Category Archives: EDTC6106

Preparing our Students to Work Collaboratively

In my course, Educational Technology Leadership, we are currently exploring what 21st century learning looks like and how coaches can use this understanding to guide their work. Using the ISTE Standards for Coaches as a framework, for this module we are looking at 3 standards:

ISTE-C Standard 1: Visionary Leadership

  1. Implement strategies for initiating and sustaining technology innovations and manage the change process in schools and classrooms

ISTE-C Standard 2: Teaching, Learning, and Assessment

  1. Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences

ISTE-C-Standard 6: Content Knowledge and Professional Growth

  1. Engage in continual learning to deepen content and pedagogical knowledge in technology integration and current and emerging technologies necessary to effectively implement the ISTE Student and Educator standards

When I think back on my own education and my current work as a teacher as well as what I am learning in my own program as a student, one of the most significant shifts I see in 21st century learning is a focus on collaboration.  With the technological advances and increased access to both devices and information, it is often viewed that technology has isolated people and taken away face-to-face interactions. While this is true in some ways, I believe that technology has and should be a catalyst to increase, encourage, and make available opportunities for beneficial and meaningful collaboration in the lives of 21st century learners.  However, as educators, we are tasked with helping our students make productive and positive use of these opportunities.

The goal of collaboration is that more brains together increase the quality of the end product as well as the experience of the process. This happens because tasks can be shared, members can “specialize” in areas, and each collaborator brings a unique background and set of experiences.  Previously, most collaboration happened in person during real-time. Phone and email increased the options for collaboration but today’s technology allows for collaboration to occur on a much larger scale and can connect people who will likely never be able to meet in person.

Most teachers (and people) recognize that collaboration is an important life skill and something we should be doing in our classrooms, but often we forget that knowing how to collaborate is a skill-set in and of itself.  Just like social skills that we teach (and should continue to teach) in early education, our students need us to teach and model and scaffold collaboration skills. They need to understand the goal of collaboration and how to engage in the process successfully. In an Edutopia article, Mary Burns writes,  “Promoting real collaboration is hard to do well—and it doesn’t just happen on its own. If we want real collaboration, we need to intentionally design it as part of our learning activity (Burns, 2016).”

In Burn’s article, “5 Strategies to Deepen Student Collaboration” (Burns, 2016) she describes some very helpful strategies for teachers when they are using collaboration in their classroom. Below is her list (Burns, 2016) and my summary of her description:

1. Create Learning Activities that are Complex

When activities truly challenge our students, they are motivated to get help from others and need more than one idea or strategy.

2. Prepare Students to be Part of a Team

Students need to understand the goal of their group work. There needs to be some work done as far as expectations and building relationships before the “real” collaboration can begin.

3. Minimize Opportunities For Free-Riding

One of the biggest issues with group work comes when a member isn’t doing his/her share of the work.  By giving meaningful team roles and having students evaluate themselves and their peers (Burns, 2016) the likelihood that a team member will not contribute their share is decreased.

4. Build in Many Opportunities for Discussion and Consensus

As I mentioned earlier, the process is just as (if not more) important than the product in collaborative student projects.  Emphasizing this to the students and providing them time to learn from the experience is key.

5. Focus on Strengthening and Stretching Expertise

Not all students in a group will have the same level of knowledge. The goal really needs to be on what each member can bring to the group and how all members can learn something from each other. Like in all areas of our classroom, the focus should be on growth not solely achievement.

 

Mary Burns summarizes this all very well when she writes, ““As teachers, we can promote real collaboration by shifting our role from instructor to coach—promoting team autonomy, checking in on students and providing instant feedback, and helping them increasingly learn to work together productively to attain a common goal (Burns, 2016).”

One of my favorite places to go when I am looking for digital tools is Common Sense Media’s Top Lists.  They have list of Student Collaboration Tools which includes 28 resources, K-12.  While I don’t have experience with many of these, I have had good experiences with Google Hangouts, Google Drive, and Padlet both as a student and a teacher.  Since I teach Kindergarten currently there aren’t many on this list that would apply to my classroom, but I am interested in trying out Popplet and PenPal Schools, both of which are free or have a free version.

 

Resources:

Burns, M. (2016). 5 Strategies to Deepen Students Collaboration.  (Retrieved on 2018, Oct. 30) from: https://www.edutopia.org/article/5-strategies-deepen-student-collaboration-mary-burns

Common Sense Media website. Top Picks: Student Collaboration Tools. (Retrieved on 2018, Oct. 30) from: https://www.commonsense.org/education/top-picks/best-student-collaboration-tools

ISTE.org. (2017) ISTE Standards for Coaches. (Retrieved on 2018, November 5) from: https://www.iste.org/standards/for-coaches

Embracing Imperfection in Our Classrooms

In this week’s module for my Educational Technology Leadership course, we are looking at resources, skills, and processes that might help us as we co-plan learning activities with our peers. Using the ISTE Standards for Coaches as a framework, for this module we are looking at these 2 standards:

ISTE-C Standard 1: Visionary Leadership

  1. Implement strategies for initiating and sustaining technology innovations and manage the change process in schools and classrooms

ISTE-C Standard 2: Teaching, Learning, and Assessment

  1. Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences

 

For my work this week I want to look out how best to help teachers embrace “mess” in their classrooms. We want to encourage our students to take risks, try the hard stuff, and focus on growth, yet sometimes we don’t model that in our classrooms. I can’t speak for secondary teachers, but as a primary-grade elementary school teacher I know that there are a lot of teachers who want things to look “perfect”…myself included. And we feel pressure (either real or imagined) from families, peers, and ourselves to have our classrooms, bulletin boards, and newsletters looking “good”.  But it goes much further than this. We also want our learning activities to go according to plan and we don’t want things to get “messy”.

I found an article from the Chronicle of Higher Education titled “Pedagogy of Imperfection” by Maha Bali that really dove into this issue that I have been considering.  My favorite quote of the article is, “The problem with this is that we are often presented with polished projects and we start to associate imperfection with unpreparedness. (Bali, 2017)”  This is often how I feel when things don’t go “right” in my class. I fear I was unprepared, but often I don’t think that was the reason. While this article is short, nearly every sentence resonated with me and helped me to better understand how important it is for teachers to embrace and celebrate “imperfection” and the process rather than the product. Our students learn just as much from our behavior and responses to what is happening in the classroom than from our carefully constructed learning experiences. If we want our students to take risks, be ok with “imperfection”, and value the process of getting to the final product then we must model this in our teaching and behavior in the classroom.

In this article Bali talks about how perfection is a self-defined construct and that learning is an imperfect process (Bali, 2017).  Bali has listed 3 areas in which we, as educators, might start when it comes to embracing imperfection in our classrooms.

 

  1. Keep your pedagogy open.
  2. Take more risks.
  3. Encourage imperfection in student work (Bali, 2017).

 

I can relate to all three of these.  I’m a planner, so it makes me feel like I have things under control when my plan book (at least the basic structure of my lessons) is filled out weeks in advance and things are going according to schedule.  Doing this, however, can make me feel like I “messed up” if I need to adjust things or if I don’t end up doing thing according to plan. Being prepared and organized are key to being a successful teacher, but not to the point where you fear adjusting your plans and learning experiences when it feels like that it what is best for your students.  Taking risks is one of those things that is important to model for students. When we say one thing, “try new things, don’t be afraid to fail, take risks”, and then model that in our classrooms, it has a much greater impact on our students. They need to see how we react when the technology doesn’t work or the art lesson is a disaster. Because it’s not really about the failure, it’s about how we react to it and how/if we persevere afterwards. Encouraging imperfection in student work is a way we let students know that the process of learning is just as valuable (if not more) as the end result.  In my Kindergarten class, my students are just beginning to write. They know a few sight words and might be able to sound out a few short words. But they have so much they want to say in their writing. I encourage them to try those words that they probably can’t spell. If they want to write about the “gigantic cat”, I want them to try and spell “gigantic” rather than change their story to the “big cat” just because they know how to spell the word “big”.

We want our students to participate, share their thoughts and ideas exactly as they are, and try new things. We want to cultivate classrooms that encourage this and one of the first steps to doing this is to look at our teaching practice.  Are we modeling what we are encouraging our students to do?

“Seeing other people make mistakes, laugh it off, and keep going helps to open doors for others to join in the experimentation. If there is no expectation of perfection, this gives a sense of permission to participate (Bali, 2017).”

Resources:

Bali, M. (2017). Chronicle for Higher Education: Pedagogy of Imperfection. (Retrieved on 2018, November 12) from: https://www.chronicle.com/blogs/profhacker/pedagogy-of-imperfection/63435

ISTE.org. (2017) ISTE Standards for Coaches. (Retrieved on 2018, November 5) from: https://www.iste.org/standards/for-coaches

A Matter of Time: PD Frequency & Follow-Through

“Time, Time, Time…See What’s Become of Me.” According to a 2015 report by The New Teacher Project (TNTP), teachers spend about 19 days or approximately 10% of their school year on professional development. The financial cost, according to the report is about $18,000 per teacher per year and that totals up to about $8 billion … Continue reading "A Matter of Time: PD Frequency & Follow-Through"

Project Evaluation of Edmodo Certified Trainer Course (ECT) at Edmodo

Project Evaluation of Edmodo Certified Trainer Course (ECT) at Edmodo – 2017-2018

ECT SWOT Analysis.jpg

This project is being conducted by Autumn Ottenad, Community Growth Manager at Edmodo. I am trying to figure out if the new Edmodo Certified Trainer (ECT) program which I recently revamped taking it from six to four weeks is successful because Edmodo wants groundswell, massive growth for the betterment of the community.

Executive Summary

This evaluation is formative in nature, which means that this information I’ve gathered and which I now present is not intended to determine the overall worth of the program.  Instead, this data will allow me to make some recommendations and comment on perceptions surrounding the strengths, weaknesses, opportunities, and threats of the Edmodo Certified Trainer program at Edmodo.

Important points that will be reviewed in depth in this report:

  • Educators feel comfortable to “train-the-trainer” and present about Edmodo and know that there are staff and peers who support them there.
  • Educators becoming Edmodo Certified Trainers (ECTs) would like to have colleagues and figures to whom they can turn for conversation and advice in their profession. 
  • Educators have high confidence in their ability to succeed in the classroom with Edmodo.
  • Educators who become ECTs have a high opinion of their influence/participation in their community and professional learning network.
  • The Instructional Facilitators and mentors of the cohort have communicated to the cohort that high achievement it is crucial and they are striving to provide it.
  • When these educators become ECTs, they would like more information about how Edmodo functions as a product and company.

Recommended Next Steps

Thinking ahead to future cohorts the decision at hand becomes how do we strike a balance between quality and quantity of the ECTs who graduate from the course? We saw the same drop off after week two of the previous cohort with a number of the participants as we did in the in this current cohort.  Kate B., the instructional facilitator, began to speculate a few different options for the future cohorts. Suggested Option A. Keep the same design of four weeks, producing high caliber, but few ECTs. Suggested Option B. Redesign the course again and trim it down to two or three weeks to create more, but potentially not as high caliber ECTs. Trimming to three weeks is doable, but trimming down to two weeks total may be problematic.  “Other than having to encourage Bobby, one of the mentors, to keep up with the scoring (again, I’m so disappointed in his lack of engagement), this cohort went very smoothly, and I think that the participants enjoyed it. Lidia, the other mentor from Argentina, was wonderfully engaging and the more active the mentors were in the group, the more the participants engaged with us. It would be interesting to reach out to those who did not complete the cohort and ask them to complete a survey about their reasons for lack of completion. I’d be curious to read their responses.  I was very thoughtful in the design of this course, but I also recognize that folks need to be motivated and stay motivated to complete the work.” I did reach out to those who did not finish the course or dropped out early on. My responses from those who dropped out first were mostly that they did not have the time to invest in the class at this moment or that they do not hold the product knowledge at this time to complete the ECT program at the level that they would need to find the course fruitful. For those who it was a wrong time I will reach out again for the next cohort to see if that one is better, and I wonder if the Summer would be better because they will have more free time.  For the few who stated they did not have the right amount of product knowledge I sent them the link to join the Certified Learner course which is our base level of the community and it is a self-paced 12 module course. I think if they went through this course on their own time they would become sufficiently knowledgeable about the product to then become an ECT.

Overall the changes that were made to the ECT program were positive, proactive modifications in my perception but we have to be able to scale the number of graduates without compromising the content and quality of the program.  I come with the educator background, so my guidance is always swayed by the fact that we are asking these educators to represent the company in the world without much supervision after this process and Edmodo needs to trust that the ECTs will serve the product well to any audience.  But I can also see the need for groundswell and the incorporation of a large ground army for the product so that Edmodo can have as many people trained sufficiently on the product as possible.

Bringing Computational Thinking to Educators Professional Learning

As I begin to wrap up my studies in EDTC 6106 Educational Technology Leadership for the DEL program our last inquiry asked us to explore; what does the ideal technology-rich professional learning program look like? From there I began to contemplate Computational Thinking again which is a common thread throughout my studies in SPU’s DEL program.  As Google for Education defines it computational thinking (ct) is “is a problem-solving process that includes a number of characteristics, such as logically ordering and analyzing data and creating solutions using a series of ordered steps (or algorithms), and dispositions, such as the ability to confidently deal with complexity and open-ended problems. CT is essential to the development of computer applications, but it can also be used to support problem-solving across all disciplines, including math, science, and the humanities. Students who learn CT across the curriculum can begin to see a relationship between subjects as well as between school and life outside of the classroom.” Applying CT to professional learning is an easy leap to make, and therefore my question became; how do we challenge K-12 stakeholders to take on the role of problem solvers in designing solutions for the next generation? I want the responsibility of integrating technology into the educational curriculum to be a shared job between everyone who comes into contact with the students.  It cannot only fall on the shoulders of those who are tech coaches or district tech leads because they are spread so thin.  All stakeholders must take a problem-solving approach to the issue of tech integration. 

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Furthermore, in Jennifer Groff’s OECD report Technology-Rich Innovative Learning Environments she explains under the heading of opportunity that, “once thought of as just a part of resources‘, we‘ve come to see how technology can be so much more than that. It can play a key role and at times a leading role, in all elements of the teaching and learning environment. Technology can shape, and reshape, who is the learner and who is the teacher. It can open up knowledge and content that otherwise would be less accessible, through access to open educational resources for example. It obviously is part of resources‘, but it is clearly integral to the 3 organization‘ component insofar as it offers a critical mediating medium for those relationships of pedagogy and assessment inherent in an organization” (2013, pg. 3). Therefore, we establish the crucial element of technology into the classroom and Groff goes as far to say that it should play a key or leading role because of its transformative nature.  If it takes a village to raise a child why is the goal of tech integration into curriculum put on just a few shoulders?  Digital Promise says As we bridge the digital divide in schools and homes across the country, we also should build educator capacity to ask students to take part in new and transformational learning experiences with technology. This will require more than sharing tips in the faculty lounge or after-school professional development for educators.” I think stakeholders who should get into the solution game are teachers, district admin, students, parents, interested companies, and government think tanks. 

Demonstrating the Scale:

The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal-directed (Jonassen, Howland, Moore, & Marra, 2003). The TIM is an interactive rubric that shows the scale of integration from Entry level to the Transformation of a school to fully tech-integrated. The entry-level states that it is when “The teacher uses technology to deliver curriculum content to students.” Contrasting the transformation stage is when “The teacher cultivates a rich learning environment, where blending choice of technology tools with student-initiated investigations, discussions, compositions, or projects, across any content area, is promoted.”  If we know the problem and we have a rubric to compare our schools and districts against why then can’t we work towards a solution?

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The matrix is designed to assist schools and districts in evaluating the level of technology integration in classrooms and to provide teachers with models of how technology can be integrated throughout instruction in meaningful ways. While tech companies around the world are getting into the game of helping schools and districts out with tech integration. The Verizon Innovative Learning Schools directed by Digital Promise initiative for example “provides teachers and students in U.S. middle schools with always-available access to technology and empowers them to be content creators, adept problem-solvers, and responsible consumers of digital media and learning resources. We fully document the process so others can learn from the experiences of these schools.” 

Professional Learning Goals for Faculty now

  • Teachers should know how to leverage the device to increase student engagement, increase STEAM engagement/opportunities, increase tech proficiency (student/teacher)
  • Implement PBL model
  • Implement school-wide literacy strategies
  • Implement AVID strategies

Eventually, educators should know and be able to…

  • To utilize and demonstrate/model the use of schoolwide tech applications.
  • Identify additional tech applications that will enhance our practice and student learning.
  • Champion the integration of technology into student learning tasks.
  • Synthesize the school-wide initiatives into a comprehensive program.
  • Collaborate with other team members to develop schoolwide plans for improvement and accomplishment of goals.

So students feel empowered and be able to:

  • Create products and applications to demonstrate learning.
  • Lead learning around the use of technology.
  • Solve real-world challenges while demonstrating knowledge of content and skills that are required at each grade level.
  • Identify and explore careers that are applicable to STEAM topics/activities.

What are the next steps for developments of tech integration?

As we all know by now technology changes at a rapid pace. It is my idea is that if everyone involved takes a problem-solving approach to the issue and understands that they all share responsibility then the process can be a living process.  Continually updated lesson plans and videos added months and years from now will look completely different than they do at this moment. Districts and schools will be encouraged to use tech integration in professional learning and in the context of goal development and associated professional development planning. As we engage learners, technology needs to be woven throughout the curriculum so it becomes an integral part of the daily learning. Through regular classroom observation and targeted professional development activities, it is our hope that over time teachers will be able to effectively monitor their progress through a continuum of technology integration levels.

Resources:

Groff, J. (2013, February). TECHNOLOGY-RICH INNOVATIVE LEARNING ENVIRONMENTS. Retrieved March 14, 2018, from http://www.oecd.org/education/ceri/Technology-Rich%20Innovative%20Learning%20Environments%20by%20Jennifer%20Groff.pdf

Office of Educational Technology, Conclusion. (n.d.). Retrieved March 06, 2018, from https://tech.ed.gov/netp/conclusion/
Verizon Innovative Learning Schools. (n.d.). Retrieved March 06, 2018, from http://digitalpromise.org/initiative/verizon-innovative-learning-schools/

Paying it Forward: Admins as Brokers of Innovation

Here’s how it starts… This module’s blog post revolves around the role of administration in professional learning programs and how that relates to digital education. The prompt is based in ISTE coaching standard 4, indicator B, which calls for digital ed leaders to “Design, develop and implement technology-rich professional learning programs that model principles of … Continue reading "Paying it Forward: Admins as Brokers of Innovation"

Changing the Mindset of School Leaders Through the Empowerment of Instructional Coaches

I have recently explored ISTE Coaching Standarto try to understand how professional learning impacts explicitly the use of education technology. This week specifically I looked at the influence of school leadership or administration and how they influence the professional learning and educational technology adoption process of the staff.

Taking advantage of technology in the classroom makes the support of a proScreen Shot 2018-02-28 at 10.34.37 PMactive school administrator who should help facilitate, and organize along with the district instructional technology task force. Within chapter three of the Project Evaluation Report Transforming Professional Learning in Washington State entitled Professional Learning Requires Attention to School and District Culture Attending it states that “the “culture” of a school or district organization requires careful attention to a variety of indicators. Desimone (2009) articulates that professional development is not one-size-fits-all that can universally be applied across contexts.  As school leadership is examining how they approach professional learning they need to keep in mind that adults learn need to have the opportunity to approach the content in a variety of contexts.  Moreover, as administrators must take on several roles in the building they can’t always be focused on these different approaches to learning.  Therefore, how can district instructional coaches (or whatever you call them in your district) be seen by administrators to hold more of a leadershiprole. Renewed+Vision+for+Leadership_+Leadership+for+Learning

When I was perusing my latest installment of English Leadership Quarterly that is a part of my NCTE membership I found an article entitled “Toward Online Participation as Teacher Leadership” by Luke Rodesiler, Indiana University–Purdue University Fort Wayne.  This piece had a few gems in it regarding the thought process of leadership.  I know it mainly pertains to English teachers, but I think it can be applied to all educators Pre K thru Higher Education. Here is a quote “ I recognize leadership not as the product of a formal appointment in a top-down, authority-driven model but, like Lambert and colleagues (2002), as a reciprocal process embraced by those who see the need or the opportunity. This vision of leadership is not about rigid and unchanging hierarchies; instead, it promotes the boundaries of leadership as porous and flexible, allowing teachers to carry out acts of leadership as they see fit and as they are able. Additionally, for the purposes of this article, I recognize English teachers’ online participation as the creation of new content on the Web in an exploration of issues at the center of an English teacher’s work: teaching, learning, and literacy” (Rodesiler, 2018, p. 3).

Admins – Let Instructional Coaches Be your Marketing Team

Leaders who believe they can delegate the articulation of a vision for how technology can support their organization’s learning goals are those who will be the most successful in this reciprocal process. As district officials and school administrators do not have press relations managers nor do they employee marketing directors, they still need to communicate the districts message and brand.  It is important that those looking to move to the neighborhood understand who the school’s leaders are and how they will help their children. Rodesiler goes on to explain that when leadership is delegated one can “draw(n) from a content analysis of collected artifacts to document three acts of leadership embedded in the routine online participation of [English] teachers in the study: (a) making teaching practices public; (b) speaking out on topical issues in education; and (c) creating platforms for others” (2018, p. 4).  I think these three acts of leadership can lead to better job satisfaction for the administration, better community advocacy and involvement, and in the end teacher retention. 

Making teaching practices public

Before I started the DEL program at SPU, I was in need of finding people who were public about the teaching practice.  As an educator, it became crucial for me to communicate with people who were like-minded and I could find mentorship for my future.  This task required me to go online and seek these people out myself.  As I got more and more involved with Twitter and other public practices I witnessed how teachers “participated online, teachers in the study spoke out about topics tied closely to their work as educators, including curriculum decision-making, professional development, and the de-professionalization of teaching. In doing so, they took on the responsibility of adding their voices to conversations that all too often seem to be dominated by those outside the field of education” (Rodesiler, 2018, p. 3). As documented, the Web offers teachers multiple and varied avenues for exercising their influence and inviting others to do the same.  This evidence of influence can only help administrators and district officials make a case for the power of their school and their vision. 

Speaking out on topical issues in education

Although leadership in technology is needed across all levels of the education system, the need in PK–12 public schools is acute. Getting technology in schools is a multi-layer systematic change that takes budges and board members approval.  But it needs to begin to move quicker because as of 2017, twenty percent of school-aged children media consumption comes from mobile devices. Children’s use of electronic media is increasing, resulting in significant part from tech transformations, easy access to mobile devices, especially cell phones. Which meansThe majority of students may not be able to stop by the classroom after school but could interact with school while using some sort of technology. This can allow for real-time access to resources, due dates, and feedback.  On top of that  Did you also know…Only 58% of parents of school-aged children carried smartphones in 2010. Now 94% of parents of are smartphone users.  This means that the topical issues and the information being shared are happening online and on mobile devices. 

Creating platforms for others

Whichever tools the administrators condones for the educators to spread the great news of the district in school be it Twitter, Edmodo School Pages,  Facebook, Linkedin, or perhaps something like WordPress or another blog system like Medium. Demonstrating how administrators have used some of these platforms for positive career development should help persuade reluctant educators of their importance.  I believe that instructional coaches could take on the role of also demonstrating how educators can become their own advocates, self-promoters, and networking gurus if they are only willing to make their practice a bit more public.

Student Communication Tools

Resources:

Bishop, D, Lumpe, A., Henrikson, R, & Crane, C. (2016). Transforming Professional Learning in Washington State – Project Evaluation Report. Seattle Pacific University: Seattle, WA. http://www.k12.wa.us/CurriculumInstruct/WA-TPL/pubdocs/2016-WA-TPL-Evaluation-Report.pdf

Rodesiler, L. (2018). Toward Online Participation as Teacher Leadership. English Leadership Quarterly, 40(3), feb, 3-6. Retrieved February 25, 2018, from http://www.ncte.org/library/NCTEFiles/Resources/Journals/ELQ/0403-feb2018/ELQ0403Toward.pdf

A PD Makeover for the Digital Age

Professional PD, Content Area PD & Digital Age Best Practices We’ve been dealing quite a bit with professional development this quarter in Digital Education Leadership and several of our prompts have focused on how we deal with adult learners. In last week’s post, I railed against the lack of respect that is often shown to … Continue reading "A PD Makeover for the Digital Age"

Educators Digital Citizenship through Global Collaboration and Competency

At the center of my current studies with the Digital Education Leadership program at Seattle Pacific University is ISTE Coaching Standard 4, which focuses on how professional learning can best support teacher practice and, ultimately, student learning.  And as the country recently suffered another tragedy in a public school shooting rampage.  I think that this post is poignant as it will talk about teaching digital citizenship and global competencies for educators is essential for the future of our students.  Both of these expectations help to create empathy and global awareness for our students and teachers which with this recent tragedy is relevant.

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In my early exploration, I derived that a big part of “digital age” best practices comes from digital citizenship.  Moreover, I recently was given the opportunity to speak at the TCEA Global Education Day alongside Dr. Ariel Tichnor-Wagner who is the Senior Fellow of Global Competence at ASCD. From her presentation, I learned how heavily ASCD has invested in creating a vast amount of materials that could influence educators to take on global collaboration. On top of that, when I think about the phrase “digital age” it makes me think of digital citizenship and netiquette which we all talk about in the classroom, but sometimes students feel freer when on a website to cyberbully a classmate or troll them.  So, therefore how can I make digital citizenship an important aspect of professional development with adult learners?

To bring it all together, I am going to approach digital citizenship through the lens of global competence.  I want to take into consideration the respect piece and know that professional educators are adults who understand at a logical level what should and should not go on the internet.  But perhaps they do not feel like teaching these aspects should be a part of their teaching practice.  Global competence is a way to connect my two ideas if teachers are influenced to push their teaching onto a worldwide platform by helping their students they will need to in-turn learn some newer components of digital citizenship.

http://globallearning.ascd.org/lp/editions/global-continuum/7934.html
http://globallearning.ascd.org/lp/editions/global-continuum/7934.html

Because the competencies are multi-faceted and can get a bit overwhelming, I want to focus in on one under Knowledge: Understanding of the ways that the world is interconnected.  The fundamental connection piece in my mind is the word “interconnectedness” because the only way we will achieve this element is through our modern technology bringing us together. As field trips and vacations are becoming events of the past teachers must reach beyond their four walls.  Keep in mind that as Vivien Stewart, in ASCD’s Becoming Citizens of the World says, “To compete successfully in the global marketplace, both U.S.-based multinational corporations, as well as small businesses, increasingly need employees with knowledge of foreign languages and cultures to market products to customers around the globe and to work effectively with foreign employees and partners in other countries.”

Here are the two Digital Citizenship standard sets, the first for Students and the second for Educators. I think it is important to point out the “living, learning, and working in an ‘interconnected’ digital world, and they [students] act and model in ways that are safe, legal, and ethical” (ISTE).  While in the Educators standard 3a teachers should actively “create experiences for learners to make positive, socially, responsible contributions and exhibit empathetic behavior online that build relationships and community” (ISTE).  Therefore it is necessary for educators to know how to navigate social actions online with positive interactions.  Educators must also know how to demonstrate this social action to their students, connecting back to what Vivien Stewart states in her article that global competence “skills are necessary, of course, but to be successful global citizens, workers, and leaders, students will need to be knowledgeable about the world, be able to communicate in languages other than English and be informed and active citizens.”

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ISTE Educator Standards
ISTE Educator Standards

What can teachers do?

They can show global competence through action, demonstrations, and global collaboration projects.  It is crucial to mention that administrators must back-up teachers who are willing to connect with classrooms around the world and who have the technological wherewithal to reach outside their comfort zone to find these collaborative educators.  The undertaking is not easy but with the support of administration, it can become easier and certainly worthwhile for the educators and students.  It will help to have a large plan of what you want to achieve, but start slowly, one course or grade level at a time. “Involve parents as well as business and community leaders in planning and supporting international education and world languages. Focus on professional development for teachers, including partnerships with local colleges, so teachers can broaden and deepen their international knowledge.” Use international exchanges, both real and virtual, to enable students to gain firsthand knowledge of the culture they are studying. If it is unfeasible for students to travel, try technology-based alternatives, such as classroom-to-classroom linkages, global science projects, and videoconferences (Sachar, 2004).  In the Transforming Professional Learning in Washington State Report, researchers found that the “development and implementation of professional development at the school level impacts student learning” (Lumpe, 2016). These findings help build the body of evidence about the impact of professional learning and potentially adding in global competence to what educators should be taught so they can then go into the classrooms and teach their students.

 

Resources:

Bishop, D, Lumpe, A., Henrikson, R, & Crane, C. (2016). Transforming Professional Learning in Washington State – Project Evaluation Report. Seattle Pacific University: Seattle, WA.

A., & Stewart, V. (2007, April). Becoming Citizens of the World. Retrieved February 13, 2018, from http://www.ascd.org/publications/educational-leadership/apr07/vol64/num07/Becoming-Citizens-of-the-World.aspx April 2007 | Volume 64 | Number 7 The Prepared Graduate Pages 8-14

http://globallearning.ascd.org/lp/editions/global-continuum/contents.html

https://www.youtube.com/embed/52by-pLW4lo

http://globallearning.ascd.org/lp/editions/global-continuum/7934.html

Something about Respect

Repeat after me, “I will watch this video…” Painful, eh?  According to the description of the above video, it was taken during a PD session for the Chicago Public Schools’ “Office of Strategic School Support Services’ special network.” The description goes on to say, “This presenter was one of several consultants flown in from California … Continue reading "Something about Respect"