Teaching with teachers

I enjoy working with teachers. I enjoy teaching teachers. I find I enjoy working with the kids themselves to support teacher lessons. The part which is difficult is getting teachers to understand that I can't work in isolation. I have to know what they are teaching, how they are planning on teaching and where I fit into the mix. I can't simply take a group of students and teach them a tool in isolation and expect a positive learning outcome. Teachers are so different in this way from professors. Professors understand that they are experts in their field and simply want me to assist them to weave technology into the learning and teaching process. Teachers do not recognize themselves as experts. They assign me and coaches the role of expert and expect me the lay wisdom at their feet. They are passive in the process. Because they are taking a passive role, it inhibits their ability to grow as teachers. They assign me the role of technology expert not instructional expert. They will let me fix a machine or teach a student but see both divorced from what they do. Of course, as with any generalizationthere are huge exceptions to both professor  and teacher approach. teachers, let me in as a team member. Let me be a critical friend who can help you do your job better and probably easier.

Testing

Have you ever wondered how much the incessant testing of our school children costs? I did. I surfed the state statistical database and had no luck finding the cost of administering tests. My thought is that suspending or limiting testing would free much needed money to support actual instruction. We have no funds for textbooks or supplies but spend millions on testing and the materials which support that endeavor.

Test embedded video

Project done for DPI IMPACT Video
Claxton Elementary IMPACT from Theresa Swann on Vimeo.

Blogs, Wikis Podcasts - to page 27

Talking points – Blogging workshop

Talking points – Blogging workshop


1. Intro Blogs – what are they good for
  a. Staff to community
  b. Comments – community to staff
  c. Staff to
  d. Student Blog as learning tool


2. Recommended tools:
a. Blogger – Google Product – free for schools and will allow students in secure location for email and interaction with blogs, Google docs. District has it set up and ready to roll.
b. EduBlog – free limited, subscription for advanced features


3. Ten Rules of blogging
4. Walk through set up
5. Gmail account required for Blogger
6. Create account using Gmail login.
7. Both have dashboard to control access to features and resources
8. Permissions
  a. turn off comments until you have a reason to use them
  b. make private or public
9. Start with simple text
10. add pages as you see a need to
11. add pictures and links as you become comfortable
12. add media – links and embedded
13. start small – and practice daily until you get it figured out
14. Questions

Intro Notes Ch1

Thoughts, terms and twittle:

Blogs, Wikis and Podcasts and other Powerful WebTools for Classrooms, Will Richardson

• Citizen Journalist-participatory journalism
• example: Northwest Voice 
• Greensboro 101 
• Read/Write Web - contrast with early web which was one way - read only
• Education Impacts
• worldwide public communication both by students and teacher
• how do we think about literacy under that condition?
• what are risks and opportunities?
• Digital Natives who (Mathew Bischoff , Dylan Verdi) have gotten national recognition for the innovative ways they use the web.
• Teachers: digital immigrants - did not grow up with technology.
• Tools are easy to use and should help close the gap
•  21st century tool box
• Weblogs - easy to use, can handle pictures, video, text with comments
• Wikis online collaborative webspace
• Rich Site Summary - allow you to subscribe to feeds of content created on the Internet
• Aggregators- collects and organizes content generated by RSS feeds
• Social Bookmarking -0 saves addresses as well as entire pages and allow subject specific resources lists which then can be shared via RSS
• Online photo galleries Flickr - my site
• Audio/Video-casting publish and distribute digital and video files  (Claxton Food video )

How will this change the way you teach? What do you hope to accomplish with the first Blog you do?

What do you consider when teaching with technology

• Student Safety
• commonsense
• policy/law - federal, state and local
• Gov't regulation CIPA
• monitors and filters content at school
• privacy of students
• Make your own web tours/webquests, use class blog to identify safe content to support your curriculum
• Know how to use permissions and settings to protect children
• Notify parents of the Internet use
• Be ready to set guidelines and stick to them with students
• Be sure students are aware that information posted to the web is there permanently and that they have no control once it's posted

Blog Entry/ Reflection on ITF observation

When I arrived at my school, IMPACT model was in place and a grant had been received. The grant purchased a great deal of new equipment never before seen by our teachers. Promethean boards, document cameras, mounted projectors and laptop computers were everywhere. Installations were in process and my position was funded. All schools now have Instructional Technology Facilitators, Media Coordinators and Media Assistants. Flexible access to staff, labs and a plethoria of equipment exists. Research says that the greatest barrier to integration of information technology is access to resources. Access was guaranteed. Or was it? Integration will follow Or will it? ( Jacobson) This quest has been life long for me. If they have it, will they learn it. If they learn it what will they use it for? What can I do to make it work?

For me to begin to reflect on the process and current situation, I want to go back to my arrival at the school and my prior history. The goal is to see where match and mismatch exists and then look at solutions. The other goal is to share since this is part of my ongoing blog.

IMPACT model development began in the 90’s. I was one of the Appalachain State graduate assistants sent to nearby counties to do some of the first trainings in using technology in the classroom. Newly arrived from the classroom, my enthusiasm overflowed. I had a volunteer assistantship since I was admitted late to the program. I knew the value of the assistantship and simply invited myself to join the TEAM. Later my graduate advisors told me they doubted my ability to do training with adults because I seemed timid with them. But when I worked with the teachers, I came alive. I wasn’t aware of this timidity, of course. As with most people, I’m ‘self’ blind at times. I just knew I loved what technology could do with students who might otherwise fall through the cracks. I love kids so I naturally adopted anything, which helps students. My approach, which developed over the intervening years, became very constructivist in nature –even when working with adults. I know in my heart and in my experience that ‘workshop’ models only work to provide very simple introductory information and that for teachers to use technology in the classroom, this introduction has to be followed by teacher support and empowerment.

What does that empowerment look like? It looks like key teachers supported to provide peer support. It looks like key teachers learning to do training with their peers in longer sessions. It looks like working together with their grade level (horizontal teaming) to develop the best learning environment for kids using tools. Then sharing what works across grades (vertical teaming). The tools a teacher could use are collaboration, technology, information skills, and solid reflection on self and on teammates work. It is putting the needs of kids before everything else, including self.

So where does that leave me as the instructional technology facilitator? The ITF provides umbrella support as part of the instructional team. It means guiding, supporting, talking, and identifying needs of individuals and teams. It means putting self last and focusing on the teachers and kids, which need support. Sometimes that ability to put self-last gets in my way because it saps confidence. Sometimes the ITF gets rained upon. More on that as time goes by.

Fast forward though the years working in public schools and colleges. These ideas, taught me in graduate school, and then experienced had become ingrained in my practice and me. That meant when I arrived at the IMPACT school with tons of new equipment, I knew I needed to focus on getting teachers up to basic skill levels, especially key leaders. Never mind that during the time the current technology was developing, I was in administration at the college level and had never seen this equipment in action. I knew how to project manage the equipment side of the equation. I knew how to learn so I began learning with the teachers. The next year we still had to continue to learn equipment and software and begin mainstream training. Training ran into a roadblock because of the district did not have a system in place to ensure that teachers were not overloaded by professional development. Very limited time and too many initiatives led to less formal training for IMPACT. We added to the ITF workload an immense level of paper work with a continuation of the grant. Through the grant, the district added equipment exponentially but could not fund technical support (other than grant funded temporary support) - adding to everyone's workload. This left the ITF with limited time to train and with teachers having too little time to learn.

During this time, leaders emerged and began to take ownership of certain technologies. A pair of second grade teachers became the Promethean board experts, a fourth grade teacher became the student response system expert and a pair 5th grade teachers got so excited about 21st century skills around blogs, wikis that these permeate their lessons and life. Interestingly enough, access to the tools was all it took for the teacher leaders to find a niche and grow. The teachers follow the adoption of innovation to a tee, with this group being the innovators. Despite my experience and study in this field, it was a surprise to see it so intimately. Another surprise was how some of the teachers I would have expected to be early adopters not only were not but they were almost rigidly so. They love technology in their lives; they are strong teachers in some or many ways but cannot marry the two, so far. They rejected attempts to move them forward. Of course, with my focus on the people and their needs, I took the rejection very personally.

Where are we now? Now, beginning year three of my tenure in the school, I see growth in team building everywhere. Affecting me greatly at my school is an increase in teaming with the MC and Tech contact as well as teachers. Globally, I see a change on the implementation of IMPACT at all our schools but especially in one of them. The move is less toward large single projects to more targeted integrated skills. I am observing that ITF to learn more about what this looks like. The experience of observing quarterly planning was eye opening. They took from 11:30 to 3:00 (but were still talking when I had to leave at 3) I saw true collaboration, which included the MC, ITF, and district literacy coach in the process. The team chose a specific literacy strategy they were working on. In this case how to keep high flying readers engaged and interactive with the teacher when the teacher has to spend 4/5 of the reading each week with the lower performers.

I hope to implement differently this year. I think we should move toward the method the other school is using.

Possible issues in doing so include:

• No 1st quarter planning
• Only 2 hours with each team
• Focus on over all curriculum not IMPACT specific – which was developmentally necessary in our school where there is no cohesive approach to instructional design
• Not teacher driven – leadership driven
• Teachers only make last minute request for support despite repeated request for planning prior to working on projects.
• Only scattered collaboration: some teams have it down and they are the same teams moving quickly forward in information technology in true collaborative manner

Possible solutions include:

• ½ day quarterly planning every quarter including first.
• Focus on IMPACT model as is now presenting
• Teacher driven – ITF/MC facilitated
• Less focus on overall curriculum and more on specific instructional skills
• Continue to work in a targeted manner working on two strands: collaboration and Information/Technology/Instructional skills. Collaboration and understanding of the process is foundational to integration and skills development but neither should exist in isolation
• Continue curriculum mapping process but pull it out into team meetings and administrative meetings.

As I wrote the above, I had not attended a team meeting this year. I just returned from one and a light bulb went off! The team I was working with today has had issues with collaboration and team cohesiveness. Today was the payoff for the last two years. They were working on their smart goals. They were cohesive. They were collaborative. They functioned like a true PLC, valuing the contributions of everyone and moving forward with their goals and use of data. This makes me rethink some of the solutions I suggested. It was so cool to see it work!! Next steps:

• Debrief with the other ITF
• Discuss with Principals what I observed
• Include MTAC in the conversation.
• Identify what matches with the overall school vision and IMPACT model and adjust.
  
• Continue the converatrion and observation with my fellow ITF. we're well matched to provide mutual support and growth
  
• Continue taking time to blog becasue it helps me think through what I'm seeing and thinking. writing for me IS learning.

Literacy Across the Curriculum

Literacy Across the Curriculum
Interesting thought - with all the literacy professional development we have for teachers, there is still have a ways to go. As I read this article, I started mentally checking off all the suggestions offered against a mental list of what I've seen in classrooms. Not many of them show up in our rooms.
Lets take a quick look at one of the suggested links Tools For Differentiation This turns out to be wiki on different literacy tools.

Photography as an art form and teaching tool

Kids and photos are a natural. As a school for the arts, I am inclined to push for kids to use images in the form of photography and video images. This is a collections of resources.Some are to the point, others wanfer away from it...

General Photography information:

• History of photography from National Geographic http://photography.nationalgeographic.com/photography/photographers/photography-timeline.html
• Museum of Photography http://www.photographymuseum.com/ 
• Take better photos: Digital photography tips and ideas
• Google Earth - our world in pictures http://serc.carleton.edu/sp/library/google_earth/how.html

For Kids

• Big Learning: Photography for kids   http://www.biglearning.com/treasure-photography-for-kids.htm

Nice for teachers learning about photography:

• 13 Lessons to teach your child about photography http://digital-photography-school.com/13-lessons-to-teach-your-child-about-digital-photography
• ShortCourses.com The On-line Library of Digital Photography 
• Teach kids to take photos : http://www.teachkidshow.com/teach-your-child-how-to-take-good-pictures/  
• Technology super hero - http://eduscapes.com/sessions/superhero/superheroes.htm

Image resources

Images for Blogs (still and moving)

• The complete guide to video blogging http://mashable.com/2009/10/09/video-blogging/
 

Beyond photography into 

• Learning/teaching aligned with the use of images  http://www.eduscapes.com/sessions/multiplatform/index.htm

• Seeking information on learning with and through images I ran into: Divergent/Convergent learning  http://www.eduscapes.com/sessions/multiplatform/index.htm

Attention - what's necessary

Poetry Alive came to visit and I joined our k-2 group to enjoy the performance. I had random observations I'd like to share.

• wiggle bugs can sit still - they like poetry
• kids who are worried about there not being enough lunch in the lunch bag don't pay attention
• an hour is too long for some kids to sit and pay attention, even when they like the presentation
• why is it too long when I know they can watch t.v. for hours and never move
• some classes are better as a group at being still
• some classes know how to be a good audience
• some teachers never had to move to correct behavior, others moved constantly to do so
• I can't get simple hand, arm and rhythm activities as easily as a 7 year old
• Poetry Alive is fun

Thinking Assessment

MTAC team was planning professional development for next year and one topic came up. That was the use of the CPS clickers. As we discussed the use and training in the use of the clickers, it dawned on me that once again, we are talking about a tool in isolation of its function. Assessment should be the topic of study. What is assessment, how can it be used to alter instruction based on the data gathered, how do we track the data and individual student progress. All these questions popped into my head. Of course, while leading the MTAC meeting was not the time to get into a lengthy discussions on the content of the instruction. Assessment has always fascinated me since I was a beginning teacher and thought assessment consisted of final or summative assessment given by way of tests. It was years before I understood that assessment it a picture constructed of many parts and pieces, one of which can be a test.
As usual, I hit the research process to see what others were doing and researching regarding assessment. I came up with a collection of site which could be a source for PD content.

• From NCREL web site (http://www.ncrel.org/sdrs/areas/issues/methods/assment/as8lk30.htm)  I find, "Alternative assessment is any type of assessment in which students create a response to a question or task. (In traditional assessments, students choose a response from a given list, such as multiple-choice, true/false, or matching.)"
• Funderstanding has an interesting and short article on authentic assessment. ( http://www.funderstanding.com/content/authentic-assessment
• Revisiting Professional Learning Communities at Work has much to say regarding assessment. On page 222 they list the principles regarding good assessments. Very distilled, they say:
• assessments should be few,
• teachers should have a clear picture of student knowledge
• assessments should be balanced and authentic.
• team should use external assessments as validation of teacher made assessments
• assessment should be useful for students and teachers
• should help students clarify achievement  vs standards of learning

Revisiting Professional Learning Communities at Work  is well worth the read to get the entire picture of assessment and its use in student learning.

Assessment is probably the most powerful tool a teacher has. Without assessment data there is nothing to inform the instruction so teachers will teach what they think the kids need, not what they actually need.

Just some thoughts...on assessment.

When the computer died - how it ruined my day!

I rarely have a day when I don't get into my work. I find the integration of technology into teaching and learning endlessly fascinating. The excuses teacher use, justifications for the lack of technology and the arguments for 'real' teaching methods all goad me to find ways to sneak into their world. The kids? They're naturally accepting of everything, including a teacher with excuses, justifications and arguments. The part that bothers me is that some of these folks are the strongest teachers who are working themselves toward mediocrity with their attitudes. So some days, rare that they are, I am discouraged and sad. Today, I started with a virus ridden desktop computer, a laptop with no power supply since I loaned it to a teacher who needed it more than I did. So, today I was disconnected. It gave me time to get sad and discouraged. Luckily tomorrow will come and I'll gird my loins for battle once again. Happily.

Computer Supported Collaborative Learning - Digital Literacy

Computer Supported Collaborative Learning Resources

• CSCL theories - UT Austin online http://www.edb.utexas.edu/csclstudent/Dhsiao/theories.html
• Promoting reflective interactions in a computer-supported collaborative learning environment, M. J. Baker & K. Lund CNRS & University of Lyon 2, UMR-GRIC, COAST research team
• http://130.237.161.25/research/kogc/Kurser/Baker-kurs/BakerStock-Lecture6.pdf  by Michael Baker,  Senior Scientist, LEAPLE, CNRS & Université Descartes Paris 5 (Sorbonne), michael.baker@vjf.cnrs.fr , Visiting professor, DSV-KTH k2lab  mbaker@dsv.su.se
• Computer-supported collaborative learning: best practices and principles for ... By Kara L. Orvis, Andrea L. R. Lassiter (book- preview online)
• International Journal of Computer-Supported Collaborative Learning http://www.springer.com/education+&+language/learning+&+instruction/journal/11412

Digital Literacy - the new literacy in NC Schools.

• Making the Grade: Digital Literacy (Winter 2009) Digital literacy at School Quote: Digital literacy at School  All North Carolina schools teach what we now call digital literacy skills In the language arts curriculum. From the DPI.

• 
  
  http://www.ncpublicschools.org/docs/parents/resources/makingthegrade/2009winter.pdf
• Digital Literacy Slide Show http://www.slideshare.net/EvelynIzquierdo/digital-literacy-2593507
• Discussing Digital Literacy with the New Literacies Collaborative at NC State http://www.speedofcreativity.org/2010/04/17/discussing-digital-literacy-with-the-new-literacies-collaborative-at-nc-state/  The podcast: http://www.speedofcreativity.org/2010/04/17/podcast346-discussing-digital-literacy-with-educators-in-the-new-literacies-collaborative/

21st Century Educator

• Check out NextGen Teachers http://www.nextgenteachers.com/

• Check out this SlideShare Presentation:

21st Century Educator

View more presentations from Kim Cofino.

Web 2.0 and how can it work in elementary classrooms?

Elementary class access to web 2.0 tools is a bit cumbersome because young children must be much more protected from the outside world. This requires that their teachers be much more web 2.0 savvy so that they can structure the environment for safe access. An example is Google images. An adult, or near adult, can simply pop into Google or Flickr or any other image repository to find creative commons images. Not so, elementary students. One misspelling, incorrect search or even a bit of devilment can lead them to images which are not healthy for young children. Viewing the video (http://teachweb2.blogspot.com/2009/12/welcome-to-my-ple.html) on personal learning spaces by this 7th grader, made me try to envision a similar working environment for our elementary students. Then there is the access issue. This young lady obviously has computer access 24-7. Our students don't, not even at school. I wonder what other issues....I've asked this question of our 5th grade teachers. Let's see what happens.

A year later, I am still wondering how to get teachers to look at and reflect on their practice. I know it's hard to step back and view ones work critically, but it is so necessary for change. I don't have to worry as about self criticism, I have enough teacher offered to keep me busy for awhile.

To answer some of the criticism I sense is floating around because a couple of teachers. I can only say, I know what and how to integrate technology but it is a team effort and always will be.
It's hard to balance support of teacher with their need to have it done for them. The model I believe in and know works is to work collaboratively to develop integrative lessons. This requires planning and discussion which some of my critics feel is unnecessary. Becasue it looks easy when looking at technology integration some teachers feel that support from an instructional technologist is unnecessary. They are the same teachers who want the ITF to simply come in an teach the lesson for them. Caught between the rock and the hard place once again. The balance is hard.