always learning

One of the things I love about being a technology facilitator is that I get to see all sorts of fantastic management strategies in the many classrooms I visit. Every teacher seems to have a unique way of handling the variety of tools we have at our disposal here at ISB. Thankfully, as part of our CoETaIL course, Jeff and Dennis asked all of the participating teachers to add to a shared VoiceThread about technology management strategies in the classroom.

Check out all of the great tips they shared here:

Do you have any special tips to share about managing tech in the classroom? Please feel free to add them to our VoiceThread!

One of the challenges of an integrated technology program is the fact that some responsibility for teaching essential technology concepts is placed on the shoulders of teachers who are not specialists in that field. Although adopting (or creating your own) technology standards is a step in the right direction, those statements are often general enough to leave room for uncertainty, especially for those teachers that don’t have a special interest in technology. This can lead to situations where classroom teachers feel that they lack guidance or concrete expectations about how to authentically and appropriately embed technology into their curriculum in a way that’s relevant to students and deepens their learning, which in turn leads to frustration and confusion.

In schools that are fortunate to have technology facilitators, often this kind of confusion is resolved through conversation and collaboration. However, even in those schools, usually there’s not enough time in the day for the facilitator to be able to support every single teacher. And even if there were enough facilitators to work closely with every single teacher, it’s simply not sustainable or advisable to place all of the essential knowledge about such a critical subject in the hands of one or two specialists. Although many teachers appreciate the personal support of a technology facilitator, it should be possible for individual teachers to get a sense of what they could or should be doing without having to go through a “gatekeeper.”

Having been a technology facilitator for 10 years now, I had always thought that individualized, personal conversations were the best way to help teachers embed technology into their classroom practice. While I still believe that collaborative planning and teaching is by far the most effective approach, I’m also realizing that having a clearly defined and readily accessible set of examples of classroom experiences, alongside a set of standards, would not only help teachers understand what’s expected of them, but would also provide an approachable starting point for conversations with teachers who may be unsure where to start.

So, here at ISB, we’ve decided to adapt and revise the ISTE Learner Profiles so that they reflect specific examples of units being done here at school. Currently, the general profiles provided by ISTE, which are broken down by division, provide basic examples of age-appropriate learning experiences (which meet the NET*S standards) that teachers can use to develop projects at their grade level. Of course, these examples are quite broad and don’t include samples of student work. So, we’re hoping that by documenting, on the ISB21 wiki, these types of experiences that are happening at our school, with links to completed student work, unit planners, and feedback from teachers, our faculty will feel they have a strong starting point for planning new projects (and implementing those that are currently part of our curriculum).

We’re just in the begining stages, but the ISB21 team will start this documentation process by linking and describing the projects we have collaborated on here at ISB, on the ISB21 wiki:

• PK-2
• 3-5
• 6-8
• 9-12

Next, we will ask the CoETaIL cohort teachers to share other projects that they may be working on independently. Finally, we will bring the profiles to the rest of the school community and ask them to contribute as well. In the end we hope to have an easily accessible, frequently updated, relevant and specific list of projects that meet our Technology and Information Literacy standards (TaILs) that all teachers can use to guide their planning, spark their interest, and start conversations.

Do you have these kinds of Learner Profiles at your school? Are they helpful? How do you build or clarify shared expectations for authentic, technology-rich student experiences with the faculty at your school?

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scaffolding image by kevindooley

Last weekend I was honored to present a session at the Bridging the Gap conference at Yokohama International School in Japan. YIS has hosted this community conference annually since 2001, and the topic for this year was “The Future of Education: Using Its Tools Today.” The three day conference included formal sessions led by teachers from YIS, other international schools and keynote presenter, Chris Toy, as well as a full day of BarCamp unconference sessions. It was a great opportunity to dialogue about the way schools may look in the near future with not only teachers and administrators, but also parents and students.

One interesting topic of discussion came up on Saturday: an administrator asked me if we should be expecting classroom teachers to teach technology, to be responsible for this additional subject along with their standard course material. Basically the question was about the value of technology as an integrated subject (with all teachers responsible for the instruction) versus a discrete course (with one or two specialists responsible for the instruction). Interestingly, I haven’t really had this conversation in a while, since ISB had adopted an integrated approach before I even arrived three years ago, but it certainly was a hot topic in both KL and Munich where I was part of the transition process from stand-alone IT courses to an integrated model.

Having developed and implemented an integrated technology program from scratch in two schools and expanded an existing program here at ISB, I firmly believe that technology is best taught within the context of the core curriculum. The natural use of authentic technology within the classroom setting, just like the way we use paper and pencil without any second thoughts, is always what I’m striving for.

A good analogy might be the way that over the past decade or two, classroom teachers have become more accustomed to the idea of differentiating for English language learners – especially in international schools, where often the majority of the class are not native English speakers. I have heard many administrators say “we are all ESL teachers,” with the expectation that no matter what subject we teach, we must ensure that all students are engaged with material that’s comprehensible to them. In all of the schools I’ve worked at, we’ve had extensive professional development in this area, and the consensus in education seems to be that if you’re a teacher in a linguistically diverse class, it is your responsibility to employ some of the professional strategies of an ESL teacher, even if you yourself are a Math, Social Studies, Science, etc teacher.  At this point, we’re all comfortable with the fact that we can’t simply give oral instructions, or that new vocabulary should be introduced in context, or that certain students might need more time to understand directions and perform certain tasks.

Maybe now it’s time to say “we are all technology teachers.”

I certainly understand that this is not a change that will happen overnight. Much like the move towards more ELL friendly instruction, teachers will need to learn appropriate skills, strategies and approaches to authentically and successfully embed technology within their core subject. Of course, this will take time, and during this transition, in my opinion, it’s the responsibility of the technology facilitator (or coordinator or integration specialist or whatever they may be called) to help their colleagues build their understanding of successful technology-rich teaching practices.

Often my colleague, Jeff, likes to say that his goal is to “work himself out of a job” by building teacher skill level to the point where they don’t need him anymore. Although I would agree that this is also my ultimate goal, I am conscious of the speed with which technology changes, and I’m not sure that we will ever get to the point where schools will no longer need some sort of pedagogical support in the technology field. After all, most schools still have ESL specialists, even though many of their practices are adopted by mainstream teachers.

Similarly, most ESL programs have a mix of in-class and pull-out support – blending the best of both approaches to ensure that all students are learning and understanding both the language and the curricular content. Although I firmly believe technology should be embedded within classroom practice, I also see a place for discrete technology classes – especially when they are designed with a curricular context that enhances the learning in core subjects, or when they emphasis the process of learning how to learn with technology, or when they offer a specialized skill for students that are highly interested (like graphic design or Flash animation).

The important thing to remember, is that even if there are seperate technology courses offered at a school, that doesn’t mean that those classes are the only place where students learn with technology. To continue to use the ESL anology one last time, a student who has a pull-out intensive ESL course isn’t excused from using the English language in all of their other classes simply because they attend a class that focuses on language. Students and teachers should expect that technology will naturally be a part of every class.

What do you think? Should all teachers be technology teachers?

Cross-posted on the TechLearning Advisors Blog

What’s your job title? Yesterday I asked my twitter network the following question:

And received a lot of interesting responses:

Most of us share similar responsibilities, yet we have a wide variety of titles. Just looking back at my own experience over the last ten years in three different schools, my job titles have ranged from Technology Facilitator to Academic IT Coordinator, to 21st Century Literacy Specialist, to Technology Coach, to Technology and Learning Coordinator.

What is it about technology in education that makes it so difficult to define roles that everyone can agree on and understand? Even though we’ve had technology in schools for decades, it still seems like we’re making it up as we go along.

For the last few years I’ve been wondering if there are more established roles, that already exist (and are well-understood) in many schools, which could provide a model for this type of support position. Just because technology often deals with new ways of thinking about education, doesn’t mean that the process of supporting those new ways of thinking has to be different.

Looking at Librarians

When I first arrived at ISB two years ago, I realized just how much librarians have in common with technology facilitators. What impressed me most was the extensive research in the field of librarianship about the process (and effect) of collaboration among colleagues. Although the day-to-day tasks of a librarian versus a technology facilitator might be very different; the established, research-based process of collaboration, which librarians have been refining for decades, certainly provides an interesting inspiration for technology facilitation.

Considering Coaching

With the change in my position this school year, I’ve been thinking a lot about what another established educational role might have to offer technology facilitators: the Instructional Coach. This week, our fabulous visiting consultant, and experienced Literacy Coach, Maggie Moon, attended our Coaching team meeting. She shared an overview of her successes and pitfalls to avoid as a coach:

• A coach’s 3 major tasks in order of priority are: in the classroom (with teachers & kids, 1:1 or with groups of teachers), out of the classroom (with teachers, 1:1 or with groups of teachers), prep & planning.
• As a coach, begin with a vision of what you think teachers should/could do. What does the “ideal” teacher look like? How will we see the evidence that our teachers are meeting these expectations?
• Teaching teachers is just like teaching students: always explain things clearly & succinctly, and remember to show not just tell.
• Always focus more on the process of teaching well, rather than the content that needs to be taught. Let the content come through as you model best practice instruction.
• Be sure to track teacher progress by using a conferring notebook with items you’ve been trying to teach, times you are going in to see the teachers doing it (checklist), quality of what teachers are doing – use this to plan more in-classroom work.
• Have teachers bring student work with them during meeting time so there is evidence of what they are doing and students are learning.
• Getting started: keep it small, cycle through grade levels (work with 2 grade levels a month, go into classrooms and check in 1:1 with the other grade levels).  Sometimes it makes sense to start with groups to plant seeds, and then continue 1:1.

3 Phases of coaching (rotate through these phases – always possible to return to any of the previous stages):

1. Modeling: in the classroom, you’re teaching the class while the teacher is watching.

• Pre-conference: Be clear about setting up, discuss with the teacher beforehand what you’re doing & what to watch for and notice. Strategy: use guide sheets which gives structure of how lesson will go and the main components to keep teachers active during lessons
• In the classroom: Model best practice
• Post-conference: You reflect at the end of the lesson on what you felt went well, what you would change, to model reflection – reinforcement & refinement. Then, ask teachers what they notice (what questions does this raise?). Then discuss: “how does what you saw me do, differ from what you do?” (what’s different?). Finally, ask “whatever you just saw, how will that change what you do in your classroom?”

2. Coaching: in the classroom, the teacher teaches & you watch (next to them) – give feedback in the moment

• Start with a reflection with the teacher, ask them what they felt went well, always focus on the positive and be complimentary (any issues, record them and save them for later).
• If there are content issues (incorrect information), share this right away; issues with methods should be saved for later.

3. Co-teaching (good when you’ve planned a unit over time, building relationships)

Looking over Maggie’s coaching suggestions, I can easily see how all of them are relevant to technology facilitation. From the goal of being in the classroom as a top priority, to focusing on the process not the content, to starting small; everything Maggie shared fit closely with my experience and understanding of technology facilitation.

It’s particularly interesting to me that the process of coaching can be expressed in such concrete steps, so no matter what the grade level or content, Maggie follows a clear process that results in quality collaboration and teaching.

Although I like to think I follow a “process” myself, I feel that, in practice, technology facilitation is often far less systematic. Because it’s so organic, technology facilition can tend to be more individualized – different for each project and teacher. Although I love the fact that everything I do is tailored for each teacher, it’s possible that, as facilitators, we end up re-inventing the wheel each time, simply because we don’t have a systematic approach.

In fact, as Maggie was sharing her tips, our science and math coaches were nodding along with the terminology and processes she described, demonstrating that instructional coaching across content areas shares a vocabulary and philosophy that is worth investigating.

Final Thoughts

Although I can appreciate how much both librarians and coaches have to offer technology facilitators, I still feel that there is something different about technology. When Literacy Coaches are helping teachers learn how to teach reading better, those teachers still know something about teaching reading, they know how to read a book, they know how to spell, and how to write, because the tools of the subject are familiar to them. Technology doesn’t share the same tradition in schools. So what happens when the content area is just as new to the teacher as the best practice teaching?

And then of course, the technological support has to be considered. It would be great to focus solely on the pedagogy, but who deals with the broken projector and the students that can’t log in? I’m sure these are some of the reasons why we have so many different job titles and descriptions.

Clearly, while we can definitely benifit from the extensive experience of librarians and coaches in schools, there is more to a technology support role that needs to be included. So, I’m left wondering:

• What is still undefined in our conception of the role of a technology facilitator/coach/coordinator?
• How can we start building consensus on our roles in schools?
• What can’t we find that’s relevant to technology support when examining more established positions in schools?
• What does your job description include?

Cross-posted on the TechLearning Advisors Blog

It’s hard to believe that our summer holidays are officially over today and we start back to school bright and early tomorrow morning! I must admit, I’ve had a wonderful holiday: a week on Koh Racha in the south of Thailand, a few weeks in the United States spending time with family and friends – including a quick trip to St. Louis to lead a one-day session for MICDS Summer Learning (thanks to Elizabeth, Pat and Greg for taking such good care of me while I was there), and finally a luxurious week in the Maldives to celebrate my 5-year wedding anniversary. So, I can definitely say that I’m well-rested and ready to start the new year!

This school year is shaping up to be an especially exciting one for me. I’m still at the same school, but my position has changed in 2 very different ways.

• First, I’ll be a Technology Coach in the elementary school, shifting my position from 21st Century Literacy Specialist to be part of a larger coaching team which includes our Math, Science, and Literacy Coaches. I could not be more excited about expanding this part of my job and working with such a knowledgeable group of people on a regular basis.
• Secondly, part of my job will be the Middle School Technology and Learning Coordinator. These last 2 years have been my first working full-time in an elementary school and as much as I’ve loved the experience (and learned so much), I know that I’m a middle school teacher at heart. I’m so looking forward to spending part of my time working with the age group that I love and getting back into the middle school vibe!

Although I’m not sure what this configuration is going to look like in practice, I’ve been thinking a lot about the last two years and all that I’ve learned about starting a new job – not as a classroom teacher, but as a non-teaching support person. Having been both a subject-area teacher (e.g. middle school technology) and a support person (e.g. technology facilitator), I’ve realized that there are different challenges to each type of position.

In the interest of starting the year off right, here are the top five things I’ve learned about starting a new job in a non-teaching, support role:

It’s all about relationships! As my friend Chrissy likes to tell me, I’m a fixer. I like to solve problems, preferably on the spot, and get working on the solution immediately. Which can be great when you’re teaching your own classes and making improvements, but when you’re working in partnership with others (especially those you haven’t worked with before) it’s more important that you spend the early part of the year building a trusting relationship. It doesn’t matter how much (or how little) technology a teacher  might be using in their classroom, what does matter is that they see you as approachable, dependable, collaborative, friendly, and above all, willing and able to support their needs. It those personal relationship that you form early on that end up leading to positive and successful collaboration later on. After all, it doesn’t matter how good you are at your job if no one is interested in working with you!

Start small! As tempting as it is to start the year off with a bang, developing large-scale, amazing projects with as many teachers as possible, it’s almost always more successful (and more sustainable) to start small and begin with simple, easy-to-succeed-at, projects that teachers and students will enjoy. Small successes breed continued risk-taking and trust. It’s better to leave teachers and students wanting more collaboration than finding themselves exhausted from an over-ambitious, all-consuming project, thinking “I’ll never do that again!”

Celebrate, praise and publicize! We all know our colleagues are doing amazing things in their classroom, but we rarely hear about it outside of individual grade levels or departments. Make the effort and take the time to find ways to celebrate and share those experiences across the faculty. Teachers will appreciate knowing what others are doing in their classroom and what their students are experiencing in other subjects or grade levels. Plus, the best way to spread the use of technology in the classroom is virally – once teachers see the success of others, they will be more willing to try something similar in their classroom, especially knowing that they will have a colleague they can count on for advice and assistance (thereby building their own support network).

Be there! Be visible: in the classroom, on the team, in the hallway. Teachers are busy people, they don’t always have time to find you to ask an emergency question, or they might not have a moment to spare to send an e-mail. If you’re always holed up in your office, you’re going to get a reputation for being unavailable, or worse, a slacker. The more time you spend with your colleagues and their students, the more you will learn about them, their curriculum, their needs and their experiences. A support person is not supportive if they’re invisible.

Don’t be a pusher! Everyone knows you were hired to spread the technology love, you don’t need to be ramming it down your colleagues’ throats every second of the day. Listen and learn what, how, when, and where you can help. Of course, you want to move your faculty and your school forward, but you can do that by supporting others and helping build their understanding of the power of technology. Sure, you will probably need to “sell” your ideas here and there (and everywhere), but it doesn’t have to be constant and it should never start with you – the students and the curriculum are the backbone of your success. When you can demonstrate how technology tools enhance learning by meeting the needs of the school, you won’t have to “sell” anything anymore.

Final Thoughts

One of the biggest challeges for me, when reading over my own advice, is how to balance my own needs (what I see as critical for student, teacher, parent and administrator learning) with being supportive of others.

I can’t assume that all of my colleagues will have the same passions, interests and beliefs that I do, so if my job is entirely to support them, how do I move forward with my own learning and meet my own personal and professional goals for the year?

One of the only drawbacks I can see to being a facilitator, coach, or support person, is that I don’t have my own group of students to try new things with, I can’t experiment or test out someting new without affecting another teacher. This makes it all the more important to try to find a balance between helping others and feeling that you’re moving forward professionally.

What other advice do you have for a new teacher starting this year in a non-teaching support role?

One of the most interesting aspects of my job is figuring out how to best support teachers – everyone is at a different comfort and experience level with technology, and most are uncomfortable admitting what they don’t know. Building individual relationships with new colleagues, as well as getting to know team, department and faculty dynamics are a critical factor to my success as a 21st Century Literacy Specialist (or as a Technology Facilitator, for that matter).

Over the past few weeks, one thing has really stood out for me: Just like I believe I need to get to know a class and their teacher when working on a collaborative project, getting to know the team is essential to deeper, more authentic and appropriate support, for both the curricular needs and the needs of the individual teachers on the team.

Towards the end of last year I realized that I was able to make connections with a number of individual staff members, and therefore help shift those teachers through projects at every grade level. But, I realized I still wasn’t starting the shift with any groups of teachers.  Most of the teachers were at different grade levels and didn’t regularly cross paths with the other teachers I was working with. The momentum was with individuals only.

As powerful as that momentum had been, I started to realize that teachers truly appreciate support and common goals with their team. If they can try something new with their team members, they have a built-in support structure that fits easily into their daily practice of teaching and learning that also conveniently slots right into the existing infrastructure of the school. Plus the added benefits of a safety-net: everyone participates, everyone helps, everyone agrees that this is the path to take. Convenience, comfort and accessibility are all be strong benefits to working through the process as a team.

So, this year I started my quest to find a team at ISB that would allow me to be a mostly-silent, but always willing to help, member. Luckily the wonderful and welcoming grade 4 team allowed me to join, sit in on their weekly team meetings, and offer my two cents when appropriate. It has truly been a valuable learning experience.

Working with an entire team has helped me understand each individual member of the team better through their interactions with others. I also have a deeper understanding of their needs for curricular support, as well as the challenges they are facing in their classrooms. I hope that, by being there for them, they also see me as a productive and contributing member of their team. I try to offer ideas that will streamline their daily tasks, help engage their students, and add a digital literacy component to their units of study.

One of the most powerful experiences has been over the past week and a half while the team has been discussing their current social studies unit, Influence. The team had previously decided on their Enduring Understandings and Essential Questions, but were not sure how they wanted to assess student learning.

As a member of the team, I was part of all of the discussions about how the unit went last year, struggles and successes, ideas for improvement, concerns and how it all fits into the bigger picture of student learning in grade four. Because I had all of that background, I was able to share an idea for a final assessment that (hopefully) will meet the needs for this unit, adding in a 21st century-style approach, and also take into consideration time factors, other units of study that need to be completed, technical resources, and teacher and student comfort level with technology tools.

Without being a participant in all of those discussions I would have only had a one-sided view of the need at hand, and certainly would not have been able to put the curricular needs of the unit into the context of the entire grade level. Just stepping in to offer my ideas for a quick 10-minute discussion once in a while would not have prepared me to truly meet the needs of the team. I have also been able to spend dedicated time with some of the team members and our Curriculum Coordinator to fully flesh out this unit so that it meets the needs of the teachers and the students. Now this unit will be part of the grade 4 curriculum for years to come.

To truly collaborate with teachers, I am starting to believe that we, as resource people, need to be part of their team environment. I can certainly work individually with teachers to help them with their specific classroom needs, but to make any major shifts in the thinking of the school or to effect change in the curriculum, the collaboration needs to come at the team level.

What do you think? How are you best supporting your teams or departments at your school?

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