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August 28, 2008 10:38 PM

azrunner (03:46:42) :

Hi!

I really like the idea…having an "authentic" audience in the younger grades should be a huge motivator for students. One thing I was wondering about was making this a more open communication. What if students listening have a question they would like to ask the podcaster? It could be done on a blog, of course, but I really like the idea of doing a Voicethread for this because then students could comment back and forth and add their own ideas to the strategy being presented.

Adam

fraileys (08:38:02) :

Dear Kim,

The idea of students teaching students via podcast is so motivating! Students love to record their voices and listen back to them and peer to peer teaching is very effective. The idea of having a "show" makes them the experts and encourages them to take ownership of the tool or strategy that they are teaching.

I like the idea Adam had about having the podcast be more interactive. I am unsure of what a Voice thread is but if it allows students to have a conversation or ask a question about the topic being discussed I think it would be of value to explore and implement.

With the pressures of high stakes testing in reading becoming more and more prevalent, teachers like you who make the learning process enjoyable and meaningful as well as being in-tune with the technology students use outside of the classroom is very wise. In doing this, you will be able to tap into intelligences you otherwise may not have uncovered.

mscofino (13:35:45) :

@Vance

Thanks! So glad this is helpful - and thanks so much for the resources!

@Anne

I agree that the students will find it the experience of teaching so motivating and engaging. I'm really excited to see how things turn out! We have to wait until at least August/September, though because we're just about ready to head off on our summer holidays.

@Cheryl

Thanks! I'm lucky to work with such enthusiastic teachers, aren't I?

@Carla

I definitely want to keep the project open to international collaboration. For now, though, we are staying focused on starting simple, achievable and student led. I'm always conscious of ensuring that these projects are manageable for the teacher and that they don't overtake the focus of the learning, which is reading strategies and content.

Over time, as they become more proficient at what they do, I hope to get a few other international partner classes involved. Of course, right from the beginning our podcasts will be shared via the reading-focused blog, which will allow for some basic interaction if there's interest.

@Susan

Hmmm… I actually have no idea - but it would be fabulous if they were similar! Would be great to partner again after we get the ball rolling here!

@Adam

I love the idea of using VoiceThread, and have thought about that as a stage three extension idea. I really want to make sure that we start small and simple to enable students and teachers to self-manage. I definitely agree that interaction is key and if we're successful with the first part, will definitely build up to a more interactive tool. Of course, students can always post questions and comments on the reading blog that will be open to international audience. You also made me think about including "show notes" blog post for each show to give a forum for discussion too.

@Fraileys

It's amazing how much impact just hearing your own voice can have! We've really been seeing that with our grade 5 ESL students. I totally agree about tapping into different intelligences too - I love how technology can really level the playing field and bring out the diversity in the classroom. Thanks so much for your positive feedback.

mrkp (16:17:21) :

Hi Kim slightly off subject, but just wanted to say thanks for the entries on voicethread. I like the way that your students had obviously listened to the comments when thinking about their own. Really fruitful experience for the children to know that there are others all round the world that have the same experiences.

Jackie (12:14:42) :

Hi Kim, we are also using reader's Workshop, the Lucy Caulkins way next year at the American International School of Mozambique and making reading our focus for curriculum work. It would be great to connect our two schools, in this international arena! I will keep my eyes on your blog for how it goes for you in August. Have a great summer break.

mscofino (07:44:21) :

@mrkp

We had such a great time with those VTs on Friday! What a meaningful opportunity for our ESL students. I need to blog about that too! I'm curious - did you get my e-mail from last week? I can't figure out why your e-mails don't seem to get through to me…

@Jackie

Excellent! Would love to collaborate with you next year! What grade levels do you work with?

Jeff Utecht (05:20:17) :

Hiya Kim,

A couple things that crossed my mine. Forgive me for being more on the technical side of things, but it sounds like you have the educational side covered.

First, the blog. Not sure if learnblogs.org has podpress installed or any podcasting type plugins so thinking about where you are going to "host" this whether on another server or one at school is something to consider. Also you might want to try and think about where this could go if it takes off within the elementary school. The last thing you want to do is try and manage 3 different podcast sites for 3 different grade levels. Maybe it's time the team sits down and thinks of starting a podcast site for the elementary school. That way as other podcast projects come and go throughout the years the "system" is set up (For a bad example: pudong.saspodcast.org). Also by thinking ahead a little bit you can have just one iTunes account for the elementary rather than say 3 or 4 for different projects. Allowing parents, teachers and students the world over to find it easily within iTunes or on the site itself. I'm just putting this out their of something to think about.

As for communication with listeners. http://www.snapvine.com is a cool way to add a widget to your podcast site that allows "callers" around the world to leave a message via a computer mic. Your fifth graders can even record a message that is played when people call in. Or if you go with a single Wordpress install you can use a plugin that allows commenters to leave an audio or video comment rather then just text, again adding a little more interaction to the site for the 5th graders…..buy in on their part is so important to make this work.

Lastly, not sure what the school has for a podcast set up, but getting some real audio equipment and making a small studio type setting really helps the students get excited about creating the podcast…they really get to feel like they are creating a show ($200 well spent!).

I love the sound of the project and can see the students listening to sites like chinesepod.com or other language podcasts to get a feel for the type of cool stuff they could produce. What a fun project!

mscofino (07:47:17) :

@Jeff

Fabulous ideas, of course! Can't wait to start working with you f2f in August! We'll be podcasting up a storm, I'm sure

inpi (07:09:43) :

Hi Kim,

The Comment Challenge is just over, so we must now try to put into practice what we have learned. That's why I'm commenting tonight, and also to thank you for all the work you had along with the other organizers!

I loved the podcast project and I will follow your posts on this subject. Perhaps even my Portuguese students could share something with yours… As for the third part of the project I remembered one activity that was successful in my school last year: we have adopt the "book crossing" strategy - as it's explained at http://bookcrossing.com/ - and made up a book club called: "Books on the Wild"; during certain periods of the year we would be "loosing" books on purpose, all over the school. The kids had great fun and they read and shared their readings more than usual.

This could also be done with students around the world; I myself have sent books - through friends that went on holidays - to Vietnam, for instance; so, I thought that perhaps we could sent some kid's books to be lost in your school too.

Ines Pinto

mscofino (08:38:09) :

@Ines

Glad to see your continuing to comment I just loved the feeling of community that the Challenge created (eventually I'll blog about that too).

Once we get our podcasting project off the ground, I'm sure we'd love to have some of your Portuguese students collaborate with us as well!

Jenn (08:17:06) :

Kim,

I also teach 5th grade, and I'm really excited to read of this new venture for you and your colleagues! We implement the Gretchen Courtney Reading Program, which focuses upon 6 reading strategies (Preview/Predict, Connect, Summarize, Infer, Question, Imaging) and I could really see this as a useful way to not only have your 5th graders reflect upon their own reading skills, but also have the younger grades learn more about the reading process. You are exposing the younger students to both new technology and further reading reflection at the same time, which I think are both vital in today's classroom.

Melanie Holtsman (08:09:40) :

Hi Kim,

I teach at an elementary school in the US that is a National Model School for America's Choice. We have been models for Readers' Workshop, Writers' Workshop and Math Workshop for nine years. Many of our teachers have attended the summer sessions with Lucy Calkins. You might be interested in joining our ning we set up this year. I have been videotaping model lessons in these areas to post there. http://settingthestandard.ning.com

This is the first year we have had teachers blogging and using voicethread. One teacher recently taught her mini lesson with a voicethread so she could post the lesson on her blog to share with parents. In this area, we are just beginning…. We would love to network with your school and teachers. By the way, you can also find me on twitter: Holtsman

What is a bookmark? « Digital Learning 2.0 (03:06:03) :

[...] story about students teaching students is not a resource in the same manner that the College Degrees article is. The article tells a story [...]

Abby Kelton (03:40:03) :

Kim,

This sounds like an excellent plan. I'd like to hear more about how you're planning to assess student mastery of the strategies.

In general, when you design technology-infused curriculum, how do you assess the impact that technology integration has on meeting those curriculum goals? I ask because I'm working with teachers next year to integrate technology into instruction, and I'm looking for ways to evaluate the impact and effectiveness of our work. I'd love your input on this.

Thanks!

Abby

mscofino (10:18:45) :

@Jenn,

I love the idea of having older students teach their younger peers - they internalize so much more when they have the opportunity to teach. Plus, I love the idea of making connections within the school building - there are networks of support to be built right within our campus!

@Melanie,

Excellent! This is so perfect, I am going to share it with all of our teachers! We are new to Lucy Calkins and we have been talking about taping model lessons here to help build support structures - it will be great to have an experienced school as a resource! Maybe we can build a collaborative project with your school around Lucy? Interested?

@Abby,

Ideally, what I would love to do (and it's not always an option) is complete the same project without technology and see if understanding is deeper when technology is used to enhance and support the curriculum. Other than that, I usually do student surveys, add the technology that's being assessed on the rubric and ensure that technology is not an add-on, but used explicitly to deepen student understanding.

on 22 May 2008 at 6:58 am 4Isabelle Jones

Thanks for this great post, Jess. I agree this is OK to use websites on the IWB-the same goes with commercially produced software. Variety of input is also key. However, whatever the activity, the question we need to ask is: Is te activity really inclusive? Are all the students engaged/ being challenged? What am I doing to ensure they are all actively participating in the activity?

We only started using Smartboards in February and the majority of our languages faculty are now designing/ willing to get more ideas to design materials with Notebook 10. 3 out 5 teachers are over 50, so it certainly is not an age-related thing. I think Adam has hit the nail on head as regards the way the IWB is used by some teachers. We need to let go, and this is a huge leap of faith for some of us. However, if we don't, the IWB could make lessons very didactic and passive-even if they provide fantastic visual support to our teaching content…

Isabelle

http://isabellejones.blogspot.com

on 23 May 2008 at 12:06 am 5Chris Betcher

Great post Jess. You speak a lot of sense, and I'm sure that's why your IWB work is so good. Thanks for sharing. Can i quote some of this post in the book?

on 23 May 2008 at 8:54 pm 6Smart interactive whiteboards fan

thanks for sharing your work. I like your blog and would like to invite you, to join http://teachersplanet.ning.com

It is an online community for teachers of all levels and curriculum areas.Your visit to the network will provide an opportunity for you to share your expertise with our teachers.At teachers planet you can start your own groups, start/participate in a discussion/ forum, add videos, music, RSS feeds, start blogs and do many more things.

Thank you for your time and consideration

on 30 May 2008 at 3:20 am 7Seth Dickens

Hiya Jess and hiya all,

I really agree with you in theory here. Someone who is only using the IWB as a giant tv is certainly not an intermediate user, but I think that (at least in my case) really these labels are not relevant, although I totally agree with your point Lisa!

What is relevant is the quality of the lesson taught in the IWB equipped class and as Isabelle mentioned above, are the students motivated included, interested and engaged with what is going on with the IWB.

In the type of teaching that I'm involved in at the moment (mainly for language teachers in private language schools) it would not be a good use of our students' time to learn how to use the notebook software in order to present a topic to the rest of the class, even if this would be a great thing to do with them pedagogically speaking. They just want to get in there, study their 1.5 - 2 hours of English and go.

I was discussing something similar in my my ict for language teachers blog last week. I think it's really important when teaching (adult) language learners that we concentrate on using the "C" part of I.C.T. not the "T" part. By this I mean lets go full steam ahead and embrace web 2.0 technology that helps students to have meaningful, authentic communication, but lets not allow the technology cloud our teaching and more importantly our students' language acquisition.

I do however spend a couple of hours going through the basics of the Smart Notebook when training teachers to use the IWB. I do it as I think it's an essential part of becoming an "Intermediate" user. However part of my approach to getting completely new users (both "old" and "young") to feel comfortable with the IWB is to tell them (and demonstrate to them) over and over that it's just a big computer screen and there's nothing to be worried about. This means that, at first, a lot of internet-based material is going to be used in our lessons, but that's no bad thing. After all the internet is surely one of the biggest sources of authentic, relevant material we have available as language teachers?

Anyhow, these really are interesting points and I look forward to reading how this discussion continues. Thanks for starting this point off Jess!

on 02 Jun 2008 at 10:48 am 8jessmcculloch

Thanks Lisa, Penny, Isabelle, Adam , Chris and Seth for contributing to the discussion here. You've all got such good points and I've learned a lot about thinking about SMART Board use from all of you. It seems that it comes down to getting students involved in using the board that makes it an effective tool. Lisa, you make a great point about there being different levels of use and I think that's an important thing for me to remember when I'm trying to encourage other teachers to give it a go. If for them showing a website or two is how they can start off using this sort of technology, then it is not a bad place to start. Just as long as they don't stay they don't stay there!

I think you make a great point, Seth, about focusing on the 'C' in ICT. Communication between students and teachers will change as teaching practice changes to include students in a more interactive way. Teachers changing the way they run their classes because of something like an interactive whiteboard will lead to change in the way that teacher communicates with his or her class. This communication - which will hopefully be for the better insofar as students having more input into classes - will then have been brought about by new technology, which is great.

So, if teachers are changing the way they do things and involving students more because of their use of the IWB, then even if they are starting out by simply showing websites, or getting students to use different interactive websites, then that's fine as it will hopefully lead to bigger and better things. It's all about how we think about the way we teach and what we change, and we all have to start somewhere.

Mike Cagle said...

Problem-based learning is a great instructional method. The thing that I would want people to remember is that it does not have to be all or nothing. Instruction in a class does not need, nor should it be, 100% PBL (problem-based learning) or traditional lecture. Having a balance of strategies that are selected to best help their students.

June 6, 2008 2:12 PM

Patti said...

Yes...I definitely agree that there needs to be a balance in the variety of methods used for instruction. I tend to lean towards the problem-based learning, however, because it does give that real-world simulation that is needed for today's kids. The application of what they are learning is so important and sometimes I think they get too much paper and pencil "show me what you know" instead of "show me what you can do."

Students need opportunities to become productive team members, insightful peer tutors, supportive teacher assistants, and creative curriculum designers when they take on many of the new digital age roles that are available to them in the school setting. It is important for all students to share in this learning process as it will also help with communication and abilities to make relationships. When students are given tasks that simulate adult work it gives them a chance to fulfill a "real-world" need. This increased responsibility and self-management will naturally elevate student motivation, increase their time on task to the point of giving up their personal time during recess and after school, involve them in more complex interdisciplinary tasks, and give them a sense of pride and accomplishment that they could never experience from the worksheet completion or passing a test scenarios. I think we need an increase in student engagement in the classrooms which in turn helps students persevere through the more mundane necessary tasks in the learning process.

June 9, 2008 9:16 AM

The Black Adder Says:

June 7th, 2008 at 11:25 pm

Interesting. I can't think of any other profession that would on one hand claim that ICT is crucial to success, and then allow employees to choose not to use it because they don't want to.

While we allow it, who can blame teachers for avoiding technology? And if we don't believe it is essential, we should shut up and leave the luddites to their chalk and quill.

Chris Says:

June 8th, 2008 at 10:43 am

Greg,

Thanks for the comment, I appreciate you taking the time to make it.

Just to clarify though, although I pondered the notion that some teachers don't use ICT because they might be "stupid" or "dumber than monkeys", the very next paragraph has the sentence "But we all know that time and intelligence have nothing to do with it. There is only one factor in this that really matters, and that's the motivation to learn these things."

I don't know where you got the idea of them being "liars" though… I don't recall saying anything that I thought could be interpreted as calling them liars, unless you've taken my comment about them being very busy as a lie to cover up that they aren't actually busy. I don't know.

But as for the "edutech community" not doing a good job, I'd have to ask why is it our job to encourage them to do their job? The way I see it, the "edutech community" (whoever they are) are just those people in the education community who have accepted/embraced technology and are using it in their classrooms. That doesn't make them some secret society, responsible for evangelising the rest of the teaching community, it just makes them the ones who have already done what should be a reasonable expectation of being a teacher in the 21st century - and that is to get themselves up-to-speed with how technology can be put to work in their classrooms. They aren't superstars, they are just doing their job.

That was really the whole point of the post… that ICT is not optional. That ICT is a necessary part of the job. That ICT doesn't have to be something the teacher likes, it just needs to be something the teacher does anyway. That using ICT in a classroom is not about the teacher's comfort level but rather about the students' needs.

The point is that just like every other part of the job such as reports and playground duty and parent evenings and sports carnivals and knowing about anaphalaxis and literacy and workplace safety and the hundred other things that are just part of the responsibility of being a teacher WHETHER WE LIKE THEM OR NOT, embedding ICT into our work is just as much a requirement, yet it seem to be the one area that a handful of teachers are able to successfully refuse to do.

I'm certainly NOT saying that teachers in general are liars and stupid monkeys, - a large chunk of the teaching profession does a good job of overcoming their fears and discomfort about ICT and are taking responsibility for their own learning about it. But there are still those who don't and I AM saying that for those who after 30 years of having technology in schools, still don't take ICT seriously and make no attempt to move forward, they are in the wrong job.

Terry was right… too often we dance around the issue and placate these people instead of called them on it.

Sara Says:

June 10th, 2008 at 6:17 am

Dear Chris,

I understand your frustrations. If we are educators dedicated to children and helping them to become the best functional people they can be technology has to play a role. It is an integral part of their lives and is not going away.

So, if we want to educate them on how to be productive citizens of our community, state, country and world and also equip them with the skills needed to compete with other peers for jobs so that they can survive we need to educate them with technology based skills.

It isn't always a clear cut path however because there are many things that need to be considered like: is the technology available? Is support available? Is leadership present? Is patience present? Many "old school" teachers need these things in order to be ready to take on the risks that come along with embracing technology.

When teachers clearly say "I won't" or "I can't" that is another problem altogether and that is when administration has to take the driver's seat and make it an expectation that all teachers will make a commitment to embrace technology for the good of the student and not rely on excuses as a crutch. What example is that setting for the students we encourage to take risks everyday?

Helen Says:

June 10th, 2008 at 10:51 am

Greg N is right. We need encouragement.

Laura Says:

June 10th, 2008 at 11:01 am

I agree with what has been said but I also believe that schools need to dedicate a certain amount of money to teacher training. People need to be taught how to use the technology. They should be given enough time to play and explore during school time in a supported environment, just like our students.

Judi Says:

June 10th, 2008 at 11:01 am

It is important to note that while you talk about time it is the hands on time that has proven at our school to have the greatest impact for our staff. It is important that everyone talks about it using the same language in a non threatning environment.

chris harrison Says:

June 10th, 2008 at 11:02 am

I'm close to retirement and doing a web 2.0 course. My school has always supported teacher education in ICT.

vjenkins Says:

June 10th, 2008 at 2:56 pm

I too, from time to time, have been guilty of making excuses for not using technology in my classroom - time and availability of hardware - being the usual excuses. However, I strongly believe where there is a will there is a way. I also believe that it is those teachers that are embracing technology and embeding technology to improve both their teaching practices and educational outcomes for their students are those who are continually wanting to improve, change and modify what they do to best meet the needs of their students. Those that won't embrace new strategies and techniques just won't because they couldn't be bothered, it is not a "technology thing", it is being objectionable to change, to something new and maybe having to think a little more than doing the same old thing day in day out.

Michael. Says:

June 10th, 2008 at 7:54 pm

Time and professional development funding are needed to truly enable teachers to value and effectively use new technology in their classrooms. A non-threatening supportive environment, small study groups and mentor involvement can make an enormous difference in developing teacher skills and confidence.

Chris Says:

June 10th, 2008 at 8:26 pm

Hi Helen, Laura, Judi, Chris, Vanessa and Michael.

Thanks for the feedback. Judging by your shared email domain, I guess there must have been an event on today somewhere where people were asked to comment on a blog.

Just reading between the lines, I'm hoping you don't get the impression that I'm unsupportive or impatient with teachers who are trying to learn this technology stuff. On the contrary, I think I am very supportive of those teachers who want to take steps forward, and one of the things I love most about my job at the moment is that I get to work in an environment where pretty much all the teachers there are keen to take the ICT journey. It's a real joy going to work every day knowing that the staff is keen to move to whatever the next step is for them.

I agree with all you say about supportive environments, small groups and getting on-demand access to assistance with tech questions. The school I'm at has allowed me to set up programs that hopefully address the issue in many of these ways. The things you suggest as being so important - more time, time to play, hands-on time, funding for PD, did I mention more time? - are absolutely the keys to success for those who really want to move forward.

I guess my issue is with those who simply don't want to move forward at all, regardless of how much support they are offered.

Vanessa, I think you hit the nail squarely on the head with your comment… it's not really a technology thing, it's about being resistant to change generally, and that's not a good characteristic to have in the 21st century!

Thanks again for your comments.

Kim Pericles Says:

June 10th, 2008 at 11:23 pm

Hello Chris,

Thanks for your response to my trusty group of "eventers"!

"…..I guess there must have been an event on today somewhere where people were asked to comment on a blog. …." - not just any old comment on any old blog though! Your post was great to get people thinking - about their assumptions, their viewpoints and their perspectives. Lots of thought provoking responses/comments agreeing with and taking issue with what you said. Just the thing to "get your teeth into" and become part of the convesation.

Thanks Chris for a great discussion provoking post, and to all the commenters for sharing your thoughts.

KimP

Adam Hunt said...

Hi again!

Here are a couple blogs dedicated (or at least mostly) to using Smartboards:

http://www.technolote.com/

http://smartboardchat.blogspot.com/

http://smartboards.typepad.com/smartboard/

http://www.whiteboardblog.co.uk/

If I find some other useful ones, I'll pass them your way...

June 6, 2008 11:02 AM

mjmonty (23:11:11) :

Kim-

I have to say that you're right on with your post here relating to virtual friendships. I am facebook friends with many of the parents of the students that I teach. Some teachers would be really uncomfortable with this, and I can certainly respect their feelings, especially if they don't understand the power of inter-networking. I find that I've become much more sensitive and understanding of the busy lives of the students and families that I work with. When I read a status/twitter update from a parent about "forgetting gym shoes" on their way out the door, I develop an appreciation and sensitivity for how challenging a typical day in the life of a parent can be. Likewise, our parents have commented that they've really enjoyed reading my status/twitter updates as well…it makes them feel connected and involved to the school in ways that were not previously possible.

Finally, I find the same things regarding asynchronous inter-connections that you've found…they simply strengthen our f2f conversations because they allow us to get to know each other better. In a 5-10 minute f2f conversation, you simply don't have time to share recent photos, short video clips, or to share the many small triumphs and tribulations that we each experience on a regular basis. But with a facebook profile and a few other tools, you can share these things with many others.

Now I don't advocate that all my teacher buddies start friending parents and engaging in these conversations. I am a big believer in constructivist learning principles, so I feel strongly that each person needs to interact with these inter-networks in their own personal way. But once an individual does start to get involved, I believe they'll find many of the same things that you describe in your wonderful post!

Adam Hunt said...

Hi!

I like Amy's idea of addressing this at an open house with parents. This not only educates the parents but sends the message that this is important and that students will be expected to use the Internet in an ethical manner.

I've also gotten curious...if we emphasize this enough in class can we get students to be the examples for their parents?

June 6, 2008 10:50 AM

mscofino said...

One of the things we've been doing to support technology professional development here at ISB (which may not seem like technology PD to those used to standard "howto" workshops) is running weekly 'thinking' sessions.

We call them "Wired Wednesday" and every week our ISB21 team runs an hour-long discussion session centered around a 21st century theme.

Sometimes we watch videos (like EPIC or Growing Up Online), sometimes we send out an article in advance and have a debate (about things like using Wikipedia as a works cited in IB), sometimes we host a learning event (either online or in person).

These weekly sessions also run in conjunction with our "Tech Mondays" where our ISB21 team all sit in one room to help teachers with their tech questions. No agenda, no howto for yet another tool teachers won't have time to answer. Just answering questions teachers have about the technology they already use.

Although both of these topics may not seem like they're tech PD in the usual sense, I like to think they're taking the "important, not urgent" approach (a la Stephen Covey) - making a mind shift and creating a comfort level with technology is more important than teachers being shown a plethora of tools they may not know what to do with.

So far, so good here in Bangkok, but I clearly need to write a post about this topic. Thanks for getting me thinking!

May 2, 2008 1:29 PM

Sarah Hanawald said...

Thanks Kim,

I really like the idea of regular, predictable discussion outside of the "how do I. . . " realm. I'm going to do it (ala Yoda's "there is no try"). You are so right about the important getting shoved behind the urgent. I can think of several conversation starters and of course, faculty suggestions will become important quickly. I have several questions--and will probably think of more later. How did you get people to come at first? Did you recruit? How many do you usually have at any one session? Our teachers love to talk about ideas, so I think I can see how they'd keep coming once we started. Clearly, I'm looking forward to your post on the topic!

We have a fantastic setup that resembles your Tech Mondays in that our help desk is next to the library with just a glass wall separating them. Then, the ed tech folks and our director have desks in one big office next connected to that. While it is rare that we're all there at once, the "bullpen" idea means that when a teacher needs help, two people (both a technical and educational helper) will be there. Plus, when all the integrationists are in, the conversations can get really interesting.

Thank you!

May 3, 2008 6:21 AM

Sue Waters said...

Kim,

I've heard you talk about these sessions before but would also like to know a lot more. Perhaps you could film snippets of them? Looking forward to your post.

Sarah,

For some reason even though you are using the label comment08 technorati isn't finding your posts. We have the RSS for this tag term coming into the wiki so if people use this page they won't find your posts.

Adding a technorati tag may not work but if you add the words "And if you are part of The Comment Challenge remember to tag your posts "comment08" in the text at the bottom of your post. This will definitely work because technorati searches within the body of posts for the search term.

Contact me if you need more explanation.

Sue Waters

Mobile Technology in TAFE

May 3, 2008 6:57 AM

Sue Waters said...

Sorry Sarah that hasn't work. But I know what will work. Can you get you to go to Technorati and claim your blog? You need to sign up to Technorati to do this.

May 4, 2008 5:34 AM

Intrepidflame said...

I think part of the problem is the idea that you mentioned in your post, which was that many schools still see technology as an element of the future, as if the textbooks, outdated curriculums, and archaic teaching practices are still relevant to today's kids. I guess that the entire concept of schooling needs to be re-thought and experimented with. But like any over haul of an existing system this will take time. I think Kim's approach is a great first step. Teaching people how to use tools before they know why to use them is ineffective.

These types of conversations we are having online between teachers who "get-it" are great ,but we need to bring more people on board to see the potential of the future arriving right now. The problem, as I have seen it, is that people are scared. They fear what they don't know, and they seldom want to learn new things, so my question is this- How can we slowly encourage people to understand that the future is hear with a sense of urgency, but at the same time not allow them to become defensive?

May 4, 2008 9:46 AM

Sarah Hanawald said...

Intrepidflame (Intrepid for short?). You are dead on about the conversations with those who "get it" not being enough. I do think it is helping me refine what I think and my approach.

You have hit the nail on the head with your question about how to convey urgency without invoking defensiveness. I "resemble that remark" far more often than I'd like to. I think Kim's ideas about Wired Wednesdays are one way to get teachers minds to flex a little.

May 4, 2008 7:11 PM

Adrienne said...

I agree with all that's been said so far, and I'm really intrigued by the approach ISB is using. It sounds similar to an approach used at a school I worked at in the UK -- a 1-to-1 laptop school -- and that was 7 years ago! It's important to make educators think of what's behind the tools. ie., it's not about the technology! (I say this so often...).

But I also think, as you mentioned in your original post, Sarah, that modelling of these practices is very important. I have learned more from watching people (teachers / friends / strangers) do things than I have from someone telling me, "Hey, you've got to try this _________. It's so cool."

May 4, 2008 8:49 PM

Shelley said...

I love everyone who's ever posted a "howto" slidecast or video or blogpost w/ screen captures that got me thinking "hey, maybe I could do that."

But I'm an natural early adopter.

So I'd like to hear more of other folks' success stories... did you get some "techno-resistant" and/or "techno-oblivious" folks to start thinking the digital sphere might be of interest/ use to them? How did you do it?

May 5, 2008 10:24 AM

Sarah Hanawald said...

Thanks for the comments Adrienne and Shelley, I'm looking forward to reading Kim's upcoming description of what the Wired Wednesdays look like.

Adrienne--I'm at a 1:1 school and can't imagine going without the access now--what was that switch like? Do you feel the loss of access?

Shelley--have you seen this post? Hey wait! I think it might be this Adrienne's blog! Just went and compared the pics and I think it is! She talks about being in the group of 1 in 10 who seeks/embraces innovation. There's a good book rec there too. http://msmichetti.edublogs.org/2008/04/30/are-you-the-10th-person/

May 5, 2008 4:22 PM

Carolyn Foote said...

I really think you are right on in wondering where the vision is, and Kim, I love your idea for "thinking" days centered around a theme.

We did something similar but I wish we had provided more time for conversations than we did, plus it was "required" so that affected the attitude of the attendees somewhat, I think!

Anyway, I just think the training without the vision is just a disconnected set of lessons, and so I think you are right to question that.

Good luck in developing an idea to make this "work" better for your staff next year!

May 5, 2008 7:33 PM

Claire Thompson said...

Hi Sarah, I read your comment on Sue Waters blog where you asked if anyone is using coComment in Flock. I tried to add the browser extension but got an error message saying that it wouldn't work in my version of Flock (1.1.2). I was just getting used to using Flock so I was pretty bummed that coComment wouldn't work. Have you been able to get it up and running?

I enjoyed reading this post and the great comment thread. Kim's "Wired Wednesdays" sound great.

May 5, 2008 8:35 PM

Kim Cofino said...

@Sarah: Oh boy, yes I guess I should write a post about the 'Wired Wednesday' process! For a very short time we were uStreaming our sessions, but 2pm GMT+7 was not the most popular time in other areas of the world so we dropped off. I think we should start that up again - even if it means that we just share the archive after the event.

In terms of getting staff to attend, we take a few different approaches. We always send out all-staff e-mails the day of the session with a little video teaser of what's going to be discussed that afternoon. Then, we usually approach specific departments or grade-levels that we think would be especially interested through personal invitations (either in person or via e-mail). Then, because there are 3 of us running the sessions we try to build excitement about them in conversations, team meetings, and through our normal communications.

I would say, on average, we get between 10 - 30 staff members - depending on how much advertising we do. It's usually a slightly different bunch each week. Even though we're not getting full-staff attendance, we're going for a more "viral" pd approach. Hopefully, our sessions are interesting enough for others to talk about what they've learned and to promote attendance with teachers we wouldn't ordinarily reach.

@Sue: It seems we need to start up our uStream sessions again - I bet they might even be within your "awake" time - you could be our model international guest :)

@intrepidteacher: I think make an excellent point about helping teachers learn what they don't know without making them defensive. This is such a fine balance that tech facilitators walk every day. I think the open "why" conversations are critical, but also the modeling by other more connected teachers.

I see a lot of teachers getting interested (some might say envious) of what the teacher next door is doing. There's something contagious about seeing students engaged and motivated that's less intimidating than a "tech person" coming in and telling you how important it is do X.

I'm starting to realize that this kind of "viral pd" is more critical to the success of any change in practice than the "how to" approach. Try to build enthusiasm from the ground up by connecting like-minded teachers - even if you only have one or two.

My real problem with this process is that it takes much too long. I want everything successful and ready to move on to the next step by yesterday.

Here's my question (and clearly, this needs to be an actual blog post seeing as I'm on to my 9th paragraph already): Is viral enough? Do you, at some point, need leadership to clarify what the goals are? Not a "top-down," "I'm telling you how it's going to be" style, just a "this is where we're heading" style clarification? Would that be more harmful than it's worth? Or do we need to see and know that there is some direction to all of this - especially for those that are not yet "hooked"? What do you all think?

May 12, 2008 5:11 PM

Adam said...

Hi!

I definitely do agree with Kim on this...at some point there does need to be, if not a push, at least support from school leadership. If nothing else, this sets the tone and attitude of the school in regards to technology. If leadership does not lend their support, eventually the program will start to wither away and end up being axed when a hard decision about time & money has to be made.

That said, a viral approach can certainly sway leadership. If an administrator initially tentative about technology use starts to see the impact it has on classrooms and students this can build support where there might not have been previously. And absolutely teachers do work on a kind of jealousy/curiousity base-the kind of thing where they say, "Wow, that's really cool, how come I can't do that??" This is often the bait to get them involved.

In reading Sarah's original post, I thought of an approach a colleague of mine used to good success. He was working with a class of middle school students considered the "troublemakers" of the school-about 9-10 students. To engage them he was able to use a number of tech tools to challenge them and make use of how bright they actually are. He then took them to lead trainings for teachers at the district office. So does training get in the way? It can...but doesn't have to. In fact models like this show they can go hand in hand.

May 21, 2008 10:54 AM