The Moss-Free Stone

Business as usual isn't good enough anymore. Get moving.

Entries Tagged as 'leadership'

1:1, Certainly

April 5, 2013 · No Comments · 1:1, 21st Century Skills, Educational technology, implementation, leadership, professional learning, Teaching and Learning

We are exploring some options for our district’s future student technologies right now. We have a significant need to increase accessibility for our students, but I’m not sure what that means, exactly. Does it involve a 1:1 program? Perhaps buying large numbers of wireless laptop/tablets and carts? Labs? iPads? Chromebooks? Laptops? Oh, my! Lots of questions in my mind right now, but I have come to a few certainties at this point, particularly after looking at quite a bit of the research on 1:1 programs. I’ve also received some great insight from colleagues trying different 1:1 programs around the state. In no particular order, my conclusions thus far:

  • Students are more than ready.Certainly, not every child is a budding, young Steve Jobs or Mark Zuckerberg. However, all students are quite ready to research, create, communicate, etc. using technology (and most are doing it without our assistance or blessing, anyway.)

    Why are some 1:1 programs more successful than others?y).

  • Teachers are, for the most part, not. Currently, most of the teachers I know either lack the technology know-how and experience, or they utilize a teacher-centered style that does not take full advantage of the capabilities of today’s tech tools. This isn’t an indictment–they are doing great things with the tools they have at their disposal. We’re just talking about a whole new set of tools, which leads to the next point…
  • Professional development is vital, essential, critical, mandatory, and supremely important. Teachers and administrators need to be trained so that they can, for starters:
    • Recognize opportunities to use technology to transform learning.
    • Identify available resources.
    • Understand methods of assessment of technology-rich products and activities.
    • Teach in a less teacher-centered, more problem- or student-centered manner.
  • Don’t rush the process. Districts who hastily rollout technologies without sufficient planning and training are committing themselves to struggling mightily for the foreseeable future and not likely to get much out of the resources. A small-scale pilot, heavy on the PD, can help head off problems before they are unmanageable.
  • Have positive, yet realistic, expectations. Technology offers students many incredible ways to improve their learning. It’s not a panacea, however, and it is not an overnight solution to what ails education. Test scores are unlikely to be directly influenced (Sorry, but read some of the research–it’s hit-and-miss here, at best.), but school climate is likely to improve, and students will have invaluable opportunities to learn and to gain needed technology related skills. The SAMR model is a great thing to keep in mind, too. It will take a few years to see the real impact happen (and only IF the necessary training and expectations have been provided). It takes real commitment to start seeing the maximum potential reached.
  • Students first. Every school’s population is unique, and so it stands to reason that there is no universal solution. It is imperative to resist keeping up with the Joneses’ shiny, new devices and instead looking for what will most benefit the kids we serve, based upon things like prior experiences, curriculum, academic needs, community expectations, etc. As I’ve said before, there is no perfect technology tool. If there was, we’d all have it, obviously.

We’re only beginning to embark upon this effort, so it remains to be seen how this will take shape here. I’m very encouraged at the conversations happening, though, even if they are in the very embryonic stages–at least conversations are happening. As anyone in a school knows, of course, there are many obstacles to an implementation such as this (e.g. infrastructure, money, staffing, money…did I mention money?), but it has to begin as a concept at some point. If it grows to more than that, I’ll do my best to share the process. Meanwhile, what are your thoughts/experiences here? Any other absolutes or experiences you might be able to pass along?

Image credit: http://www.flickr.com/photos/vblibrary/8465390293

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PD Scatter-Shooting

December 5, 2012 · No Comments · Educational technology, leadership, professional learning, Spreading the Word, Teaching and Learning, Twitter, Web Tools

In my district, as in many others these days, opportunities for sharing technology-focused PD are very limited. Schedules are

Image credit: http://www.flickr.com/photos/add1sun/3511681984/

tight, district PD days are reserved for other training, after school works for some, but not for many, etc. Probably the biggest challenge is the size of my staff…one. I believe it is absolutely necessary, therefore, to focus not on the traditional model of professional development, but instead to squeeze as many learning opportunities into as many times and formats as possible. Realizing that not every staff member is going to attend the in-person workshop or watch the webinar, I’ve taken a sort of scatter-shooting approach, where I’m utilizing a range of tools to get the information to those that need it. I wanted to share what I’m using in hopes it might help others in similar circumstances (most of us). The following resources are among those I’ve been using:

  • Traditional, in-person training. These sessions are led by me or by some fantastically talented teachers and campus technologists. They are in the summer or after school throughout the year, and they are 3- or 6-hours in length. I’ve tried to include a focus on how each technology will be applied in the actual classroom or campus, although I am not 100% satisfied with that process just yet.
  • Newletters (November’s newsletter). I’ve been putting out a monthly newsletter, the Matador Digital Learning Digest. It basically consists of a focus article on some trend or technology, app recommendations, technology research/statistics, news, and a variety of web-based tools. I send this out via the district’s email system and share it on the department website and social networks.
  • Facebook (http://www.facebook.com/SeguinDigitalLearning). I probably share more information through FB than any other tool at this point. I share informative articles, useful resources, events, distance learning opportunities, contests, and anything else that I believe can benefit teaching and learning here. This one is slowly gathering followers, and I’m hopeful that it will become a go-to resource while simultaneously demonstrating the great possibilites of social media sites as tools for learning. I’ve got some convincing to do there.
  • Twitter (https://twitter.com/matadoredtech). I use Twitter very much in the same way as I use Facebook, to share resources, learning opportunities, announcements, etc. I’ve been a little surprised at the lack of Twitter users in the district, but my brainwashing has only been happening for a few months, so that will change. I like the idea of using a resource that can be checked in a few seconds on a smart phone, making PD quick, painless, and portable.
  • Blogging. The real purpose of this blog is to teach and share through my rambling reflections. I’ve returned to a previously successful strategy this year by re-inventing the tech challenge that I used a couple of years ago. These are short, narrowly-focused technology lessons accompanied by a simple task to get our folks familiar with the resource and its possibilities. I’m even bribing them, as I’ll be offering prizes through a drawing for participants in the spring.
  • YouTube. Screencasts and other short, instructional videos are a great way to share a concept or start a discussion. I’ll share the link via email, our department web page, in newsletters, on our social media sites, etc.
  • Online courses. At this point we are offering 2 tech courses online, a 3-hour course on Challenge Based Learning/Digital Storytelling and a 6-hour course on iMovie. I’m developing a Google Docs course, as well. We use Moodle for our learning management system. Participation has been pretty limited, but I see signs that more folks might be interested in giving it a try.
  • Podcasts (http://www.spreaker.com/show/mossfreeshow). I’ve just started doing the regular podcasts, and am only up to 4 episodes. I am focusing on a specific topic, such as the most recent episode’s focus on communication. I’m also hoping to include interviews with teachers in the district as often as possible, and to use this as an opportunity to put the spotlight on our folks who are doing powerful, innovative things with technology. I’ll also include interviews with great educators from outside of the district whenever possible, such as a recent interview with Diana Laufenberg.
  • PLCs. This one is in the soon to be implemented state, but it needs to be included. As we move towards a spring implementation of BYOD, I’ve started talking to my BYOD committee about using less formal, after school sessions with groups of interested teachers. I envision that these sessions would take on the form of collegial conversations, discussing and sharing over coffee and snacks. They might occur during planning periods or after school, depending upon participants’ needs and schedules.
  • Webinars. This is one that is in the developmental state. I have used webinars a few times in the past, and participation was pretty good. They are beneficial because of the facts that they can be scheduled at any time, viewed from any place with an Internet-connected computer, and archived for later viewing. I plan to start offering some of these opportunities during the spring.

I’d be curious to hear what other methods and resources are being used for PD in other schools or districts. What have I not listed that has been particularly effective for you?

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10 Years, 10 Educational Technology “Truths”

June 28, 2012 · 1 Comment · Educational technology, implementation, leadership, Teaching and Learning

Amazingly, I just finished my 10th year working in educational technology. Time truly passes in a flash when you are engaged in something you enjoy so much. After a decade in this business, I would like to share 10 experienced-based truisms that have come to be the guiding principles for me in this business. It’s tough to prioritize some of them, so, in no particular order…

  • The learning objective comes first. Put this with an understanding of the abilities, preferences, etc. of the kids, then choose the right technology.
  • Technology might not be the best tool for the job. There are times when learning succeeds best without technology. Shut it off.
  • No technology is perfect. What works for one classroom might be unsuccessful, unused, and unwanted next door.
  • Digital natives? Sort of. Kids are generally very fast tech learners, indeed, but they don’t come to your room knowing as much as some would assert.
  • Make do. Your budget and resources are not as deep as what that expert speaker is spreading. Use what you and your kids can get your hands on.
  • You gotta believe. Teachers who routinely use tech believe it is important and beneficial for their students. Those who don’t, won’t.
  • Leaders have followers. When the principal uses technology, the teachers will. Simple.
  • Filters are why I’m losing my hair. That and traffic. No clarification needed.
  • Teaching and learning aren’t the same. The technologies for each are often very different. Keep in mind when setting priorities.
  • Reconsider that PowerPoint or brochure. Technology can and should let students do things they cannot otherwise do or do as well. Kick up the expectations.

Of course, I’m open to others, so please share your own!

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Random Musings on The Nature of Learning and the Retry Button

June 14, 2012 · 2 Comments · 21st Century Skills, creativity, leadership, Teaching and Learning

Off topic a little bit, but it’s therapeutic for me, and I’m friends with the editor…

Three seemingly unrelated things got my educator wheels spinning yesterday and today. The first was a video shared by a Twitter friend that features Adam Savage (Mythbusters), titled “Permission to Make“. In the video (below), Adam discusses how he has had this lifelong love of building things, testing them out, recreating, and on and on. He references the shortcomings in today’s education system, where kids have scarce (if any) time to make, time to construct and experiment.

The second thing that occurred was that I read a blog post about mobile devices and informal learning today while preparing for an upcoming professional development course. The post referenced a theory by some fellows at Princeton University called the 70/20/10 Model. This model states that roughly 70% of our learning occurs through our daily activities, 20% through social interaction, and a whopping 10% through formal educational experiences. It seems that we are predisposed to learn in natural settings and circumstances more effectively than we are with our backsides on cold plastic aligned carefully into rows so as to give us the best view of the whiteboard.

The third thing actually happened last night, when I downloaded an iPad app that the magical iPad Genius had recommended for me (He or she knows me so well, it’s a bit unnerving.). The app is a game called SimplePhysics. The principle is easy enough–construct a structure that is strong enough to survive some test. Of course, your resources (money) are limited, so keep it cheap. I discovered quickly that my physics knowledge is either very rusty, or the game is just plain out to get me. Not wanting to admit the latter, I pressed the Retry button. I continued to do so until I had successfully conquered a few levels, just enough to restore a little bit of my pride (I won’t reveal exactly how many clicks it took, for fear that tiny bit of pride will be lost again.).

So, what is the common thread of these 3 things? I think it is that schooling needs more building, more experiences, and more Retry buttons. The real world values the ability to make, to break (at times), to solve problems, to think. How much more effective might we be if we radically reset this whole thing and made learning the natural process it is when kids go home? Give them a problem, provide what they want/need to solve it, and stand back. Watch a kid learn to play a new video game. One of the most important features of a game is the ability to backtrack a bit and give it another go…and another… and another. A week later, they’re on level 112 with a #6 world ranking (despite the initiative and determination that “these kids today” just don’t have). Think about the first time they kicked a soccer ball. What if the coach had simply said, “Terrible–you get a C-. Now, on to shooting a basketball.” Kids will stick with games until they get the hang of them, no matter how many missteps they make. Who among us didn’t hit a mailbox or two when we were learning to drive a car? (Anyone…?) We learn best by doing and tinkering and attempting and retrying, not by meditating and memorizing. This is what builds real-world value into learning. Real life learning is filled with Retry buttons. Schools don’t have time for them, though–they have the curriculum to cover.

I saw this in action this week, incidentally. I saw a group of our students who, after a mere 6 days of work, had created a mountain of very high-quality products focused on an awareness campaign for a polluted waterway in the area. It was their first experience with anything resembling project based learning. Teachers and students raved about it. The audience at the school board meeting gave the beaming kids a standing ovation. And, despite the fact that they never shared a single bubble sheet or fill-in-the-blank worksheet, I am completely confident that their knowledge of science, math, technology, social studies, and language arts were all deepened. Most importantly, as they worked to solve the problem, they researched, they experimented, they communicated, they built, they got their feet (quite literally) wet, they made mistakes, they hit the Retry button, and they accomplished something real and valuable. Isn’t that the kind of thing most of us envisioned when we took this gig?

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No Fear

February 2, 2012 · No Comments · 21st Century Skills, creativity, Educational technology, implementation, leadership, society, Teaching and Learning

While at a campus I serve recently, I had a conversation that is being repeated a lot in education right now. We discussed the importance of giving our kids the opportunity to participate in a rich array of learning experiences. We talked about the importance of students using technology. The teacher with whom I spoke got an “amen” when she bemoaned the lack of art in the daily lives of students. We spoke of how powerful, engaging, and meaningful these things were, and how they made students want to attend school. We also talked about research that proves the value of such experiences in producing well-rounded, thinking kids who also, by the way, ace those ever-present tests. We talked about how everyone already knows all of these things.

Yet, walk into the average classroom, (particularly the older students get), and what do you find? Very often, you find good teachers and good kids undertaking routine, meaningless tasks. You see worksheets, lectures, and drills. Writing is by formula, as are math and science. History is reduced to memorizing dates or parrotting theme statements. Art and music are…well…down the hall in the kindergarten class (Although some are beginning to advocate eliminating that “fluffy” nonsense.). You see high-quality educators engaging in low-quality tasks with a dogged, single-minded purpose: to get students to pass the tests.

The value of these assessments won’t be debated here. That they are our present and near future reality is beyond debate. We can love them or hate them, but they are in every classroom, staring at us from the middle of the front row. How we respond to them, however, is not set in granite, and this is where we are too often falling short. We attend workshops, read books, and listen to keynote speakers with charming anecdotes and impressive statistics, and we believe. We believe that, when we make learning about solving big problems, working with teams of other learners, creating and sharing beautiful products with a global audience, our kids will succeed on those tests. They will succeed because they have already done tougher things on a routine basis. They will succeed because the research says they will.

Our beliefs, however, falter under the weight of today’s high-stakes system. The pressure to see our kids perform well on formulaic, standardized assessments leads us to implement formulaic, standardized instruction. When the goal is for all students to achieve the same things at the same time, we sacrifice the engaging and individualized learning opportunities in favor of whole-group, single-minded tactics.

There are 2 alternatives:

  1. Continue down the current path, achieving the desired test scores for most, but sacrificing individual needs and real motivation to learn.
  2. Change our tactics, having faith that the research is sound, and believing that kids learn best when engaged in meaningful, powerful tasks, and the tests will take care of themselves.
I believe the ability and desire to take the second path is in the heart of the vast majority of educators. We want to see our kids accomplish great things, develop their unique abilities, and become equipped with knowledge and skills that far exceed those of the tests. To achieve this requires us to rally together and attack our work as a unified team. It requires us to seek out opportunities to learn and grow in our profession, to master the art of teaching. And it requires us to take risks. Of course, the research says the risks are not real, only perceived, so we first have to really believe.

Image source: http://www.flickr.com/photos/jp-/2301224820/sizes/s/in/photostream/

 

 

 

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Traits of an Innovative Adminstrator

November 9, 2011 · 4 Comments · Educational technology, implementation, leadership, Teaching and Learning

I’m preparing a presentation for a group of administrators next week. I’m used to primarily collaborating with teachers, but I think this is a critical opportunity for me to influence a crucial group. These guys and gals set the tone and determine the instructional direction for entire districts and campuses. I’ve been reflecting upon the qualities that have made so many of the administrators I have worked with fantastic assets to me in my own job as a technology specialist and, previously, as a classroom teacher yearning to innovate. I’ve shared a few below in hopes of receiving feedback (and basically crowdsourcing my presentation) based upon others’ experiences. If you have any suggestions, they would be really appreciated! (Note–suggestions don’t have to begin with an “e”, but bonus points will be awarded!). The ideal, innovative administrator will…

  • Embody–take the time to study, experiment, and use technology in your day-to-day work. Share your experiences with your teachers, students, and parents.
  • Enable–Create the climate by setting responsible but progressive policies (e.g. filtering policies) and providing needed resources.
  • Encourage–Look for and share the successful innovations happening in your school.
  • Expect–Hold teachers accountable for using technology in the context of the curriculum, in high-level ways that promote meaningful knowledge and skills.

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Embracing Changes for a New Year

September 7, 2011 · No Comments · Educational technology, leadership, Teaching and Learning

changeA change in leadership is always an interesting experience. It’s also a great opportunity for self-assessment and adjusting your direction and focus. This is very descriptive of this year in Birdville, as we have a new superintendent and several other members of the leadership team (or, more accurately, the “cabinet”). As expected, our new leaders are examining every program that is in place in the district, evaluating its merits, costs, needs, and direction. We are utilizing the opportunity to refine our methods in the Instructional Technology team, something that’s probably overdue. We’ve dwindled from 12 strong down to 7, moved from our technology department to curriculum, and worked with several different administrators in the past 9+ years.

As a result of our reorganization, I will be working primarily with elementary schools this year (5 of them, to be exact). I’ll also support our district’s librarians and fine arts teachers, train and support webmasters, and continue to try and keep up with the emerging technologies, especially Web 2.0 varieties. I’m very excited about the year. I have an elementary background originally, spending my first six years in the business in elementary classrooms. It will be exciting getting expanded opportunities to work with younger students and our fantastic elementary teachers. As for the librarians and fine arts folks, I absolutely look forward to working with the “keepers” of information and creativity–I can’t imagine a more perfect group to work with.

Finally, I’ll also be working closely with elementary math and science curriculum specialists. My role will be evolving, but it is certain to include serving as a go-to resource for science and math teachers who wish to integrate technology into their classroom practice. I’ll also be working to add these types of resources and lesson plans to our district curriculum documents.

All in all, I’m anticipating a challenging but rewarding year and a great opportunity to  work with an expanded team of educators.

 

Image Credit: http://www.flickr.com/photos/broken_simulacra/103802259/

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