Blog Post #3- For the Fun of It

As I wrapped up my reading of Mobile Learning Mindset, a couple observations came to mind.  First, our district really is ahead of the game with how we have provided both the devices and the training to implement a robust technology integration program for our students.  Sometimes we tend to think progress is slow, but as I read the ideas presented in the book, so many of them are alive and kicking in my building, thanks to the district resources.  I also feel like there is so much growing going on that we don't see yet.  The roots are spreading under the surface, and this is the year where the fruits of everyone's hard work will become evident. 

Chapter 8 deals with the Interactive Learning Challenges, which is something I want to work on for our staff development in August.  I used the app Goosechase to present several Saturday School and ELA camp lessons, and this is the perfect app for these challenges.  It offers several ways to present the learning, and the game creator can decide the required format.  Now it is free(woo hoo!), and participants no longer have to create an account to use.  Those playing can also constantly see where they fall in the competition, and the teacher, or game creator, can look at submissions throughout the game. Two thumbs up!!  This tool is effective because it fulfills the requirements of collaboration, problem-solving, and competition.  The only downside is that I am not sure the participants have access to the submissions after the game is over.  Other mediums, such as Padlet, YouTube, or Google Drive might be a better choice if this was an option the teacher wants to have.  And one of the best parts of the ILC is sharing it with each other, prompting good discussion. 

When addressing what stood out to me the most in Chapter 9, two ideas came to mind.  Campus leaders MUST see this as being part of the instructional leader role...as the TPACK model shows us.  The extent to which they participate in any professional development, badging system, "appy hours" is the extent to which progress will be made on the campus.  And something I had not really thought about is the importance of parent involvement.  I am not sure the parents in our school know much about professional development requirements or even what we do for PD.  By communicating this to them, just like any other school matter, we are attaching value to it.  This might, in turn, encourage the parents to understand more about what is going on in the classroom and want to learn too.

For reflection, I would love to learn more about backchannels.  I have been to several PD presentations that use them, and I never saw them as being effective.  So what's the deal?  I would love to learn more about Sketchnoting, although I am NOT a doodler.  I think it might confuse me and distract me from the note-taking aspect since drawing does not come naturally.  It would be fun to check it out.  I also like the FutureMe idea.  I have not examined the app that thoroughly, but if it allows me to send multiple copies of the same email over a period of time, this would really help me.  It amazes me how people come up with such great ideas.

Thanks to my cohort and Lydia for challenging me and sharing valuable information to help me grow as a leader and a Pioneer.  Sadly, summer is almost over, and now it's time to put all the new learning into action.  Best of luck to you!

Blog Post #2- Let's Do This! Learning Opportunities for Everyone

Hooker's analogy of technology like baby steps highlights one of the important elements of staff development for technology.  Because people truly are coming from ALL different experience backgrounds with this, the coach must first find out where each teacher is.  Some teachers will be ready to run, or will have the desire to take what they know, even if it is at a stumble, and take off.  That's me!  I need baby steps too, but I want to be where

RISD introduced the SAMR model to us 3 or 4 years ago as we were trying to use more technology in our classrooms.  The hard part was that we learned the definitions and could tell you what each level included, but none of us really had experienced the challenge and reward of getting much further than modification.  Reading Hooker's explanation of how the redefinition was honestly, a little discouraging.  While I was excited to read a very specific, detailed explanation of how a teacher would go about getting her students to that level, I don't know many teachers here that would feel comfortable with the YAG, district calendar, to allow time for this.  I know it doesn't really take that much more time, but like PBL's here, many will feel the need to cover the content as a whole group to make sure the students get the information.  As I read The New Pillars of Modern Teaching by Gayle Allen, I absolutely understood it is imperative to make that philosophical shift for the good of our students.  And how cool would it be to have the experience that these two teachers did in the classroom.  But I don't see the opportunity for it happening.  Having said this, as part of the STEM for All grant with TI, I see my school benefiting from a focus on just this.  Hopefully, we will see the transformation with baby steps.

Chapter 6 included lots of ways to implement the TPACK model, remembering the importance of "blending technology, pedagogy, and content knowledge."  It's cool to see that our campus already does several of the examples suggested.  Our badging system was a huge success this year.  We can tweak it a bit by adding the new district technology systems, such as TRS,  and requiring a minimum of badges or badge growth.  We could even take it a step further.  As discussed in another book study I am participating in, we could have a Trailblazer or Pioneer get a badge for helping another staff member earn a badge.  This would encourage collaboration with other teachers- maybe within a PLC- as well as allow fellow teachers to be the experts.  I also love the student-led app presentations.  We have a student tech team in place but haven't really utilized them as well as we can.

As far as sharing our learning, I love the idea of the weekly PLC time to share an article or app, etc.  We always manage to fill our PLC time with important stuff, and with all the changes in the curriculum this year, I am not sure this is the year to add this into the PLC expectations.  Maybe another time.  The PLC members take turns picking what is shared, so everyone takes ownership of the group learning.  I also love blogs!  I am not that comfortable with writing one of my own, but I follow so many and find this is the place where I probably learn the most.  There are so many smart people out there!  I would love to figure out a way to curate blog posts to share without overwhelming others.  Granted, that is not necessarily sharing my experiences, but it is sharing learning. We already do Appy Hours, which have gone over really well during lunches.  The key is our digital learning coach's commitment to encouraging the staff to share.  Plus, she always provided lunch. :)

Blog #1- Mobile Learning Mindset

The "How" of Technology Integration

As a campus that has been 1:1 for a year and a half, much of what was presented in the study I found to be true on our campus and in our district.  The "how" is simply the process of providing opportunities for all staff members to learn how to integrate these devices into the classroom.  What can the building and district leadership do to make the beginning stages of integration a process of systemic growth instead of just finding some app that might be fun for the students?  The factor that drives integration success is the amount of support the teachers and staff receive.  And both types of support is essential: technology support technicians and instructional technology support.  Without BOTH of these roles present on campuses, teachers will not have the safety net needed to take the risks technology implementation requires.

My Top 3 "Not To's"

It was difficult to narrow the Top 10 list down to only a Top 3.  Here it goes( in no particular order):

-Don't forget to deal with classroom management.  The reality is that if a teacher struggles with classroom management, the technology will not solve that problem; it will only make the situation worse.  And giving teachers online management works well until it doesn't.  Our students continually find ways to outsmart Go Guardian, making it ineffective.  Focus on putting structures in place for the procedures of using technology in the classroom.  This should be done as a building, so the rules are consistent and re-enforced every period.

-Don't forget to model what you expect.  This one can be difficult if the building leadership is not experienced using technology.  They need to find something generic and provide several chances for the teachers to use it.  Wanting the process to look easy for the teachers doesn't always go as smoothly as planned.  The other side of that "don't" is to not try to use too many tools in one presentation or set of presentations.  Teachers get confused and frustrated quickly if they can't figure out what to do right away.  Instead of motivating them to try new things, it overwhelms them and forces many to withdraw from the process.

-Don't focus on too many apps.  This relates to the entry above.  There are so many options out there; it's easy to turn to these as a way to get the teachers excited about new things.  But this does not necessarily set the stage to use technology as a learning tool instead of just an engaging activity.

Kathy Schrock, a librarian and self-taught technology director, shared with us how to effectively present staff development, specifically for technology.  While she provided many helpful tips, the one that stuck out the most and was also the most obvious was to differentiate the learning for the teachers.  Prepare enough so that those who are fast-learners can have something additional to try, challenges for their level of expertise.  At the same, be prepared to modify the presentation to keep the ones who are in the beginning stages of learning encouraged.  When we present to our staff, the members of the leadership team could each take a specific group or task, so that when it is time to differentiate, someone can "take them away" and give them additional attention.  Since we will all be at different levels, this should be easy.  We could also try a hyperdoc with tasks for learning at different learning levels.

Who Are the People In Your [Digital] Neighborhood?

Trailblazers- Here are the crazy ones; not afraid to try new things; thinks out of the box; understands the end game and wants to find a way to the best results; these are sometimes the ones that other teachers get frustrated with because they don't always have a plan but are excited about trying anyway.

Pioneers- following the Trailblazers; committed to the program and often volunteer to make things happen; because they are not the forerunners of the initiative, they can step back a bit and see ways to improve it; can learn from feedback from both the Trailblazers and Settlers.

Locals- the hardest group to lead as they are usually your better/best teachers who have seen success in what they do; resist change and have a fixed mindset; some are not afraid to voice their concerns, while others will just hide behind ignorance of technology; very traditional learning style

Settlers- will usually follow the Pioneers but want to know the purpose of the new initiative;

An essential element of dealing with all these learners is for the administration to set building expectations around the new initiative.  It can understand and empathize with the various factions but must also hold everyone accountable for personal and professional growth.