always learning

Woo hoo! I’ve been asked to present 3 sessions at the Learning 2.008 conference in Shanghai in September! I was already excited enough just to attend the conference, but to get to present three sessions will be fantastic!

Here are the topic ideas I’m thinking about so far (and I’d love to hear your feedback):

Connecting to Learn, Learning to Connect: Social Networking in the Classroom

Now that you’ve signed up for the Learning 2.008 Ning, would you like to learn how to use this (and other) social networking tool(s) in your classroom?

Social Networks (like Ning) are a great way to: engage learners, empower all students, enhance dialogue and discussion, connect with classrooms around the school or around the world, promote and share multimedia hassle-free, differentiate by ability level and interest, and enable learners to be leaders in a truly collaborative environment.

Find out how social networks are being used in classrooms at all grade levels (from second grade to twelfth grade) to create globally collaborative projects, engage students at the appropriate learning level, and enhance curricular conversations outside the classroom. Rationale, online safety, planning process and classroom social networking examples and resources will be shared.

Connecting Classrooms Across Continents: Planning and Implementing Globally Collaborative Projects

Ready to “flatten” your classroom walls? Looking to take web 2.0 tools to the next level by developing exciting and authentic projects that allow your students to interact with partners around the world? It may be time to tackle a globally collaborative project in your classroom!

Globally collaborative projects are an exciting way to engage your students in authentic and meaningful learning across cultures and continents. Successfully combining a variety of web 2.0 tools (like blogs, wikis, Skype, IM, social networks, etc) can remove the barriers of time and distance to connect your class with others around the world. Not only do students love to meet their far-flung peers, but learning to collaborate and create in an entirely online and inter-cultural environment will clearly be a critical skill for their future.

Learn how to develop a successful global project - from design and planning to implementation and product, as well as see examples of engaging projects from all grade levels. Tips for success based on learning experiences from past global collaborations, along with resources and samples of current globally collaborative projects will be shared.

Making the Shift Happen: Embracing 21st Century Literacy at Your School

Excited about 21st century learning? Already embracing new learning tools in your classroom, but looking to transform your school? Embracing 21st century literacy on a school-wide basis is a complex process. From developing a shared understanding of 21st century literacy to ensuring quality technological infrastructure to embracing a new perspective on teaching and learning at the administrative level, there are many pieces to this puzzle. Get the ball rolling at your school! Experiences and examples from several international schools will be shared.

I was also thinking about presenting something specifically for primary age teachers. I know our early elementary teachers are always looking for relevant tools and often feel like there isn’t enough out there to support them. And then, of course, I have the two presentations I did earlier this year, that I really like:

Developing the Global Student: Practical Ways to Embed 21st Century Literacy Skills Into Your Classroom

This session will focus on utilizing web 2.0 applications, such as blogs, podcasts, and wikis, to develop 21st century literacy skills within the core curriculum. Metacognition, research skills, and online awareness help students find what they need, learn at their own pace and safely share with a wider audience. How can we incorporate these exciting, motivating skills and technologies into our classrooms? Examples of completed student projects, along with teacher materials and resources, will be shared.

The 21st Century Educator: Embracing Web 2.0 in Your Professional Practice

What exactly do RSS, blogs, wikis, podcasts, social networking and VOIP have to do with your professional practice? How can web 2.0 technologies change the way you learn, communicate, collaborate and teach? This session will focus on practical ways to utilize free web 2.0 tools to develop a personal learning network that will transform your professional practice and open your eyes to new possibilities in the classroom!

Would you attend any of these sessions? Which three are the most interesting to you? Is there something else that would be an even better topic to talk about? I’d love to hear your feedback!

Tags: learning2.008, presentations, professional development, conference, learn2cn,

Recently I was asked to write an article for the European Council of International Schools Shortcuts Newsletter about using web 2.0 tools to develop professional learning communities for international school teachers, at an introductory level. Having just finished giving a presentation on that very topic in Qatar, I, of course, had lots to say (not quite as eloquently as others, unfortunately).

As usual, I figured I would share it here… Though if you’re reading this, you’ve probably already developed your very own (and totally fabulous) PLN, so any advice or tips you can add would be greatly appreciated!

The 21st Century Educator: Embracing Web 2.0 Tools in Your Professional Practice

After working as an international school teacher for the past eight years, I am all too familiar with the isolation of teaching abroad – being the school’s only teacher of a certain class or grade level, having limited professional development opportunities compared to your home country, and being without a support network for feedback and inspiration.

However, all of that changed when I started to embrace web 2.0 tools in my professional practice. I went from isolated and alone to supported and inspired in just a few short months! The power of web 2.0 technologies to help me communicate, collaborate and connect with like-minded educators amazes and inspires me. In all honesty, I have learned more in the last year and a half than I had in the previous six and a half years combined.

The development of a personal learning network (or PLN) is absolutely essential for any successful 21^st century educator. This interconnected network of learners whom you select based on interests, skills, or experience will soon become an integral part of your daily learning and thinking.

Here are a few tips and tricks to get started developing your own personal learning network:

Join a Social Network

We’ve all heard of MySpace and Facebook, and while those are great ways to connect with friends and colleagues, an even better place to start is a social network with a focus, like Ning. There are quite a few networks on Ning that center around teaching and learning. Here are a few of my favorites:

• Classroom 2.0
• The Global Education Collaborative
• NextGen Teachers
• Professional Development

Set up an RSS Reader

Once you’ve gotten a taste of all the amazing work that is being done by educators around the world, you’ll most likely want to keep up with those teachers you find especially interesting or insightful. The best way to do that is using an RSS reader like Google Reader or Netvibes.

Once you’ve set it up, your RSS reader will aggregate all of the new posts on those fantastic blogs in one place – like an e-mail inbox for websites and blogs. Instead of scrambling around trying to find all the best new posts, just sit back and let them come to you! Another excellent development is the new “shared” feature in Google Reader, which brings all of your address book contacts’ favorite posts into one place in your RSS reader.

For those who prefer listening to reading, Apple’s iTunes Store provides perhaps the easiest way to download and listen to the huge selection of educational podcasts available online – for free, of course!

Attend Amazing Conferences (For Free!)

Over the past few years more and more conferences are either happening entirely online, or offering unrestricted content from physical conferences online, using web 2.0 tools. These conferences utilize social networks like Ning, blogs, wikis, podcasts and vodcasts as a format for presenters to share their work.

Instead of requiring attendees to physically fly to a central location, all presentations are posted in a central place – available anytime, anywhere – for free! Not only is this a great way to learn about new techniques for your 21^st century classroom, but you can also see a wide variety of web 2.0 tools in practice. Here are a few highlights for the upcoming school year:

• Learning 2.008
• K12Online
• Future of Learning in a Networked World

Become a Blogger (and a Twitterer)

Once you’ve gotten an idea of the web 2.0 world in education, you may want to add your voice to the mix. Everyone has something different to offer and there is an audience for every author in the demographic “Long Tail” of global education. In order to really bring your network together, you will need to share your own thoughts and learnings with your PLN.

Blogs and Twitter go hand in hand. A blog is the perfect space for thoughtful reflection, a place to connect your learning and create something new. Twitter is a powerful tool for sharing quick snippets of your thinking, for connecting with others, and for widening your information consumption a little bit at a time.

Develop Personal Connections

There are many free, web-based tools to help you connect with your PLN through video or audio chatting. Many expats already take advantage of the free, and very easy to use VoIP provider, Skype, but there are many more ways to connect to your network. A venture into Second Life could be a great way to meet more teachers and explore new potential teaching tools. Services like FlashMeeting, WizIQ and Elluminate offer comprehensive options for teaching and learning together – with your PLN, and potentially with your classes.

Embracing the power of web 2.0 is as simple as having an open mind and a sense of adventure. There is more to see, hear and experience than one person could ever consume. Take a look around, you’re guaranteed to find exactly what you need, right when you need it!

Note: Of course as soon as I sent the article off, I realized I had forgotten a few key things like social bookmarking, and some helpful books I read before I started. What else am I missing?

Tags: 21stcentury, internationalschool, 21st century literacy, technology, curriculum, development, professional development, training, web2, teachers, ECIS, Shortcuts, PLN, network,

Reflections on the ECIS Conference

Since I accepted the position of 21st Century Literacy Specialist at ISB just over a year ago, I’ve been thinking about how natural the connection is between the library and technology. Granted, I had never worked in a library before I set foot in our fabulous Learning Hub this past August, but having been a technology facilitator for seven years, I knew how much more I could accomplish when working in collaboration with the librarian. And, now, after attending the excellent ECIS Librarians Conference in Berlin last week, I can see an even stronger connection between these two essential resource teams.

As an outsider roaming incognito amongst the librarians of European international schools, I have to admit I felt a little bit of an impostor, but I am definitely glad I went! Not only did I have a chance to connect with lots of interesting people and get the inside scoop on the shape of international school libraries around the world, but I was also able to get a more in-depth (and research-based) understanding of how librarians and tech facilitators are such a natural fit. It is clear to me that we have much to learn from each other - where one department is strong, the other may be weak, and what a perfect partnership that makes!

After attending this conference, I am even more convinced that librarians and technology facilitators are an excellent team, much like the American standard, peanut butter and jelly. I like the idea of PB & J because:

• both peanut butter and jelly are fabulous on their own, but wow, when you put the two together, you get something extra special.
• peanut butter and jelly both have distinct qualities - they are definitely different, and both are definitely valuable outside of the time they spend together (jelly on toast, peanut butter with chocolate, etc).
• a pb&j sandwich is really at is best when enveloped by some exceptionally good bread, in this case, I’m thinking the bread is the curriculum - the foundation of the sandwich.

What really stood out for me at the conference, especially during Ross Todd’s pre-conference session and Toni Buzzeo’s presentation on collaboration, is that there are two main areas where the PB and the J can really support one another: staying current with technology tools and successful collaboration.

Big Idea Number One: How Technology Facilitators Can Help Librarians

Technology facilitators can work in partnership with libraries to embrace and utilize new and emerging communication and collaboration technologies.

The first session that really got me thinking was the pre-conference presentation by librarian and researcher Ross Todd. Many of the ideas Ross presented to the group have been frequent topics of discussion, both with my colleagues here at ISB and with the amazing librarians in my personal learning network. Hearing some of these familiar ideas presented as something new, and perhaps controversial, in this session was, to be honest, a little surprising. It was, I suppose, a reminder that not everyone is as attuned to the latest developments as some of the people I’m lucky enough to be in contact with every day.

Some of Ross’ key points were:

Libraries need to embrace the power of web 2.0.

Ross was very diplomatic, yet bracingly honest, about the need for libraries to adopt and adapt to the changing nature of information and communication in our web 2.0 world. Again, what was especially surprising to me was the way Ross presented these ideas. His tone, phrasing, and specific language was clearly coming from the perspective that not only would this be, perhaps, one of the first times his audience was hearing about these tools, but that getting them excited about using them in their schools would be something of a challenge.

Librarians need to let go of pre-determined scope and sequence models, and to learn, as an educator, to work diagnostically and “just in time.”

One of my first tasks as a technology facilitator at Munich International School about six years ago was to use Rubicon Atlas to look through our curricular units to find projects that would naturally lend themselves towards the use of technology - based on the desired learning outcomes - and then propose those units to the core subject teachers as integrated units of study. Although it ended up being an extensive amount of work for me, it was so much more practical, productive, and successful than trying to fit any technology standards or outcomes into a random unit. Spending the time getting to know the curriculum, and finding obvious connections to technology not only made the units we actually planned and taught more relevant, it actually made it easier for me to “sell” the idea to the teachers. I love Ross’ vision of “carefully planned, closely supervised, targeted intervention(s) of an instructional team of teacher-librarians and teachers to guide students through curriculum based inquiry units that gradually lead towards deep knowledge and understanding.”

Librarians need to embed themselves within the core curriculum, through the backwards design process.

I thought Ross’s assertion here was especially interesting because I got the impression that this concept probably isn’t taken for granted among librarians, and might even be new to some of them. Libraries have such a clear historical significance and a defined role in our school culture that we all instinctively know what librarians do and why - or at least we think we do. Because of this long-established background, I can imagine that many librarians might not ever feel pushed to ponder and reevaluate the exact nature of their relationship to the core curriculum.

For me, however, the emphasis on embedding through backwards design resonated right away. As a technology facilitator I’m always conscious of the need not to be an “add on,” to naturally embed technology tools within the core curriculum - basically, to “make myself useful.” Maybe it’s because technology as an integrated discipline is new, or because people have such widely varying technology conceptions and comfort levels, but I’ve never expected teachers or administrators to automatically know what I do. In that sense, I am always working towards demonstrating what my role is, through my actions, and making my job relevant to the teacher’s job - which is to teach the curriculum.

One fundamental aspect of that is, as Ross also describes, using “the language of the curriculum, rather than the language of information literacy when working in collaboration with classroom teachers.” I appreciated this reminder to avoid technology or information literacy jargon and focus on our shared vocabulary of approaches and outcomes when working with teachers.

Librarians need to “let go of some shackles of information literacy. Information literacy is not the driving force of what we do - it’s about kids developing deep understanding.”

Instead of trying to develop mini-librarians that practice perfect citation and know the Dewey decimal system inside and out, Ross talked about librarians helping guide students “on a sustained journey to[ward] develop[ing] deep knowledge.” This sounds so similar to what we are developing at ISB - a 21st century literacy curriculum focused around questions, rather than standards.

Big Idea Number Two: How Librarians Can Help Technology Facilitators

Librarians can support technology facilitators in their efforts to be productive and successful collaborative partners in the delivery of core-curriculum content embedded with 21st century literacy tools.

The following day I attended Toni Buzzeo’s session on collaboration. I was amazed at how much thorough research there is on libraries and collaboration. I am always working in collaboration with another teacher, so working together well as a partnership or team is absolutely my first priority. Given the fact that the position of a school librarian has been around far longer than technology facilitator, it stands to reason that they would have much more experience at successful collaboration. Toni shared so many important, research-based, aspects of building a successful collaborative relationship that I know most technology facilitators (including myself) would benefit from hearing.

Some of Toni’s key points were:

Collaboration is “2 (or more) equal partners who create a project or unit of study based on content standards in one or more content areas, a unit that will be team-designed, team-taught, and team-evaluated.”

This has been more or less my underlying understanding of collaboration the whole time that I’ve been a technology facilitator, but listening to Toni talk about collaboration made me realize that I’ve never really sat down and thought about it in a formalized way, and I’ve never specifically stated my understanding of collaboration with any of my colleagues. Listening to this definition of collaboration made me realize how important it is to be clear about the process and goals of collaboration whenever I’m working with another teacher.

In an effort to help teachers get excited about technology integration in the classroom, I realize that at times I’ve been willing to sacrifice the quality of collaboration in order to get teachers and students working on something engaging and exciting. After hearing this definition, it’s become apparent to me that it’s critical that, as a school, we have an understanding of what collaboration means. If we are going to have 21st century literacy embedded throughout the curriculum, it’s necessary to develop a common understanding of what collaboration really means - not a situation where one or the other member takes on the bulk of responsibility, or where the teacher’s role is limited to sending the kids off to the “computer lab” from time to time, but really working together, as equal partners. Having that common understanding of what it means to collaborate, especially when grounded in solid and thorough library research, will be critical as we move forward with our literacy curriculum.

Steps to instructional partnership: Cooperation –>> Coordination –>> Collaboration –>> Data driven collaboration

I’ve never had this hierarchy explained to me so clearly and succinctly, or in such a research-based way. There is a vast difference between cooperation, coordination and collaboration, although I think many times we view all three as the same. Toni described cooperation as simply helping when a question is asked - like finding a website or a book for a teacher upon request; coordination as planning when a lesson or an activity happens which supports core curriculum; and collaboration as “a prolonged and interdependent relationship,” sharing goals, with carefully defined roles in the process and comprehensive co-planning. It seems easy for a technology facilitator to fall into the trap of simply offering cooperation or coordination services as these seem like a huge help to the classroom teacher. While these levels of interaction can be incredibly helpful to a teacher, they really aren’t collaboration. Interestingly, in the second session I attended with Ross Todd, where he described the outcome of his Ohio research in depth, and the results indicated that collaboration (not cooperation or coordination) had a higher impact on student learning, so that should always be our goal. It’s not enough to stop at the coordination level.

It was also reassuring to understand that these separate levels of working together are very distinct from each other and must be progressed through in sequence in every professional relationship. It was good to be reminded that steps can’t be skipped in this process, and that it’s not realistic to jump immediately into a perfect cooperative relationship with a coworker.

Along the same lines, Toni shared David Loertscher’s Taxonomies of the School Library Media Program. Although the taxonomy refers specifically to school libraries, it is equally applicable to technology programs. In either case, there are clearly similar steps to all tools used in schools. I found this all especially interesting because Loertscher’s taxonomy was heavily research-based. School library media programs have been around for a long time, so there is extensive research and experience about what is effective and how best to organize successful library media programs. Much of this refined body of research and experience can be transferred or adapted to shed light on emerging technology programs. Tech programs are in most cases still going through “growing pains” and finding where they fit within schools, and it was fascinating to realize that these pains may be extremely similar to problems which librarians have been dealing with for decades.

Work with the willing

Toni shared with us her idea of “Organizational Philosophy 101″: In every group of people, there are 3 constituents: the “oh yeahs” (the risk takers), the “yeah, buts” (not reluctant, just cautious - watch and wait and see), the “no way’s” (will never change). She laid out a steady plan for improvement, again based on extensive research: in the first year, work with “oh yeahs”, prove it, test it, work out the kinks. In the second year the “yeah buts” will come along. Finally in the third year, it falls to the administrators to bring the “no ways” on board. Again, something similar to this has been my underlying approach all along, but it was empowering and encouraging to hear concepts I’ve been thinking about, but have no formal proof for, explained in such a concise and sensible way.

I’m sure there are so many more opportunities for us to learn from each other; it was just particularly exciting for me personally to learn so much at this conference about the contexts and perspectives of librarianship, and to move from that to the realization of how well librarians and technology facilitators can fit together.

Tags: 21stcentury, 21st century literacy, collaboration, learning, embed, technology, curriculum, professional development, library, library2.0, education, research, Ross Todd, Toni Buzzeo

Sometimes it’s hard to believe that this is the third international school I’ve worked in - and the third school that I’ve helped shift from the “computer class” mindset to an “integrated” technology program. In all honesty, it’s quite amazing to me that every school I’ve worked in has very similar problems, very similar history in terms of technology education, and very similar ideas of where they want to go. And the majority of the staff has the same fears, concerns and questions about how this “new” technology environment will function.

What’s really interesting to me is that:

• If all of these schools are facing similar issues, why isn’t there a common process or framework to work through them? Why aren’t we more actively sharing (and I don’t mean the individuals contributing here on the blogosphere, where sharing is the name of the game), I mean the schools themselves. We’re all linked by accrediting bodies, councils, etc., why isn’t there any help or insight offered through those networks? Is it competition?
• If all these schools are working through these issues - some sooner than others (MIS started in 2001 - and I’m sure they weren’t the first), why isn’t there a common understanding of what needs to be done to move forward? Why does it always feel like reinventing the wheel every time we move to a new school?
• If the group of international school teachers is a closely connected network, and let’s face it, it really is, why aren’t more teachers arriving at schools with some background in this model of teaching and learning and anxiously paving the way for those teachers that may not have transitioned as recently? Why are we always selling this idea like we’re the first ones to ever think of it? Shouldn’t most of our new teachers (and possibly administrators) have experience in this model already?

As you could expect, each of the schools I’ve worked at has approached this transition a little differently - from administrators mandating change, to allowing the enthusiasm of a smaller group to push the thinking of the whole, to strategically placing influential and enthusiastic teachers in positions of leadership. No matter what the model, I do think there are some commonalities that must be addressed when making the shift to a 21st century learning environment.

Vision & Philosophy

Given the fact that we all need to work together to make change happen, it only seems logical that we need a uniting vision and shared understanding of the goal we’re trying to reach (see: example vision). Expecting teachers to change their practice, without providing a thought-out vision and philosophy for why they should change will only result in frustration. In order to work towards a common goal you need to ensure that all staff have a shared understanding of the school’s vision. Staff buy-in from all levels is essential to the success of institutionalizing this type of change. There are lots of places to get started thinking about this kind of vision, from the Partnership for 21st Century Skills, to NCREL, to TechLearning, to the Alabama Best Practice Center, to Apple, to AT&T, to Information Fluency, to the 21st Century Learning Initiative, to the AASL, to all of the wonderful edubloggers that are sharing their vision and their school practice.

Leadership

Although it would be absolutely wonderful if change could spontaneously happen because teachers have a shared vision for their future, the reality is that, at some point, school leadership needs to clarify and confirm that this is the direction the school is heading. There needs to be an official acknowledgment of the vision and philosophy and clear expectations that change will happen. I’ve heard plenty of teachers say, “if the Head of School doesn’t tell me to do it, it means I don’t have to do it.” Right or wrong, that’s the reality of our schools. We have school leadership for a reason: they help us steer the ship, and they define our course. We look to them for the priorities - and they need to take the responsibility to share them with us.

Paradigm Shift and Transparency

Along with a clear vision and philosophy for why this shift is so important and what your desired outcomes are, you also need to develop a clear framework which details exactly what the roles are for each individual involved (see: example framework). From teachers, to teams, to coordinators, to facilitators, to administration - each person on staff will be responsible for some aspect of this transition and they need to know how they fit into the bigger picture. From roles and responsibilities to the process of putting this vision into practice, this framework needs to be completely transparent to all stakeholders (including parents). We all share a common need to understand where we fit in the big picture - laying it all out for everyone involved just ensures that everyone has the same picture.

Curriculum & Professional Development

Embedding this new model for teaching and learning into the curriculum development process is a natural way to institutionalize change - if it becomes part of our curriculum, it becomes part of our teaching and learning practice. As new aspects of curricular units which authentically embed technology are collaboratively planned, these changes need to be clearly documented in a shared curriculum mapping tool (whether it’s Rubicon-Atlas or a wiki - the tool doesn’t matter, as long as the changes are clear and visible).

Along with shifting curriculum practices, teachers will need professional development support through technical training, pedagogical training, mentorship, outside voices, on-site experts, and one-on-one support. This could include the establishment of a professional learning network for teachers like Julie Lindsay has done at Qatar Academy, or it could be the creation of streamlined and consistent professional development like we have running at ISB, or developing a formal teacher-mentor program.

Staffing & Equipment

All of this thinking and learning will, sadly, be lost without the personnel and technical resources to make your vision a reality. Although schools usually (but not always) see the need to increase software and hardware purchases, oftentimes, because the expectation is shifting to embedding technology within the core curriculum, staffing can be overlooked. Why would we hire someone with no teaching load - someone who just “helps” people all day? Unfortunately, without the human support (which can range from being a teaching model in the classroom, to curricular or pedagogical support, to technical support, to a “safety blanket”) the technological troubles can end up feeling insurmountable for teachers new to this model of teaching and learning - exactly what you don’t want.

Infrastructure and Communication

Once staffing and equipment are sufficient, clear infrastructure and communication strategies need to be put in place. Who to contact for technology support, or how to book the school’s hardware or peripheral equipment, or where to find the latest information about available resources all needs to be documented, explained and demonstrated to all stakeholders, and then utilized effectively over the course of the school year. Having resources and knowing how to access them or how to get support are all very different things. Oftentimes technical troubles become emergencies simply because the lines of communication or infrastructure are unclear.

Resources

To help teachers and administrators cope with the rapid pace of technological change, developing easy to use resources (like “how to” sheets for both students and teachers, or common rubrics and assessment tools) can make the use of new tools far less intimidating. Keeping these kind of resources in a central location where they can be accessed any time and adapted based on individual teacher’s needs is essential - as is promoting and sharing the usefulness and success of these types of documents. Creating a school-wide technology toolbox takes the pressure off the teachers and allows the experts in each area to shine.

Reflection and Adaptation

No matter how well you plan, it’s only to be expected that we will all face very different individual situations, and anyone trying to implement something new needs to be aware that challenges will need to be faced. It’s an important skill to be able to quickly identify problems or concerns and face them head on. Whether it’s parental questions or difficulties among teachers, it’s important to expect the unexpected and to have adaptive, self-reflective, and changing strategies for dealing with the causes of roadblocks or problems.

Another important aspect of reflection is sharing our successes. Finding consistent ways to publicize success - not only within the school, but also to the wider school community, helps teachers gain confidence, explore new areas of teaching and learning, and promote positive attitudes towards this change. We can often get bogged down with solving problems, but sometimes the solution is sharing success.

Working through these challenges at three different schools in three different countries and cultures, I’ve realized that you really do need all of these pieces in place in order to ensure that change happens and, perhaps more importantly, that new paradigms stay in place after the initial push to change has passed. We all know that passionate voices can inspire and propel change, but what happens when those voices move on? As one of those passionate voices myself, I want to ensure that any changes I help create become a part of the daily life of the school.

I’m sure there are other pieces to this complex puzzle that I forgot. What am I missing?

Tags: 21stcentury, internationalschool, flatclassroom, classroom, 21st century literacy, globalcitizens, collaboration, learning, creating, vision, philosophy, understanding, framework, embed, technology, curriculum, planning, development, professional development, training

Two weeks ago I had the absolute pleasure of traveling to Doha, Qatar as a consultant for Qatar Academy. I have to admit, it was a little ironic, being invited to speak about 21st Century Literacy at the school where Julie Lindsay is Head of Information Technology. I mean, really, who knows better about 21st Century Literacy and global collaborations than the co-founder of the Flat Classroom Project? She’s the one mentioned in The World is Flat, not me!

But, that’s the interesting thing about schools, isn’t it? Working together day in and day out, we often lose sight of the experts in our own midst, and can’t see the trees for the forest, so to speak.

One common remedy for this problem, in international schools, is to bring in some new trees every year. We spend about 6 months out of the school year actively recruiting the absolute best of the best, selecting the top candidates in their field, interviewing and weeding through the hundreds of applicants for each position. Then we proudly share our spectacular staffing for the coming year, ensuring that everyone both inside and outside of school knows what amazing new teachers we have on board.

And then the new year comes, those outstanding new hires get to work, prove themselves, show their stuff, and by October or so they’re part of the institution. Everyone’s heard their message, their voices become routine, their ideas stitched into the fabric of daily life at school.

Unfortunately, sometimes it takes a little longer than those first few months to create change, sometimes it takes a little more than those first few months to really get that message across, sometimes those first few months go by in a blur and you’ve really only scratched the surface. Yet once someone is established within the daily routine of a school, their voice becomes less powerful to those who work in close proximity to them.

So how should schools go about fostering constant change and growth within the faculty, if, as seems to be the case, even expert teachers gradually stop feeling energized by each other’s ideas the longer they work together? The answer can’t be to simply wait for the new hires to inject some excitement every autumn. Schools need to keep their teams of teachers working productively for personal and institutional change throughout the year, whether they’ve been working together in the trenches for two years - or twenty.

That’s where the power of the “outside voice” can really make a difference. There’s something special about having someone who doesn’t sit in all the faculty meetings, who you don’t see in the hallway every single day. There’s something exciting about knowing that there are other “experts” that are recommending the same thing that your stellar staff are talking about. There’s something enticing about that “outside voice.”

So, although I am fairly certain that I didn’t say anything that Julie hasn’t already said, and while I know that there are a number of amazing staff at QA that have been working diligently on the exact type of issues I raised during my two days on campus, I think that my “outside voice” was able to make an impact - just by virtue of the fact that it was an outside voice.

Julie and I talked about creating a network of “outside voices” that can come and inject some excitement into our international schools. Teachers who are currently in the classroom, working with these tools every day, who know the ups and downs and ins and out of teaching and learning in a 21st century classroom in an international setting. Instead of (or in addition to) sending groups of teachers out to conferences, from which new information can be filtered back to the rest of the staff, what if we brought these practicing experts in, to deliver a consistent message to the whole staff within the comfort of their daily working environment, with their tools and their on-site experts? What if we could rotate through each other’s schools, presenting and consulting on our individual areas of expertise, ensuring that the momentum that starts each August continues through until June every year? What if all of the teachers in our schools (those with an RSS reader, and those without) could benefit, in person, from the learning that some of us read about online every day?

What do you think?

Image 1 from docman
Image 2 from hebedesign

Tags: julie lindsay, qatar academy, 21stcentury, consultant, professional development, training, internationalschool,  21st century literacy, collaboration, learning, creating, vision, philosophy, understanding, framework, embed, technology, curriculum, planning, development, professional development, training

A little over a week ago I was honored to be invited to Qatar Academy, workplace of the amazing Julie Lindsay, as a consultant for a 2 day 21st century literacy training.

While I’m there, not only do I get to spend some quality F2F time with Julie, but hopefully I will also spend some time with my good friends Jabiz and Mairin from my last school!

Here is my proposed outline for the two days of training:

Day 1:

Introductory session: Developing the Global Student: Practical Ways to Infuse 21st Century Literacy into Your Classroom (75 - 90 minutes, full group with Q&A)

Breakout sessions:

2 options (60 - 90 min sessions - conducted in small groups, either grade level teams or subject area groups):

• Globally Collaborative Projects: best practice examples and how to get started.
• Web 2.0 trainings - groups for blogging, wikis, social networking, RSS, etc - curriculum/standards based, practical and hands on in a lab setting

Closing session: The 21st Century Educator: Embracing Web 2.0 in your Professional Practice (75 - 90 minutes, full group, with Q&A)

Day 2:

Introductory session: The 21st Century School: Making the Shift Happen - an overview of what current best practice in international schools looks like, the roles of technology facilitators, curriculum coordinators, classroom teachers, and administrators. Sample facilitation structure shared from ISB, MKIS and MIS.

3 options (60 - 90 min sessions - conducted in small groups, either grade level teams or subject area groups):

• Curriculum planning to authentically embed 21st century literacy - practical questions, successful framework, examining current standards and topics and developing ideas to embed technology (60 - 90 minutes per grade level/subject team).
• Developing a framework for successful technology integration with tech team
• Mobile computing - the changing classroom, facilities management, practical tips

Closing session: ???

I would love to hear your opinion! What do you think I should cover? What’s missing from this list? What would you like to see presented at your school?

Tags: julie lindsay, qatar academy, 21stcentury, consultant, professional development, training

After an excellent session with parents about cyberbullying and an equally excellent session with our staff discussing the Frontline documentary Growing Up Online, I’ve been thinking a lot about responsibility. As in:

• Whose responsibility is it to teach students about the dangers of social networking (not only physical danger from online predators, but the danger of getting college applications rejected or the danger of getting kicked out of school)?
• Whose responsibility is it to help parents stay informed about these new methods of communication?
• Whose responsibility is it to ensure that students learn how to have successful, productive, and educational online experiences?

I’ve been noticing that many teachers are happy to be ignorant of what goes on online - that “out of sight, out of mind” mentality - which really worries me. I mentioned to Miguel in a twitter a few weeks ago that some really appalling student behavior has been going on for quite a while now, which actually made a little bit relieved to see that cell phone scandal hit the press in the US. On one hand, I can understand just how damaging that kind of press can be to a school trying to implement progressive learning practices, but on the other hand, aren’t these things we need to be talking about? Aren’t these issues that parents need to know about? And aren’t these issues that students should be learning how to stay away from?

I wonder how many schools are talking about this as a whole? Justin, Dennis and I were just discussing how great it would be to watch Growing Up Online as a whole faculty and then have some smaller break-out sessions to discuss what we saw. How many teachers are going to say: “our kids aren’t doing that kind of stuff!” And how many are going to say “that’s a parenting issue, not a school issue”? How many are going to say: “I need to embed authentic learning experiences into my curriculum which help students build their understanding about online safety and appropriate behavior”?

If learning has become increasingly social, and networked learning is on the horizon as the future of education, as so clearly described in the recent Educase article: Minds on Fire: Open Education, the Long Tail, and Learning 2.0:

The most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning. What do we mean by “social learning”? Perhaps the simplest way to explain this concept is to note that social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning….

This perspective shifts the focus of our attention from the content of a subject to the learning activities and human interactions around which that content is situated.

Then we need to be aware, actively involved, and responsible for teaching students and parents how to participate in these new communities - even if so much of their activity online has been for purely social purposes until now. Isn’t it our job to teach them how to take this social environment and use it for educational purposes? When I think about how powerful my PLN has been for my learning, I can’t imagine not including those experiences in my teaching. This is truly the Future of Learning in a Networked World, isn’t it?

At the beginning of this school year, when I was still adjusting to life in elementary school, I remember realizing just how lucky I am to have switched to elementary. This is the time when I can really make a difference. Students are excited about learning, they haven’t developed many bad habits, they still adore their teachers, they still enjoy having their parents watch over them while they play online, and they are still open to asking questions and discussing the possible outcomes. It is so essential to reach our students before they begin to pull away, to become more independent, to become more reluctant to share all aspects of their lives with the adults around them, in essence, to become teenagers.

This week I worked with a grade 3 class on our BlogPals project. We are using this project to develop our reading and writing skills - through the lens of connecting with others, creating a social learning environment. We are taking the time to teach them about online safety and appropriate behavior, and our third graders are responding with energy, excitement, enthusiasm, inquiry and understanding. This is the time to start developing appropriate behaviors, and I believe it’s our responsibility to teach them.

What do you think?

Tags: Tags: responsibility, onlinesafety, socialnetworking, growinguponline, frontline, pbs, educase, mindsonfire, social, learning, parents, elementary, 21stcentury, globalcollaborations, internationalschool, flatclassroom, collaborations, blogging, grade3, blogpals, flnw08

Thanks to an invite from Alex Hayes way back in October, ISB hosted 3 amazing educators, John Eyles, Michael Coghlan, and Vance Stevens, on campus this past Wednesday.

John, Michael and Vance are from the Teach and Learn Online (TALO) organization out of Australia/New Zealand and are currently taking part in the Future of Learning in a Networked World unConference here in Thailand. From the wiki:

The Future of Learning In A Networked World is a contentious one. FLNW08 endeavors to build connections, explore new possibilities, expand individuals horizons and network knowledge in travelling open space un-conferences where anything can happen and does without regularity. TALO supports open networked communication and this ensures the conversation remains collaborative. Visit our blog to find out updates from the field, add your name as a participant, and spend some time with us in a range of online and real world spaces and places

FLNW08 will kick off from Bangkok on the 16th January 2008. An itinerary of events outlines all that is happening through out January 2008. A blog is also being used to document progress and an email forum cops the incessant chatter of the participants. The Living Classroom is providing a Moodle as a forum to continue the conversations started during the FLNW 2006 visit to Waiheke around teaching English in a Mobile and Networked World and host new activities with educators in Thailand.

Thanks to their visit, we conducted an unConference session around reading (our organizational goal for the year) and technology (watch the recorded session here). We had around 25 ISB teachers drop in and out throughout the course of the session, along with around 20 educators from around the world via our uStream broadcast.

Not only was it fantastic to have three so well-respected and knowledgeable visitors talk to our teachers in a casual format about their questions, issues and problems, but it was so great to have them reinforce so many of the things Justin, Dennis and I say on a daily basis. There is just something extra special about having visiting experts come in and send the exact same message that we have been pushing from within.

It was great to see our teacher’s eyes light up in amazement when they saw that teachers all over the world were participating from their homes (and so many were awake so late, just to talk to us!). When they realized that everyone in the chat room knew each other already, they were even more amazed. What a fabulous way to welcome them into the world of networked learning!

Even more exciting, for me, is that this Wednesday session kicked off our new Wired Wednesdays PD sessions for ISB staff. Every Wednesday, as part of our new Professional Development program, Justin, Dennis and I will host an after-school PD session on the “whys” of 21st century learning. We will structure the sessions similarly to our parent PD we’ve been running in the Learning Hub all year, and we’ll be broadcasting live via our ISB EduStream from 2 - 3:30 pm (check your local time here) every Wednesday. Join us!

Tags:  21stcentury,  pd, professionaldevelopment, FLNW08, Vance Stephens, John Eyles, Michael Coghlan, Alex Hayes, unconference, future, uStream, network, ISB, TALO, collaboration, technology,

Given some time to reflect over the holiday break, I’ve been thinking about the essential structures that must be put into place for a successful technology integration program (or, as I would prefer to call it, a 21st century school). I started really thinking about this last year, when my then-tech director, David Sinclair (now at Taipei American School), and I started building a framework for our integration program.

This is now the third international school where I have helped institute a fully integrated technology program, and between my experiences in Munich (before the blog), my work with David at M’KIS and the planning that we’ve put in place here at ISB, I’ve realized that schools need:

• to take away the typical barriers to success
• a vision and essential understandings for 21st century literacy and technology integration,
• supportive administration that is willing to change and make a leap into the future
• a mandate for change (and clear expectations for teachers, administrators, and facilitators)
• a framework for embedding technology and 21st century literacy
• a transparent process for documenting success
• consistent communication with parents
• a technology facilitator and/or 21st century literacy specialist that has enough time (and resources, and support) to work with each of these teachers on an individual level.

And then of course, there’s the teachers…

Clearly there are so many pieces to this puzzle that it’s no wonder that those of us truly excited about the possibilities are feeling alone, frustrated, exasperated, discouraged, even if we are learning from our mistakes. We try to bring change to our schools, often at the individual level, only to see those ideas fall apart at the seams. We try to push departments froward with curriculum redesign, only to become overwhelmed with the differing factions. We try to mandate change at an administrative level, only to see certain individuals find a way around the standards set. Clearly we need all of these pieces working together to institute any real change. But we can’t forget about supporting the teachers. They are, after all, the linchpin to our success. We can change curriculum and document new ideas until we’re blue in the face, but the teachers are the ones that have to actually change.

One of the things I’ve realized after trying to get this ball rolling in three very different schools with three very different approaches to 21st century learning, is that, when it comes to teachers, you have to start out by working with the willing. Sometimes it’s hard for school leadership to accept that you can’t get everyone on board at once. Even if you set out a mandate clearly detailing that every teacher must change their classroom practice, it doesn’t mean it happens instantaneously.

When I came on board at ISB, I was so over-enthusiastic about my position, the direction the school was heading, and the amazingly supportive leadership, that I had have a hard time reining myself in. Why can’t we get everyone on board in one year? Why can’t we have an expectation that all teachers have classroom blogs by the end of the year? Why can’t we update and adapt all curriculum plans to embed technology in one year? We really don’t have any time to waste, so it’s full steam ahead - no matter what the cost.

Unfortunately, the reality is that teachers are bombarded with expectations for all areas of their profession every day. Sure, they all know they need to “keep up” with technology, but it’s mixed in with all those other expectations we all know and love - from grading to parents to classroom management - and who has time for something that may not end up making the job any easier? And we can’t forget that every teacher has their own specialty, their own personal interests and expertise that they bring to their classroom. Do they all have to bring technology? Ultimately, I think they do - I just don’t think it all happens at the drop of a hat.

So, I recognize that I have to be a better salesman, to parade my wares more tantalizingly, to suck as many people in with my exciting and alluring advertising strategies (this perky blog included), but frankly, I’m not really sure that’s the only issue. I think teachers need to be ready, and willing, to change. Because 21st century teaching is not just about turning on the Smart Board and plugging in the laptop. It’s about changing the way you do business in your classroom. It’s about flattening those walls, taking a deep breath and jumping in - feet first. And the only way to really sell that adventure is to find a teacher who wants to buy.

Back in August, when I arrived here in Bangkok, we had a great team meeting about how to embed 21st century literacy into our classroom instruction - specifically how to change the way teachers teach. I advocated for a 3 step process:

Year 1: Work With the Willing

In the first year, connect a small cohort of teachers that are personally interested and invested in changing their classroom practice. A group of people that want to do new things in new ways, who want to try and who aren’t afraid to fail. This could be one teacher per grade level, or one per department, depending on what works best for your school. These teachers would then work very closely with the technology facilitator to embed 21st century skills into their classroom practice - not on just one project in the year, but in their daily interactions with students. They would begin to explore how multiple pieces fit together because each new project they begin will build on the previous learning. They would see how different tools can handle different tasks and how bringing all those tools together, along with thoughtful planning, higher level thinking and creativity, and engaging teaching makes a truly 21st century classroom. As a group these teachers can meet together to discuss strategies and ideas, they can be a support structure for this new adventure, and they can start planting seeds in other teacher’s minds.

The work that these teachers in these different classrooms do then becomes an example for other teachers. They showcase their projects at faculty meetings, they present at conferences, they bring new ideas to department or grade-level meetings. And the key is, because these are actual classroom teachers doing this (not just the technology facilitator who just knows how to do this stuff), their voice is so much more powerful.

Year 2: Mentor the Willing

In the second year, the teachers that changed their classroom practice in year one will become mentors to a second group of willing teachers. The same idea applies only now the teachers from year one are leading the way. Now, because there are multiple teachers adapting their classroom practice, they can work together to develop official curriculum planners, to start institutionalizing the changes they have made in their individual classrooms.

Plus, this opens up a second group of teachers for the technology facilitator to work with. Now you have 3 teachers per grade level: a teacher mentor who went through the process the year before, the teacher they’re working with, and the teacher the facilitator is working with. In most schools, that would be the whole grade level. At some schools it’s only half, or less. Either way, you have classroom teachers inspiring change in other classroom teachers.

Year 3: Bring the “less than willing” on Board

In the third year, teachers from year 1 and year 2 will now be mentoring a new teacher (again, those that are willing). The facilitator will mentor another group of teachers (can be a group of willing teachers, or perhaps a group that are mandated to change classroom practice by admin). Given that you now have 5 teachers per grade level doing new things in new ways, building off previous years work, collaborating with their other 21st century teachers, you can now begin to change common assessments, and to formalize the projects that have been developed over the years.

I’m still working on pushing this 3 step process through. I know it’s frustrating to see something so close yet so far, and I know it seems like if we could just get the technology authentically embedded (and we don’t need the teachers on board for that, do we?) into the curriculum in one fell swoop, we’d be done before we started. But teachers are special folk. If they don’t want to change, they won’t. We have to show them, we have to prove why they should. And there’s no better way to do that than with other classroom teachers sharing their success. And those successes aren’t going to happen with a technology facilitator forcing a teacher to change (as if they could, given that they’re never going to be a supervisor to other teachers). It’s going to happen when a teacher wants to change and asks for help.

So, I wonder, if we had all those initial pieces in place, and we started working with the willing, could we do it in three years? Could you change an entire school (or school division) from the ground up in three years. I think you could. In fact, I wonder if any school already has every piece in place…

Tags:  21stcentury,  internationalschool, flatclassroom, classroom, 21st century literacy, globalcitizens, collaboration, learning, creating, vision, philosophy, understanding, framework, embed, technology, curriculum, planning, development

Wow! How could it possibly almost be the end of 2006 2007? Each year goes faster and faster, and this year, of course, is no exception…

Looking back, I can not believe that I started this blog only a year and a half ago, in August 2006. It has become such a natural part of my life that I honestly do not know what I’d do without it. I was just explaining to Alex that my thoughts just rumble around in my brain until I can write them down - without the blog I’d just be a lost pile of disconnected thoughts wandering around. Honestly, what did I do before blogging?

Reading over some those old thoughts makes me realize that this was an especially exciting year for us:

• We started out the year thinking we were going to stay in Malaysia for a few more years, and are ending it here in Bangkok, with an entirely new teaching position, creating an entirely new learning space.
• My network grew from my immediate colleagues to a whole world of connections, starting with the creation of NextGenTeachers, and growing with the vast collection of social networks on Ning.
• Globally collaborative projects became a natural part of my teaching routine, thanks to the infinite patience and wisdom of my new edublogging friends.
• I learned an awful lot about developing a framework for success with technology integration and 21st century literacy (combined with Understanding by Design and the Technology Design Cycle) through my work with David Sinclair at MKIS and the amazing team here at ISB.
• I started really thinking about our learners and teachers and parents, and adapting myself to this new teaching and learning environment.
• My world became a whole lot smaller with the discovery of Twitter.
• I have been so fortunate to be able to attend (and present at) some fabulous and inspiring conferences (and to decide not to do an Ed.D right now).
• I read a lot of fantastic books (and have waaaay too many more on my bedside table for 2008).
• I finally started tagging my posts.

Double wow! All of this started with just a small group of amazing colleagues who were willing to share their time and thoughts with me - I honestly can’t believe how much (and how fast!) it’s grown over the past year! I remember jumping out of my chair with excitement at my first comment, and literally dancing around the house the first time someone else actually mentioned me in their blog! What a year it’s been!

All I can say is, thank you so much to everyone who helped, guided, and advised me over the course of the last year. I could never, ever have done this alone. I am so proud to be part of this learning network, it actually brings tears to my eyes!

This will be my last post until after the holidays so,

Merry Christmas and Happy New Year!

Image from spacepotato

Tags: elementary, 21stcentury, globalcollaborations, internationalschool, flatclassroom, collaborations, socialnetworking, socialnetwork, classroom, network, yearinreview, 2007