Here it is, almost 5 PM on a Wednesday and I'm still in school getting work done, and it's not the work that I had planned on getting done. Oh, the jobs of being a part-time edtech integrator. I guess I have to find time somehow to reflect and grow in this position, but isn't it going against an earlier post of mine?
As I embarked through my 21st Century reading pile (I have a 20th Century reading pile that consists of magazines. This "pile" consists of tabs open in my browser) in preparation for the CFF Collaboration day tomorrow, I came across this list on eSchool News. It gives the headlines of
the top 10 edtech stories from 2008. And I am highly disappointed by the list.
First off, I do want to say that I have not yet read the articles that go along with the headlines, so this is just a reaction to each of them. With that said, why is this list so negative? As a school that has been part of the CFF initiative since it first began, I like to think along the lines of all the positives that edtech is bringing into our schools, chief among which are the opportunities we are providing our students to be better prepared for life after school. (On a side note, I think colleges and universities are falling further behind, as I held a twitter conversation with my CFF mentor last night about a FULL COURSE being offered on Microsoft Word. Really?)
Yet here is this list, and most of these headlines are negative. Well, with that said, I think I will take the time to edit the headlines into something much more positive. I think I will call them:
The Top 10 edtech Stories I Would Like to See in 2009
10. Students use cell-phone cameras to record and analyze photos of math being used in the real world.
9. JuicyCampus turned into a leading site to connect college students to worthy causes; changes name to Campus4ACause.
8. Students fight back against hackers, new technology for protection against identity theft developed .
7. Online video better enables teachers to reach students.
6. Cyber-bullying eliminated, students take back the web.
5. RIAA underscored by new 21CRAA (21st Century Recording Artists Association), collaboration with campuses on file sharing and growth of industry.
4. U.S. students get laptops aimed at children in all schools and countries.
3. With TV signals on the digital spectrum, free broadband internet offered throughout the U.S.
2. Industries invest more in schools, realizing the best way to save the economy is to educate everyone.
1. President Barack Obama's new education policy offers full funding from government.
What headlines would you like to see?
Showing posts with label CFF. Show all posts
Showing posts with label CFF. Show all posts
11.24.2008
Priorities and Cell Phones (A Two Part Post)
Part I: Priorities
In an effort to try and do a better job in both teaching and CFF Coaching, I have realized that I need to better prioritize what I need to do. My body is constantly telling me that it cannot handle the stresses being imposed on it by the double duty, so I guess I should listen to it and rethink how I am approaching the two positions. So here goes:
In an ideal world, I would be able to be a CFF Coach full time. I would be able to achieve so many of the goals that I have set for myself, and would be able to assist the staff and student body to better understand what the 21st Century skills are and how to include them in their everyday instruction and learning.
Part II: Cell Phones
It's no secret that I am a big proponent of using cell phones in education. I have used them sparsely at this point, and I really want to see if I can fully integrate them as a learning tool, so my Advanced Algebra students have a treat awaiting them when we return from break.
I already have great ideas for using Poll Everywhere (and their web voting for those without cell phones) for quick feedback as to whether they understand the concepts we are covering. I tried it once, and it worked pretty well.
But I want to look at it as something more. How can we use the cameras on the phones to analyze with the math? How can we use calling features to record our thoughts? What about texting to gather information and get quick answers?
It's time to shift into driving the technology to do for us what we want it to do. True, there are many arguments out there for not allowing cell phones in schools. But they'll be there, whether we allow them or not. Why not teach the proper use?
To help me with this, I just ordered Toys to Tools by Liz Kolb, and I am using her blog as a wonderful resource. She truly inspired me last year at NECC, and now is the time for action! Over the coming months, I will be blogging about how the process is going (what works and what doesn't) as an effort to reflect more (see Part I of post) as well as to help share why we should embrace this technology in our schools.
In an effort to try and do a better job in both teaching and CFF Coaching, I have realized that I need to better prioritize what I need to do. My body is constantly telling me that it cannot handle the stresses being imposed on it by the double duty, so I guess I should listen to it and rethink how I am approaching the two positions. So here goes:
- My students. They have to come first. That's why I'm here. And as long as I am teaching and coaching, teaching must be the top priority. After all, without them, I wouldn't have either position.
- Reflection. I need to reflect better. I have this blog, so I need to take the time to use it. I constantly jot down notes, but often find I don't have the time to do anything with them. That needs to change if I am to grow.
- Time for me. As it is, it is now 4:30 in the afternoon, almost 2 hours after the contractual time we are allowed to leave school, yet here I am, still in my classroom, gathering resources and organizing. I often remain here until 5 PM or later, then go home and do more work. I need to tell myself that enough is enough. If I can't get it done during my work hours, I shouldn't kill myself trying to get it done at home. I'm only a half-time coach, so I can only accomplish so much. I have to look at the small accomplishments I achieve as the successes they are. If my district truly wants to get the most out of this position, they must be the ones to commit to making it a full-time position. I'm not a miracle worker. Of course, this will also mean less that I will be offering my district, but again, I'm killing myself right now and that needs to change.
In an ideal world, I would be able to be a CFF Coach full time. I would be able to achieve so many of the goals that I have set for myself, and would be able to assist the staff and student body to better understand what the 21st Century skills are and how to include them in their everyday instruction and learning.
Part II: Cell Phones
It's no secret that I am a big proponent of using cell phones in education. I have used them sparsely at this point, and I really want to see if I can fully integrate them as a learning tool, so my Advanced Algebra students have a treat awaiting them when we return from break.
I already have great ideas for using Poll Everywhere (and their web voting for those without cell phones) for quick feedback as to whether they understand the concepts we are covering. I tried it once, and it worked pretty well.
But I want to look at it as something more. How can we use the cameras on the phones to analyze with the math? How can we use calling features to record our thoughts? What about texting to gather information and get quick answers?
It's time to shift into driving the technology to do for us what we want it to do. True, there are many arguments out there for not allowing cell phones in schools. But they'll be there, whether we allow them or not. Why not teach the proper use?
To help me with this, I just ordered Toys to Tools by Liz Kolb, and I am using her blog as a wonderful resource. She truly inspired me last year at NECC, and now is the time for action! Over the coming months, I will be blogging about how the process is going (what works and what doesn't) as an effort to reflect more (see Part I of post) as well as to help share why we should embrace this technology in our schools.
10.17.2008
The Best Conversation at CFF Boot Camp
So far this week, I have had many conversations with many people. I have learned about widgets in wikis, saw model lessons by teachers from throughout the state, demonstrated how cell phones can be great educational tools, and talked about some of the disadvantages of Web 2.0. But the best conversation I had involved someone who had nothing to do with CFF.
We stayed in the Holiday Inn New Cumberland, which is near the Army Base in New Cumberland. As it was, there was a group of Canadian Mounties staying in our hotel as well as many people involved in the Armed Forces that needed a place to stay nearby. One of these gentlemen (a "Buck Sergeant") had been talking with various coaches throughout the week. Last night, he happened to meet up with myself and a group of my colleagues. He ended up engaging us in the best conversation I had while here at Boot Camp (not that the other one's weren't that good).
First off, this gentleman had a true interest in learning, and you could tell with the questions he was asking. He was asking questions that required deep thought, extended answers, and no easy way out. If our answers veered away from the question for just a little bit, he would redirect us to get us back on task. Maybe he should moderate the presidential debates? But one reason he was so interested in our profession was the fact that when he was done with the Armed Forces, he wants to become a teacher.
I wish I could remember his name. I wish I could remember some of the questions he asked. I wish he would come teach at our school when he gets out of the Armed Forces. As it is, between having days that are over 13 hours long and all of the conversations I've had and things I've learned, some of the more important things I want to remember have been lost. I wish our days were longer with chances at having more collaboration. And I really wish I had an audio recorder with me for my conversation last night.
We stayed in the Holiday Inn New Cumberland, which is near the Army Base in New Cumberland. As it was, there was a group of Canadian Mounties staying in our hotel as well as many people involved in the Armed Forces that needed a place to stay nearby. One of these gentlemen (a "Buck Sergeant") had been talking with various coaches throughout the week. Last night, he happened to meet up with myself and a group of my colleagues. He ended up engaging us in the best conversation I had while here at Boot Camp (not that the other one's weren't that good).
First off, this gentleman had a true interest in learning, and you could tell with the questions he was asking. He was asking questions that required deep thought, extended answers, and no easy way out. If our answers veered away from the question for just a little bit, he would redirect us to get us back on task. Maybe he should moderate the presidential debates? But one reason he was so interested in our profession was the fact that when he was done with the Armed Forces, he wants to become a teacher.
I wish I could remember his name. I wish I could remember some of the questions he asked. I wish he would come teach at our school when he gets out of the Armed Forces. As it is, between having days that are over 13 hours long and all of the conversations I've had and things I've learned, some of the more important things I want to remember have been lost. I wish our days were longer with chances at having more collaboration. And I really wish I had an audio recorder with me for my conversation last night.
9.08.2008
3rd Year and 2 Months Behind
Who would have thought that going into the third year of CFF would require so much work? We have no new teachers to introduce to the program, as all of our core classes have access to the equipment (which is also why we did not get any funding for equipment this year...it would have been nice to equip some other classes, though). With that in mind, you would think that our staff was getting more comfortable with working with the equipment and would not need to call on me as much as they used to.
WRONG!
Since they are getting more comfortable using the equipment, they are working on new ways to integrate it, meaning they need me even more! I have already worked with two middle school math teachers, a Spanish teacher, our librarian, two English teachers, a math teacher, our electives teacher (yearbook, journalism, etc.), two social studies teachers, and our administration. I have a meeting with another English teacher later today, as well.
This makes me happy. It means that CFF is really having an impact. I have noticed that, overall, the students are more active in their learning. Many teachers have that extra bounce in their step from being reinvigorated. I am seeing teachers taking risks where they would not have before. I get emails that show teachers are reflecting on their instruction, learning from what works and what doesn't.
How could I be more satisfied with my colleagues? I wish they they would allow their students even more access to technology. I wish they would share theri wikispaces with their students to allow them to contribute to the learning. I wish they would see the possible benefits of cell phones in the classroom (our student news team interviewed me about that today, as they learned I used Poll Everywhere in class the other week). I wish we had our server set up so that we could access the blogging, wiki, and podcasting features of it.
I can see when many of these wishes will come true in the future. Some might be this year. Others might not be until years down the road, but I can see the shift happening. The toughest part of it all is the time constraint. My number one issue is how do I accomplish that which I have set out to do when I am still only a half-time integrator? How can I help those teachers in my school where I don't have a common time to meet with them? How can I help my colleagues learn how to balance their use of technology with traditional teaching methods, all while determining which will work best?
And of course, I'm working on all of this while I still have to go through information from NECC, sort through email and voicemail, as well as hit all sorts of other things on my to-do list (resource gathering/organizing, anyone?).
Ah, the challenges of CFF. You always keep my on my toes!
WRONG!
Since they are getting more comfortable using the equipment, they are working on new ways to integrate it, meaning they need me even more! I have already worked with two middle school math teachers, a Spanish teacher, our librarian, two English teachers, a math teacher, our electives teacher (yearbook, journalism, etc.), two social studies teachers, and our administration. I have a meeting with another English teacher later today, as well.
This makes me happy. It means that CFF is really having an impact. I have noticed that, overall, the students are more active in their learning. Many teachers have that extra bounce in their step from being reinvigorated. I am seeing teachers taking risks where they would not have before. I get emails that show teachers are reflecting on their instruction, learning from what works and what doesn't.
How could I be more satisfied with my colleagues? I wish they they would allow their students even more access to technology. I wish they would share theri wikispaces with their students to allow them to contribute to the learning. I wish they would see the possible benefits of cell phones in the classroom (our student news team interviewed me about that today, as they learned I used Poll Everywhere in class the other week). I wish we had our server set up so that we could access the blogging, wiki, and podcasting features of it.
I can see when many of these wishes will come true in the future. Some might be this year. Others might not be until years down the road, but I can see the shift happening. The toughest part of it all is the time constraint. My number one issue is how do I accomplish that which I have set out to do when I am still only a half-time integrator? How can I help those teachers in my school where I don't have a common time to meet with them? How can I help my colleagues learn how to balance their use of technology with traditional teaching methods, all while determining which will work best?
And of course, I'm working on all of this while I still have to go through information from NECC, sort through email and voicemail, as well as hit all sorts of other things on my to-do list (resource gathering/organizing, anyone?).
Ah, the challenges of CFF. You always keep my on my toes!
7.07.2008
Disappointing Article
So I was browsing through recommended articles for me from Yahoo!, and I see this headline: Technology reshapes America's classrooms. Of course, I immediately open the article and begin reading, thinking about how they'll talk about Bloom's new taxonomy and 21st Century skills. I was psyched that the media was finally catching wind of what we're doing in our classrooms.
Then I read the article, and I realized that there was no substance to it! The first paragraph was heading down a good road, but then the author takes a wrong turn. This article ends up talking about how computers are being used instead of textbooks (which is a good use), and then begins talking about charter schools and online classes.
WHAT?!?
Where's all the talk of collaboration? What about getting kids to find information, analyze it, and then create new information? Where's the talk of getting kids to think? "This makes me learn better. It's like playing a game." If all this author got out of technology in the classroom is learning as if students are playing games and online classes, then this guy has totally missed his mark. I think those of us in Pennsylvania should invite Jason Szep into our schools to show him what the 21st Century classroom looks like.
Then I read the article, and I realized that there was no substance to it! The first paragraph was heading down a good road, but then the author takes a wrong turn. This article ends up talking about how computers are being used instead of textbooks (which is a good use), and then begins talking about charter schools and online classes.
WHAT?!?
Where's all the talk of collaboration? What about getting kids to find information, analyze it, and then create new information? Where's the talk of getting kids to think? "This makes me learn better. It's like playing a game." If all this author got out of technology in the classroom is learning as if students are playing games and online classes, then this guy has totally missed his mark. I think those of us in Pennsylvania should invite Jason Szep into our schools to show him what the 21st Century classroom looks like.
7.02.2008
Reflections on NECC 2008
Don't worry, the conference hasn't ended yet. There's still the closing Keynote. But I felt I needed to sit down before then and gather a few thoughts, even though they're not mind-boggling.
First, I want to go with some new things I have learned, and I'll do them in a list format.
First, I want to go with some new things I have learned, and I'll do them in a list format.
- Pennsylvania is so far ahead of many other states thanks to Classrooms for the Future. I have talked with technology integrators from other states that don't know about so many collaboration tools or Web 2.0 apps that can be useful in education. I am so glad that we have our network of coaches and mentors (with teachers joining in now, as well) to share, collaborate, educate, discover, and everything else with.
- Even though PA is ahead of the curve, I have found that there are many things that many of us still don't know and haven't seen. I saw in a session today a way to create a slider in Excel to instantly change values, which can be used in comparing graphs instantly. Now I just have to review the process and learn how to do it myself.
- Apple has taken away some of their accessibility. They did not have a display on the floor. They were only running sessions. I've heard reasons as to why they have done this, but I don't know if they're true or not, so I won't list them. However, it would have been nice to have been able to stop by and just talk with some reps from Apple. I didn't need to see any equipment in order to communicate with them. I was able to talk with so many other vendors and create some contacts. I stopped by Apangea today, and the one vendor remembered me from last year! These are the connections we need to make.
- I don't like having to sit down at a session at a booth to hear about your product. I don't need to see you play on an interactive whiteboard for 20 minutes when I would much prefer to ask the questions I want to ask about whatever it is I'm seeing and getting what I want to see. Next time, if a vendor says, "Why don't you sit down and watch our presentation? It'll only be 5 minutes," I don't know what I'll do. I much prefer the vendors who are more personal and willing to give me what I want.
- The next big thing in education will be cell phones. There are already many great tools that can be used to integrate into education, and as more and more teachers begin to integrate this technology, we will see even more robust solutions showing up. I wonder which wireless company will be the first to push their phones as educational devices? Will they create sites and content for education?
6.29.2008
NECC 2008: Keynote
I'm sitting in the lobby of Ballroom C with Chris Smith, as we were waiting for Laurie Vitale and Pat Galuska to make it in from the airport. Currently, James Surowiecki is speaking on groups and making decisions. There has been much research done on how groups tend to make better decisions than individuals, but there are characteristics that the group needs, such as a diverse group and a group that has independence.
Listening to James led Chris and I to talk about the Central PA CFF Collaboration Days. We were talking about how not only do groups do well at making decisions, but they also will almost always rise to the occasion to offer the best that the group can offer. You often see this with students, as well. They don't drop to the lowest denominator in the group. They will excel to their best, often leaving the stragglers behind.
This makes me wonder about our large edtech group. Not just in our IU's or our states or our country. But everyone who is represented here in this conference. We're the leaders. We're the facilitators. We're the ones doing the collaborating. Those that aren't with us are often left behind. Think about it. There have to be teachers in your district that have just said no to technology in their classrooms. Have you tried hard to change their mind, or are you focusing on those that want to change? I know that I have focused more on those that are willing. I don't give up on those that aren't fully willing, but I don't make myself go crazy trying to get them to change, either.
So how do we advance all of education? Force the change? That won't work. There are so many diverse opinions out there that it is hard to make a solitary change. We still need to give people the choice.
With the independence part, it is important to have a group of people who are willing to do something different. But with groups, there need to be those that are going to move beyond imitation and actually creating new knowledge and new thoughts.
Going back to the Collaboration Days, I feel that our group has done that. When we all starting our collaboration, we did it on our own. We were a small group within a much larger group of CFF coaches and mentors, but we felt independent enough to start out meeting as a coach group to support each other. We all had strengths and weaknesses, and we knew it. And knowing that allowed us to grow and learn from each other. And our collaboration days grew into full teacher collaboration days that have turned out to be spectacular professional development days that have led to collaboration between teachers and classrooms and, ultimately, getting our students to collaborate with not only students in the same school, but with students in other school districts across the state of Pennsylvania.
There are things to look out for, such as talkative people. These people don't just talk a lot, but they often tend to shape the direction of the group. "This would be great if talkative people were smarter." This is James again saying that a group has better wisdom than the individual. We all know who these talkative people are. They are in every group. They will get their name out there. They will add information and talk louder. Yet, often we notice that those that speak less have better information to share. Neither of these statements is always true, but they are helpful. So make sure to spread out where you get your information from. Have a wide network of people with varying levels of experience.
This has me thinking of my twitter and plurk networks (I am misterlamb on both). I communicate with people from all over the country, and many of them I haven't met. Yet I know some things about each of these people, from where they live to who their favorite sports teams are and what they teach. I also know some of their strengths and weaknesses, and that we have helped each other with ideas without even knowing it. And I think that is the strength of groups. Not that we necessarily decide to set out and help in one particular thing, but that we help each other out without often knowing it.
Listening to James led Chris and I to talk about the Central PA CFF Collaboration Days. We were talking about how not only do groups do well at making decisions, but they also will almost always rise to the occasion to offer the best that the group can offer. You often see this with students, as well. They don't drop to the lowest denominator in the group. They will excel to their best, often leaving the stragglers behind.
This makes me wonder about our large edtech group. Not just in our IU's or our states or our country. But everyone who is represented here in this conference. We're the leaders. We're the facilitators. We're the ones doing the collaborating. Those that aren't with us are often left behind. Think about it. There have to be teachers in your district that have just said no to technology in their classrooms. Have you tried hard to change their mind, or are you focusing on those that want to change? I know that I have focused more on those that are willing. I don't give up on those that aren't fully willing, but I don't make myself go crazy trying to get them to change, either.
So how do we advance all of education? Force the change? That won't work. There are so many diverse opinions out there that it is hard to make a solitary change. We still need to give people the choice.
With the independence part, it is important to have a group of people who are willing to do something different. But with groups, there need to be those that are going to move beyond imitation and actually creating new knowledge and new thoughts.
Going back to the Collaboration Days, I feel that our group has done that. When we all starting our collaboration, we did it on our own. We were a small group within a much larger group of CFF coaches and mentors, but we felt independent enough to start out meeting as a coach group to support each other. We all had strengths and weaknesses, and we knew it. And knowing that allowed us to grow and learn from each other. And our collaboration days grew into full teacher collaboration days that have turned out to be spectacular professional development days that have led to collaboration between teachers and classrooms and, ultimately, getting our students to collaborate with not only students in the same school, but with students in other school districts across the state of Pennsylvania.
There are things to look out for, such as talkative people. These people don't just talk a lot, but they often tend to shape the direction of the group. "This would be great if talkative people were smarter." This is James again saying that a group has better wisdom than the individual. We all know who these talkative people are. They are in every group. They will get their name out there. They will add information and talk louder. Yet, often we notice that those that speak less have better information to share. Neither of these statements is always true, but they are helpful. So make sure to spread out where you get your information from. Have a wide network of people with varying levels of experience.
This has me thinking of my twitter and plurk networks (I am misterlamb on both). I communicate with people from all over the country, and many of them I haven't met. Yet I know some things about each of these people, from where they live to who their favorite sports teams are and what they teach. I also know some of their strengths and weaknesses, and that we have helped each other with ideas without even knowing it. And I think that is the strength of groups. Not that we necessarily decide to set out and help in one particular thing, but that we help each other out without often knowing it.
6.05.2008
Totally All In
So, I made the decision to continue on as CFF coach in my district. I do have to say that my support group did a great job of offering me advice and bringing things to my decision-making process that I had not considered. For the first time in my life, I think I actually took a good, long look as to where I was going in my future. I had figured that I became a math teacher after college and I would always remain as one, and I think that was an idea that I had trouble getting rid of. But when I sat and thought about where I wanted to be 5, 10, 20 years from now, I saw that there was so much more that I could accomplish and impact by continuing on as CFF coach.
Now, here I am, sitting at home after the last day of the school year. I don't have to go to school tomorrow, but I will be there, preparing for professional development that I will be facilitating. I need to get familiar with the course, determine what can be covered, and let our tech director know when he facilitates his course. I will probably have to pull two computers from a cart to help me in facilitating, as I will be working with a few different study groups and will need to be able to move them all on.
But that's not all! I have a list that's two miles long (at least that's how it feels) of things I want to get done this summer, just so I am ready to go in August. I have more professional development sessions to preapare for. I have to keep up on new technologies that surface. I have conferences to attend and present at. And, the one thing that will continue to get me through it is my professional learning community. As I move through the summer and into next school year, I will continue to rely on the Central PA CFF coaches and the coaches listserv, as well as my contacts on Twitter, Skype, the Apple Learning Interchange, and so on.
With that being said, here I am on a Thursday evening where I should be relaxing, but I had a desire to pull out my laptop and scour the web for more resources.
And I like it.
Now, here I am, sitting at home after the last day of the school year. I don't have to go to school tomorrow, but I will be there, preparing for professional development that I will be facilitating. I need to get familiar with the course, determine what can be covered, and let our tech director know when he facilitates his course. I will probably have to pull two computers from a cart to help me in facilitating, as I will be working with a few different study groups and will need to be able to move them all on.
But that's not all! I have a list that's two miles long (at least that's how it feels) of things I want to get done this summer, just so I am ready to go in August. I have more professional development sessions to preapare for. I have to keep up on new technologies that surface. I have conferences to attend and present at. And, the one thing that will continue to get me through it is my professional learning community. As I move through the summer and into next school year, I will continue to rely on the Central PA CFF coaches and the coaches listserv, as well as my contacts on Twitter, Skype, the Apple Learning Interchange, and so on.
With that being said, here I am on a Thursday evening where I should be relaxing, but I had a desire to pull out my laptop and scour the web for more resources.
And I like it.
4.10.2008
Collaboration Day
I had the opportunity to speak at a math collaboration day at Gettysburg High School yesterday for teachers and CFF coaches in IU12. At first, I was just being asked to be there as a "veteran" CFF math teacher, being in the second year of the CFF grant. I say "veteran" due to the fact that I am still only in my fifth year as a teacher, and I still think that I have way too much growth to do to be called an expert.
Tuesday afternoon, I get an email asking if I could do a second presentation to the entire group. Sure, why not? I find it too hard to say no when I get a chance to speak about something I feel strongly about. So I stay up till who knows when working on finishing links, etc. for my presentation wiki and also on the Keynote for the group presentation.
It was amazing to be able to have an impact on the teachers that were there. After I spoke, a few came up to me with questions and ideas. I offered encouragement for the ideas, and had to still work on trying to convince those with questions about why we should make the switch.
The big thing to remember is that it won't happen immediately, and it's not something that should be toiled over. Take risks with your lessons and let the students start discovering. You might be amazed with what they can come up with. Isn't that how math was originally discovered?
Tuesday afternoon, I get an email asking if I could do a second presentation to the entire group. Sure, why not? I find it too hard to say no when I get a chance to speak about something I feel strongly about. So I stay up till who knows when working on finishing links, etc. for my presentation wiki and also on the Keynote for the group presentation.
It was amazing to be able to have an impact on the teachers that were there. After I spoke, a few came up to me with questions and ideas. I offered encouragement for the ideas, and had to still work on trying to convince those with questions about why we should make the switch.
The big thing to remember is that it won't happen immediately, and it's not something that should be toiled over. Take risks with your lessons and let the students start discovering. You might be amazed with what they can come up with. Isn't that how math was originally discovered?
4.08.2008
Professional Development
Recently read this article, which talks about professional development in today's schools. It is amazing as to how much PD has changed just in the five years I have been teaching (has it been that long already?). These two paragraphs really jumped out at me:
The biggest shift has been away from regularly scheduled professional development sessions to a just-in-time approach to professional development. With this new approach, teachers regularly communicate with an on-site instructional technology specialist, enabling them to quickly and efficiently address any questions or issues. This is the most effective method to ensure that teachers are constantly engaging and integrating technology. The instructional technology specialist's ongoing assistance and support encourages teachers to try new teaching methods and reinforces material taught during more formal professional development sessions.This shift to accessible professional development can't be emphasized enough. It's no longer sufficient for teachers to attend a workshop, learn a slew of computer applications, and then be expected to use those applications when they return to their classrooms. Educators like Gates are continually making the point that professional development needs to be always accessible and always relevant: The technology is a way to make the instruction more engaging; it's not an end in and of itself. Rother points out: "As teachers become more tech-savvy, professional development focuses on the seamless integration of technology into the daily curriculum, rather than on merely how to use technology."
As CFF coach in my district, I am the one who supplies this just-in-time training to our staff and students in our secondary building. I have so many plans to expand what we do. I am working on a CFF wikipage for our teachers and students to access. I currently have a page that I designed with Nvu, but I like the features and availability of wikispaces more, so I'm working on making that switch.
I am also working on including as many teachers as possible, and each week I see more teachers getting involved. This week, one of our FCS teachers showed me her wiki. One unfortunate thing about her schedule and mine is that we don't have a common time to meet, so I wasn't able to help her out as much as I could. However, since I have a group of students who post to my class wiki as part of their summarization of lessons. This group of students was able to help the FCS teacher with creating her wiki. I was so proud of both the teacher and my students. Then the teacher mentioned to me about how she had learned many of the features of wikispaces by trying things out.
That's also one thing that I have been stressing to our teachers (and students): try something. I can't recall the number of times I have had a teacher approach me saying, "I don't want to break my computer!" I have to tell them that they won't! I have told them that there is an "undo" on their computers for a reason. Still, many are reluctant to take the risks, and that's one of my greatest difficulties. How can I get teachers to take the risks to expand if I may not be available to help them out when a problem arises?
Hopefully, as different issues arise, I will be able to make videos to post as how to's for fixes for when I'm not available. The Central PA CFF Coaches have created a How To wiki to start this out, and as time goes on, we should see more how to's on there. Bear with us, as each of us only has so much time each day. If you have any good ones, please add them!
Tomorrow I will be presenting at a math collaboration day in a neighboring area, and I've had a lot put on my plate. I like the challenge. But I think I'm falling victim to a the feeling that I'm-not-better-than-these-other-teachers and I'm-still-a-young-teacher-itis, and I often feel that I still have so much to learn, and I do. This could be a bad feeling, or it could be the feeling that keeps me growing as an educator. I have to realize that there are things I can share, as there are things I can do and know that others don't. I also have to realize that there is always room for growth, and I need to continue striving to take the next step as an educator.
4.02.2008
Other countries?!
I just checked out the usage statistics on the wiki I use with my Trig class and saw this graphic. There are people from Singapore (SG) and Hungary (HU) viewing what my students are doing? This is something I definitely need to share with them. I know we always talk about how connected (and "flat") the world is, but it's always neat to actually see it!I wonder how this will effect the posts that they create? Will the get better? How will they feel actually KNOWING that there are people around the world looking at what they're doing?
Reflecting
As a CFF Coach, one of the things we are to encourage our teachers to do is reflect. Yet, here I am, not being able to find time to reflect. There is a lot that I feel I need to get out, but how? This week, I am proctoring PSSA's was out of the district most of the day Monday, we have an adjusted schedule on Friday, and I still have hundreds of emails to read and resources to assess. At the same time, I am looking for lesson plans for a special ed. teacher, creating some usable audio files for the same teacher, being asked to create blogs this wee
k by an English teacher (after I let everyone know that due to PSSA proctoring I would not have time), I have teachers coming to me with questions during PSSA testing, notes and resources from PETE&C I still need to go over, grading for my three classes to finish up (including comments), continue adjusting/creating lessons for my classes (one of which is a new prep and the other two being completely redone to be completely online), leaving early to coach soccer, paying bills, cleaning, laundry, working a second job, and maybe sleeping.
Okay, I got that all out and off my chest, now I can do some reflecting.
Many of my students are explaining to me how helpful using my wiki has been for them. Good. I like the feedback, now tell me what else you need of me. I feel so bad for my students, as I am not even here for them over 10% of the school year due to coaching. And that kills me. How can I be there for my students when I'm not there as much as I should be? They have expressed their frustrations, and they know mine, so at least there is an understanding there.
A few of the teachers in my district are not happy that I am not available to them as a CFF coach because I am teaching during their prep periods. And this year, we have twice as many CFF teachers, and the rest of the staff (middle school, non-core curriculum areas) are anxious to delve into the world of EdTech. It's so great to see them wanting to do everything, yet they don't have the support they need.
I have told my administrators that I cannot continue trying to do both jobs half the time, as they require much more attention than I can currently afford them. I have expressed my desire (for my health and sanity) to become either a full-time coach or go back to a full-time math teacher. I cannot physically, mentally, or emotionally continue attempting to find a balance. There is no balance as there is so much overlap. Teachers calling while I'm teaching. Students in and out while I'm doing tech stuff. Piles of paperwork and miles of emails and lists of articles and blogs to catch up on! I've fallen behind and I don't know how I can catch up!
So, here's the dilemma. If I go back to being a full-time teacher, then our one math teacher goes back to half-time, which isn't very fair to her. Plus, we need to find a new CFF coach, who potentially could be someone from outside the district. How long will it take them to become familiar with our district and teachers? How much time and money is lost there? True, there is a $30,000 coaching stipend to help cover that, but it's not enough to cover a full-time coach, as well as benefits from the district. So, we're still left with only a half-time coach, which still only allows part of our staff to meet with them.
If I stay half-and-half, our other math teacher gets to remain full-time, but I go crazy. And, neither my students nor staff get 100% from me (which I cannot do to either group anymore).
What do I do? I have so many plans and ideas that I would love to work on as CFF Coach. But I need the time and support to do them, and our teachers need time and support from a coach, and my students need time and support and devotion from me.
k by an English teacher (after I let everyone know that due to PSSA proctoring I would not have time), I have teachers coming to me with questions during PSSA testing, notes and resources from PETE&C I still need to go over, grading for my three classes to finish up (including comments), continue adjusting/creating lessons for my classes (one of which is a new prep and the other two being completely redone to be completely online), leaving early to coach soccer, paying bills, cleaning, laundry, working a second job, and maybe sleeping.Okay, I got that all out and off my chest, now I can do some reflecting.
Many of my students are explaining to me how helpful using my wiki has been for them. Good. I like the feedback, now tell me what else you need of me. I feel so bad for my students, as I am not even here for them over 10% of the school year due to coaching. And that kills me. How can I be there for my students when I'm not there as much as I should be? They have expressed their frustrations, and they know mine, so at least there is an understanding there.
A few of the teachers in my district are not happy that I am not available to them as a CFF coach because I am teaching during their prep periods. And this year, we have twice as many CFF teachers, and the rest of the staff (middle school, non-core curriculum areas) are anxious to delve into the world of EdTech. It's so great to see them wanting to do everything, yet they don't have the support they need.
I have told my administrators that I cannot continue trying to do both jobs half the time, as they require much more attention than I can currently afford them. I have expressed my desire (for my health and sanity) to become either a full-time coach or go back to a full-time math teacher. I cannot physically, mentally, or emotionally continue attempting to find a balance. There is no balance as there is so much overlap. Teachers calling while I'm teaching. Students in and out while I'm doing tech stuff. Piles of paperwork and miles of emails and lists of articles and blogs to catch up on! I've fallen behind and I don't know how I can catch up!
So, here's the dilemma. If I go back to being a full-time teacher, then our one math teacher goes back to half-time, which isn't very fair to her. Plus, we need to find a new CFF coach, who potentially could be someone from outside the district. How long will it take them to become familiar with our district and teachers? How much time and money is lost there? True, there is a $30,000 coaching stipend to help cover that, but it's not enough to cover a full-time coach, as well as benefits from the district. So, we're still left with only a half-time coach, which still only allows part of our staff to meet with them.
If I stay half-and-half, our other math teacher gets to remain full-time, but I go crazy. And, neither my students nor staff get 100% from me (which I cannot do to either group anymore).
What do I do? I have so many plans and ideas that I would love to work on as CFF Coach. But I need the time and support to do them, and our teachers need time and support from a coach, and my students need time and support and devotion from me.
3.04.2008
Still catching up after PETE&C
What's that you say? It's March 4 and PETE&C ended on February 12? Where has the time gone? I would have loved to have been able to live blog from PETE&C, but I didn't want to have to fight the network, which had to happen quite a bit. On top of that, I had to pick up my materials the first day, and then driving back and forth on top of that made for some long days. I think I might stay at the Lodge next year, which will lead to an even more rich experience for the entire conference.
With that being said, I am going to be getting through as many postings from what I saw as I can, while multitasking at a collaboration day for Science teachers at Warwick High School. Right now, we are viewing an iMovie created by students dealing with the 1906 San Francisco earthquake. I have noticed that they have the Ken Burns effects turned on, but they didn't edit any of the animations. Their content is great, but seeing the same animation over and over makes me a little seasick. That's definitely one thing to keep in mind as you demonstrate iMovie to students: introduce some elements of design into the design of the project. The content is still the number one thing for them to focus on, but the use of the tools will help them out down the road as well.
When working on a project like this iMovie, it is important to reflect on what worked well and what might need tweaked for future assignments. Before working with creation of the project, make sure that research is done, as well as a script. If students get their planning done ahead of time, it will lead to a much smoother creation of the final project. You may want to model this to your students to show them how planning can make a huge difference.
Anyway, I am going to be adding posts about PETE&C as I go until I get them done. Then it'll be back to regular blogginG: talking about other facets of edtech, comics, and hockey.
With that being said, I am going to be getting through as many postings from what I saw as I can, while multitasking at a collaboration day for Science teachers at Warwick High School. Right now, we are viewing an iMovie created by students dealing with the 1906 San Francisco earthquake. I have noticed that they have the Ken Burns effects turned on, but they didn't edit any of the animations. Their content is great, but seeing the same animation over and over makes me a little seasick. That's definitely one thing to keep in mind as you demonstrate iMovie to students: introduce some elements of design into the design of the project. The content is still the number one thing for them to focus on, but the use of the tools will help them out down the road as well.
When working on a project like this iMovie, it is important to reflect on what worked well and what might need tweaked for future assignments. Before working with creation of the project, make sure that research is done, as well as a script. If students get their planning done ahead of time, it will lead to a much smoother creation of the final project. You may want to model this to your students to show them how planning can make a huge difference.
Anyway, I am going to be adding posts about PETE&C as I go until I get them done. Then it'll be back to regular blogginG: talking about other facets of edtech, comics, and hockey.
2.06.2008
Time is (not) on my side
As a CFF school, we have a position called "CFF Coach," who is someone who is available to assist the other teachers on staff with integrating technology into their lessons. Currently, I only coach half time, and I do not feel as if I am doing a good job as a Coach (even though I have gotten positive feedback from my teachers). Here are a few reasons why I feel this way:
I don't worry often, but this is one thing that has had me worried a lot lately. I can't handle being a half-time coach, half-time teacher. I can't devote enough time to either position to feel I am giving 100%. That's not fair to my students. That's not fair to my teachers. That's not fair to my school district. That's not fair to me.
- I still teach half the day. If a student shows up during my coaching time seeking help, I will stop what I'm doing to help them. This could mean that I put off doing research for a teacher or stop in my own personal professional development.
- Personal professional development. I do a lot of this. There is so much to learn out there, and at times I feel as if I know a lot, and other times I feel as if I know nothing. Being a half-time coach, I only have so many hours in a day to learn the new things I need to learn.
- I can't meet with all of my teachers. I teach when they're free. They teach when I'm free. When am I supposed to sit down with them to discuss integrating technology? Who is going to guide these teachers? If they don't receive the guidance they need, will they be able to do the things that teachers who have had a chance to work with me?
- My two positions interfere with each other. I'm a CFF teacher, which means I am also my own CFF Coach. But that also means that when there is a full-day CFF function I must attend (Boot Camp, local CFF curriculum days, PETE&C, etc.), I am not in my classroom. I have already missed 9 days in the classroom due to CFF, and have at least 8 more. 17 instruction days where the teacher isn't there? And then, the day after I am out, I often have to reteach the lesson that was to be covered while I was out.
I don't worry often, but this is one thing that has had me worried a lot lately. I can't handle being a half-time coach, half-time teacher. I can't devote enough time to either position to feel I am giving 100%. That's not fair to my students. That's not fair to my teachers. That's not fair to my school district. That's not fair to me.
1.28.2008
A Newfound Enthusiasm
Technology and Education:
It's not often that I don't get reinvigorated to do my job. With how fast technology grows and different ways of implementing are thought up, I am constantly getting some new energy to pour into my work. It's a wonderful feeling.
Tonight, we had a class meeting for our practicum course for grad program. I am currently in the process of obtaining my Master's and IST certification through Philadelphia University, and I am at the two courses that end my study. I'm not worried about putting things together for my portfolios, etc. I know I'll do fine with them. What got me going were some of the interactions I had during class.
First, one of my classmates had an ASUS EeePC with her, and I got to play around with it. We discussed the pros and cons of it (it has Skype; but not the same version we were used to on our regular computers; the small keyboard takes some getting used to; very durable; Flash-based memory -- which of these are pros, and which are cons?), and how it could be beneficial to education. I see this as being something that could be used in elementary level classrooms, and it would be a great way to open up our younger students to varying technologies. No offense to all of you Windows users out there, but why must we continue to let Microsoft dominate our computers? Start these kids out with Linux (and an option to run XP), as well as a boatload of open source software. Not to mention the relatively low price!
It was amazing how, when I could have left after the 36 minutes it took for us discuss the issues for our practicum, that there were many of us who stayed around and discussed various issues, such as Classrooms for the Future and professional development. I am excited to complete my Master's, but I am also excited to see how the use of technology in education continues to advance.
Comics:
On an more fun note, I noticed that Joe Quesada, Marvel Comics EIC will be on The Colbert Report tomorrow. It will be interesting to see where the discussion goes, and how much Colbert knows probably the two biggest issues facing Marvel right now: The new Captain America (the last one died) and Spider-Man's deal with the devil, and what that deal did with continuity.
Hockey:
Also, Teemu Selanne has returned! This is big news for the Anaheim Ducks, as this helps to complete the team that won the Stanley Cup last year. True, the Ducks have lost Dustin Penner, Ilya Bryzgalov, and Andy McDonald, but have gained Mathieu Schneider, Doug Weight, and Todd Bertuzzi. With the addition of Selanne to the line-up, I can see the Ducks of course, moving one of the younger guys back down to Portland and also trading one of their defensemen (Huskins, DiPenta, or O'Donnell), though at the same time, you never know what Burke is going to do.
The one thing that gets me about this move is that there is some talk out there about this being a bad move. The Ducks are messing with chemistry (Selanne doesn't have McDonald as a center and there are only 29 games left). Selanne now risks not going out on top. With the Ducks, it has been interesting to see how they dealt with their two stars that almost retired: there was no pressure to make a decision, which allowed them to fully assess whether they could live without hockey yet or not. A big question now is what happens if Selanne wants to return again next year? Can the Ducks make the cap room? I'm excited to be able to see them play this Saturday in Philly.
It's not often that I don't get reinvigorated to do my job. With how fast technology grows and different ways of implementing are thought up, I am constantly getting some new energy to pour into my work. It's a wonderful feeling.
Tonight, we had a class meeting for our practicum course for grad program. I am currently in the process of obtaining my Master's and IST certification through Philadelphia University, and I am at the two courses that end my study. I'm not worried about putting things together for my portfolios, etc. I know I'll do fine with them. What got me going were some of the interactions I had during class.
First, one of my classmates had an ASUS EeePC with her, and I got to play around with it. We discussed the pros and cons of it (it has Skype; but not the same version we were used to on our regular computers; the small keyboard takes some getting used to; very durable; Flash-based memory -- which of these are pros, and which are cons?), and how it could be beneficial to education. I see this as being something that could be used in elementary level classrooms, and it would be a great way to open up our younger students to varying technologies. No offense to all of you Windows users out there, but why must we continue to let Microsoft dominate our computers? Start these kids out with Linux (and an option to run XP), as well as a boatload of open source software. Not to mention the relatively low price!
It was amazing how, when I could have left after the 36 minutes it took for us discuss the issues for our practicum, that there were many of us who stayed around and discussed various issues, such as Classrooms for the Future and professional development. I am excited to complete my Master's, but I am also excited to see how the use of technology in education continues to advance.
Comics:
On an more fun note, I noticed that Joe Quesada, Marvel Comics EIC will be on The Colbert Report tomorrow. It will be interesting to see where the discussion goes, and how much Colbert knows probably the two biggest issues facing Marvel right now: The new Captain America (the last one died) and Spider-Man's deal with the devil, and what that deal did with continuity.
Hockey:
Also, Teemu Selanne has returned! This is big news for the Anaheim Ducks, as this helps to complete the team that won the Stanley Cup last year. True, the Ducks have lost Dustin Penner, Ilya Bryzgalov, and Andy McDonald, but have gained Mathieu Schneider, Doug Weight, and Todd Bertuzzi. With the addition of Selanne to the line-up, I can see the Ducks of course, moving one of the younger guys back down to Portland and also trading one of their defensemen (Huskins, DiPenta, or O'Donnell), though at the same time, you never know what Burke is going to do.
The one thing that gets me about this move is that there is some talk out there about this being a bad move. The Ducks are messing with chemistry (Selanne doesn't have McDonald as a center and there are only 29 games left). Selanne now risks not going out on top. With the Ducks, it has been interesting to see how they dealt with their two stars that almost retired: there was no pressure to make a decision, which allowed them to fully assess whether they could live without hockey yet or not. A big question now is what happens if Selanne wants to return again next year? Can the Ducks make the cap room? I'm excited to be able to see them play this Saturday in Philly.
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