project-based learning (maker culture) along with the arts, music and physical activity have been shown to have a positive affect on what Jensen calls the brain's operating system. The problems of poverty can be reversed in many cases. 

Specifically, the academic operating system can be improved by using maker projects to engage students. My goals for the students are to use projects to help develop: 

• sustained effort
• auditory, visual, tactile processing skills
• attention and focus
• short-term and working memory
• sequencing skills
• confidence

All projects will be evaluated based on rubrics that integrate these academic skills with the Alaska Mathematics standards. Projects with a high degree of connection to the standards-based curriculum will give students a better chance of long-term academic success and will be given preference. 

I will also look for strong ties to the arts: music, visual and kinetic. There is a huge gap in the arts curriculum in our school. We have no art or music classes, no drama or dance (except for the occasional Native dance) and these have been shown to be critical enrichments that develop the academic operating system. Jensen states, "Arts can and should be integrated into all subject areas" (2009, p. 126).  

Because of my full teaching load and technology background I will also implement technology-based projects that integrate the arts as well as mathematics concepts. So called "virtual" projects have an added benefit of engaging students through technology.

Project Implementation

This year each of my math students will have an extra period assigned to "math lab" which is an elective class in our district that supports the math curriculum. Math lab is not intended to be used strictly to finish homework assignments and may be an excellent platform for enrichment with maker projects.

I want students to be engaged with making on a weekly basis. Because my students are very conditioned to a traditional classroom of direct instruction and individual or group assignments, and because I have a set of standards based curriculum resources available for this purpose, I will focus Monday through Wednesday each week on these types of lessons. Math labs during the first three days of the week will be used for ALEKS, an online program that supplements the curriculum.

Thursdays will be "maker day" when students work on web-based or physical maker projects, and Friday (which is a half day for students at our school) will be used for independent project work or review and make up work depending on individual student needs. My students thrive best on steady routines which add stability to their lives. Working on maker spaces incrementally also allows for more processing time which is critical for my students.

Research has shown that regular formative assessment is critical for working with students who come from poverty (Jensen, 2009), because it helps us see what is working, what is not, and to make adjustments to differentiate instruction. I plan to reassess this implementation every 6-8 weeks and to work with my site administrator and colleagues on project details.

I find that my plans to create more Maker culture in the classroom are, in fact, like a teacher Maker project. I am learning by doing in a social environment. The details of implementation are always subject to change based on what I learn and what works best for my students. For ease of implementation I will define several projects for this Fall semester that I have some experience with and add new projects over the course of the school year.

A Starting Point for Maker Projects

Because of the interest generated in growing last year I will continue the classroom hydroponics project as an open-ended volunteer based project. We had a lot of fun with it and I will look for ways to extend the projects through grants and community involvement. The following list is a starting point for projects this Fall by class group. Duration and pacing will be project specific and will be adjusted depending on the individual needs of each student group. The 7/8th Grade group is 

Geometry

• Line Design is a great way to begin the year. Students will use the tools of geometry: ruler, paper and compass, to create art pieces for the classroom. Duration: 8/11-8/25 (3 weeks)
• LOGO programming supports geometric concepts and introduces the basics of programming and sequencing. This is a free online tool found at http://turtleacademy.com/. Duration: 9/8-11/17 (10 weeks)
• Yup'ik Parka design applet, a culturally-situated design tool also known as "ethnocomputing" that supports transformational geometry. Duration: 12/1-12/15 (3 weeks)

Algebra I and Pre-Algebra

• Animation computer programming on khanacademy.org. I have found that this is a very engaging tool for most students which supports the concept of algebraic functions while students create fun animations. I expect this to take the whole semester. Duration: 8/11-12/15 (16 weeks)

Grade 7/8 Math

• Basket Weaver project is another ethnocomputing project that I will use to support understanding the coordinate plane. Duration: 8/11-9/8 (4 weeks)
• Minecraft collaboration with Dr. Lee Graham will support a number of math concepts including area, volume and proportion. Duration: 9/15-12/15 (12 weeks)
• Codehs.com programming with Karel. Supports sequencing and other math skills and introduces programming at a level more suited to this age group. I may also be able to use these tools as a computer-based elective class. (To be used in place of Minecraft if a suitable collaboration is not available with Dr. Graham) Duration: 9/15-12/15 (12 weeks)
• Paper Circuitry looks like a great hands-on maker project that I may be able to introduce later in the year as I learn more and gather materials.

Grade 6 Math

• Codehs.com programming with Karel. Some of my 6th graders did well with this last year and I am excited to introduce another group of 6th graders to programming. Duration: 8/11-10/6 (8 weeks)
• Making music with recorders. Our school already has a classroom set of student soprano recorders which I will use to teach basic music theory. Music supports math on many levels, but my initial implementation will discuss frequency proportions: octaves, thirds and the perfect fifth. Students will also practice and learn songs for the Christmas program. Duration: 10/13-12/15 (8 weeks)

Last Thoughts

Changing the culture of the classroom to increase engagement is a primary goal of the maker movement. Enrichment and high expectations have been shown to be essential in working with students from poverty situations. In fact Jensen (2009) names increased activity in the Arts, Athletics and A.P. classes as essential factors in upgrading students' academic operating systems. Our school is weak in all three areas so I find myself compelled to work on integrating new teaching methods into my math classes. 

But the primary factor that is given by every student who has moved out of poverty into the middle class is that they had a good relationship with a mentor who was a role model for what Ruby Payne calls the "hidden rules" of the middle class which are the basis of academic culture (2013). My most important contribution to student learning may be my efforts to keep a positive classroom environment and to develop long-term relationships with my students. My aim in introducing Maker culture is to help students develop a more resilient and robust thought process  and learn the value of education that will serve them their whole lives.

Jensen, E. (2009). Teaching with Poverty in Mind: What Being Poor Does to Kids’ Brains and What Schools Can Do About It. Alexandria,VA: ASCD.

Payne, R.K. (2013). A Framework for Understanding Poverty: A Cognitive Approach. Highlands, TX: aha! Process.

Creating Maker-Culture in the Classroom and the Community

Reflecting on the ideals, pragmatic possibilities and real-world challenges of creating a sustainable maker-culture in my classroom I find one key ingredient which is absolutely necessary for success which has not really been touched on directly. The key ingredient is passion. Passion for the project and subject matter, and passion to engage students in new ways.

In a previous blog post I mentioned the success of funding my classroom hydroponics project in a short time and I am sure this was due to my high degree of enthusiasm for growing vegetables, and for learning new ways to grow indoors. Because of my own passion for the subject the project sparked curiosity in my students. However, I have not yet created many lesson plans that directly link this project to the curriculum in my math classes.

I was able to use the growing seedlings to discuss rate of change, and we used proportions to mix nutrients to the desired levels, but there is so much potential here for STEM related teaching and cross-disciplinary lessons that I know I will continue this project in my classroom. Growing in the classroom improves the classroom environment for my students and myself and it has seeded (pun intended) a longer term vision not only for my classroom, but also for the potential benefits to the community I live in.

My school is in Tununak, a small village on the Bering Sea coast with a population of just over 300 people mostly Native Alaskan. Several community members who come to the school have shown enthusiasm for the project and I am looking for new ways to engage the community in this aspect of maker-culture in my classroom. My dream and ideal is to experiment with various forms of indoor growing and to inspire interest in a community-based school greenhouse that could supply fresh vegetables to the village.

Photo linked from the Redoubt Reporter

Some of the people in the community have grown vegetables indoors and some remember teachers who grew small gardens in the Summer. But agriculture is not a traditional aspect of the local culture which is more attuned to hunting and gathering for subsistence. So I intend to continue to to integrate growing more into my curriculum while researching grant opportunities and promoting local interest. In my opinion maker-culture works best when students are led by their own curiosity and when they see the real value to the community

Certainly there is value in virtual maker-spaces like the Minecraft collaborations I learned about at the Virtual Learning Conference. And I plan to implement a number of technology-based maker spaces that fit my core-curriculum, possibly including the Arduino system or paper circuitry, once I have done enough preparation and experimentation to approach these projects with knowledge and enthusiasm. With a full set of mathematics classes next year from 6th grade through high school I will have ample opportunities to integrate with the math, science and technology curricula.

As a music lover and woodwind player I am also very passionate about the potential for integrating music, math and science in some of my lessons this year. I have purchased a recorder to practice for my own enjoyment, and because I know we already have a full classroom set of student recorders at the school which is not being used. Potential lessons could include study of proportions in the octaves, number theory and the concepts of frequency and wave theory. I know that there is enthusiasm for music from many students and music represents a gap in our school's elective offerings.

One more area where maker-culture could play a part in my classes in the future is related to the Alaska Water Sewer Challenge, a state initiative to find new innovative solutions to the problems related to honey-buckets and lack of running water in rural Alaska. One of my senior robotics students last year inspired my to create a proposal that I submitted to the Samsung STEM competition involving researching and prototyping sewage systems for rural Alaska homes. My proposal was one of five Alaskan schools that was considered from the state entries, but did not proceed to the national level.

It is a fairly ambitious project that will require a lot of planning and community involvement, but I will look for ways to engage my students in the process since they are all directly affected by the issues involved. One way I will do this is by following the results of the state initiative listed above that are being shared at a conference this Fall, Conference on Water Innovations for Healthy Arctic Homes.

My goal is to engage students with relevant projects that may also become community-based. Realizing that I more easily create projects in areas that I am passionate about I will also look for and create maker-projects that are open-ended and student-driven so that they may find areas that they are passionate about. I have ambitious and far-reaching goals, but  I will create an implementation plan that is practical for my current teaching situation and student-base.

Sustaining Maker Culture: Mindset or Money?

What does it take for maker culture to work in the classroom? Is it just a matter of changing your mindset? Or is project funding a requirement? The answer is: "It depends on the project."

Lisa Yokana makes the point in her article "Capture the Learning: Crafting the Maker Mindset" that some creative maker projects don't require expensive materials, maybe just paper and crayons. On the other hand some projects do require extra funding. For example, I funded a classroom hydroponics project on Donorschoose.org last year that I would not have been able to do otherwise.

This was a good experience for me under the circumstances and I would do it again given specific project needs. But I am also interested in designing maker projects that are more integrated in to my curriculum. This year I will focus on projects that can be completed with minimal funding using existing resources and virtual tools.

In his article on EdSurge.com, Aaron Vanderwerff categorizes maker projects in three ways: open-ended student-driven projects, integrating making in to curriculum, and making-focused curriculum. I would like to focus on integrating making in to more of my curriculum because I think it will be more sustainable in the long term and it will help me add more creativity in to my lesson planning.

One idea in this article is to integrate LOGO programming in to the Geometry curriculum. I will use this in my Geometry class next Fall as a way to start the year with maker culture. I enjoy introducing students to programming and have had success with self-paced tutorial like Codehs.org and Khan Academy's animation series.

While I believe in open-ended student-driven projects I have found that many of my students just need more structure to be successful. I also think a maker-focused curriculum  could be feasible in an elective class at our school, but it will require time and working with the administration to plan a course solely around maker culture. For now I am going to hold off on the big ticket projects and work on integrating making.

Social Media: Friend or Foe? (Blog 1 AKTVLC)

To a certain extent new technologies create chaos and panic in society. This has been well documented in such works as Hamlet's Blackberry, by William Powers, where the author goes back to early technologies like the written word, and the printing press to examine the potential positive uses of technology in a time of overwhelm. In my opinion technology is neither friend nor foe, but requires adaptations in our thinking and behavior that are not always easy.

The article from Education World cites a study that stresses the benefits of using social media to engage students in collaborative learning: http://www.educationworld.com/a_curr/study-suggests-social-media-has-place-in-classrooms.shtml. I agree that student interaction is a primary value in student academic success. Certainly social media offers many fantastic ways to engage students to collaborate in new ways. The article emphasizes the need to implement the new techniques with specific measurable goals that tie in to the curriculum, and then to update acceptable use policies in the school.

It is important, especially with younger students, to create an open structure with definite ground rules and boundaries. Social media in the classroom has often been demonized due to the outrageous acts of a few students while most students are willing to use it responsibly as a learning tool given the opportunity and proper instruction.

I am very interested in Dr. Lee Graham's experience with using Minecraft as a Virtual Learning community for classrooms all over the country and I will follow her with an eye toward the possibility of participating with some of my students in the Fall. I can see that in this type of a controlled environment I might engage my students to work together.

I am quite interested in using Twitter and Facebook as virtual learning tools, but our district is not yet open to that so I will use those media for my own research and connection, both professionally and personally. One area where social media such as blogs or online forums is of great interest to me for my older students is as a space to allow for more reflection on learning. In my experience students first tend want to do the minimum requirement and forget it. Having a forum for student reflection and comments is a fairly safe and friendly way to engage social media.

Conference Reflection 2016

This year I attended the STEM and Distance Learning thread of the conference which was presented by Dr. Lee Graham. Last year I attended the World Bridge Project and had intended to continue with that, but switched when the thread was cancelled. I was pleasantly surprised by the diverse topics we discussed and practiced: Arduino, Minecraft and even a little paper circuitry.

On the continuum of Virtual Learning I still consider myself a relative beginner. I do not teach classes at a distance, but I use a lot of input from the virtual world in my classes. I have connected my classes to other classrooms around the world by going on virtual field trips with AKTeach, for example. And I like to engage students online using Webquests and video presentations among other things. I have also used online tools to teach some programming (CodeHS, Khanacademy & Codeacademy) and robotics. I feel the continuum of Virtual Learning is constantly in flux, so I may be advanced in some areas and beginner or even unaware of some other areas of potential Virtual Learning.

Dr. Graham's presentation offered a fertile ground for contemplation of how to shift aspects of my teaching for the benefit of my students. Teaching in rural Alaska I work with students who are very insulated from the rest of the world. They enjoy social media and I feel it is my responsibility as a teacher to introduce them to its use as a learning tool, but that can be problematic. A few students' misuse shades the district policies around Facebook and Google so that I am only really able to use google docs and email with them. Students in our school are not allowed to use their phones during the day, perhaps and outdated policy, but it remains in response to problems with text bullying from the past. So Twitter is not an option unless I devise a method to use it with student laptops.

I know my site administrator is open to a more tolerant policy, but there is some resistance to change from senior staff. The question of managing the student outliers who behave inappropriately on social media came up during the demo of Minecraft by Dr. Graham. She noted that there are definite personality types that come out in this game and I believe it is the same for social media. There are aggressive types who may tend to be destructive with out proper guidance or outlets, there are collaborative types who may get distracted with chat, and there are individuals who just want to wander off by themselves. So there is room for a great deal of differentiated instruction even in Virtual Learning communities.

All in all I feel is was good for me to attend the conference because the questions of what to teach of social media and how to use Virtual Learning in the classroom are ongoing and increasingly potent subjects. This is especially true for secondary teachers like myself. Most of my students are going to use some form of social media. Many already use it daily, so finding ways to integrate and maximize its potential are critical.

Virtual Learning Project/Plan of Implementation

Overview

At the Kodiak Island Virtual Learning Conference I was involved primarily with the America Bridge Project overview, which set up some large longer-term potentials that I will explore this Fall with other teachers and administrators. During our September district inservice I will spend some time connecting and speaking with our new superintendent and technology teachers about specific project that might work in Tununak including nanotechnology in agriculture and coastal mapping using unmanned aircraft. I will also be in contact with Ron Fortunato, the trainer and presenter of the America Bridge overview. According to Ron it takes three years to train teachers for this type of project.  

On the other hand, it allows teachers to take on a new role and in some cases they become more like consultants or project managers. Teachers become learners and mentors are sought from the community at large. America Bridge goals that will be integrated into the project over time are: 1) Economic development with an educational mission, 2) Capacity building, 3) Rapid prototyping, and 4) Development of a statewide and international Project Based Learning (PBL) curriculum (see http://www.trilliumlearning.com/AmericaBridge/).

Because America Bridge implementation will require further research and collaboration this Implementation Plan will focus on a classroom hydroponics project that I have already funded using the crowdsourcing platform Donorschoose.org. I will use some of the ideas I learned at the conference to create structure for this project.

Implementation and Project Goals

This implementation primarily consists of defining specific project roles and recruiting students on a voluntary basis to fulfill those roles. Roles may also be assigned on a rotating basis. Students with experience in various roles will act as mentors to students learning a new role. As a teacher, my role will be something like a project manager, but I will also be a student. As a willing learning in an area that I know only a little I will be modeling life long learning and the joy of inquiry. I have always enjoyed gardening, but have only attempted hydroponics in the last year on a very small scale.

Project roles will be driven by the requirements of our overall goal, which is learning how to grow food plants indoors using lights in order to supply the school kitchen with fresh produce. We will start by growing basil and leafy greens in the Fall and after the first plant cycle we may attempt fruiting vegetables like tomatoes. Our school cook has expressed an interest in using the produce if our harvest is abundant.

The Donorschoose fundraisers have provided us with two Genhydro grow systems, two LED light panels, timers, a PPM meter for testing nutrient concentration, nutrients, a PH test kit, and a germination station with heat mat.

Project roles will include students who: 1) initially help set up the grow system, 2) document the project online, 3) plant and transplant seedlings, 4) apply nutrients on a weekly basis, 5) monitor PH levels for optimum growth, and 6) monitor plant growth. Other roles may be created as needed or desired.

Learning goals touch on standards in Math, Science (Biology, Botany and Chemistry), Engineering, Communications and Technology. Concepts such and parts per million and rate of growth tie directly to the Algebra standards while documentation and communication enhance literacy. I plan to collaborate with our new science teacher to integrate the science standards. Other desired outcomes include enhanced classroom environment, student engagement and real-life application of academic knowledge.

Outline of Timeline for Fall Semester 2015

August 2

Start first seedlings in the germination station before the start of school. I will arrive in Tununak on July 30^th and will set up the small 10x20” grow station. This will provide a hook for students to see live seedlings during the first week of school.

August 13-14

Introduce the project ideas and goals to students during the first week of school and show them the first sprouts. Introduce basic ideas of hydroponic growing and gauge student interest.

August 17-21

Choose roles for students. Set up Genhydro systems for growing. Transplant seedlings into the grow systems.

August 24-28

Begin to chart growth and document the project with pictures and blog entries. This will also allow me to fulfill my requirement to respond to donors with an update on our progress.

September

Gradually increase nutrient levels, monitor and document growth and PH. Begin pruning/harvesting plants as appropriate. Continue to document our progress on the project blog site.

October

Maintain nutrient levels, monitor and document growth and PH. Continue harvesting from the plants and determine whether to continue harvesting the mature plants or to start a new set of seedlings for the second half of the semester. Continue to document our progress on the project blog site.

November/December

Repeat the cycle above with a final harvest in mid December. Breakdown and cleanup the systems for storage during winter break. Add a reflection to the project blog site.

Final Considerations

America Bridge projects as described and witnessed at the Virtual Learning Conference involve collaboration with ongoing research at a national and international level. Students have mentors from within the hierarchy of industry and scientific project groups to help instruct them and hold them accountable via weekly project reviews. The classroom hydroponics project is an independent learning experiment without such outside connections. I will make an effort to cultivate external mentors from within the district and in the larger community.

A successful project will not only be measured by initial learning and production, but by sustainability and curiosity that engages students to extend the project in the future. My desire is to introduce Native Alaskan students to methods and technologies that will enhance the lifestyle in the community and extend traditional subsistence practices.

Kodiak Island Virtual Learning Conference Reflection

Explain the difference in your knowledge and skills at the beginning of the conference and the end of the conference.

Before attending the Kodiak Island Virtual Learning Conference I already had considerable experience with some of the pros and cons of online learning systems such as Edgenuity and ALEKS math modules. Prior to the conference I completed my first year as a co-teacher for two high school VTC (video teleconference) science classes, and high school Robotics, where the content was taught from a distance and assessments were completed online via Moodle or on paper worksheets. 

My role in the VTC classes was to help with labs, printing and student engagement. In Robotics we emphasized authentic assessments and collaborative teamwork. I also used online tools to supplement my Math Lab/Computer Applications class. These tools included algebraic videogame programming on Bootstrapworld.org and Javascript programming using Khanacademy's animation curriculum. I spent the previous year teaching two sections of credit recovery at the high school level using Edgenuity in the computer lab at Siuslaw High School in Florence, Oregon, as well as one section of middle school Robotics. 

As a teacher certified in Advanced Mathematics as well as Information Communications Technology and Engineering Technology I am constantly looking for ways to incorporate more project based learning into my classes. I used crowd sourcing to fund a small classroom hydroponics project for next Fall, and I chose the conference presentation thread with Ron Fortunato on the America Bridge Project because of my interest in real-time project based learning.

The presentation gave an overview of the project methods which use a consulting model to build on-site capacity where students take on real-world roles that mirror those in industry and research institutions such as NASA Aims Research Center. I learned that these institutions are willing and eager to partner with educators and students when they align to real world project needs and supply useful data for global projects like shoreline mapping, tsunami debris tracking and global earthquake forecasting. I also enjoyed seeing highly engaged student working on the project and discussing their progress with us. Although students are very independent, they are also able to collaborate with each other and with industry mentors.

With ten years of personal experience in a global engineering firm I found the project refreshing and innovative in its approach to learning by doing. I also learned about a project in nano-agriculture that partners with Global Merit Group to research soil improvement methods. One of my favorite aspects of this approach to virtual learning is that teachers are required to learn alongside their students. I am excited to learn more about nano-agriculture and how it might be used in rural Alaska to enhance the subsistence lifestyle that has endured for centuries. Although I learned that teacher training for these projects takes up to three years I look forward to implementing some aspects very soon.

Explain how this experience will change your teaching practice, your administrative work, or how you support and guide colleagues.

My experience at the conference has opened a whole new range of possibilities for my teaching practice. Although it is not possible to say exactly how this will change my practice I intend to collaborate as much as possible with administrators and colleagues to create more project based learning opportunities for our students. I have targeted two America Bridge projects that may be a good fit for our students in rural Alaska. Since I teach in Tununak, Alaska, on the Bering Sea coast the coastal mapping project using unmanned aircraft is a very good potential fit. I am also going to look into the possibility of using nano-agriculture in our area to improve the tundra soil for use in a greenhouse to grow vegetables for subsistence.

These types of projects could change my teaching practice a great deal in the long run if they are successful in engaging students who might otherwise lose interest in learning. I am very interested in finding projects that can be used to integrate Native ways of knowing and learning into the curriculum, and that give students more a practical hands-on education that optimizes communication and engineering technology to connect rural Alaskan students to the global community. It is also part of my vision to engage students in learning that benefits the local community and models healthy and sustainable methods of food production.

Reflect on how you are a virtual teacher...even if you haven't previously viewed yourself that way.  Why do you think it was appropriate for you to attend the conference?

It was very appropriate for me to attend the conference given my history with technology and my interest in using global connectivity and resources in a variety of ways. One of the paradoxical parts of virtual learning as it was presented in the conference is that we must make room for flexible learning situations that allow student creativity and then get out of the way of their learning. In this type of learning the teacher may be seen as more of a project manager and facilitator. Students become teachers as well as learners as they learn to transfer knowledge to younger and/or less experienced students. I have played the role of a virtual teacher in my efforts to connect students to the real world using virtual methods. 

One student last year even came up with the question, "Why do we need school when we have the internet?" We have a significant problem with students losing interest in school when they cannot see its relevance in their lives and this is markedly accentuated in rural Alaska. And yet, they are powerfully drawn to technology. At the high school level especially we need to guide students in learning how to learn. Connecting to global learning environments is a crucial step in that process for today's students. The conference was a great place to expand my awareness of current possibilities for virtual learning.