Technology as Accelerator #immooc

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I love the buzz in the classroom when student are engaged to create something to share their learning; perhaps an Animoto video with captions, a comic strip, or Google Slides. When students get stuck, they call out, “Does anyone know….” and the expert in that medium jumps up to help. They become experts because they played with it; they used it and tried different aspects of it – fonts, inserts, color, picture cropping, etc. Sometimes the request by their peer is something new, and they figure out how together, and share it with others when needed.

Or sometimes, partners will share their idea for explaining their content on a Google Slide, and their partner suggests, “That’s too much content for a slide; how about an infographic? Do you see your lists; they are in categories – that’s your info. What image would explain this list…” — they discuss about the content and how to present it.

When we teach something, be it technology or content, we learn it better ourselves.  Whether we are teachers or students, teaching to others deepens our own understanding. How do we break down the silos of classrooms and build up the communities of practice? Perhaps teachers could “learn twice.”

How can teachers “learn twice?”  

One way is to share one’s learning with others. Take time in staff meetings to share a strategy — what it is and why you chose it. Better yet, keep a blog and reflect on your classroom strategies, share it with your peers, tweet it out. Get feedback, and keep learning. By writing a reflection, chances are you’ll fine-tune the ideas for the next time while providing something that someone else may need to know. Think of when you learned from someone else — imagine that someone else had blogged about it; their voice would have been heard by not just you, but by many. Every one has a story from which others can learn. Want help? Just ask.

Our desire as educators [administrators, teachers, paraprofessionals] to become “distinguished” will be enhanced by  “learning twice.”  By reflecting and sharing, we further our own understandings. George Couros, in the Innovators Mindset, reminds us of this importance of reflective sharing to an audience:

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Why blog?

It lets us experiment with technology and learn its benefits.It gives us a place to record our work, able to review when needed, and write another post about the next page in the journey as more understanding is achieved. It deepens our thinking as we consider the “other” audience beyond our building colleagues.

In addition, it puts us in the shoes of a learner once more. And that is key to improving and innovating in schools. Every thing we do is to improve the learning of students, yet if we continue with what is comfortable and traditional, we neglect the needed opportunities for the future of our students created by the technology students have in their pockets.

Focusing on the learner, not just the learning, shifts the focus to a larger moral imperative to embrace the opportunities to educate and empower the students in our schools and classrooms in powerful ways.

George Couros, Innovator’s Mindset LOC 1926

How do we build on what we do in powerful ways?

Building on what is already done in the classroom, teachers can harness the power within our pockets and with the tools in the classroom for more powerful learning.  Educators today must learn the tools that provide students with unlimited possibilities and opportunities for deeper learning. Blog to learn technology, and blog to reflect on the ways that technology empowers the learners in your care.

Learners are the driver; technology is the accelerator.

George Couros, Innovator’s Mindset LOC 1926

How does technology accelerate learning for the teacher?

If teachers blog their reflections and the classroom learning, teachers “learn twice.” If they begin blogging, they become users of technology, adding in, and hopefully creating pictures, infographics, videos, and hyperlinks, just as their students are. Here, technology accelerates the relevance of teachers to their students as they understand the communicative, creative, and reflective nature of a connected world.

Why learn technology?

Students today enjoy the instant connectedness of online communication, yet they often are not well versed in more sophisticated possibilities nor the importance of their digital footprint. Teachers implementing technology can guide students in these possibilities and with continuous conversation in digital citizenship. Students aren’t enamored with simply using technology, they want to create with technology. So, more importantly, teachers implementing technology can better the learning experience, which is the best and most innovative reason for learning technology.

Building complex learning experiences, where students are routinely thinking at high levels, interacting with their peers, and receiving careful guidance and support from their teachers is what grounds authentic engagement.

LaForgia, Jamie. DEMYSTIFYING STUDENT ENGAGEMENT, Discovery Education

However, we don’t want just engagement — keeping kids on task, we want deep learning.

Digital learning tools like Kahoot! and Socrative engage students because they’re fun and interactive. However, it’s clear, that these practices do not encourage the deep teaching and learning we want to see in classrooms. It’s our responsibility to help teachers move beyond superficial engagement and support them in creating cognitively engaging environments for all students.

LaForgia, Jamie. DEMYSTIFYING STUDENT ENGAGEMENT, Discovery Education

Technology empowers learners to clarify their own understanding, to develop their ideas through conversation with others, and to act on their ideas through their choices in who and what to share. Innovating — changing to make something better — with technology focuses on learning targets, provides a vehicle for practicing real world processes and creating real solutions for all students, and it offers a continuous feedback loop for formative assessment.

How could technology accelerate learning for students?

Take Student Talk as an example. A big push in many classrooms today is to move from lecture and teacher talk to more engagement and student talk. If the teacher is talking, the students are passive. If the students are talking, they connect with the learning. In fact, student talk is a powerful formative assessment.

Why is Student Talk important?

…skillful teachers make use of dialogic exchanges with students to both monitor understanding and initiate instructional moves to engage students in deeper explorations of content. P 51

Ford-Connors, Robertson, and Paratore | Classroom Talk as (In)Formative AssessmentVoices from the Middle, Volume 23 Number 3, March 2016

Educational research has shown over and over how important social interaction is to learning.

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Student talk is learning, and it provides the best vehicle for assessing student understanding of what is taught and providing interventions for misinformation or needed skills.

In fact, it is the assessment that accompanies instruction that offers the most trustworthy information about what students know and can do; and within the instructional cycle of teaching and learning that structures the school day, talk creates the currency through which knowledge is exchanged. P 56

Through dynamic and interactive teacher-student talk, routine exchanges become a valuable source of information to strengthen learning and form the heart of the teaching and learning cycle. P 56

Ford-Connors, Robertson, and Paratore | Classroom Talk as (In)Formative AssessmentVoices from the Middle, Volume 23 Number 3, March 2016

So, yes, students could work in groups and talk about the issue and then share out in class for a class discussion. They could take notes on paper and share those under the document camera. Teachers then note and provide feedback on student responses during the discussion.

By using anecdotal records to monitor students’ oral and written interactions with content, Ms. Jenner can readily see who needs additional support and what concepts or ideas require further exploration. P 55

The knowledge gained through students’ participation in dialogic exchanges with their teachers provides a view of students’ evolving understandings and acquisition of content, which, in turn, influences teachers’ instructional decisions and next steps. Assessment becomes “in-formative” when the teacher turns the observations and insights gathered during these interactions into more focused teaching actions and responses that address students’ immediate learning needs. P 56

Ford-Connors, Robertson, and Paratore | Classroom Talk as (In)Formative AssessmentVoices from the Middle, Volume 23 Number 3, March 2016

However, how many students in that situation are always engaged? And to be truly effective, keeping the conversation flowing without teachers taking anecdotal notes during the discussion is important for deeper learning.

Is there a way to gather information on student understandings, confusions, academic vocabulary, and misinformation in a way that includes more students in the conversation for a more thorough assessment of strengths and needs during “student talk?”

How does technology accelerate Student Talk?

This is where technology becomes the accelerator; it augments the standard conversation and paper/pencil responses, often redefining the learning in ways that could not occur without technology. [See SAMR model within pedagogy for more information on augmentation and redefinition].

At the core of daily teaching is the ability to check for understanding in such a way that teachers learn how to help students. Fostering oral language and using questioning techniques aid this kind of informed check-in (Fisher & Frey, 2007).

The evidence on using student talk as a mechanism for learning is compelling; in classrooms with higher rates and levels of student talk, more students excel academically (Stichter, Stormont, & Lewis, 2009).

Douglas Fisher and Nancy Frey. Feed Up, Back, Forward, ASCD November 2009 | Volume 67 | Number 3 Multiple Measures Pages 20-25

By using technology that allows all students to participate and discuss based on their ideas, all students grow and learn, and teachers have a digital record to review for next steps after already offering feedback during the writing and participatory conversations.

Through careful responses, they [teachers] provide additional information and/or feedback about students’ ideas and performance that can strengthen students’ understanding of content and further their knowledge of learning strategies within the context of the learning event. The assessment that occurs in these dialogic exchanges becomes formative because “the evidence is actually used to adapt the teaching work to meet the learning needs” Page 52

Ford-Connors, Robertson, and Paratore | Classroom Talk as (In)Formative AssessmentVoices from the Middle, Volume 23 Number 3, March 2016

To augment student talk, use technology to engage all students to empower them to better use academic vocabulary and consider and analyze concepts for deeper learning. In fact, through the use of technology to gather “student talk” from all students, students practice the best strategy for learning and remembering: retrieval.

Better than re-reading or note-taking, retrieval provides the connections needed by the brain to deepen memory and understanding. Retrieval means to pull out of memory what is known and what was studied, and reprocess it in one’s own words.

By engaging every student in retrieval practice, every student reaps its benefits for long-term learning

Pooja K. Agarwal, Ph.D. Henry L. Roediger, III, Ph.D. Mark A. McDaniel, Ph.D. Kathleen B. McDermott, Ph.D. (2013) How to Use Retrieval Practice to Improve Learning. Washington University in St. Louis

As students explain themselves on a focused question or statement, all students write from what they know, pulling in their background knowledge and adapting that to what they have learned in the lesson, reading, video, image, etc. When discussing with peers, they consider additional information and solidify the connections to build better knowledge.

By engaging in retrieval practice, students are able to evaluate what they know and what they don’t know, and then make better study decisions. Improved metacognition also benefits teachers: by seeing what students know and don’t know, teachers can adjust lesson plans to ensure that all students are on the same page.

Pooja K. Agarwal, Ph.D. Henry L. Roediger, III, Ph.D. Mark A. McDaniel, Ph.D. Kathleen B. McDermott, Ph.D. (2013) How to Use Retrieval Practice to Improve Learning. Washington University in St. Louis

Throughout this process using technology to engage more students, the teacher walks around and participates in discussions and thinking. With the information projected on a screen and in a laptop/tablet in her hands, the teacher is always aware of group work and thinking, and is more able to understand the thinking of most students. Pause a group or class as needed to answer questions most students have. With Google Classroom, students can easily share the link to their document or resource with the teacher who can share on screen. Debrief with the whole class by asking students to share what they are doing and thinking as far as the process and the content. Debriefing and clarifying with feedback is key to adapting and scaffolding the ideas so all student have the background knowledge and confidence to participate more fully.

An important component of metacognition is feedback, or providing students information about whether they got something correct or incorrect. Without feedback, students won’t know how they performed. Thus, feedback should always be provided to students after retrieval practice.

Pooja K. Agarwal, Ph.D. Henry L. Roediger, III, Ph.D. Mark A. McDaniel, Ph.D. Kathleen B. McDermott, Ph.D. (2013) How to Use Retrieval Practice to Improve Learning. Washington University in St. Louis

Because all students are adding ideas, receiving feedback, and clarifying their understanding, students are motivated and engaged as active participants in the topic under consideration, thinking and choosing of their learning, listening to others in the class conversation so they may extend their own ideas. In class conversations, students choose their part to discuss and clarify. Students are empowered, not just compliant.

The compliant, dutiful learner is easy to manage, does what’s expected, and participates when there’s little risk of being wrong.

Engaged learners often pursue their own train of thought about the topic under study, regardless of the task at hand.

If we want to grow capacity in our students; unearth student talents, dreams, and aspirations; and instill perseverance through a focus on doing hard work, learning from mistakes, and revising one’s work, we need to design classroom practices around securing real engagement.

Jackson, Robyn, and Allison Zmuda. “Four (Secret) Keys to Student Engagement.” Educational Leadership 72.1 (2014): 18-24.

To augment and redefine student talk, teachers implement technology that:

  • Follows research on pedagogy and learning
  • Focuses on learning targets
  • Provides a vehicle for all students to participate
    • Engaged in process and content
    • Empowered with own contributions
      • Shares concepts
      • Acknowledges new information
      • Revises own ideas with peer and teacher contributions
  • Enforces opportunities for retrieval through writing and talking
  • Offers feedback
    • for process and content done well
    • and to guide with correct processing and content information

What technology could accelerate Student Talk?

Here are five scenarios using Google Apps for Education with this process of independent, partner/team/group, and whole class debriefing.

1 Assessing Background Knowledge / Building Vocabulary

Provide a focus statement on the topic in an announcement in Google Classroom to be responded in comments by each student. A focus statement is one that presents a situation on the topic being studied and which is open-ended for discussion [Example: “Thousands of Native American children were taken from their families and sent to boarding schools to ‘Learn the ways of the white man.’ Today, Native Americans live in two worlds, the world of their tribe and the world of mainstream America.” ] After responding individually, students then partner up and together respond to the individual ideas in more comments that may:

  • Ask questions,
  • Ask for elaboration, etc.
  • Bring up vocabulary
  • Present basic knowledge of content

Students think about the topic and discuss what is known to build a framework for background knowledge and vocabulary.  As a final activity to move forward, share out in another announcement/question, a shared spreadsheet or document with “anyone can edit” [Wonder and Vocabulary or document] for students to wonder their questions and suggest vocabulary. After discussion, share as view only as a resource and further discussion as a class and begin reading resources for the project. Or more vocabulary can be added by students during readings, if the document remains shared to edit.

Remember, do not make a copy for all students, just share the one document. Use “revision history” if needed if work is deleted by mistake. This takes practice, but is easily mastered; students find this easier than adults.

2 During Reading / Developing Understanding and Vocabulary

Based on the previous activity, or starting from a reading section based on a focus statement, provide a forum for students to share their own ideas from the reading using a Student Discussion Focus “anyone can edit” spreadsheet or document. Provide the link through Google classroom or teacher slides/website.

Directions for Spreadsheet Version:

First students add their name in a row in column A, then write their own “most important idea” in column B. Next they write what surprised them from the reading in column C.

Partners or teams can now form to read all the information by their peers in the first section, recording their names a cell in a row of column D of the template. They discuss what was important and surprising, and then write any further questions they asked about the topic and what they answered in column E.

Next, each partner/team writes in column F their own focus statements based on the ideas they discussed and wrote about in the previous column.

Students now duplicate the “Duplicate This Sheet 1.” They rename the sheet with their name. Then they copy at least four of the focus statements other teams have suggested. Students then choose whether they agree/disagree with the statements and explain why.

The teacher can then make a copy of the template spreadsheet and link to the original work of the first day set to “view only.” Then share that fresh document with students for the next reading with “anyone can edit.”Students start the day in teams, discussing their ideas each team member rationalized in the original sheet through each one’s personalized sheet. If needed, reopen it for students to revise. [You could make a copy to save to compare; that would be easier than going through revision history for all student responses]. Then they repeat the process from the day before with today’s reading.

If kept open, at any time students can add vocabulary words on the vocabulary section: the word, why it’s important.  At any time and for any word, students can add a sentence that the word would be used as an explanation of the topic.  A column also provides a space for the word’s use in other situations.

3 Gathering Questions / Search Terms

Through Google Classroom or a link on a website or class slides viewable by students, share the link to a “Share Out” spreadsheet  shared as “anyone with the link can edit” with these directions [in green on worksheet]. The purpose of this discussion is to discover evidence already known that interests individuals and teams to finalize their own questions and possible search terms for their own research.

Choose your row. Answer the questions in each column:
1. What idea from your peers [or the reading, video, etc.] was most important to you and why?
2. What surprised you?
3. What questions would you ask to clarify the focus statement?

Next, ask students to choose the questions that most interest them as they work with a partner or trios. Ask them to copy/paste them into a cell in the blue column. [debrief]

Ask students to sign up for teams and and then choose their team’s questions by copying them into the yellow columns. [debrief]

Ask partners/teams to consider in the pink column what “key search words” would best help them find answers to their questions. [debrief] Provide feedback and details on how to search if students don’t have that skill yet.

Students are now ready to begin research on the part of the topic of interest to them.  Revise the questions/purpose according to your needs.

4 Right Question Institute: QFT

Digging deeper, the Question Formulation Technique is a process created by the Right Question Institute. Students respond to a focus statement to ask their own questions and begin their own research.  Here’s a modification from my class: QRT Focus; it can be used prior to reading, after reading, or after the teacher’s initial reading aloud of an article for background knowledge. It can be used for the student’s own team or individual focus statement for continued research.

5 On the Spot Share Out

At any time during a lesson, when the teacher wants to gather input from students to see what is understood so far and to discuss responses to clarify, use the Share Out template [spreadsheet or document] Students choose a spot, type their name, and type their response. The documents can be easily cleared for the next class and revision history will bring back the version for each class if needed.

Note: Primary students in Google documents can use “voice-typing” to input their text. Just go to Tools–> Voice-typing.

How do these “learn twice” and empower students?

Every time students are composing from their own ideas based on their conversations and lessons/readings/viewings, they are using their own words to reprocess the information and make connections. As they share with others, they teach them; as they listen to others, they add and change their own ideas again. As students form their own focus statements and questions to learn a part that interests them which they will share again with peers and hopefully publish for others in the world, they become engaged in the learning and empowered to discover their own understanding; they begin to own their learning with the agency to succeed.

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Using technology to better the learning strategy and pedagogy drives me to continuously learn more engaging and empowering tools. I must be relevant to my students to guide them into their future.

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By reflecting here, I learn twice: why do I do what I do in my classroom with these tools? I’ve clarified for myself here, and shared it with others who can build upon it. It’s up to all of us to learn from these opportunities through technologies and to share the what and how so all teachers can be dynamic, distinguished, relevant educators for our students.

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This means we must all be learners, engaging with information, communicating our understanding, collaborating with others, discovering our passions, and creating solutions to better the world.

I leave you with this moral imperative and the words of George Couros in Innovator’s Mindset, Chapter 9 for #immooc, and I hope you blog your strategies and  your templates and suggestions for enhancing student talk with technology to empower learners to build understanding and empower teachers to guide that understanding.

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Images created in Notegraphy by Sheri Edwards based on research notes

Resources:

George Couros. The Innovator’s Mindset. Empower Learning, Unleash Talent, and Lead a Culture of Creativity. Dave Burgess Consulting 2015 Kindle Edition.

Douglas Fisher and Nancy Frey. Feed Up, Back, Forward, ASCD November 2009 | Volume 67 | Number 3 Multiple Measures Pages 20-25

Ford-Connors, Robertson, and Paratore | Classroom Talk as (In)Formative AssessmentVoices from the Middle, Volume 23 Number 3, March 2016

Jackson, Robyn, and Allison Zmuda. “Four (Secret) Keys to Student Engagement.” Educational Leadership 72.1 (2014): 18-24.

LaForgia, Jamie. DEMYSTIFYING STUDENT ENGAGEMENT, Discovery Education

Pooja K. Agarwal, Ph.D. Henry L. Roediger, III, Ph.D. Mark A. McDaniel, Ph.D. Kathleen B. McDermott, Ph.D. (2013) How to Use Retrieval Practice to Improve Learning. Washington University in St. Louis

Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.

Connected Educator Month #ce16 #immooc

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It’s Connected Educator Month!

How will you connect with others outside of your school to empower yourself and share with others?

I’m connecting in the University of Michigan’s Virtual Digital Writing Conference every Sunday. So many exciting and interactive sessions, including keynotes and conversations with Dr. Troy Hicks @hickstro This event is also a National Writing Project program.  Watch as many or as few as you want each Sunday in October. Free, but registration is required.  Here are the sessions I participated in on Sunday, Oct 2. Follow on Twitter at #4TDW

I’m also taking part in Innovator’s Mindset Mooc by George Couros, author, principal, a book study with 2000 participants, including whole school districts. Katie Martin also facilitates. We participate in many ways– as many or as few as you wish: webinars / podcastsVoxer group, Google Plus Community, Facebook Group, Twitter hashtag #immooc, and blogs.

With the ideas we share, we become better. For instance, after reading others’ blogs and tweets, and participating in the webinar I wrote this post. Musings on Innovation. The last graphic in the post is a list of questions I would use with students based on the 8 characteristics of an innovator. So my friend Kevin Hodgson [who is the closing keynote for the VT conference] created a comic about the post’s ideas for innovating school design, which will add context to our thinking. Kevin and I are moderators for the IMMOOC Google Community. The great thing about a MOOC is that you can lurk or join in at any time. Learning is forever in many forms.

I’m also reviewing Mark Barnes‘s Hack Learning series book, Hacking Engagement by James Sturtevant. Empowering students through active engagement of value is key to my teaching. How do I connect with Mark? We’ve been following each other on Twitter for years, and his work inspires my teaching. Check out his book, Role Reversal

Achieving Uncommonly Excellent Results in the Student-Centered Classroom at ASCD.

Another possible event is Teachers First OK2Ask webinar on 10/4 at 4 PM Pacfic — Chrome Extensions. See this and upcoming events — register here.
Or view the CE calendar here for more choices for connecting.

Maybe you’ll just start your Twitter account and follow the above hashtags — just looking at the tweets and starting to follow teachers in your grade or subject. That would be an awesome way to start. Or choose a chat related to your interest. [See Edudemic’s Guide to Twitter or this Live Binder]

Why? Because the world is connected. Your students are connected. Being connected makes you relevant.

The amazing thing about connected educators is this: it doesn’t matter your degree or position, everyone has a voice.

You become online friends with those you constantly interact with to better your teaching to better the instruction that betters student learning.

You get to know and ask questions of Troy, Mark, George, Kevin, Lucy Gray, Shelly Terrell, Alec Couros, Matt Miller, etc.

You may even collaborate and co-create instructional material for others. Look at my friends Gallit and Denise, who now have published a book on Genius Hour. Denise and I finally met after years of blogging and tweeting together to better our teaching of writing — and we even [without meeting face to face, just tweeting and Google Slides] presented for Connected Educator 2012 —  she made a trip to meet up. It was awesome.

And your teaching strategies will grow. Why? Because connectedness flattens the world: we all have the opportunity and the voice to share good ideas for learners.

And guess what? Even if I were still teaching, I’d be doing those three things and more: #4TDW, #IMMOOC, book review. Because they help me teach in the way students today want to learn, and I refuse to be irrelevant. I will come away every day with a better idea to impact learning, to empower students in their learning tomorrow.

Everyone starts somewhere. Just start.  

Maybe you just want to know HOW to be a connected educator. How about reading and following the suggestions in the book The Relevant Educator: How Connectedness Empowers Learning by Tom Whitby and Steven W. Anderson [who started #edchat ]. There may even be spaces left for the Teachers First bookclub. Or we could form our own bookclub for the book in Google Plus or Twitter, just to support each other. Just comment below.

Here’s what two educational leaders say from the website about the book and connected learners:

“It is incumbent upon all educators to connect with other educators who can reignite their passion for teaching. The authors generously share their wisdom for those who want to accelerate the development of a personal learning network. “ 
Angela Maiers, Founder and President
Choose2Matter, Inc. and Maiers Education Services, Inc.

“Learn how and why educators must connect in order to truly be at the top of their game. This book gives practical advice on how to connect, engage, and grow as a learner.”
Adam Bellow, Corwin Author Untangling the Web

Lots of ideas and examples here and in the stream when you join Twitter. Be a connected educator, a connected learner.

Just start!

Where will you start, or what will you do if you already are, a connected educator?
theworldisconnected
Sheri Edwards
Connected Innovator

Reflect curiosity and wonder…
Go boldly and scatter seeds of kindness…

More Information about Connected Learning

#IMMOOC Building Mindsets

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Kevin Hodgson created an #IMMOOC Innovative Mindset Google Plus Community for conversation, sharing, and collaboration about spreading this idea of Innovation, based on the book study mooc started by George Couros for his book,The Innovator’s Mindset .

Kevin challenged us to begin thinking of innovation, and to think of our ideas of innovation as an image.

That simple request forces us to step outside of our thinking, to see things in a new light. It reminded me of  my mom’s old book of puzzles. I loved it. My favorite puzzles consisted of simple sketches that suggested something. What do you think the above image is?

Unflattening the world has been part of my life – my mom could see beyond the obvious, and helped me look at the bigger picture. As a young mother rushed in front of us in the grocery line, mom would say, “She needs to get her back home for baby’s nap.” That might not have been true, but mom always took a step back to see a bigger idea and a step into the shoes of others.

Is the image a bear climbing a tree? A giraffe walking by your window? A snake slithering across your beach towel?

We need to step around to see. Turn things around, and get a different view. Try to think from another’s perspective. Believe in your own! And as Kevin asks of us, see things from another perspective.

I think that is part of innovation, especially with technology, because technology removes boundaries and barriers, bringing the possibility for all ideas to be shared, remixed, and repurposed, building on what worked, and often in collaboration with others, to find a better way towards an issue, strategy, or communication. Innovation builds on the ideas that went before and tweaks them, changes them, steps apart from them to better the world in which we live and work together.

innovation

I tried to create that concept in my image as a response to Kevin’s challenge. I opened an iPhone app [NetSketch] and started drawing lines and shapes to represent ideas, the lighter colors the earlier ideas later connected and stretched in new ways, with the bolder colors leading the developed change, a forward flowing change kept as it bettered my [our] world with continued innovative developments.

You can see other people’s drawings here.

Imagine this in schools — it’s not an overnight occurrence, although some of the choices may be simple and easy to quickly innovate; it’s more than one thing — it’s something that becomes part of what you do daily . It’s part of a system of thinking, doing, and creating that is better than before.

To see an example of this, read Kevin’s post, “#IMMOOC Go and Find Out.” He shares the process of change in a project for middle school students, whose creations developed from paper to powerpoint to games over a period of years, as technology provided the possibilities for the innovation. Most impressive, as I found on the project website, is that the project focussed on all learners. Listen to the collaborating teachers explain how the gaming project helped struggling writers.

I think key to this innovation is the collaborative inquiry approach by these teachers. Had Kevin worked on this alone, fewer students would have been impacted, and the project would have probably stayed in his repertoire, rather than become a part of a larger change in the school or district.  Innovation cannot exist in isolation. Without a school culture of shared leadership and collaboration, I wonder if innovation can occur? Part of innovation is the building of ideas, sharing of ideas, and remixing of ideas, in collaboration with others to make a difference that’s better than before.

In Innovator’s Mindset on LOC 439 of 3535, Kindle Edition, I found a great chart. I searched and found it on Twitter:

It was part of #cpchat [Connected Principals chat] and #suptchat [Superintendents chat] and co-created by George and Bill Ferriter [@plugusin ]

Technology is a tool, not a leadership outcome.  ~George Couros

Principals and superintendents in these chats are leading change with technology as a tool to do so. Collaboration, reflection, and openness are key, and I think must be part of a goal of innovation. I hope our book study, blogs, and conversations help those of us in classrooms and in the community learn how to extend that leadership.

If you’re part of a school and are joining in this mindset journey, let your leaders know — your tech coordinators, principals, and superintendents. Share your ideas. Share your blog. Ask to share in staff meetings and to provide professional development. Get others involved. Help others make that mindset perspective leap. It’s a key aspect of innovative change.

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Unflattening Ideas from

my other blog

What Else:

#clmooc Unflattening

 

Slice of Life #sol16 Just for Fun

I stumbled upon another Slice of Life blogger today: Carol Varsalona whose Just for Fun post explains her iMovie Photo Gallery technique. Such beautiful images.

I love to create movies in iMovie — the process and effects are easily created, as Carol’s video shows.

Another technique I use is to create an animated and recorded slideshow in Keynote [Apple powerpoint but so much more]. I export that to a QuickTime movie and import into iMove where I add music and title / credit slides. That gives me options for movement, text animation, etc. that I don’t have in iMovie.

Below is an example. A #clmooc friend, Kim Douillard wrote something about her wish for her students and for teachers.  It’s a profound thought, so I created this video using the Keynote technique based on her words:

Although I usually use GarageBand Loops for background music, I recently discovered incompetech for royalty-free music.

Making movies is Just for Fun, and it brings a creative joy to those who create, for those for whom it honors, and for those who view the videos.

So, whatever movie maker you have, create something — perhaps a quote from a friend!

What will you create today?

 

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Writing Strategies

Context: Started with who and what and why for writing the post W7.3a

Details:  How to directions and example movie

Transition / Connecting Words: Another technique, Below is an example, Although, So

Add an idea:  Royalty free music

Conclusion: End with a question

Technology: How It Helps

Matt Renwick PortfolioSummer professional development: my choice!

Matt Renwick of Reading by Example has invited educators to a month-long book club study of his Digital Student Portfolios ebook. Read his overview intro post here and join the Google+ Community. It promises to be a great learning experience.

We’ve started with a challenge, answering:

How has technology impacted your instruction and student learning?

I’m still learning and growing with technology, and helping students develop a portfolio is one of my goals this year — for them to have more control of their learning through their reflection, revisions, peer reviews, and sharing. I’ve got some of this in place… but hope to learn from my new colleagues at Digital Student Portfolios.

This video explains the Thinglink below, which links to the changes in my classroom, changes that have brought more engagement, more focused learning, and more collaboration between students and myself and students and their peers. It’s not entertaining, but… here goes:

Open Thinglink to view and click links to resources.

deweysre

#leadershipday12 2 + 2 + 2

Each year Scott McLeod challenges us to challenge our administrators to move forward with technology for the learning processes of our schools. Last year I wrote my first letter to our administrator: #leadershipday11 2+2+2   You can read more here.

One question asked: What ways recognize, evaluate, and facilitate effective technology usage by students and teachers.

Last year I used the format:

2 To thank

2 To Get Better

2 To Go Further

2 To Thank: Our Administrator and Our Parent Education Committee (PEC)

Again this year I need to thank our administrator for continuous collaboration with our Parent Education Committee, whose focus includes increased technology. They recognized the need for teachers to learn and apply technology in this digital age that allows all of us to “live learning.” We are steadfast in our commitment to guide our students in digital citizenship and digital safety. With the PEC and our administrator, we now have an iPad for each teacher and training in using them. We have some new computers for students. We have the encouragement to engage students to learn with technology.  Our students practice digital citizenship daily. Thank you!

2 To Get Better: Technology Director (me) and Professional Development

We’ve recognized the need and purchased technology for staff and students. Now we need to get better at evaluating and facilitating effective technology use by teachers so that our students are engaged and learning in ways that reflect their world now and in the future.

I teach middle school language arts full time and I’m the Technology Director. That doesn’t mean I know every thing; it means that I collaborate with the IT department to ensure that the classroom instruction and learning needs can be met with the help of IT working with us. That’s made all the difference.

However, I need to find more time to work with the IT and to plan professional development for staff in ways that meets their needs and time frames so each staff member can learn the tools relevant to their teaching and assessing. My administrator is supportive and we will work together to make this work. We have the tools through Google Apps for Education to collaborate, create, and share (staff and students).

Our professional development has focused on accessing student data and apply that information to plan for student learning.

To get better at facilitating effective use of technology, we could share our focus areas in online tools: sharing documents of lessons; using forms for documenting student learning to monitor and adjust more easily; create a Professional Learning Community site for resources particular to our needs. We can learn to blog to share what we do effectively in the classroom with the community, including students in those blogs. Our staff can develop their own positive digital footprints along with their students.

Professional Learning Community with Google Apps

Principal Walk-Through

About Walk-Throughs

Connected Principals Blog

Yes, these are the same “get better” issues from last year, but we are better: our school participated in more walk-throughs than any other in our cohort! And we’ve learned from that data. The tools we have  (Google Apps, Edmodo, VoiceThread, Glogster, iMovie, Skype, blogs) will help us create projects for more critical thinking skills for our students, which is what are data suggests. Links for problem-based learning and professional communities:

Edutopia: Project Based Learning

PBLU

ERIC Research Math

Teacher 20

Classroom 20

Peer 2 Peer U

We need to facilitate finding time for staff development so teachers can learn, cooperate, collaborate with technology to learn technology applications for instruction will help us become effective with technology.

2 To Go Further: BYOT and Technology Productivity

Our administration is continuing to find ways to bring our school model into 21st teaching and learning. We know we need both computers and iOS devices. We have discussed and will update our policies to include Bring Your Own Devices (BYOD) policies. We will use our technology productively with our Google Apps for staff and students. Here are ways to help us recognize, evaluate, and facilitate effective technology use by staff and students.

iPads in Schools

BYOD

32 Ways to Use Google Apps in the Classroom

32 Ways to Use Google Apps in the Classroom Presentation

40 Ways to Use Google Apps in the Classroom Presentation

The kids are almost here:

Are You Ready 4 Us?

They already “live learning.” Are we ready?

 

Our administration supports our technology initiatives. We have to thank administration for their efforts. We want to get better and to go further.

What is your 2+2+2 reflection?

2 to Thank

2 to Get Better

2 to Go Further?

#leadershipday11 Our Reflection: 2+2+2

another time

#leadershipday11 2+2+2

Each year Scott McLeod challenges us to challenge our administrators to move forward with technology for the learning processes of our schools.

One question asked: What are some tangible, concrete, realistic steps that administrators can take to move their school organizations forward?

Considering the National Educational Technology Standards for Administrators, our school’s administrative leaders are 2 + 2 + 2 in moving our school forward:

2 To Thank

2 To Get Better

2 To Go Further

2 To Thank

1- stay abreast of educational research and emerging trends regarding effective use of technology and encourage evaluation of new technologies for their potential to improve student learning.

Our school leaders share readings and experiences that support our move to Google Apps for Education and our use of NWEA to map our students needs. Thank you.

For continued reading for administrators, visit The Connected Principals Blog.

2— recruit and retain highly competent personnel who use technology creatively and proficiently to advance academic and operational goals.

We guide our technology with technology-applying teachers as leaders because they understand and apply technology for teaching and learning. That keeps the focus and need on learning and making things work, rather than blocking access or closing avenues as often happens when the IT directs technology. Thank you.

We hire people willing to advance the school and their own technology use for student learning, especially in new technology job openings. Thank you.

2 To Get Better

1— collaborate to establish metrics, collect and analyze data, interpret results, and share findings to improve staff performance and student learning.

Our professional development has focused on accessing student data and apply that information to plan for student learning.

To get better we could share our focus areas in online tools: sharing documents of lessons; using forms for documenting student learning to monitor and adjust more easily; create a Professional Learning Community site for resources particular to our needs.

Professional Learning Community with Google Apps

Principal Walk-Through

About Walk-Throughs

2— allocate time, resources, and access to ensure ongoing professional growth in technology fluency and integration.

We have provided after-school training in our GAFE initiative and provided ten-minute shots during staff meetings.

To get better we could provide at least one period each week for teachers to explore and document one new strategy using technology.

In Five

2 To Go Further

1— promote and model effective communication and collaboration among stakeholders using digital-age tools.

Expect use of our GAFE and wiki tools to plan and implement our strategic and local programs as well as share our work with the community.

Collaboration

2- provide learner-centered environments equipped with technology and learning resources to meet the individual, diverse needs of all learners.

We thank our Parent Education Committee for their vision and support to improve technology devices at our school.

Our administration is continuing to find ways to bring our school model into 21st teaching and learning. Instead of computers for each student, use an iOS device. Update our policies to include Bring Your Own Devices (BYOD) policies.

iPads in Schools

BYOD

Our administration supports our technology initiatives. We have to thank administration for their efforts. We want to get better and to go further.

What is your 2+2+2 reflection?

2 to Thank

2 to Get Better

2 to Go Further?