always learning

It’s hard to believe, but it’s been two full years since I taught my own technology classes. Of course I’ve done all sorts of co-planning and co-teaching in the last couple of years at ISB, but it’s certainly not the same as having your own group of students to work with. So, this year, in my new role of Middle School Technology and Learning Coordinator, I am thrilled to be back in the classroom, teaching our one middle school IT class – a sixth grade quarter-long exploratory course – for just one quarter this year. With the end of the semester quickly approaching, we’re almost finished with our ‘big project’, so I thought I’d share it here.

Given that I’m only teaching one section of this class (and my colleagues Ross, Matt and Jean are teaching the others), I felt it was important to keep the content as consistent as possible, but of course, I couldn’t resist transforming the process of how we would learn that content, along with the finished product that we would use to demonstrate our learning. As can be expected, since this is the first time I’ve taught this particular class in this particular way, there are a few things I would change for next time around, but overall, I think it turned out pretty well.

Basically the course is intended to teach the “basics” of Microsoft Office (you know the course, you probably taught it back in the 1990′s like I did when I was first teaching). So, considering the content, I tried to develop a project-based unit that would emphasize independent learning (since so many of the students would probably already know the basics), as well as allow them to share what they’ve learned in an authentic environment, and utilize some new technology tools in a creative way.

As usual, I followed the Understanding by Design model to plan the unit and the MYP Technology Design Cycle to break down the stages of the project into manageable chunks. Basically, what we’re working towards is a shared wiki with student-created tutorials on all of the MS Office basics (inspired by Chad Bates, our fantastic tech director who taught the class last year and experimented with the tutorial idea with his class) and an overview of digital citizenship, which we will share with the entire middle school as a resource for their potential technology needs.

Here’s what it looks like:

Established Goals (ISTE NETS Standards)

2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.

4. Critical Thinking, Problem-Solving & Decision-Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Students:

b. plan and manage activities to develop a solution or complete a project.

5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

d. exhibit leadership for digital citizenship.

6. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. Students:

b. select and use applications effectively and productively.
d. transfer current knowledge to learning of new technologies.

Enduring Understandings:
Students will understand that:

• Responsible digital citizens demonstrated shared characteristics, habits and attitudes.
• We can work together to teach others what we have learned.
• We can use web 2.0 tools to collaborate and communicate with a global audience.

Essential Questions:

• What are the characteristics, habits and attitudes of a responsible digital citizen?
• How can we work together to teach others about responsible digital citizenship?
• How can we collaborate and communicate with others online?

Assessment Evidence

GRASPS Task

• Goal: Your goal is to produce a multimedia handbook about basic technology tools and digital citizenship for ISB elementary students.
• Role: You are a team of student leaders at ISB.
• Audience: Elementary students at ISB, and around the world.
• Situation: You will need to collaborate together to produce a thorough, easy to understand, multimedia tutorial wiki about basic technology tools and digital citizenship for a school and worldwide audience.
• Product/Performance: Your wiki must demonstrate everything that you have learned about digital citizenship and basic technology tools this quarter.

Six Facets of Understanding:

• Explain: Produce a screencast tutorial about how to use a specific technology feature in MS Office.
• Apply: As a team, create a multimedia handbook about digital citizenship for ISB elementary students.
• Interpret: As part of your presentation to ISB elementary students, write a skit to demonstrate your understanding of digital citizenship.
• Perspective: Develop and deliver a lesson to ISB elementary students presenting all facets of responsible digital citizenship.
• Self-Knowledge: On your blog, describe what you know about digital citizenship. At the end of the course, go back to your first post and reflect on what you’ve learned. What more do you need to learn?
• Empathize: On your blog, write a post in the perspective of one of the characters in the public service announcements. Reflect on the events of that day and how they made you feel.

And here’s how I broke it down into the stages of the MYP Technology Design Cycle:

Investigate

During the first part of the project, we spent most of our class time exploring different types tutorials and determining what the criteria are for a quality tutorial. To get the discussion started, we watched and critiqued the first one (on adding a survey in Moodle) as a class. Then, they had class (and homework) time to watch at least 2 other tutorials from the list below (or a different tutorial that they found and shared with the class):

• Adding a chart in Google Docs
• How to draw realistic eyes
• Student Sample from last year
• Discussion Settings in WP
• RSS in Plain English
• VoiceThread tutorial
• Switch to Mac

For each tutorial they watched, they added a response to the Moodle discussion forum answering the following questions:

• What did the creator of this tutorial do well?
• What would you change about this tutorial?
• What aspects of this tutorial would you like to include in your own tutorial?

In the end, we came up with a list (as a class) of criteria for a good tutorial that all students will be assessed with at the end of the project. Then, because we had so many different skills to create tutorials on, I asked students to form groups based on the tutorials we needed (this list was based on the course curriculum I was given). Finally, each student wrote a blog post reflecting on what they learned in that section of the project , which tutorial they had chosen to create and why, and what they need to learn to complete their tutorial.

The next time I teach this course, I would also add some exploration time with ScreenRecorder and MovieMaker (and maybe even GarageBand) since we ended up doing quite a lot more editing than I thought we would. I would also add in brainstorming time for students to create a mini-storyline for their tutorial to help give them focus and to make the tutorials a little more interesting.

Plan

During the planning, students created a storyboard and script of their tutorial, keeping in mind all of the criteria we developed during the investigate stage. We focused on: making the tutorial understandable by anyone (even people who are not in our class), using simple and clear directions, including a basic introduction and credits, and changing the view and “zoom” on the screen to keep the tutorial interesting. Once the students completed their storyboard and script, they posted it on their individual blog along with a reflection on this part of the project.

Create

At this point, students have a good idea of what their tutorial will look like and exactly what steps they need to take to complete their tutorial. They spent a little bit of time exploring with the SmartNotebook SmartRecorder (which happens to be our only screencasting software available to students), after watching this tutorial created by Matt, and then got right down to the recording.

Aside from some serious Windows-related drama about recording volume (oh how I miss working in a Mac lab), it really only took one lesson for the students to record their complete screencast. Of course, they all wanted to add the extra features, so we brought their screencasts into MovieMaker and started adding the finishing touches. Once they had their introductions and credits, it was time to add background music. Since we have access to a smaller Mac lab, we spent one lesson exploring with GarageBand to create simple (and original) background tracks.

As each student finished their tutorial, they did a peer assessment based on the class criteria. Once they had feedback from their peers, they had time to edit and fix any issues with their completed tutorial. After they were satisfied, they uploaded their finished tutorial to YouTube, embedded it in a blog post and reflected on their finished product.

Evaluate

For the last few days of the project, we spent some time determining which aspects of the ISB Definition of Learning we achieved throughout the process of completing our tutorials:

I used a simple checklist to get students thinking about which aspect of learning they met during each stage, then they shared their results with a peer knowing that they would be asked to share 1 or 2 ideas with the whole class, and then we had a whole class reflection. Finally, they wrote a personal reflection as a blog post.

Here are a few highlights from what they shared with me during the whole class-reflection:

• We learned a lot having to do our tutorials independently instead of being directly taught each skill. This way we learned it when we needed it and as we were doing our project, which helps us remember how to do it.
• We learned more by being able to test out the tools by ourselves and helping each other than by having the teacher teach us everything together.
• We would have preferred to do one single blog post at the end of the project reflecting on everything, instead of one for each stage.
• By writing a blog post at the end of each stage, we really reinforced everything we learned during that stage.
• We learned a lot about what makes a good blog post from having to write so many.
• We learned about ISB’s Blogging Guidelines and how to write a blog post with just the right kind of information.
• We learned how to be independent in our projects, but we liked having the checklists and all the steps broken down for us.
• We would have liked the steps to be broken down into even smaller chunks so we could meet our deadlines better.
• We learned that we can use websites and YouTube to learn new things and to teach other people things that we know.

Putting it all together

I waited until the last three weeks of class to have the students start compiling the wiki because I really didn’t know how long it would take to complete the tutorials. So now we’ll spend the next few days putting the finishing touches on the wiki and publicizing it around the middle school so that other students can learn from our work.

We also have a collaborating class in the US who are doing something very similar, except using the Mac version of all of these applications. We’re hoping that they will finish their tutorials before the end of our semester so we can also include them on our wiki and have a brief discussion about the transferability of skills from one platform to another.

We’ll also use this time to discuss digital citizenship and online safety and responsibility to be able to add those sections to the wiki. If we have time, I would love to do something in one or two elementary classrooms to share what we’ve learned  with an authentic audience (that can always use some reinforcement about appropriate online behavior).

Final Thoughts

Considering that I really didn’t have a good idea of how long it would take students to complete this type of tutorial – especially in a PC lab working with MovieMaker (my old enemy), I’m quite impressed with how things turned out. I was so happy to see how much the students learned in this very project-based course. I did very little direct instruction, even though some of the screencasting and editing tools were completely new to most students. It was a pleasure to see how much they appreciated being able to learn independently and to create something new with their knowledge.

Next time I would really like to add a more in-depth collaborative element – having our global partners do the peer assessment instead of simply within our class, potentially sharing more directly via our blog posts, and maybe coming up with some kind of collaborative lesson for our elementary classrooms that could involve multimedia elements (or a Skype connection) from our partner class. Of course, this is all dependent on timing, commitment and logistics. Hopefully, I’ll have a chance to teach this course again to make it even better!

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?

signpost mage by will_hybrid
scaffolding image by kevindooley

One of the things I’m enjoying most about being on our coaching team here at ISB is the opportunity to openly share our challenges so that we can all work together to improve our practice. This week we had our first book club meeting to discuss the first chapter of Coaching: Approaches and Perspectives edited by Jim Knight.

To facilitate our conversation, we followed the Final Word protocol. Each of us selected a particular section of the text which stood out during our reading, and following the protocol process, discussed what was so important about that statement in a round-robin format. Although we all selected different sections, they seemed to have a common element: how to move beyond simply supporting teachers to increase their comfort level within our curricular areas to implementing changed practices with all faculty members to improve student learning.

The section of the book that we ended up focusing on the most was about Coaching Heavy and Coaching Light. The author of this chapter, Joellen Killion

assert[s] that there are two kinds of coaching – coaching light and coaching heavy. The difference essentially is the coaches’ perspective, beliefs, role decisions, and goals, rather than what coaches do… Coaching light occurs when coaches want to build and maintain relationships more than they want to improve teaching and learning. From this perspective, coaches act to increase their perceived value to teachers by providing resources and avoiding challenging conversations. (p. 22)

Coaching heavy, on the other hand, includes high-stakes interactions between coaches and teachers, such as curriculum analysis, data analysis, instruction, assessment, and personal and professional beliefs and how they influence practice… Coaching heavy requires coaches to say “no” to trivial requests for support and to turn their attention to those high-leverage services that have the greatest potential for teaching and learning. Coaching heavy requires coaches to work with all teachers in a school, not just those who volunteer for coaching services. Coaching heavy requires coaches to seek and use data about their work and regularly analyze their decisions about time allocation, services and impact. (p. 23 -24)

Reading this section I realized that often times I am coaching light, but not always because of a decision I’ve consciously made. I am hyper-aware of the anxiety level most teachers have when dealing with technology, which often results in focusing more on making teachers comfortable with the tools than initiating difficult conversations about changing practice. I wonder if this issue is specific to those of us working in the technology area, or if it’s really just the same as coaches helping to implement a new math, reading or science program?

I do believe that those difficult conversations are much easier once you’ve developed a trusting relationship and that only happens when teachers feel supported. Killion mentions that it often takes coaches a whole year to move from coaching light to coaching heavy because of all the ground-work required to build trusting relationships, but that they can also get trapped into coaching light indefinitely if they are not careful.

I’m wondering now, how can coaches tell when it’s time to move from coaching light to coaching heavy? I’m also conscious of the fact that those deeper conversations don’t always have to happen in a formal setting, they can be quick snippets in the hallway that build upon previous sessions or discussions over lunch or even in a social setting. Do coaches keep track of where they are with each teacher, as you would with a class of students, so that you have a running record of what step to take next?

The other issue that jumped out at me was that coaches are required and expected to work with all teachers. This directly contradicts my long-held belief in working with the willing. Perhaps I simply need to adjust that to: we should start with the willing, but know that eventually we do have to work with everyone. I do still firmly believe that to work with everyone, with the focus on improving student learning (which may entail changing teaching practice), requires clear and transparent communication from administrators about our roles and purpose.

Perhaps the most reassuring sentence (for me) in this particular set of paragraphs is that coaching heavy requires coaches to say “no” to trivial requests for support in favor of more meaningful actions that will have a deeper impact on student learning. One of the biggest challenges for me has always been saying no. I like to believe I can do everything, and that I can make everyone’s job easier by supporting everyone, everywhere at any time. It’s important for me to remind myself that this only ends up diluting the impact I can make on both student and teacher learning. I need to remember that I am in control of my time and that I need to prioritize which tasks I undertake on a daily basis. Letting my day get carried away with the little things is not fulfilling my role, and it’s not helping my school move forward. (Maybe I should post this above my desk?).

Saying that a coach’s role is to support teachers misleads teachers. A coach’s primary responsibility is to improve student learning. (p. 27, point #3)

Reading this, I wonder what most teachers would think. I know that I have often been referred to as a “support” person or a “resource” person, and to be honest, I never felt the term was quite right, but I didn’t know why. Now I do. A “resource” is something to be used (or not) and then tossed aside. A “resource” is not something that might cause you to change deeply held beliefs or to re-evaluate your practice. A “resource” is not challenging. If teachers see us as “resources” or “support” people, they will not understand the work we are trying to do or how we fit into the school’s vision and purpose.

By making observations, stating their point of view, and inquiring into practice, coaches erode stagnant practice and unchallenged routines to spark analysis, reflection, and appropriate change. In this role, a coach is not about change for change sake, but rather for continuous improvement and fine-tuning to meet clearly articulated goals. (p. 13)

All too often it feels like teachers view technology as yet another swing in the pendulum of education, something they have to adopt because it’s the “cool new thing,” but not because they really believe in the impact it can have on student learning. It’s reassuring to me to see that other instructional coaches face this same dilemma.

One of the most difficult conversations that seems to come along frequently in technology is when teachers want to replicate what they always do (for example, a poster) “on the computer” because it will look cooler to the parents (or to their administrators) – not because of the potential that technology might have to offer. I’m thinking that effective questioning strategies, as part of coaching heavy, are what can move the conversation along from substitution to transformation. I’m also wondering if distributing a LOTI survey can help begin to plant the seeds in teachers’ minds about the different levels of technology implementation?

Final Thoughts

Once again, I am impressed by the value of looking at other, more established, fields in education to understand more deeply and improve my practice in the area of technology facilitation. Considering we’re only on the first chapter of the book, I’m sure coaching is going to provide a lot of room for growth!

This year, both the ISB21 team and the Learning Coaches team have decided to do something different with our team meeting time. Sure, we’ll still handle nuts and bolts, work on our team goals, and collaborate to move our school forward, but we’ve also added something new: a book club.

At the end of last year, we started realizing that we are all doing a lot of professional reading, but we weren’t spending a lot of time discussing what we were leaning in depth because we were all reading something different (and because our meetings were so jam-packed already). So, we’re going to streamline things a little bit this year.

Inspired by Lee Kolbert’s online book discussions using Shelfari and Scott McLeod’s annual summer book club, we thought it would be most productive to devote one meeting a month to our reading. Instead of trying to do everything every meeting, we’re going to rotate topics each week: one week focusing on nuts and bolts, one week on team goals, one week on our collaborative projects, and one week on our book club.

The coaching team is reading Coaching: Approaches and Perspectives by Dr. Jim Knight and the ISB21 team is reading Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns by Clayton Christensen, Curtis W. Johnson, and Michael B. Horn.

Each month we’ll read one chapter of the book and one member of the team will be responsible for facilitating a discussion about our learning. Hopefully, we’ll be able to:

• reflect on our reading to help us apply our learning and deepen our understanding;
• make connections as a group that might not have sprung to mind if we were reading alone;
• have a common base of understanding, which may help propel us to action, instead of feeling isolated or overwhelmed;
• practice what we preach in the classroom, we’re always asking our students to discuss their reading, now it’s our turn!

In addition to the offline reading, we’ve set up a common tag for our coaching team and we’ve all subscribed to the RSS feed (and posted it on our team wiki and Moodle course). Each book club we’ll spend a little bit of time sharing our thoughts on the resources we’ve tagged.

I’m really excited to get started. I love that we’ve prioritized learning during our meeting time instead of allowing ourselves to get bogged down with daily business (so much of which can be handled in other ways).I also think it’s great that we’re making sure to read both online and print material. I’m sure we’ll end up using the Moodle discussion forums to keep our conversations going outside of team meeting time as well. I must admit, I think this is the first time I’ve ever been on a team (or should I say two!) that is so devoted to learning.

Does anyone else spend team meeting time in a book club? What did you think? What made it work? What are some pitfalls to avoid?

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?

Last week, our ISB21 Team had a long discussion about posting student pictures online. We’ve been extremely fortunate to have quite a few of our teachers embrace web 2.0 tools, especially our school-provided FlickrPro account.

We have teachers at almost every grade level regularly posting pictures for our parents. We know they love having a window into the classroom on a regular basis, but we haven’t determined specific guidelines for teachers about which pictures can be posted and which can’t.

So, during our meeting, I posed the following question on Twitter:

We had tons of responses back (thank you!):

It is great to see the different ways that so many schools deal with such a common issue (yet another reason to love Twitter). Now that we have some ideas, I think it’s worth discussing whether we need to standardize our expectations for posting student photos online.

Right now we have teachers on both ends of the spectrum: some posting pretty much every single thing that happens in their classroom to others never posting pictures that show student faces. I’m guessing that can be confusing for students when moving from one teacher to the next.

In order to model safe behavior for our students, and help build understanding of what is appropriate to share online, I think it’s important that we have a standard set for the whole school. This will also help us be clear in our expectations for teachers, and allow us to embed the guidelines in our AUP for all grade levels.

Another benefit of actually creating and implementing a set of guidelines would be starting a conversation about sharing images online with our colleagues. Personally, I’m pretty shocked at some of the pictures I see teachers (and other professionals) post on their Facebook (and other photo sharing) accounts. I think this will provide an opportunity not just to model appropriate behavior for the students, but also to help teachers build their own understanding of what should (and should not) be public information. In my opinion, starting that conversation is part of my job.

Whatever we decide, I hope it will be simple and easy for teachers to follow, but also not so restrictive that classroom and field-trip experiences can’t be shared publicly online. Here’s what I’m thinking right now:

These guidelines would become part of our AUP, and parents and students will sign off on the policy at the beginning of the school year after a lesson and discussion about the content of the AUP with students. Signatures would be acknowledging that the following guidelines are acceptable to both parents and students:

1. Classroom and field-trip experiences may be published in public spaces online (for example our school Flickr account).
2. When student images are posted, only first names or nicknames will be referenced.
3. No identifying characteristics about students (beyond first names or nicknames) will be published in public spaces online.
4. Work produced for education purposes may be published in public spaces in order to encourage global collaboration among students and teachers.
5. Comments on student work will be moderated by the teacher to ensure only appropriate information is shared and received.
6. Online safety and appropriate behavior will be emphasized whenever sharing student work online. Online spaces will be treated as classroom spaces.

What do you think? Does that cover the basics? Is this easy enough for teachers to follow without stress? Are we modeling appropriate and safe online behavior?

In January, I shared a list of international school teachers (those teaching outside of their home country in a school catering to expatriate families) on Twitter (or blogging). In the last few months, even more teachers have added themselves to the Google Form, so I thought I would do a recap with all of the names currently on the spreadsheet, organized by country.

If you’re not on the list yet and you’re teaching outside of your home country in a school for expatriate children, please feel free to add yourself! I’ll do another recap soon!

Note: I linked the names of teachers to their blogs (if listed) and their Twitter @username to their profiles (if listed):

Asia

China

• Jonathan Chambers, @jchambers, Shanghai American School
• Thomas Galvez, @tgalvez, International School of Beijing
• Mark Roper, Island School Hong Kong
• Micah Sittig, @msittig, SMIC Private School
• Mikey McKillip, @atomikey, Shanghai Community International School
• Amanda DeCardy, @adecardy, Shanghai American School
• Jeff Plaman, @jplaman, International School of Beijing
• Jeff Dungan, @jdungan, Shanghai American School
• Sheldon Bradshaw, @sbradshaw, Western Academy of Beijing
• Mike DeNeef, @coachdeneef, Shanghai Community International School
• Beth Gourley, @beahgo, International School of Tianjin
• Jennifer Chapman, @jenniferchapman, Concordia International School Shanghai
• Paul McMahon, @lsa_paul, Learning Solutions (Consultancy)
• Colleen Williams, @colwill, Shanghai American School
• David Gran, @dsgran, Shanghai American School
• Colin Gallagher, @colingally, The ISF Academy Hong Kong
• Simon Power, @spower, Shanghai American School
• Heather Davis, @greenisle13, Yew Chung International School of Beijing
• Bruce Roadside, @b_roadside, Beijing City International School
• Jon Nordmeyer, @nordmeyerj, Shanghai American School
• Sarah Toa, Shanghai American School
• Colin Aitken, @caitken, International School of Beijing
• Robert Hulse, @shalombringer, Concordia International School Shanghai
• Ryan Skardal, @skardalien, American International School Hong Kong
• dcnavis, @dcnavis85, Hong Kong International School
  

Korea

• Greg Israel, @israelgreg, Korea International School
• Jason Crewe, @jcrewe, Busan Foreign School

Vietnam

• Clint Hamada, @chamada, United Nations International School Hanoi
• Michelle Matias, @michellelmatias, United Nations International School Hanoi
• Adrienne Michetti, @amichetti, United Nations International School Hanoi
• Michael Wagstaff, @mike_wagstaff, United Nations International School Hanoi
• Sean Tangey, @stangey, United Nations International School Hanoi

Japan

• Genki Unno, @genkiu, Yokahama International School
• Brian Lockwood, @brianlockwood, Yokahama International School
• Rhonda Carrier, @rhondacarrier, Canadian Academy
• Christine U, @kurisuteen, Yokahama International School
• Josh Raub, @x5josh5x, The American School in Japan
• Jeff Lewis, @jefflewis9, Seisen International School Tokyo

Thailand

• Heather Vlach, @hvlach, International School Bangkok
• Sara Best, @saraebest, International School Bangkok
• Jon Russell, @jonrussell, Pibulwitthayalai School
• Dennis Harter, @dharter, International School Bangkok
• David Wees, @davidwees, Ruamrudee International School
• Jeff Utecht, @jutecht, International School Bangkok
• Steven Hall, @hitechhall, Ruamrudee International School
• Chrissy Hellyer, @nzchrissy, International School Bangkok
• Ben Winter, @bewi, Bangkok Patana School
• Jay Priebe, @jay_priebe, New International School Thailand
• Vu Lam, @vulam, International School Bangkok
• Michael Peach, @the_giant_peach, International School Bangkok

Singapore

• Keri-Lee Beasley, @klandmiles, United World College Southeast Asia
• Katie Day, @librarianedge, United World College Southeast Asia
• Susan Sedro, @ssedro, Singapore American School
• Ben Grundy, @bgrundy, Canadian International School
• Carrie Wilton, @carriewilton, Canadian International School
• Wayne Burnett, @waynebu, German European School Singapore

Malaysia

• Ian Pittman, @ipittman, The Alice Smith School
• Bron Narsiman, @bron_narsiman, International School of Kuala Lumpur
• Mark Marshall, @markmarshall6, International School of Kuala Lumpur
• K.Gwaltney, @KB2121, Dalat International School Penang

India

• Katie Christo, @katiechristo, American International School Chennai
• Ann Krembs, @DearLibrariAnn, American School of Bombay
• Melisa Enderle, @melissaenderle, American International School of Chennai

Indonesia

• Jose Luis Mejia, @jlmejia, Jakarta International School
• Jan Anderson, @janiceanderson, International School of Riau

Taiwan

• Leanne Rainbow, @rainbowl, Taipei American School

The Philippines

• Jennifer Smith, @jensmith8675309, International School Manila

Middle East/Central Asia

Qatar

• Jabiz Raisdana, @intrepidteacher, Compass International School
• Julie Lindsay, @julielindsay, Qatar Academy
• Ellie Bowe, @EllieBowe, Qatar Academy
• Mike Boulanger, @mikeboulanger, Qatar Academy
• Lauralynn Stefureak, @LauralynnLouise, Qatar Academy

Oman

• Eleanor Haynes, @MrsEHaynes, The American International School of Muscat

Khazakhstan

• James Lerch, @jclerch, Quality Schools International

Morocco

• David Carpenter, @davidcarp, Casablanca American School

Latin America

Mexico

• Angelesb, @angelesb, Escuela Secundaria General 5

Brazil

• Carla Arena, @carlaarena, Casa Thomas Jefferson
• Barbara Dieu, Lycée Pasteur

Argentina

• Weda, @theshortestfuse, Lincoln American International School

Peru

• Gerardo Lazaro, @glazaro, St. George’s College

Europe

Spain

• Nancy vonWahlde, @nancyvonw, American School of Madrid

Switzerland

• Kathy Epps, @k_eepps, International School of Geneva – Campus des Nations
• Will Kirkwood, @wkirkwood, Zurich International School

Austria

• Chris Rolfe, @cmrolfe, American International School Vienna

Serbia

• Jennie Scott-McKenzie, @jennieteacher, International School of Belgrade

Looking at this list, it’s interesting to see where most of the teachers are working. Can we make the assumption that those schools are the ones that are really moving forward with technology? Or is this list more representative of schools in Asia because that’s where I’m currently working?

Either way, if you’re considering going overseas, or just moving on to a new school, these are the people that can give you the greatest insight into life in a new country and working at a new school. There’s nothing better than actually knowing people at the schools you’re interested in to make an informed decision about where to go.

Please spread the word! I know there are many more international school teachers on Twitter and blogging!

One of the quotes from the panel session at the Hong Kong Summit has really stuck with me:

We look at technology as a tool, but our students look at it as an environment.
(Btw, if anyone can remember who said it, I would love to know!).

I often say that technology is just a tool to use when it meets our needs (like a pencil), but hearing this sentence made me re-evaluate my own perceptions. After all, what is a tool?

• something I use when it suits me
• something I control
• something I don’t need or want around me at all times – only when it’s necessary
• something small, manipulated by it’s user

Maybe we use this phrasing because it’s less intimidating, because teachers can see the direct comparison or evolution between a pencil and technology, because it helps us feel like we already know what to do with it (the technology, that is).

OK, so then what’s an environment?

• something that’s all around us, in use all time
• something we can not directly manipulate or control
• something necessary to live, and ubiquitous, like air
• something we are immersed in, even if we’re not specifically thinking about it or intentionally “using” it

That’s a big difference. What does this say about the different ways that students and adults might be perceiving the world around them? What does this mean for education?

Maybe it would help to think about other things that probably started off as strange new tools, but now are inescapable parts of our daily environment, for example: the alphabet, books, electricity, running tap water, etc. These tools are behind everything that we do, they are part of the fabric of our lives.

Although these tools started as something new and different, we can not simply choose to use them in one situation, but not in another. A math teacher wouldn’t say we don’t need to use the alphabet in this class because it’s math. An English teacher wouldn’t say we don’t need to know how to switch on the lights, because this is English, not science. So why do so many of us still think of technology that way?

As Greg Whitby pointed out during the same panel session: “You never send a changed individual back to an unchanged environment.” I think Greg was referring to teachers, but now I’m wondering: what if our students are the one’s who’ve changed? And what if our schools are the unchanged environment?

What do you think?

Over the last two years I’ve been fortunate to attend quite a few conferences (thanks to my wonderfully supportive admin at ISB). One of the things I’ve noticed at these conferences is that the attendees seem to be almost the same group of people over and over again, which I love, because it gives me a chance to connect with my virtual colleagues in person on a fairly regular basis. It feels like we are really building a community of learners among the various international schools in the Asia region, and I know the group is continuing to grow year by year.

However, as I realized last year, that group of techies is actually few and far between. We’re well connected online, but are often only a very small number in our own individual schools. And of course, it’s usually our job to help our colleagues learn with technology. So we come together, get new ideas, and then head back to our individual schools to spread the exciting news. It’s up to us to move our colleagues forward, to meet them where they’re at and help them take the next step.

What this usually means is that tech conferences tend to cater to those that are already knowledgeable about technology in education. Again, great for us, but not so great for our colleagues in our individual schools that may want to learn but don’t know where to start.

So, my lovely colleague, Tara and I, were brainstorming a few weeks ago about what we could do to help our teachers here at ISB (and elsewhere in the region) that might not be ready to attend a very tech-savvy conference.

We know that many schools in this region are making technology a priority. We know that there are plenty of teachers who want to learn, but might be intimidated by a big technology conference. We know that there are lots of teachers who would be willing to try something new if it were presented at their level. We know a tech-focused conference wouldn’t really be able to meet their needs as well as the needs of the educational technologists they work with.

And, thus, the idea of TechTrain 2010 was born! TechTrain 2010 is an EARCOS weekend workshop hosted at the Interantional School Bangkok, Thailand on January 30 – 31, 2010. The goal is to bring together beginning technology users to help build their understanding of digital tools and how they can be used to enhance the learning experience in the classroom. We are hoping a workshop at the beginning level will appeal to those teachers that want to get started using technology in their classroom, but don’t really know where to start. We want to make sure that the weekend is focused on actually producing something that can be used in the classroom on Monday, and that most of the sessions are hands on, allowing teachers to actually use these digital tools with support.

We’re just in the beginning planning stages, but we’re pretty excited. We really want to make the workshop a comfortable, safe and open environment where everyone can learn together and we can all walk away with something concrete and tangible to give participants a specific next step to take in the classroom.

Tara and I passionately believe that everyone can be successful using technology in the classroom. This is a place for those that consider themselves to be beginners with technology can start!

I know that pretty much everyone reading this blog is already tech savvy, but I’m hoping that you can pass on this post, and the workshop wiki, to anyone you think might be interested in attending. We have a short Google form for interested participants to complete so we can get an idea of what people would be interested in learning about in an effort to tailor the sessions to our participants needs. We know that the workshop is many months away, but we also know that sometimes PD expenditures need to be planned well in advance, so we wanted to get the word out early!

Of course, we’re open to any ideas and suggestions too! What do you think a beginner technology conference should include? Any thoughts or advice on how to organize and run a weekend workshop like this?

Original Image by Dan Kamminga, Creative Commons License

Last weekend I had the pleasure of attending, and presenting at, the Apple Global Leadership Summit in Hong Kong. I knew it was going to be great after presenting at the Think Ahead Roadshow here in Bangkok in February, but I don’t think I realized just how great it was going to be. Of course, there are some things I would have changed (more on that in my next post), but thinking back to all of the educational events I have attended this year (and I’ve been to quite a few), I think this one was the best! And I think I’ve figured out why.

Last month I attended the EARCOS Teacher’s Conference (ETC) and left feeling a little disappointed. It was great for networking (and relaxing, given the stunning location), but it wasn’t really what I was looking for in a conference, content-wise.

To be honest, I was starting to feel a little disillusioned with conferences in general this year. The effort it takes to get to the conference location, the costs involved, the exhaustion coming back to work after a full weekend of conferencing. It was starting to seem a little too much for me, considering how much I can learn relaxing on my couch, at home, in my PJs, thanks to my PLN.

But, last weekend changed my mind. While reflecting on my two very different conference experiences over the last month, I realized there are a few things conferences need to have in order to make the expense and the effort worth the trip:

Focused Content

Maybe this is just an international school thing, but I find so many conferences try to be everything to everyone (and so do schools, for that matter). They want to have sessions specifically for every discipline area, every educational trend, leadership, third culture kids, global issues, etc, etc.

In doing so, it can be hard for one person to fill up each day with directly relevant sessions – there are only so many presenters on in each given session, chances are there won’t be one directly related to my area of interest in every session. By stretching the topics so thin, in order to meet everyone’s needs, the conference often ends up meeting no-one’s needs. Sure, one presentation a day, maybe, but is that really worth the trip?

The Apple Leadership Summit was so clearly focused on the way that learning has changed, and the ways we need to prepare for the future, that I was engaged from the first moment until the last. All keynote speakers had specific experience that directly related to the changes we need to make in education – even though they all approached the topic from different perspectives, it was immediately clear how all of their expertise was directly related to the future of education. None of the sessions during the entire 3-day event strayed from the topic.

Stephen Heppell’s keynote during the (sumptuous) banquet set the tone for the weekend by sharing specific examples (and so many pictures) of schools that are changing with the times and embracing non-traditional school infrastructure (physical structure and well as curriculum design).

His emphasis on adaptability, flexibility, openness, and learning communities (instead of “schools”) brought the challenges of education in the 21st century to the forefront, along with visual, practical ideas for moving towards solutions.

His vision and passion for learning, in all forms and contexts, was an inspiring way to begin the conference. Having seen Learning to Change, Changing to Learn dozens of times, it was such a privilege to hear him speak directly about his experiences and to see the full range of his work and to begin to get a picture of what kinds of changes are next for education.

The following day, Tom Kelley brought his extensive experience with innovation to the field of education. His focus on risk-taking, seeing with new eyes (“vuja de,” in his words), prioritizing innovation, and recognizing the rate of change gave solid, real-world examples, which directly illuminated and enriched Stephen’s more philosophical presentation the day before.

Being able to see with such clarity the way innovation and different modes of thinking (from his new book The 10 Faces of Innovation) can impact pretty much every field (from advertising, to hospital care, to product design, to kids toothbrushes!) helped create more concrete understandings of how critical risk taking is for education. He made it so clear that we can spend forever improving what we’ve already got, but what we really need to do is look at the whole experience of learning with fresh eyes.

After a presentation on developing a global mindset from Vivien Stewart (much of which is already happening in many international schools), we had a choice of 3 breakout sessions with each of the keynote speakers – a great way to go more in depth with the content presented in their first sessions.

Next, was a panel discussion from all keynote speakers plus a few special guests including Greg Whitby, John Couch, Daniel McCormak, Richard Swart, and John Wray (thanks to @mrdinhk for that final name!). This was a good time to ask those burning questions that came up during the keynotes and breakout sessions earlier that day. It was very interesting to get several perspectives on the same topic, especially because each panel speaker was coming from such different backgrounds. For me the highlight was hearing Richard Swart, principal of Nanjing International School, speak so passionately about the need international schools to move forward with the ideas presented at the Summit without delay, to stop wasting time worrying about the way we’ve always done it, but to envision the future and create it, now.

Finally, at the end of a long day of plenary sessions (by the way, most of my ideas for improvement spring from being seated the entire day in pretty much the same room, more to come in my next post), John Couch shared Apple’s vision for education in the 21st Century.

I had seen some of his slides before, but it amazed me, yet again, how ironic it is to be hearing from a vendor the most relevant, forward-thinking, pedagogically sound ideas for education. It hit home for me (again) that if these are the people making the computers, these are the computers we should be using in our schools. This vision for education, which I so passionately believe in, is so clearly wrapped up in the package that is Apple.

On the last day, we had one final keynote from Macro Torres, after all of the fantastic ADE-led break-out sessions. His extensive experience in the classroom, combined with his fresh perspective and boundless creative energy definitely ended the weekend on a high note.

Marco so clearly understands how important it is that our students become innovative, creative, creators of content, and how critcal it is to change the classroom environment from our traditional factory model to that of an engaging and empowering studio experience.

Conference Size

I guess because it is so difficult to actually run (and finance) a conference, the organizers prefer to have as many attendees as possible. Unfortunately, this only ends up watering down the event – trying to appeal to all interests, abilities, needs, and levels of understanding.

Having a limited number of participants (in the case of the HK Summit, it was 500 people), helped create a much more personal and intimate feel. With a few small changes in the agenda, I probably would have been able to meet and speak to pretty much every single person at the Summit. How often can you say that about a conference?

For example, Alex (my husband) and I had the pleasure of meeting Tom Kelley at the banquet dinner, and he was amazed at how close our community of learners is, given that we are spread out throughout the region. Personally, I was on a little bit of a geeked-out high because I knew someone (or a few someones) at almost every table. It was like a geeky international school teacher reunion for me!

Shared Vision

Limiting the number of participants, and sending out direct invitations, also helped create an environment where most (if not all) of the attendees shared the same vision for education. Therefore, the purpose of our coming together was not so much to learn what has changed, or decide what we think, but more what we can do about it.

We came approaching these ideas presented from the same perspective and the Summit was about how we can continue to move forward, not just about taking the first step. Talk about an important opportunity to network! These are clearly the people that will lead the charge in international schools to change our educational system.

Stimulating Content

Having focused content, with a smaller group of people who shared a similar vision for education, directly influenced the level of information shared. No need to focus on introducing the changes the 21st century has brought to society, time wasn’t wasted convincing the participants that technology is crucial to learning, no one needed to be convinced that education needs to change to meet the demands of today’s learner and today’s society. Not that I don’t enjoy hearing all those things explained, helping reinforce my own ideas and clarify my thinking. But, I much prefer to have my thinking pushed to a new level, to hear new ideas that build on my current understandings, and to interact with others who are at a similar place in their learning.

Location, Location, Location

One of the most subtle, yet powerful, ways that the Summit was successful was the choice of location: Canadian International School of Hong Kong. This school exemplifies everything that the Summit was about. From the staff training room, to the 1:1 Apple laptop program, to the prominent signage, to their Year of Information Literacy focus, CDNIS clearly demonstrated a school that shares and practices a 21st century vision for education.

Every time I turned a corner (or hiked up another flight of stairs), I saw evidence of inquiry-based learning, the IB PYP, MYP and DP in action, 1:1 learning, and most importantly: a clear, visible, tangible, achievable vision for the school being implemented every day. A vision that represents the most important aspects of the Hong Kong summit in action. This is what we need to see from a conference: what the ideas look like in practice.

Final Thoughts

So, once again, Apple hits a home run. (Oh, did I mention the conference itself was free?) I hope it becomes an annual event!

In your opinion, what are the factors that make a conference worth the effort, time and expense?