Two weeks into Web2.0/PLN class and the students and I have experienced some highs and some lulls. We haven't experienced a "low" but in the evolution of the class we've had moments were we've redefined the term "wait-time" and it is in that time where the "lulls" occur.
Traditionally the term "wait-time" has referred to those seconds separating a teacher's question and a student's response. I was molded traditional. Each second ticks like a minute when holding back the knowledge you want to bestow on students in a Q & A. If one of the smart kids didn't know, and I waited 30 seconds, I answered and performed a fantastic review of the concepts on the board. "There, they have it" I can think to myself and move on to the next question to engage the next concept.
Our new "wait-time" is the pause between defining the task and student-teacher interaction and/or student action. This "wait-time" cannot be defined and monitored, just tracked and it can be surprisingly minimal or lengthy. It's an open-ended proposition followed by a pause then action, discussion or both.
My first three classes were traditional, even though my intention was to have it be a blend of online resources, instruction with my guidance and facilitation. Day one was a flurry of group watched videos, Q & A, read and write, with registration into web 2.0 tools. Every step was coordinated and well placed, timed and tracked. I was a bevy of knowledge and had the 2-3 students who were engaged with me answering and feeding my passion.
At the end of the first day I had a moment of satisfaction, and old feeling from the days standing in front leading my Chemistry class through complex concepts. I sat down to write a reflection on my Google Doc and realized a couple things. First, I hadn't let go of the reigns at all during the day. I steamrolled through silence ignoring the majority by providing them the answers. Secondly, the performance high wore off and I crashed with a guilty dread pooling into my stomach. I had fallen into the same trap all traditional teachers - I grabbed control and were stimulated by the euphoria of executing a locked-in lesson. A lesson that was two weeks in the making and now I had to prepare for one in just a handful of days.
Over the last five days of class I've weaned myself of the majority of control. I dumped the first assignment and due date; I've introduced and re-introduced topics; I've given an open-ended assignment that will be ongoing and I've mixed in quick hitting videos with quick response activities. And we've talked, laughed and through all of it gained insight as to their skills and needs for the class. We've hit a scattered selection of objectives from the original course outline but I'm readying a cross-referenced curriculum guide to track what we'll hit cover and master. It's going to be like taking a connect the dots and erasing the numbers.
I've also been able to collaborate, watch and learn from Shannon Miller, who spent this past summer developing her course and helped get me started with mine. We brainstormed some ideas on a Google Doc and I have developed my own to help prepare and chronicle the development of my course at CAM High School. There are many differences that I can see right now, but the commonality is we are submerging students into web 2.0 tools and moving them towards the development of a personal learning network (PLN) of peers and adults. Her class is moving right along, and despite some changes in the original idea each class is experiencing the buffet of Web 2.0 tools and laying the ground work for PLNs. I have been able to follow Van Meter's progress through Shannon's Twitter and feel comfortable deviating from her course and letting our students progress in another direction.
Most likely our students, intentionally or unintentionally, will cross paths while establishing their PLNs. We could have forced the issue, staged the encounters and had a well coordinated meet and greet with traditional classroom control.
Instead we're going to take our time, and wait for it to occur naturally. And in that wait time my class and I will learn something and I will discover how to effectively start feeding my student's passion.
Showing posts with label PLN. Show all posts
Showing posts with label PLN. Show all posts
Wednesday, September 1, 2010
Thursday, August 12, 2010
Coffee with a shot of PLN in the morning
I've often said this about myself - "It's only the completely obvious I miss."
For the past two nights, Shannon Miller, Shawn Holloway, Deron Durflinger Laura Horan and Bill Brannick have been collaborating on a class Shannon's piloting in Van Meter
It's been two nights of chatting and work that at the end of the day, it's better than a shot of 5 hour energy as the hours melt away. At the end of this time there is a product AND a fired up feeling about what you accomplished.
But why hadn't I thought to do this in the morning to get things started? To completely obvious.
This morning, instead sitting down with a cup of coffee watching to the same stories I saw on KCCI last night (horrible flooding in Ames, Colfax and Des Moines - prayers for everyone effected), I got back on my PLN.
I jumped on Facebook to see what my social network was doing and then opened tweetdeck to see what my PLN was up to. An article someone referenced sparked a reflection on last nights work, which prompted me back to the Google Doc about the class we were working on and added some thoughts.
Reading through what we have created so far, I saw it's evolving in a group and personal way feeling better and better about our direction. I updated my Diigo toolbar and located some reading and watching for later. This took minutes and I felt like the Army used to say - "done more before 6 a.m. than most do during the day!"
I'm now charged, focused, found a blog topic (actually two...will write the second one soon), wrote the blog, am ready for our Skype at 10 a.m., all the while finding time to get ready for the day.
Why didn't I think about it this way before? Instead of just getting all fired up at night I can help boost my day and send me out with the right focus.
PLN - a part of a balanced breakfast.
For the past two nights, Shannon Miller, Shawn Holloway, Deron Durflinger Laura Horan and Bill Brannick have been collaborating on a class Shannon's piloting in Van Meter
It's been two nights of chatting and work that at the end of the day, it's better than a shot of 5 hour energy as the hours melt away. At the end of this time there is a product AND a fired up feeling about what you accomplished.
But why hadn't I thought to do this in the morning to get things started? To completely obvious.
This morning, instead sitting down with a cup of coffee watching to the same stories I saw on KCCI last night (horrible flooding in Ames, Colfax and Des Moines - prayers for everyone effected), I got back on my PLN.
I jumped on Facebook to see what my social network was doing and then opened tweetdeck to see what my PLN was up to. An article someone referenced sparked a reflection on last nights work, which prompted me back to the Google Doc about the class we were working on and added some thoughts.
Reading through what we have created so far, I saw it's evolving in a group and personal way feeling better and better about our direction. I updated my Diigo toolbar and located some reading and watching for later. This took minutes and I felt like the Army used to say - "done more before 6 a.m. than most do during the day!"
I'm now charged, focused, found a blog topic (actually two...will write the second one soon), wrote the blog, am ready for our Skype at 10 a.m., all the while finding time to get ready for the day.
Why didn't I think about it this way before? Instead of just getting all fired up at night I can help boost my day and send me out with the right focus.
PLN - a part of a balanced breakfast.
Thursday, July 29, 2010
Aretha said it best - "R E S P E C T"
Respecting teachers as professionals goes a long way in the journey to transform the classrooms that we are charged to bring into the “21st Century”.
CAM High School in Anita Iowa has the advantage and the disadvantage of being a small school, where $150,000 can outfit the whole building with Macbooks and I easily work with teachers individually.
However, in terms of early adopters in a faculty of 21, we have only a handful to lean on for internal capacity.
After two years with one-to-one computers we’ve seen an increasing energy from staff for the evolving technologies and Web 2.0 applications. What started with the iLife Suite has broadened into many different possibilities.
We all know change is not easy and change does not always come about quickly. What I have found and believe is that mandates, deadlines and requirements placed on teachers can yield results, but also require another round of them once an administrative imposed time frame expires. There are negative feelings and a feeling of top-down pressure that pushes teachers to find the reasons why NOT to change. They don’t own the process, the administration does.
To get teacher buy in they must champion the cause themselves and time must be given to them to collaborate and develop strategies that work for their classrooms. I have rarely been disappointed in the work our teachers do when brought together to share their learning. It immediately sparks conversation and exploration into new areas for each individual teacher.
Our teachers have asked for things, and for opportunities to develop their skills. When we deliver on their wishes you see a step forward in the use and infusion of that strategy or technology into their classrooms. When we don’t, we stagnate or take steps backwards.
Now in year three of our initiative we will give them more opportunities to get together in person AND online. I will show them how to develop a PLN or PLC that may or may not include teachers and staff from within the building.
I predict that this move will motivate teachers as it has motivated my learning by the flood of current, useful and timely materials by them everyday. The respect I get online, in my network is incredible and that same respect will fuel my teachers as it has fueled and inspired my growth.
Will it happen for each teacher and the same time? Absolutely not. So imposing a requirement about how, where and when they should develop their PLN is defeating the purpose of the individual network.
Working WITH them, giving them opportunities to build our internal capacity through external contacts will move small groups at first and identify the few that may be reluctant. Then implementing strategies for those few will not patronize or insult the larger group that have made the change and keep them energized.
Respect your staff as professionals and let the early doubtful comments bounce off. If you keep working with them most will join you in the journey of discovery that happens when diving into a PLN.
That is the support that will assist them the most in moving their classroom into the “21st Century”.
CAM High School in Anita Iowa has the advantage and the disadvantage of being a small school, where $150,000 can outfit the whole building with Macbooks and I easily work with teachers individually.
However, in terms of early adopters in a faculty of 21, we have only a handful to lean on for internal capacity.
After two years with one-to-one computers we’ve seen an increasing energy from staff for the evolving technologies and Web 2.0 applications. What started with the iLife Suite has broadened into many different possibilities.
We all know change is not easy and change does not always come about quickly. What I have found and believe is that mandates, deadlines and requirements placed on teachers can yield results, but also require another round of them once an administrative imposed time frame expires. There are negative feelings and a feeling of top-down pressure that pushes teachers to find the reasons why NOT to change. They don’t own the process, the administration does.
To get teacher buy in they must champion the cause themselves and time must be given to them to collaborate and develop strategies that work for their classrooms. I have rarely been disappointed in the work our teachers do when brought together to share their learning. It immediately sparks conversation and exploration into new areas for each individual teacher.
Our teachers have asked for things, and for opportunities to develop their skills. When we deliver on their wishes you see a step forward in the use and infusion of that strategy or technology into their classrooms. When we don’t, we stagnate or take steps backwards.
Now in year three of our initiative we will give them more opportunities to get together in person AND online. I will show them how to develop a PLN or PLC that may or may not include teachers and staff from within the building.
I predict that this move will motivate teachers as it has motivated my learning by the flood of current, useful and timely materials by them everyday. The respect I get online, in my network is incredible and that same respect will fuel my teachers as it has fueled and inspired my growth.
Will it happen for each teacher and the same time? Absolutely not. So imposing a requirement about how, where and when they should develop their PLN is defeating the purpose of the individual network.
Working WITH them, giving them opportunities to build our internal capacity through external contacts will move small groups at first and identify the few that may be reluctant. Then implementing strategies for those few will not patronize or insult the larger group that have made the change and keep them energized.
Respect your staff as professionals and let the early doubtful comments bounce off. If you keep working with them most will join you in the journey of discovery that happens when diving into a PLN.
That is the support that will assist them the most in moving their classroom into the “21st Century”.
Wednesday, January 13, 2010
Administrative Report to the Board January
I am sharing this with everyone, because there is a current of information being exchanged everyday and is grossly misunderstood. Awareness, I believe, is the first step.
Technology in Education - more questions than answers: Categorically I have a few questions and comments for the School Board this month. The questions are meant for personal analysis to contrast against my comments. I have posted this report on my blog where you can give me feedback if you'd like, or ask more questions for me to answer at the next board meeting.
Question #1: How (and where) do you get information on your profession?
Comment #1a: Basically how much time do you spend looking at the latest information on your career or your interests? Personally I used to gobble up trusted magazines from my professional organizations or elsewhere. I pride myself as to being able to decipher the "Slant" or "Bias" the publication, judging from the publisher or writer. "Tech Magazines" of course promoted the best technology, especially that of vendors who contribute ads to the publication. I would pile the magazines up and get to them on a day I had time (okay, so many were recycled before I read them). One summer, a few years ago, I cut the pile up, sorted out by article subject, and used several during PD or teacher meetings the next year. It took me a couple days of organizing and planning and I used maybe 1/16th of the articles I cut apart.
Comment #1b: For the past couple months I have waded into the world of Professional Learning Networks (PLNs). I've blogged about it before, but I have jumped waist deep into Twitter. The word "Twitter", when spoken, invokes images of star athletes making comments during games, about coaches; celebrities promoting their narcissistic activities; Politicians raising money, talking policy, ripping each other. General disgust for those who have not unlocked it's usefulness. For me Twitter is a constant stream of information and ideas from some of the brightest, most dedicated individuals in the education/administration profession. Articles, videos, transcripts, studies and anything imaginable on a variety of topics, flows across my screen all day and night at home. A day doesn't go by where 2-5 articles about something I'm directly working on pops up on my "Tweetdeck" alert. I can click on the resource (always linked to a website), minimize my browser, go back to work and digest the resource later. You see I can still pile up great resources, send the links to my teachers, link them to our PD site and use them almost instantly. Comparing it to the cut and pile method I described in Comment #1a, it take minutes compared to days. I am still piling, but I'm not going to have to recycle the articles later, and if they're really good I can "TAG" them and save for later use.
Question #2: How reliable are your sources of information and how timely?
Comment #2: Now I'm not believing, applying or deeming every article, comment or feedback I get online as Gospel. But I get a variety of opinions, viewpoints and perspectives from all over the country/world from very credible resources. I am impressed at the amount of quality articles and videos I am exposed to and it's rare that I get unreliable information. Blogs generally give opinion and like reading editorials it's more thought provoking and reflective than informative (unless it's a blog of online resources). Reliability is definitely an issue, but it is in traditional media as well. The beauty of the timeliness of internet information is that if there's something out there that's fraudulent, word gets around fast. If you need to find out how to check into a website, what people think or have found out, it's just a keyword or search away. Also, you can have any credible site or source "RSSed" to you without searching and on Twitter you can "Follow" people you know are credible. The information is current, and usually refers back to older information for background and perspective.
Question #3: How much do you use Google, know about "Open Source" applications?
Comment #3: If the district wanted, we would never have to spend another penny on most types of software including Microsoft Office. "Wait, Office is what is being used today in most businesses!" While that is a correct statement, it's mainly because it's been purchased already and we have all grown comfortable with MS Office. Google Docs, Open Office and other online programs can provide a free alternative that reportedly is very compatible when using or exchanging information with MS Office users. I personally am going to upload my documents from my hard drive to Google Docs, take a couple of their tutorials and get some practical experience as I really don't want to pay Microsoft a sizable chuck of change anymore if and when we have to upgrade or buy the newest version. Google Docs would also provide the storage as would Gmail if we were to go to using their email. I have used Open Office (an open source application) on my PC at home and have found it a good alternative, it loads a little slower but is very compatible with my Apple MS Office program. Moodle, or Curriculum Management System (CMS) is open source and didn't cost us a penny (just the server space) where alternatives cost two to 10 thousand dollars to purchase and maintain. If you can buy a program, it's features are probably available for free online. Photo editing sites are incredible. It's a discussion that needs to take place as it could be an option for cost savings in the future.
Question #4: Have you seen, or used a "Kindle", and/or something similar? (A Kindle is an electronic book reader that Amazon sells publications at 1/3rd the cost of the book version).
Comment #4: We have a student at school who swears by hers and is bringing it in for me to see. This electronic device is book sized and has a "page" background, so it's easier on the eyes to read. I have read some free Google books on my Ipod Touch, which also has a Kindle "Ap" (Which I haven't used yet). The touch is much smaller and doesn't have the screen size for a lot words, but does display them large enough to read. I have read a lot of websites on my laptop and now on the Ipod and it is a totally different situation from reading a book. I still pick up a book and read and I still buy books to read. But that's me, that's someone who graduated in the 80s. We're looking to purchase a Kindle or two for the library and possibly the SPED department (ideas not action at this point). Bottom line is we need student feedback on all devices as we move forward with technology in education.
Observation: Yes, there are many, many questions without answers but that's mainly because so many more people (thousands apon millions) asking them. And there are people who can, almost immediately, answer them credibly. If not an answer, a comment to spur your thinking further.
Technology in Education - more questions than answers: Categorically I have a few questions and comments for the School Board this month. The questions are meant for personal analysis to contrast against my comments. I have posted this report on my blog where you can give me feedback if you'd like, or ask more questions for me to answer at the next board meeting.
Question #1: How (and where) do you get information on your profession?
Comment #1a: Basically how much time do you spend looking at the latest information on your career or your interests? Personally I used to gobble up trusted magazines from my professional organizations or elsewhere. I pride myself as to being able to decipher the "Slant" or "Bias" the publication, judging from the publisher or writer. "Tech Magazines" of course promoted the best technology, especially that of vendors who contribute ads to the publication. I would pile the magazines up and get to them on a day I had time (okay, so many were recycled before I read them). One summer, a few years ago, I cut the pile up, sorted out by article subject, and used several during PD or teacher meetings the next year. It took me a couple days of organizing and planning and I used maybe 1/16th of the articles I cut apart.
Comment #1b: For the past couple months I have waded into the world of Professional Learning Networks (PLNs). I've blogged about it before, but I have jumped waist deep into Twitter. The word "Twitter", when spoken, invokes images of star athletes making comments during games, about coaches; celebrities promoting their narcissistic activities; Politicians raising money, talking policy, ripping each other. General disgust for those who have not unlocked it's usefulness. For me Twitter is a constant stream of information and ideas from some of the brightest, most dedicated individuals in the education/administration profession. Articles, videos, transcripts, studies and anything imaginable on a variety of topics, flows across my screen all day and night at home. A day doesn't go by where 2-5 articles about something I'm directly working on pops up on my "Tweetdeck" alert. I can click on the resource (always linked to a website), minimize my browser, go back to work and digest the resource later. You see I can still pile up great resources, send the links to my teachers, link them to our PD site and use them almost instantly. Comparing it to the cut and pile method I described in Comment #1a, it take minutes compared to days. I am still piling, but I'm not going to have to recycle the articles later, and if they're really good I can "TAG" them and save for later use.
Question #2: How reliable are your sources of information and how timely?
Comment #2: Now I'm not believing, applying or deeming every article, comment or feedback I get online as Gospel. But I get a variety of opinions, viewpoints and perspectives from all over the country/world from very credible resources. I am impressed at the amount of quality articles and videos I am exposed to and it's rare that I get unreliable information. Blogs generally give opinion and like reading editorials it's more thought provoking and reflective than informative (unless it's a blog of online resources). Reliability is definitely an issue, but it is in traditional media as well. The beauty of the timeliness of internet information is that if there's something out there that's fraudulent, word gets around fast. If you need to find out how to check into a website, what people think or have found out, it's just a keyword or search away. Also, you can have any credible site or source "RSSed" to you without searching and on Twitter you can "Follow" people you know are credible. The information is current, and usually refers back to older information for background and perspective.
Question #3: How much do you use Google, know about "Open Source" applications?
Comment #3: If the district wanted, we would never have to spend another penny on most types of software including Microsoft Office. "Wait, Office is what is being used today in most businesses!" While that is a correct statement, it's mainly because it's been purchased already and we have all grown comfortable with MS Office. Google Docs, Open Office and other online programs can provide a free alternative that reportedly is very compatible when using or exchanging information with MS Office users. I personally am going to upload my documents from my hard drive to Google Docs, take a couple of their tutorials and get some practical experience as I really don't want to pay Microsoft a sizable chuck of change anymore if and when we have to upgrade or buy the newest version. Google Docs would also provide the storage as would Gmail if we were to go to using their email. I have used Open Office (an open source application) on my PC at home and have found it a good alternative, it loads a little slower but is very compatible with my Apple MS Office program. Moodle, or Curriculum Management System (CMS) is open source and didn't cost us a penny (just the server space) where alternatives cost two to 10 thousand dollars to purchase and maintain. If you can buy a program, it's features are probably available for free online. Photo editing sites are incredible. It's a discussion that needs to take place as it could be an option for cost savings in the future.
Question #4: Have you seen, or used a "Kindle", and/or something similar? (A Kindle is an electronic book reader that Amazon sells publications at 1/3rd the cost of the book version).
Comment #4: We have a student at school who swears by hers and is bringing it in for me to see. This electronic device is book sized and has a "page" background, so it's easier on the eyes to read. I have read some free Google books on my Ipod Touch, which also has a Kindle "Ap" (Which I haven't used yet). The touch is much smaller and doesn't have the screen size for a lot words, but does display them large enough to read. I have read a lot of websites on my laptop and now on the Ipod and it is a totally different situation from reading a book. I still pick up a book and read and I still buy books to read. But that's me, that's someone who graduated in the 80s. We're looking to purchase a Kindle or two for the library and possibly the SPED department (ideas not action at this point). Bottom line is we need student feedback on all devices as we move forward with technology in education.
Observation: Yes, there are many, many questions without answers but that's mainly because so many more people (thousands apon millions) asking them. And there are people who can, almost immediately, answer them credibly. If not an answer, a comment to spur your thinking further.
Saturday, January 2, 2010
2010 Challenge - accomplish a goal a day
Today's new technologies require a shorter attention span when it comes to goals. With traditional goal setting we tend to aim for a distant target, one we can...ummm...put off and do at the last minute close to the deadline.
A blogger in my Professional Learning Network (PLN) has challenged us to accomplish 30 goals in 30 days.
"What?!" you may say. "That's ridiculous."
Actually it's something I've been thinking about recently, the quick pace that learning in a PLN occurs is so radically different from anything I've every experienced. It requires releasing the notion of set plans, 3-5 year goal setting. Things change so fast...seemingly day by day, hour by hour and in some cases it seems minute-to-minute.
It's because someone can quickly send you a link that can challenge and/or change your thinking on a specific topic.
30 goals in 30 days. I bet I'll be blogging about it soon.
Link - http://teacherbootcamp.edublogs.org/2010/01/02/the-30-goals-2010-challenge/
A blogger in my Professional Learning Network (PLN) has challenged us to accomplish 30 goals in 30 days.
"What?!" you may say. "That's ridiculous."
Actually it's something I've been thinking about recently, the quick pace that learning in a PLN occurs is so radically different from anything I've every experienced. It requires releasing the notion of set plans, 3-5 year goal setting. Things change so fast...seemingly day by day, hour by hour and in some cases it seems minute-to-minute.
It's because someone can quickly send you a link that can challenge and/or change your thinking on a specific topic.
30 goals in 30 days. I bet I'll be blogging about it soon.
Link - http://teacherbootcamp.edublogs.org/2010/01/02/the-30-goals-2010-challenge/
Saturday, December 19, 2009
Stepping towards better classrooms
In the span of the last two weeks I have rapidly increased the development, and more importantly cultivation, of my "Professional Learning Network" PLN.
Next is getting my staff going with PLNs. You see we took technology, and provided staff with quality staff development. They received the computers months ahead of the students, they were giving over a year of staff training, guided by a very skilled AEA13 Technology consultant, Judy Griffin. We did it right by the "old model of Professional Development".
Guess what? Our results are not where I would like them to be despite doing it right, despite educating teachers first, despite old model quality support.
"When's Judy coming?" a teacher would say. Another, "Is Judy coming on the 14th?"
The "obvious" thought that came on last week during the Will Richardson day at Ames is - "Judy's available EVERY DAY!
Via email, Skype, Twitter, Yahoo and Blogger, Judy's out there and probably available. That's the theme or point I will repeatedly make, along with "I'm available", when moving my staff towards their own development of a PLN.
At the beginning of next semester, I am going to roll out some PLN information and show them what I am doing. They will be exposed to many of the things you all are exposed to and given a re-energizing plea from me to re-tool their blogs and work to keep them, and their websites, updated. But central, and first, develop a PLN.
And most importantly ... why am I asking them to do this. Why?
Because they need to understand the power of the PLN so they can look at how to expose our students to the power of the PLN.
Next is getting my staff going with PLNs. You see we took technology, and provided staff with quality staff development. They received the computers months ahead of the students, they were giving over a year of staff training, guided by a very skilled AEA13 Technology consultant, Judy Griffin. We did it right by the "old model of Professional Development".
Guess what? Our results are not where I would like them to be despite doing it right, despite educating teachers first, despite old model quality support.
"When's Judy coming?" a teacher would say. Another, "Is Judy coming on the 14th?"
The "obvious" thought that came on last week during the Will Richardson day at Ames is - "Judy's available EVERY DAY!
Via email, Skype, Twitter, Yahoo and Blogger, Judy's out there and probably available. That's the theme or point I will repeatedly make, along with "I'm available", when moving my staff towards their own development of a PLN.
At the beginning of next semester, I am going to roll out some PLN information and show them what I am doing. They will be exposed to many of the things you all are exposed to and given a re-energizing plea from me to re-tool their blogs and work to keep them, and their websites, updated. But central, and first, develop a PLN.
And most importantly ... why am I asking them to do this. Why?
Because they need to understand the power of the PLN so they can look at how to expose our students to the power of the PLN.
Saturday, December 12, 2009
My day of transformation - "Networking the New Literacy"
I was feeling pretty good about our technology integration during year two of our one-to-one initiative. Then yesterday's session with Will Richardson went down. I now have a clearer vision of where we're heading.
While I'm more inspired today, by his words and the work going on in several district's in the state, I'm reassessing where CAM High School is as a building. You see we may be falling short in the area of teaching students how to access the learning communities in "the cloud".
Personally, I'm just starting to establish a learning network and my eyes are opening wide to the possibilities. I now see how several colleagues can wax on so eloquently about their vision and where their districts are heading.
My biggest take aways from yesterday.
The Shift - Education will change. How and when is uncertain, but the facts are the abundance of learning tools online, and the networks you can join and become a part of, means it will either change willingly, or kicking and screaming. My bet is on the later. Allowing students to network with "anyone" is inconceivable to many people. Even though outside of the school day they will be doing that anyway.
We need to unblock everything and teach everything - If not us, then who? 'Nuff said. Get it done, address patron's fears, teacher's fears, everyone's fears head on. Teach Digital citizenship, how to use social networks for learning and that's for everyone.
Bring everyone together - Sure we got everyone on board for one-to-one computers. That wasn't that hard of a sell. The problem is until 24 hours ago, I didn't exactly know what I was selling. This conversation will be different..vastly different.
We/students need to be Googleable - Student's need to be found in the cloud and their work needs to reflect positively on their new literacy skills. This goes against many people's ingrained mis-conceptions.
We need to dive into the CLOUD head first - Get your PLN set up, get your teachers involved in setting up a PLN and get your student's work out there for everyone to see and then promote it!
We need to get moving now, get teachers involved and get everyone to the table. These are exciting times, but we have to be ready to empower patrons and faculty to overcome their fears.
The students don't have them.
While I'm more inspired today, by his words and the work going on in several district's in the state, I'm reassessing where CAM High School is as a building. You see we may be falling short in the area of teaching students how to access the learning communities in "the cloud".
Personally, I'm just starting to establish a learning network and my eyes are opening wide to the possibilities. I now see how several colleagues can wax on so eloquently about their vision and where their districts are heading.
My biggest take aways from yesterday.
The Shift - Education will change. How and when is uncertain, but the facts are the abundance of learning tools online, and the networks you can join and become a part of, means it will either change willingly, or kicking and screaming. My bet is on the later. Allowing students to network with "anyone" is inconceivable to many people. Even though outside of the school day they will be doing that anyway.
We need to unblock everything and teach everything - If not us, then who? 'Nuff said. Get it done, address patron's fears, teacher's fears, everyone's fears head on. Teach Digital citizenship, how to use social networks for learning and that's for everyone.
Bring everyone together - Sure we got everyone on board for one-to-one computers. That wasn't that hard of a sell. The problem is until 24 hours ago, I didn't exactly know what I was selling. This conversation will be different..vastly different.
We/students need to be Googleable - Student's need to be found in the cloud and their work needs to reflect positively on their new literacy skills. This goes against many people's ingrained mis-conceptions.
We need to dive into the CLOUD head first - Get your PLN set up, get your teachers involved in setting up a PLN and get your student's work out there for everyone to see and then promote it!
We need to get moving now, get teachers involved and get everyone to the table. These are exciting times, but we have to be ready to empower patrons and faculty to overcome their fears.
The students don't have them.
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