Connecting the reading to life in general

My initial reaction is to either say that:

A)     I’m adopting everything I’m reading into how I’m thinking about teaching.[1]

B)      I’m adopting nothing.[2]

Or I could say that I’m not exactly sure. Every now and then I feel twinges of things as I’m standing in the classroom – like Farman’s notion of digital space – when I see a student check his or her phone, thinking I can’t see them. I consider how using phones in the classroom might be helpful, useful, and enjoyable. But then I remember the practical reasons that I got strict on my cell phone policy.

I think about how I think it’d be fascinating to adopt Shipka’s ideas of a non-traditional portfolio / project. Then I remember the goals and the portfolio reading, and I wonder if encouraging this sort of difference would interfere with passing portfolio review.

It’s easier to adopt some of these ideas into my own scholarship, because I’ve made it through those “hoops” in the past, and am now allowed to try new and different things. Which is a weird thought to have in general. With the Nakamura reading, I’ve started thinking more about access, and how even though we try not to, we limit access.

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[1] The suck-up answer

[2] The being-difficult-and-acting-like-a-child answer