CatchPhrase

Definition of catchphrase1:

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?

Wordle: Random 21st Century Learning Wordle
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

In the Game or On The Sidelines

I so appreciate Dean Shareski‘s vision… he often finds great photos to accompany great quotes. [image credits]1

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/

Ownership

As I’m sitting in different sessions today at METC 2009, the issue of re-thinking ownership/copyright emerges often.

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?

Balanced Connections

The term “social media” (or “social networking”) has always bothered me for some reason… but until recently, I didn’t truly understand why.

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/

Technology is Simply a Tool

I find myself repeating that phrase a lot- “Technology is a tool.” It doesn’t enhance learning on its own.

In a session earlier this week, I compared blogs to hammers. You wouldn’t go to the hardware store, purchase a hammer, and make a decision to build something simply because you have a hammer. What if you decide to build something that requires a screwdriver instead of a hammer? You purchased the tool before deciding what to build, and now you have the wrong tool.

Likewise, you don’t start off blogging because you simply want to have a blog (or wiki, or SMARTBoard, or [insert technology tool here]). If you’re looking for an outlet for personal reflection, sharing your thoughts and questions with others in a similar field for example, then a blog is a great tool for that purpose. Blogs are not the answer to every learning situation, though.

Sometimes, I wonder if we are thinking about the tools before we think about the purpose. In education, it would be great to have every tool at our disposal so that learning could be unrestricted. While that’s not exactly realistic, I think it’s definitely something we need to consider. When school districts consider how they can better support technology for students… are we setting our focus on the tools? Or… is the purpose already well-defined, so it’s a good time to go ‘shopping’ for the tools?

I don’t have those answers, but I would really like to hear what you think.

Where Do You Stand

January Think-About

Scott McLeod posted this photo back in October. I’m using it as a discussion point in some sessions this month.

Answer these questions:

1. What are your initial feelings/thoughts after viewing this photo and quote?

2. What are you doing to change that perception in education?

If you have a response on another site- photo, quote, blog post, or otherwise- please include a link in your comment.

Time Is What You Make Of It

December Think-About:

I’m often asked about the issue of “time”- usually during presentations/workshops about anything associated with blogging, wikis, microblogs, shared bookmarks, RSS feeds, etc.

“Who has the time to do this?”
“Why would I ever want to do any of those things? Where would I find the time?”
“All those things are great, but I have a life. There just isn’t time to do it all!”

As a rule, I usually note during those sessions that I don’t sit behind a computer 24/7/365. BUT… I wonder if the participants really believe me? My guess is that many don’t believe me (I’m a ‘techie,’ right?), or they assume that the nature of my job affords me more time to read blogs, share on Twitter, add shared bookmarks, and post to my own blogs every single day.

The fact is… my job doesn’t really afford me more time to do any of these things. Instead, I’ve made the decision that using those tools help me to grow as a professional. I’m connected to people all around the world who are willing to share their ideas with me, collaborate with me on projects and ideas, and learn with me about preparing 21st century learners for future success. Why would I NOT make time for that?

We know that young people are also using these tools and gaining extraordinary benefits- when the tools are used appropriately. Perhaps that fact alone would be the motivating factor for making time.

I’ve always been told that you make time for those things in your life that are your priorities. So… why should this be a priority?

  1. If you’re preparing students to be successful for the future, you need to understand the learning tools they have at their disposal. We all understand best by DOING.
  2. These tools should be used in schools. Period.
  3. You will see a substantial increase in your own personal growth. I learn every single day from someone who shares with me. If you follow others in your field who are positive, strategic, and visionary, it’s nearly impossible to find these experiences unworthy of your time.

Here is a sampling of some “web 2.0” tools I use- those that I use most often:

I don’t use every tool every day, nor did I try to take on all of them at one time when I first started. In each case, I found a tool, tried it for a while, then decided if it provided me any advantage or benefit. What I found was that each one serves a different purpose, and I go to them for very different reasons. Of course, there were some that I found weren’t useful to me, so I don’t use them. In some cases, especially communication, I’ve found these tools actually save me time!

Because I’m seeking balance in my life, I’m also very deliberate about how much time I spend using these tools when home. That tends to be more difficult, but it’s important to make my family time a priority, too.

Just like we all need to find  time for recreation, for exercise, for learning, for SLEEP… I think it’s also possible to find time to blog, or contribute to a wiki, or share with others in your field through some other  web 2.0 tool. Maybe it’s once a week or once a month, but the time is there if you make it.

Is it a priority for you?

Classroom Blogging with a Purpose

I am always extremely encouraged when I hear about teachers who incorporate blogging as a tool for students to reflect and evaluate. There are some really great classroom blogs where teachers have provided some guidelines about blogging and expectations for their students. One good example of a classroom blog is the South Titan Government Blog. Read the posts, but also read the guidelines from the teacher on the side.

Unlike the above example, I have found that some teachers assume students already know “how to blog” and, therefore, do not provide any structure. In most cases, these are classrooms where the teacher is not a blogger and is simply unaware that students need some specifics about blogging topics, expectations, and even etiquette.

There is a big difference between knowing what a blog is and blogging with a purpose.

Here are a few tips and resources for being planful with your students in class blogs:

1. If you are an educator who does not blog, be sure to read some education blogs* first.

  • You need to understand a little bit about the nature of blogs yourself before opening them up to your students.
  • Feeling confident? Start your own edublog!

*Not sure where to go to find edubloggers? Try Jolene Anzalone’s “Blogs in the Classroom” page. Also, check the blogroll on the right side of this page. When you jump to another blog, view that edublogger’s blogroll, too. OR– use a search engine to find blogs about education.

2. Provide guidelines. Discuss digital citizenship and responsible, constructive blog posts and comments. Check out this network for discussion about digital citizenship by kids: http://digiteen.ning.com.

3. Classroom vs. Individual Blogs: Make the decision about having a classroom blog (one blog with many contributors), or each student create his/her own blog. If your school subscribes to a service such as Gaggle, students can blog within their own accounts in a safe environment.

4. Encourage constructive commenting. Remember the advantage of blogs vs. journals on paper is the instant feedback option.

  • Students think more about their writing when they understand it will be read by more than just the teacher.
  • If their classmates are reading and providing comments as well, students tend to think differently about what they write.
  • Empower your class by allowing them to comment on each others’ blog posts. With appropriate guidance, students can help each other grow as writers by commenting constructively.

5. Start with something simple. Try any of these suggestions… they may be used in any subject/content area:

  • If you’re not quite ready to turn over blogging to your students, start a teacher blog and allow students to comment on your blog posts. After you’re all comfortable with the functionality of a blog, you might consider a classroom blog or allowing students to have their own blogs.
  • Provide your students a writing prompt for a blog post.
  • Ask your students for a reaction to a class activity. What did they like most? What would they have changed about the activity? What did they learn from the activity? How could they learn more? (this could easily tie into using a graphic organizer for K-W-L-H activities, with the L and H sections added to the blog post!)
  • Students can post blog entries about an assigned reading. If you already have your students journaling about assigned readings, adapt the journal activities/assignment for blog posts instead. Again, encourage students to read their classmates’ blog posts and comment constructively.
  • Ask your students to debate one side of an issue as a blog post. They should include justification for their stance on this issue.
  • Within students blogs, start a “Good Questions” category or tag for blog posts. When you ask students to think about good questions for a specific lesson or unit, they can enter these questions as a blog post and tag or categorize them as “Good Questions” for easy access later.
  • Use a classroom blog for virtual trips and journal entries. Take your students around the world and then ask them to generate a class post about their experiences.

There are endless possibilities to how you might use blogging with your students. What is most important, however, is the impact on student engagement that good blogs can provide. Again, with proper structure and teacher guidance, blogging can add to a teacher’s ‘tool box’ for good instruction and learning opportunities.

Looking for some more resources and examples? Try these:

Using Blogs to Promote Authentic Learning in the Classroom – guidelines, help, more resources, blog examples

Collaboration Nation- A Middle School Blog – middle school blog from a Connecticut school

Rach’s Blog – a blog by a student from Australia

Mr. Klein’s 5th Grade Blog – classroom blog from Plainfield, IN, US

Creative Writing Chronicles – a literary journal from Stratford High School

Primary 5 L/W Class Blog – a primary class blog from Carronshore, Falkirk, Scotland

Stretton Handley Primary School Blog – a year 6 class from Derbyshire, UK

Accentuate the Tech Positive

Techno-fear: a state where humans feel they are losing control due to advances in technology.*

Nearly every day, I’m bombarded by statements – in person or via some news outlet- expressing “techno-fear.” If a young person is in trouble due to something posted to a social network, there is a negative focus on the public nature of the social network. If an adult is fired due to inappropriate photos posted on the web, technology is to blame.

When I begin presentations on web 2.0, usually there is a least one person rolling his eyes or shaking her head when I start to talk about social networks and multi-user virtual environments (MUVEs). The audience assumes I’m going to talk about the dangers of these web environments.

Instead, the focus should be how these tools are used positively, how they can elevate thinking, and how they engage users. We can also discuss privacy and web permanence… but those don’t have to be scary topics.

How could we all approach these ideas positively with kids?

5 quick starts:

  1. Begin by exploring social networks and MUVEs for yourself. If you don’t understand these environments, you can’t speak the language… nor can you make any accurate judgments about their usefulness. (Darren Draper wrote a great blog post today about “immersion.”)
  2. Start genuinely talking to kids and asking them what they do online. Be open-minded and really LISTEN.
  3. Take note of all the good things that are happening online with kids; e.g., young people were more involved in the 2008 election than ever before, because of online political groups, forums, blogs, etc.
  4. Remember- technology is only a tool. We have to learn to use tools properly. When we don’t, we make mistakes. If students have no guidance about online activity, how will they know what it takes to be good digital citizens?
  5. Stay positive. Think about all the amazing things technology provides us today. Personally, I’m thankful that I don’t have to grind my own ink and write with a quill.

Finally…

look again at my definition of ‘techno-fear’:

a state where humans feel they are losing control due to advances in technology

… and remember “control” is an illusion.

*This is my own definition of ‘techno-fear.’ You can find Webster’s definition of technofear at dictionary.com.