EdubloggerCon 2009- Saturday, June27

• learning through conversations is one of my favorite ways to learn, and EBC is all about this. Small groups, one or two people agree to moderate, and the discussion carries us all.  People share their opinions, agree/disagree, and we’re engaged.

Volunteering for ISTE- Sunday, June 28

• this was my 2nd year volunteering for ISTE, and I really love the opportunity to a) give back to ISTE, b) meet new people, and c) learn more about the conference during my shift. Met two new dinner friends, too… thanks for the conversation, Pam and Fern!

Malcolm Gladwell, Keynote- Sunday, June 28

• I think I may need to reserve the right to a follow-up post on this one, and there are also several others posting their thoughts. Will have to link them as well.
• Points he made I liked: 1) when we think of success stories, we need to remember that many of those successes came after years of hard work and little to no success–effort counts; 2) some people who become successful do so in spite of obstacles- they compensate in other ways; and 3) to be successful, one needs the opportunity to fail.

The best thing, in my opinion, about conferences like NECC is meeting new people and carrying on conversations outside the conference sessions. Dinners and tours can be just as meaningful- sometimes more- than the ‘working’ sessions. Thanks for the dinner discussion tonight, Ryan, Deven, and Donnelle!

The only bad thing for me about conferences like NECC - when should I sleep?

I’d really like to blog about the experience… going back into a classroom after working for eight years at the district level is going to be an adventure! I don’t think, however, that this blog is the place for that. SO, I’m toying with the idea of starting yet another blog (that’s 3, if you’re counting!). I really think there’s much to learn about going back, and blogging is a great learning and reflection tool. I hope to reflect, report, question, and resolve through my classroom blog. Hopefully, I’ll have that set up soon and will be able to link it here.

In the meantime, I really don’t want to give up this blog! I’ve grown a lot as an educator through writing posts here, reading comments, and reading other similar blogs. The bigger question will be - do I have time to do that all… especially considering how much there is to do as a newly recycled classroom teacher? I guess we’ll wait and see.

I’ve been doing a lot of research with colleagues in the last few months in the realm of public school district policies, especially pertaining to internet, web 2.0, social media, filtering, etc.

What we’ve found is many schools who have vague language in their policies, and who rely on either a person or a committee to make decisions on a case by case basis. I can’t imagine that this protocol would be immediately responsive, as I’m sure the individuals or committees have other job responsibilities.

We’ve also found quite a few districts that insist upon the strictest control possible. In many cases, the justification is “we need to protect the students and/or staff from themselves.”

Internet safety education is federally mandated in all schools, but even those guidelines and requirements are somewhat vague.

I think it’s fairly obvious where I stand (if you’ve read any of my previous posts on the subject). I’m very much in favor of educating the masses about productive use of web tools, as well as discussing the inherent risks and learning about productive and responsible online behaviors. Personally, I think “control” is an illusion- and locking students and staff away from everything at school teaches them nothing when they leave those school boundaries.

However…

• where can schools draw the lines without making those lines too fuzzy?
• how does one decide if a “tool” is truly too risky for students to use within the school setting?
• if something “bad” happens as a result of using a specific web tool, what are the legal ramifications?

What are your thoughts?

1. How do your schools manage these issues?
2. Who makes those decisions?
3. When was the last time your policies were re-written to reflect the changing nature of what kids do and learn online?
4. Do you have an AUP that works well for staff and students? Why or why not?

I’m hoping for a lot of responses here, as I think it would be helpful to us all!

Also, if you haven’t seen this wiki started by educators in Missouri, take a look!
http://socialmediaguidelines.pbworks.com/

After preparing all day, I’m really excited for this conference, as well as meeting and re-connecting with other educators.

Day 1: Looking forward to Hall Davidson’s opening keynote.

Also, NETA is providing a Bloggers’ Cafe this year. If you’re attending, plan to stop in and see us. You can find us on Wikispaces at http://netabloggerscafe.wikispaces.com.

If you’re on Twitter, you can follow http://www.twitter.com/NETA2009, and of course, you can always follow me, too: http://www.twitter.com/michellek107. If you’re looking for more people to follow, there is a microblogging page in the Bloggers’ Cafe wiki that lists several educators on Twitter.

The best part of these conferences for me always comes from the conversations had with the people I meet… I always thoroughly enjoy the sessions and speakers, but I think I personally grow more when I participate in the discussions about what we all experience in those sessions. Really looking forward to that!

No longer can we focus merely on what our kids KNOW. We need to focus on what they know HOW TO DO. Those are two very different things in my book, yet most of our assessment and measurement tools only gauge the knowledge piece. Knowledge (minus skills) isn’t very useful to anyone, except the occasional game show winner.

I know a small business owner who is struggling with finding quality employees. When they interview with him, they seem like they understand the business very well. They are ‘equipped’ to answer all the right questions, and they can demonstrate what they already know very easily.

Yet, when left on their own, these same “highly qualified/knowledgeable” employees can’t take the initiative to do any work that wasn’t on the task list they were given. Troubleshooting is easy for them, but ONLY when it matches experiences they have already had. Anything new or different is completely beyond their capabilities. Plus, for those situations that have more than one right answer… I’ve seen some employees literally wring their hands in despair when there is more than one correct answer to a problem.

This is how they were taught in school:

1. Do only the tasks I’ve set before you.
2. Solve this problem, but use the exact method I’ve taught you.
3. Circle the RIGHT answer (A, B, C, or D).

I don’t think everyone out in the workforce is like this, but employers are all seeing a trend… and for once, I’m truly seeing it firsthand and not simply hearing about it. This is the same trend we all discuss in our education circles about where is education going, are we preparing students for their world or ours, etc. What are we doing about it, though??

When we focus on giving kids answers, all they will be able to do is regurgitate those same answers back to us.

IF we could focus our efforts on allowing kids to FIND their own answers…

Imagine how much more they would learn!

Imagine how much more engaged they could be!

Imagine how many answers might be out there that we didn’t even know were there!

I know more than a few employers who would be very happy to have some independent and critical thinkers who could problem-solve with little to no guidance. And really, isn’t that we want for all our students?

¹ malavoda. “Missed the target.” malavoda’s photostream. 28 March 2008. 25 March 2009. http://www.flickr.com/photos/malavoda/2369876508/

When people ask questions about what kind of technology to include in today’s classrooms, there will be the issues of cost, space, practicality, feasibility, and (hopefully) most importantly- LEARNING capabilities to consider. But if I could choose anything to have in my classroom, I would jump at the chance to have a classroom set of the iTouch (perhaps 30 of them).

The inevitable response usually goes something like this: “Why would you spend that much money on an iTouch when you could have a laptop for just a little more money?”

And here’s the response I left as a comment on Scott’s blog today (with a few minor revisions for clarity):

Adults see cost and then think that they could have a laptop for that same amount of money. Kids see the iTouch (and other similar handhelds) as a more convenient “laptop” without all the bulk.

If I need to sit down and hammer out a 25 page paper, I want a laptop. If I want to look up an answer on a webpage, download a small application that will enhance my learning, view a map, listen to a podcast or music, play the piano/guitar/drums electronically AND record my composition, play a learning game… you name it: I want a handheld device.

WHY? A few quick answers in no particular order:
1. Battery life is better, lasts longer (long-term), and charges more quickly.
2. More options for applications than on laptops… OS is not as big an obstacle as a laptop OS (think about the time and energy spent on field-testing applications on school computers for compatibility with the OS).
3. iTouch vs. iPhone- removes the “should students have access to cell phones in school” debate. No calls coming in or out, but many of the same apps available.
4. Storage for classroom sets of handhelds is a cinch, compared to laptops.
5. Collaboration with these tools is more easily facilitated than trying to organize a bunch of kids with laptops, especially where space is an issue. Plus, laptops are heavy for smaller kids.
6. Handhelds are more kid-friendly where accidents are concerned. If I drop my iTouch, chances are it’s not going to break. I can buy a cheap protective ‘case’ for it that still allows me to see and touch the screen. If I drop my laptop, there goes $500-800. I can’t use my laptop when it’s in its protective case.

I’m sure there are concerns with smaller devices, such as the fact they’re easier to steal; but I think the benefits/positives far outweigh the negatives.

Tony Vincent has been singing the praises of handhelds in the classroom for years. I was able to see first-hand what he did in the classroom with handhelds: how engaged the students were, the LEARNING opportunities students had in the palms of their hands, etc.

So, what’s your opinion?

noun

1. a phrase that attracts or is meant to attract attention.

2. a phrase, as a slogan, that comes to be widely and repeatedly used, often with little of the original meaning remaining.

“21st Century” has become the latest catchphrase in education. Sadly.

I’ve attended numerous sessions, classes, discussions– you name it– about “21st Century” learners, skills, education, workplace, etc. The Partnership for 21st Century Skills has a set of definitions, as well as guidelines and resources. If you haven’t already read through that set of resources, you should. I think many others, however, are simply bandying about a term and then bending to fit their agenda. These ‘others’ range from educational leaders to politicians to business owners…

Where does that lead the rest of us?

Random 21st Century Learning Wordle from Wordle.net

Alfie Kohn posted a great proposal about this very subject.

If you agreed 100% with his proposal- we have a problem- but I’m sure you recognized the satire in his ‘voice.’ Whether or not you agree with Kohn’s sometimes controversial beliefs, I think he makes a point here that people get caught up in catchphrases. I see bandwagon jumping all the time with different educational trends. So, again, where does this lead the rest of us??

It’s important to truly understand what kids need in order to be successful in a very different world than the one we knew at their age. Mostly, they need to be able to adapt, to learn how to learn.

Alvin Toffler said:

“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.”

I use that quote OFTEN, because that is what 21st century learning means to me.

Instead of assigning a label to teaching and learning- and then simultaneously changing that label to meet our own agendas- why don’t we look at what is truly necessary for kids to be successful in their world. And when will we learn that it doesn’t look like what we’re doing now?

So… what does 21st century learning mean to you? Is it simply a catchphrase to add one more thing to what we’re already doing? or are you thinking educational reform because of the conversations around “21st century skills” that all kids need?

BTW, I really would be disappointed if the US (or anyone else for that matter) found a way to assess creativity, problem-solving, critical thinking, innovation- through standardized methods. It would make it easier to compare our kids, though, right? Because all kids are apples.

End of soap box time. Thanks for listening.

¹catchphrase. (n.d.) Dictionary.com Unabridged (v 1.1). Retrieved February 03, 2009, from Dictionary.com website: http://dictionary.reference.com/browse/catchphrase

How are you helping your kids/students make those global connections?

¹ shareski. “Sidelines.” shareski’s photostream. 27 Jan 2009. 28 Jan 2009. http://flickr.com/photos/shareski/3232419059 .

original image:
http://flickr.com/photos/mrhappy8/2394783925/

Why is this such an issue? Are the copyright cops everywhere, or are kids just being raised without regard for other people’s property?

I think it’s neither.

I think digital kids live in a collaborative environment. They are used to sharing their ideas. That’s status quo for them.

• Look at their online creations. If they think of something they consider interesting and unique, they share it with the world. If they want to rant about something, they share that rant with the world. When they write their own music, stories, pictures… you name it. They SHARE.
• Watch them play a game online. When they get stuck on a particular level, they hit the web to find a network who will share hints or solutions with them.

Most non-digital people want to keep their ideas to themselves, and will only distribute them to others when PAID for their ideas.

Don’t get me wrong… there are some instances in life when you should be paid for your ideas… AND kids need to learn about boundaries. But think about the learning, the creativity, the innovation that could be available to EVERYONE if we were all more willing to share.

Not convinced? Go do a search for “open source.”

What will the open source concept mean for other industries?

And what will digital kids want in their lifetime?

What are your thoughts?

I’ve done several presentations about web 2.0, the changed nature of the internet, and what all that interaction really means to us. Often, I’ll hear from several adults, especially those who do not use web 2.0 tools, about their concerns regarding face-to-face time. Their concerns are that kids spend too much time plugged in and not enough time learning how to interact with people in person. They don’t think that ’social networking’ actually promotes anything truly social.

Because I came to be a web 2.0 user as an adult with what I would consider fully developed social skills, I can’t really speak from my own experience. Or can I?

I don’t really have problems interacting with people in person. Although painfully shy as a child, I learned strategies to overcome my shyness so that I could interact with others. I use those strategies every day.

When I started blogging, chatting, texting, IM’ing, Tweeting (verb for using Twitter), Second Life-ing, [insert additional web 2.0 tools here], I wondered if all of that ‘plugged in’ activity would change my social interactions. I have to say… IT DID. But here’s the surprise: I honestly think it changed everything for the better. And here’s how:

1. When I met other ed tech people online through their blogs or via Twitter, for example, those online connections made it easier meeting them eventually face-to-face at a school or conference. We already knew we had something in common. Our previous online experiences became our ice breakers. We could get past the early (sometimes awkward) small talk that inevitably occurs when you first meet someone, and move to what we really wanted to discuss. [Image credit:pengo-au]¹
2. With people I already know, it’s difficult to maintain connections in our extremely fast-paced lives. In addition to our jobs and families, there are so many other obligations. I feel like I don’t always have time to make a phone call or pay someone a visit… especially if they don’t live in the same area. Online opportunities like Facebook have provided a quick place to catch up, share photos and videos, chat, and more. Does it replace the face-to-face I wish I had with my friends and family? Not all the time. Sometimes, however, it does provide a more timely connection than I would have with those people if I waited for the face-to-face time. Plus, I know more about some of my college friends and their families now than I ever did before. In more cases, I’d lost track of some friends who eventually found me on Facebook. I can honestly say that social networking has really enriched some of those relationships.
3. My kids use social media. There are MANY times when Facebook, texting, or IM have taken the place of the reminder note on the refrigerator. I KNOW they check those online tools daily. Our communication has definitely improved because of these tools, AND sometimes it encourages new face-to-face discussions. All of my children have endured several conversations with me that start out, “So tell me what you meant by your Facebook status/comment/post today.” They don’t always like it, but it definitely beats the worn-out “how was your day, dear?” usual fare. Our conversational topics encompass school, friends, dating, driving… you name it. If it’s on their Facebook (or glaringly omitted), it’s open season for discussion.

In my opinion, It all comes down to balance. I do not spend all my waking hours online. I set boundaries for my kids about their online time. If a conversation can happen face-to-face, that’s encouraged. If it’s an emotional issue or serious situation, we discuss that face-to-face. [Image credit: dirkjanranzijn]²

And for those people who are concerned that our kids will turn into texting, posting, chatting machines who are completely bereft of social skills… I think you need to dig a little more deeply into what kids are actually doing online. Learn more. Try it yourself. You may be surprised how much better YOUR OWN communication can be, as long as balance is a consideration.

Oh, and don’t just take my word for it. Here’s an article in Time’s online magazine that I found today before posting.

¹pengo-au. “PV Connectors.” pengo-au’s photostream.6 Nov 2008. 19 Jan 2009. http://flickr.com/photos/pengo-au/3018725308/
²dirkjanranzijn. “Balance.” dirkjanranzijn’s photostream. 17 Jul 2008. 19 Jan 2009. http://flickr.com/photos/dirkscircusimages/2676182569/