Oct

30

The Networked Student

October 30, 2009 | | Leave a Comment

Isobel sent me a link to this video. It was previously a YouTube link, but I found it on my new favorite video website, TeacherTube (since we block YouTube). You’d be surprised how much stuff you can find there!

If you need the link to the video – http://www.teachertube.com/viewVideo.php?video_id=64972

I would say that this truly sets a target for web-enhanced instruction. Some food for thought on a Friday.

~I

Oct

7

Wiki – the best technology you hate to say

October 7, 2009 | | Leave a Comment

A while back, I read an article (and I can’t remember for the life of me from where it came – it was print – yes, I do read print) where the top 10 (or 20) “best technologies for classrooms” were listed and number one was none other than “wiki.” “Wiki” is a weird, geeky name , I admit; but this technology is really quite powerful for a number of reasons:

    They’re collaborative.
    They’re easy to create.
    There are several free spaces where you can create one. Our website also provides them for teachers.
    They are highly customizable.
    They support a culture of revision and feedback.
    Students can compare versions of their work.
    They encourage students to be self-directed learners – especially in setting up and managing their projects.
    You can “subscribe” to them in order to track changes (a discussion of RSS)
    They are accessible for teachers and students from anywhere at any time.
    They are relevant to the world outside of the classroom – they are being used in environments outside of schools.

I could go on. The real purpose of this post is to highlight an article I stumbled on today in my PLN about wikis and using them in classrooms. I really like it because, rather than explain the technology, it explains how to use it for learning in the classroom environment. It puts wiki technology in the context of a classroom and explains possible pitfalls and how to combat them. I wouldn’t bore you with “directions” for using a wiki – this, to me, is not fair – technology should be easy – intuitive (an article about this that I really like). When you are provided a new piece of technology (or a video game for your child), do you read the instructions or do you just play with it (provided that you know what its capabilities are)? How do you “attack” a new piece of technology (software program, video game, cell phone, computer, television, etc.)? Where do you see wiki technology fitting into your classroom? Would providing you with this video help you plan your attack? Or maybe a list of my favorite wiki sites:

~I

Oct

6

A cross-post from my other blog

October 6, 2009 | | Leave a Comment

I just popped this up on my other blog (maintaining two because I think I have readers here) – http://27Jpraxis.org/edugeek

My blog has fallen victim to a fast-paced start of the school year mixed with the addition of some new programs and on a personal note, the anticipation of my second son (who is now officially two days late – my poor wife – she feels like she’s put in her time and is officially done).  I have, however, been doing a lot of thinking and learning, learning and thinking.

As we’ve been moving forward with <a href=”http://www.amazon.com/Classroom-Assessment-Student-Learning-Right-Using/dp/0135134161/ref=sr_1_1?ie=UTF8&s=books&qid=1254843723&sr=8-1″>Classroom Formative Assessment</a> here in 27J as a means to implement our <a href=”http://sa.sd27j.org/modules/cms/pages.phtml?pageid=73975&sessionid=4f3abb4f7196720ef168f8fd1059dc1e”>instructional model</a>, I’ve been thinking to myself, “so what relevant and appropriate technology would be helpful to support this initiative?”  I think maybe I’ve been asking the wrong question.  Is the question, “what tools?” or “what systems?”  I think the latter provides teachers with the support needed to truly create a 21st Century classroom that both utilizes the tools of today (many of them web-based) and the “<a href=”http://shop.assessmentinst.com/servlet/ProductView?command=cp&supplierID=649&commodityID=23836&searchIndex=2″>Seven Strategies</a>” for classroom formative assessment (<a href=”http://teachingss.pbworks.com/f/Helping+Students+Understand+Assessment.pdf”>a good overview here</a>).

Yesterday, in our Student Achievement team meeting, Kelly Corbett and Leslie Vickers (neither of whom have I been able to pull to the 27J blogosphere yet; so sorry no links), immersed us in a fantastic simulation (which I saw them deliver at <a href=”http://pvhs.sd27j.org/”>PVHS</a>) that really demonstrated the practical side of integrating the Seven Strategies into a realistic classroom setting.  The unit was simple – 4th grade Art class – a study of repeating patterns, but the strategies they used were complex.  After each “day” of class, every small group was engaged in conversation about what strategies we saw demonstrated.  You would think this would be a pretty cut-and-dry conversation, but I found a few of my colleagues in debates about what they actually saw occurring.

One thing we all agreed on was that we saw the instructor providing a clear target each and every day (and reviewing the overall target for the unit) – the main focus of last year for all of our schools.  I can see why this is seen as most important because, if student don’t know where they’re going, they can’t possibly get there.  One thing that this presentation confirmed is that utilizing the “Seven Strategies” is a systems approach to instructional design, not specific activities that teachers and students “do” on any particular day.  This leads me to my original question, “have I been asking the wrong questions?,” when I talk to teachers and instructional leaders?

I think the right questions for these folks is, “what systems do you put in place in your classrooms that . . . “:
<li>Help students to completely understand the target and know what it will take to get there – how do you present and discuss your target?;
<li>Provide them with with examples of strong and weak work – where can they go to see these examples (are they physical or digital)?
<li>Give them feedback on their work against the target – where do you provide feedback and how are they able to confirm that they know what to do with it?
<li>Give them strategies and space to self-assess their work against the strongest model or the ideals that will help them reach the target – what systems are in place to scaffold students’ self-assessment?
<li>Establish avenues where they are able to access focused direct instruction that will help them meet the target either when introducing a new concept or reviewing based on feedback – is this face-to-face instruction, links to online resources or a combination of both?  When is appropriate for each to be used?
<li>Promote revision so that they can see their own progression of learning – what tool or approach most effectively helps students do this for your concept area – is it a notebook, a re-write/re-do of the work, or a digital space such as a wiki (just an example) where they can see the changes they’ve made over a period of time?
<li>Engage them in reflecting upon the progress they’ve made that is focused on the specific skills that have been learned and are relevant to the target – what do you use to encourage metacognitive reflection (of course, I’m partial to the blog; some teachers like the black and white journal)?  How do you teach them to reflect in this manner?  Can they see how this learning fits into the overall scheme of things?

I think a lot of our “tech-savvy” teachers fall victim to a common pitfall that I <a href=”http://27jpraxis.org/edugeek/2009/03/13/over-networking-the-teacher/”>blogged about last year</a>.  This was definitely me in my first years teaching and as an instructional technologist.  With the sheer number of tools and resources available, it is an easy trap – tool/resource overload.  My conclusion – we, as teachers, should be very careful about what systems we implement into our classrooms.  A strategy to combat this is to frame all decisions regarding the use of digital tools into the classroom with the Seven Strategies.  That way, we are clear on what we are using, why we are using what we are using and what information we can get from these tools to make the best decisions about our students’ learning.

While I’m not suggesting a district model of what tools will and will not be used in the classroom, I am suggesting that we are very clear about the use of these tools before directing our students to them – careful and deliberate choices.  This, I believe, is the key to effectively using the relevant and appropriate tools that the Web has to offer.  Once you select systems, use them, teach your students to use them and don’t be persuaded to change (no matter what cool thing I may show you) until a natural break (i.e. Winter break, summer).  In choosing your classroom tools, keep the right frame of mind (Seven Strategies) and think to yourself, “What do my students need to do in my class, and how can I put something in place to help them do it just as well, while teaching them skills that will help them succeed in a 21st Century environment?”  I’d love to start this conversation here and throw some of my own metacognition onto your radar.  Let’s think through this . . .

Sep

3

Moving My Blog

September 3, 2009 | | Leave a Comment

We’ve purchased some Edublog Campus Edition blogs this year (a small number for a pilot); so, I’m moving this blog to http://27Jpraxis.org/edugeek.  If you’re coming here as a member of the 27J community, you may find the EduGeek to be much more helpful.  While I’ll try to post to both (and seek a solution for doing so),  I’m just not sure it will work.  So, click the link, visit the site and add the new URL to your RSS reader,   just to be safe!

~I

Jul

30

Should Teachers and Students Be “Digital Friends?”

July 30, 2009 | | Leave a Comment

This is a post that I’ve been waiting to write for a while – partially because of my own laziness and partially because of timing.  Earlier in the week, I gave a presentation to the district leadership group (principals, administrators and other supervisors) about personal learning networks (PLN).  As the conversation progressed, we naturally fell into a discussion about social networking and whether teachers and students should be “friends” on social networks.   This is a touchy subject and one that places a lot of blame on the application, rather than the individual people when something goes wrong.  Here’s a few articles I’ve read lately:

http://www.azstarnet.com/sn/education/294209

http://blogs.techrepublic.com.com/10things/?p=851

Personally, I believe in the separation of professional and personal.  While I have a Facebook profile, I don’t befriend professional contacts (no offense) – those are reserved for my LinkedIn network – which eliminates any possible contact between my professional world and my wild younger siblings (bear in mind I have a 19 year-old brother and a 20 year-old sister-in-law) or buddies from college who are still in the process of ending their adolescence.  The other reason is because I just don’t maintain my Facebook page like others do; so this means that someone could post something ridiculous to my wall and I wouldn’t know it for days or weeks, depending on how busy I am at work or whether I’ve checked my email to get the update.  By then, a video with some choice words or a greeting from an old pal could show up for everyone to see.  I, like teachers, am in a very public position and must be aware of protecting my “online reputation,” or at least knowing what it is by not letting others define it.  So, I keep my Facebook profile locked away for only friends and family (please don’t be hurt or offended if I “ignore” your request to be my friend – it really is nothing personal.  I wholeheartedly invite you to get a LinkedIn account and “connect” with me – perhaps it will give me a reason to really “dig” into my LinkedIn network.

So, my advice to you – think about this stuff – think about your reputation online (or your “digital footprint”).  Inspire your students to think about their own digital footprint and how they want to be portrayed.  If you do plan to set up some type of social network with your students, drop me a line – let’s talk about it – don’t just haphazardly link the two worlds (professional and personal) together without thinking about the implications and your willingness to constantly monitor your digital footprint.

For a long time, we’ve been nervous about social networking – in many instances blaming the applications themselves.  These environments have great potential for teaching and learning at all levels (including professional development) through the amazing ability to connect people to people and people to ideas.  The problem is really the people.

~I