Category Archives: technology

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.

Screen Shot 2018-02-18 at 12.58.01 PM

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.”

Screen Shot 2018-02-18 at 2.34.51 PM

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

Essential features of community platforms (Module 2, ISTE-CS 4b)

My main question by the end of my last module post was something like:

What features are essential for platforms which are hosting a PLC?

This module follows up on that question.

Recall that this quarter is all about investigating ISTE Coaching Standard (CS) 4: Professional development and program evaluation. For Module 2, I’m looking specifically at ISTE CS 4b – design, develop, and implement technology rich professional learning programs that model principles of adult learning and promote digital age best practices in teaching, learning, and assessment.

Communities of practice

Communities of practice, as defined by Wenger (1998), is not a theory of learning that is specific to adults. As I understand it, it’s a theory of learning that can be applied to all ages. (Though more recent reformulations of communities of practice – i.e. Wenger, McDermott, and Snyder, 2002 – focus on their applicability to the workplace, which can be assumed to be adult-focused. See Cox (2005) for more on the different formulations of communities of practice.)

In short, Wenger’s (1998) conceptualization of a community of practice is a group of people who develop and use a shared repertoire of tools to mutually engage in the pursuit of a joint enterprise. “Learning” is a form of identity development and done through learning to participate in the community – through developing a shared meaning of what the community is and what it means to participate. What it means to participate is inherently flexible and under constant re-negotiation; thus, participants are continuously learning by virtue of participation in the community.

According to Schlager and Fusco (2003),

Researchers and reform advocates consistently cite participation in communities of practice as an integral factor in achieving effective, sustainable professional development systems. … The recognition that communities of practice can play important direct and catalytic roles in teacher learning has spurred great interest in how to harness the power of communities of practice in the context of systemic school reform and professional development projects. ( p. 206)

For clarity, I should note that one critique of communities of practice – and therefore, implicitly, the related body of literature – is that Wenger (1998) and Wenger et al. (2002) conceptualize communities of practice in sufficiently different ways. Based on these differences, Cox (2005) suggests that people using communities of practice pick one formulation of the theory and stick with it; I suspect that much of the communities of practice literature uses the two conceptualizations without distinction. On a different note, Schlager and Fusco (2003), draw a distinction between communities of purpose and communities of practice, claiming that professional development communities are often better defined as communities of purpose; they also elevate the question “what counts as a community of practice?”

All this to say, unless indicated otherwise, I now approach the mention of communities of practice with the assumption that those speaking of it aren’t making a distinction between the two conceptualizations of it; and I wonder if there is a justifiable argument to be made for carefully combining the two conceptualizations in a way that better fits the communities that can form in professional development. Or to put it a different way, is there a way to justifiably redraw the boundaries of “what counts” as a community of practice, which draws on both conceptualizations, so that we can better “harness the power” of communities of practice in PD contexts?

Platform features that support online communities

The above critiques and questions aside (for now), and working from the assumption that communities of practice can support teacher learning in PD, I was pleasantly surprised to find that Wenger et al. (2002) actually made a list of seven “online facilities that are among the most useful to communities”:

(1) A home page to assert their existence and describe their domain [compare to joint enterprise] and activities.
(2) A conversation space for online discussions.
(3) A repository for documents, including research reports, best practices, and standards.
(4) A good search engine to find things in the knowledge base.
(5) A directory of membership with some information about members’ areas of expertise in the domain.
(6) In some cases, a shared workspace for synchronous electronic collaboration, or to enhance teleconferences with visuals.
(7) Community management tools… These might include the ability to know who is participating actively, which documents are downloaded, how much traffic there is, which documents need updating, and so forth. (p. 197)

I also found two other lists: one from Feverbee (2012), and one from Serrat (2017). It is unclear to me how these two resources generated their lists, and Serrat’s (2017) references appear to be incorrect/incomplete. However, I found no other resources to compare to Wenger et al. (2002).

Out of curiosity, I color coded the lists for like elements (I took liberties with what I counted as the “home page” element).

Colors are used to highlight like-features across lists. The list from Bond says: "Wenger et al. (2002) identified the seven online technology infrastructure considerations that are critical for knowledge sharing (1) a home page, (2) a conversation space for online discussions, (3) a repository for documents, research reports, best practices, and standards, (4) a search engine to find things in the knowledge base, (5) a directory of membership, (6) a shared workspace for collaboration, and (7) community management tools including page counters, participation tracking, etc." (Bond, 2013, p. 63). The list from Serrat says: "Contents • Home page: relevant information and news, latest news on the progress of related activities and projects, ongoing activities and online discussions • About the community: background information, expected outcomes and impact • News and announcements: news archives, email newsletter archives • Library (repository of relevant documents and tools) • Discussions (online discussions on particular topics of interest) • Members: list of members with background information and email addresses • Photo gallery • Links to other websites • Help (information on how to use the site and how to get assistance) • Contact us Tools • Search facility • Email this page/notify members of this page • Download and print this page • Optional: online chat facility, an events calendar" (Serrat, 2017, pp. 586-587) From <https://link.springer.com/chapter/10.1007/978-981-10-0983-9_61#Fn3>. The list from Feverbee says: • "Discussion area. Members need a place in which they can interact. This will usually be a forum-based.  • Notifications. Members need to be notified when people have responded to their posts. This keeps members coming back. It sustains activity.  • Analytics. You need to be able to properly track what's going on. You need to know what's going on beneath the surface.  • Member profiles. Members need to create and use a consistent identity within the community. These profiles don't have to be overlook" (Feverbee, 2012) From <https://www.feverbee.com/essential-elements-of-community-platforms/>.
The image shows three separate lists of essential platform features for community platforms, from Bond, 2013; Feverbee, 2012; and Serrat, 2017.

The observations which I think are worth pointing out are:

  • there are only two features that show up on all three lists: a discussion space and a list of members.
  • if a feature showed up on only two lists, it did show up on Wenger et al.’s (2002) list.
  • “notifications” only showed up on Feverbee’s (2012) list.
My top three most important features
  • Notifications
  • Member tagging
  • Two levels of threaded conversation

Notifications is one of my top two essential features of communication platforms; the other being member tagging, which is related to notifications, and not on any of the lists. I agree with Feverbee (2012) that “members need to be notified when people have responded to their posts. This keeps members coming back. It sustains activity.” And tagging supports conversation by directing someone’s attention to a specific place.

I can’t say this feature is essential… but I think it’s extremely valuable: at least one extra level to threaded conversations. I think we can assume that most platforms have a commenting feature, which is the first level of threaded conversations – someone can make a post and that thread contains the post with its comments. So the extra level I’m referring to is being able to reply to a comment, giving you a second level of threaded conversations in that post. I think having at least two levels of threaded conversation is helpful because it supports linked (but possibly diverging) conversations by keeping conversations/responses more organized.

I couldn’t find a more recent academic list, but I do suspect that notifications and member tagging would make the cut on a list of essential elements of community platforms, and I suspect that I’m not the only one who sees multiple levels of threaded conversation as beneficial. I wish I could find a more recent academic resource on the topic, and without a formal study, I wonder what I would learn if I compared common features of the most popular social networking sites.

It would still be worth considering what activities people in PLCs engage in that make the PLCs successful, and then generating my own list of platform features from there (like I mentioned in my Module 1 blog post). Towards that end, Pappas’ (2016) blog post 8 Tips To Build An Online Learning Community would be a good resource to refer back to.

 


References

Bond, M. A. (2013). Constructing Guidelines for Building Communities of Practice for Supporting Faculty Professional Development in Electronic Environments (Doctoral dissertation, Virginia Polytechnic Institute and State University).

Cox, A. (2005). What are communities of practice? A comparative review of four seminal works. Journal of information science31(6), 527-540.

Feverbee. (2012). Essential elements of community platforms [Blog post]. Retrieved from https://www.feverbee.com/essential-elements-of-community-platforms/

Pappas, C. (2016). 8 tips to build an online learning community [Blog post]. Retrieved from https://elearningindustry.com/tips-build-online-learning-community

Schlager, M. S., & Fusco, J. (2003). Teacher professional development, technology, and communities of practice: Are we putting the cart before the horse? The Information Society19(3), 203-220.

Serrat O. (2017) Building Communities of Practice. In: Knowledge Solutions. Springer, Singapore. Retrieved from https://link.springer.com/chapter/10.1007/978-981-10-0983-9_61#Fn3

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge university press.

Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Harvard Business Press.

Personalization of Adult Learning in Technology Training

ISTE Coaching Standard 4: Professional Development and Program Evaluation

How do you get adults to be involved in the planning and evaluation of their online instruction?

My interest in this question stems from the fact that I want adults to take more interest in the process of their learning.  Specifically speaking getting in on personalized professional learning, and in that taking part in the planning and evaluation.  This is what educators are taught how to do so why not test it within their own learning.  From personal experience from starting the pro-cert process, the assessments and hoop jumping felt insulting when you are in a room full of professional educators.

Uncovering ISTE Coaching Standard 4: Professional Development and Program Evaluation b. Design, develop and implement technology-rich professional learning programs that model principles of adult learning and promote digital age best practices in teaching, learning, and assessment.

Malcolm Knowles, a leading educator studying adult learning, made five assumptions of adult learners (Knowles 1984:12).

davidpol_1442811796_5assumptions.png

In Chapter 1 of Transforming Professional Learning in Washington State – Project Evaluation Report – Professional Learning Requires Engaged Leadership it supports the ideas expressed by Knowles in 1984; the results of the study support the principles of adult learning, indicating that adults value course designs containing options, personalization, self‐direction, variety, and a learning community. Findings also identify some differences in learning emphasis by gender, preferred learning strategies, and previous experience with technology and self‐directed learning” (Pg. 16).  

When looking at personalization for our students I found this article by Katrina Stevens Deputy Director in the Office of Educational Technology at the U.S. Department of Education is really a compilation of what several organizations have put together on the topic of personalized learning. Basically, Personalizing the Learning Experience: Insights from Future Ready Schools specifically how “each learner’s performance is measured. The type of learning experience determines the types of data that can be collected. For example, as learners participate in a small-group activity, the teacher might ask them targeted, open-ended, probing questions that will help in upcoming tailoring components of the lesson. When technology is used, performance can be measured continuously in real time.”

Why Personalize?

What can sometimes get lost in the focus on a consistent definition and process is the potential power and benefits of personalized learning, which are many:

  • When the pace of learning is adjusted for each learner, all learners have the time needed to demonstrate mastery.
  • When learning is optimized and tailored for each learner, and driven by learner interests, it can be more meaningful and relevant, which can lead to greater engagement and achievement.
  • When learners are given more choice, they tend to take more ownership of their learning and develop the academic mindsets, learning strategies, and self-regulated learning behaviors that are necessary for meeting immediate goals and for lifelong learning.
  • When learning is supported by technology, learners can receive more frequent and immediate feedback through formative assessments, quizzes, and checks for understanding with results provided to teachers and learners in real time.
  • With the right tools, learning gaps that impede progress can be identified more quickly, allowing learners to close those gaps.
  • The use of technology to provide teachers with the ability to tailor instruction to individuals allows teachers more time to provide targeted attention to learners who are struggling or who are progressing more rapidly than their peers, rather than being forced to “teach to the middle.”
  • When teachers can use technology to identify or modify existing resources more easily, teachers can then build stronger and deeper relationships with each learner and provide more resources for dealing with specific challenges. This can promote a greater sense of belonging among students by demonstrating that there are adults who care that they thrive.

Similarly, ThinkCerca’s blog writer Kelli Marshall wrote recently on Personalized learning and specifically  Why is Personalized Learning Important – “in which instructional environments are tailored to the individual needs, skills, and interests of each student – somewhat inverts the traditional teacher/student hierarchy. It gives students choices about how to learn based on their interests, abilities, and teacher recommendations” (2018).   I think when teachers/educators are given the opportunity to “tailor” their learning to what they like and know.

Finally, “When applied correctly, personalized learning can move mountains for students. It means that assignments and instruction are tailored to individual students’ interests, needs, and skills. It allows the teacher to bring in more robust, useful, and varied material into the classroom. It opens up probabilities for strategic groupings to allow students to learn better from one another” (ThinkCerca, 2018).

 

 

Resources: 

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

ISTE Standards. (n.d.). Retrieved from http://www.iste.org/standards/standards

Marshall, K. (2018, January 18). Why Personalized Learning Is Important. Retrieved February 04, 2018, from http://blog.thinkcerca.com/the-importance-of-personalized-learning

Pappas, C. (2013, May 9). The Adult learning theory – andragogy – of Malcolm Knowles. Retrieved from https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles

Stevens, K. (2017, January 18). What is Personalized Learning? – Personalizing the Learning Experience: Insights from Future Ready Schools – Medium (Office of Ed Tech, Ed.). Retrieved January 30, 2018, from https://medium.com/personalizing-the-learning-experience-insights/what-is-personalized-learning-bc874799b6f

What does it mean for “technology to work for you”? (Bonus blog)

Something I feel like I’ve learned through my work in this program (Digital Education Leadership (MA) at Seattle Pacific University), which has drastically changed the way I approach and/or think about technology, is what it means for “technology to work for me.” It’s definitely a phrase I’ve heard, though I don’t know that I could identify where. It sounds like it could be a slogan or a motto or something: “Making technology work for you!”

In the past, it was a rather meaningless phrase for me, but now I feel like I have examples that shows what it means – though first, I’ll state what I think it means. And I want to highlight that my description might be no different than what it would have been in the past, before I felt like I understood; my understanding is not in my description, but in my ability to identify examples of it and in the way I now attempt to make technology work for me. My description:

Making technology work for you: seeing a task you need or want to do, and using technology to somehow improve or make possible the doing of the task.

My description is based on the accumulation of my work and interactions in my program; it’s hard to really cite anything specific at this point.

Example 1: Text-to-speech (tts)

I think I first understood this idea when I was working on my text-to-speech (tts) blog (here). To recap what that was all about: I needed to read a history book for a class, and I really needed to find a way to have it read to me because it was taking me a very long time to complete and retain the reading, unaided. I had never used that assistive technology before. I still had to read along while it was read out loud to me. At the moment, I don’t know how to explain the difference that it makes or why I feel like I need it, but my favorite tts reader that I found (a browser extension, compatible with Chrome and Safari, TTSReaderX In-Page Text to Speech) has changed the way I do the activity of reading. Sometimes I really need it and it makes me capable of getting through a reading. Sometimes I can read just fine without it. But the technology is working for me in the way that the tts reader improves my ability to read.

Another way I use the reader is to have it read my own writing back to me, to watch and listen for errors. I read that as a tip somewhere, and by golly, it works! I never post a blog without listening to it on ttsreader.com. No browser extension is needed to copy and paste into the website – again it’s built to work in Chrome and Safari. I say a silent thank you every time TTSReader works for me in this way because it is doing something I can’t do: voicing my writing, in not my voice, exactly as written. Technology is working for me in the way that it improves my ability to proofread my own writing.

Side note: TTSReader has a statement about not ever collecting any of the data you pass to their readers.

Example 2: Arranging pictures with associated text

My second example comes from a recent request. My mom asked me if I knew a good way to organize pictures with text. Specifically, she wants to have a picture of a piece of pottery that she made, with a description of the glazes she used, so that she can keep track of how she glazed a pottery piece and what the glaze looked like when done. Additionally, she wants to be able to print off these pictures+descriptions in a list-like way so that she can mark off what she’s sold when she does a pottery sale. What technology would be good for helping her do this?

Based on a few more needs and parameters, I suggested that she primarily use PowerPoint, and also use Facebook and Windows’ Snipping Tool (built-in program in Windows 7 and after).

PowerPoint allows you to group a picture and a text box so that you can easily move them around together. You can put multiple pictures+text boxes on one slide, and then print multiple slides on one piece of paper, making it easy to print a “list” of pictures+text.

My mom would use Facebook as a way to quickly save a picture and text on the fly. When she’s in the studio, she can make a private post to her FB page (so that her work is only visible to her), with a picture of her piece, and she can either write her glaze recipe right then, or later. Then she can easily copy the picture and text to PowerPoint once she’s on her computer. (And she can move that picture into a private FB album to keep her pictures organized on FB.)

She can use the Snipping Tool to snip the picture+text from PowerPoint, to make a picture which includes the text box in the picture itself. I’m not sure the exact reason she wants to be able to do this, but the Snipping Tool is a great way to do that on Windows computers.

In this example, my mom has a few things she wants to be able to do, and we tried to pick a few programs that could work together to suit her needs. We’re making technology work for her by trying to optimize her ability to save, organize, and print her work through the use of technology.

Closing remarks

Again, the difference in my understanding is hard to articulate. It’s not like I wouldn’t use a tts reader or be able to help my mom find tools that help her accomplish her task without this “new found understanding.” But I am much more active in the way I try to make technology work for me. I think harder about how different steps in my task could be optimized or made easier, and I think harder about my needs. I feel like I can imagine more. I feel encouraged to dream up what I could do, instead of recall what I can do. And isn’t that what cutting edge technology is all about?: dreaming up what we could do if only there was a piece of technology that did x, y, and z.

Educational Technology or Tech Instructional Coach within a specific subject area? EDTC 6106

For the past couple weeks, I have explored ISTE Coaching Standard 4b – Design, develop, and implement technology-rich professional learning programs that model principles of adult learning and promote digital age best practices in teaching, learning, and assessment. To try to understand how professional learning specifically impacts the use of education technology.

Our learning objective for this module expected us to “explore best practices in educational technology professional development.” I directed my learning towards the question of why should professional learning surround educational technology and not interweave EdTech with instructional development? 

I have recently heard from several districts around the US through our ECT program that they are moving away from whole stand-alone EdTech departments and going towards having one person dedicated to EdTech in each major subject at the district level.  I think it demonstrates the changing times for technology as it has become so crucial within education that separating education and technology is simply doing a disservice to the students.   In a recent article by EdSurge News “Why Every School’s EdTech Department Should Make Themselves Obsolete,” Nate Green states this exact hypothesis basically there might still be a need for a whole team to be dedicated to just technology integration but soon the whole department should make itself obsolete because the other instructional leadership teams should be self-sufficient when it comes to technology integration. As Green states “The biggest problem with the Technology Integration Specialist (TIS) is that as soon as a school hires one, it sends a message to another faculty that they no longer have to strive to be proficient in this area since it’s someone else’s job. Teachers may miss opportunities for sharing and collaboration with colleagues around using technology in the classroom—that to do so would be to encroach upon or duplicate the TIS’s work” (2017).  It is important to create a group of teacher tech ambassadors, professional learning for teachers by teachers, change EdTech Leaders and TIS to instructional coaches. 

Then to corroborate these findings Bishop also explains in the “Evaluation Report”, “the very definition of leadership is changing to include a broader array of people whose title may not associate them with leadership responsibilities, even though they express the language and action of leaders engaged in the work of improving learning” it may not mean that they will be in the traditional educational leadership roles like Principals, Deans, and Assistant Principals.  These new instructional or subject area facilitators should be coaches amongst the staff who know district approved software or hardware in-depth and can serve as a new level of leadership.  With the help of the Gates Foundation and several other contributors, the “Transforming Professional Learning in Washington State Project Evaluation Report” logically and empirically suggests ideas that teachers have thought all along in Washington state.  Anecdotally as I was reading this report it became abundantly clear that several of the findings were just so logical if you have lived in the US public school sphere.  When those professionals who are not in public school education want to approach a district-wide problem and they suggest the easiest possible solution it is sometimes difficult to explain why implementing the easiest solution will be difficult. The purpose of the report was logical as an example of these easily proposed plans that at the beginning they would “engage leaders in the work of developing effective processes and support structure to create a culture of collaboration that would positively impact educator knowledge and skills to improve student learning” (8). But in the end not so easy to implement changes like these instantaneously. 

As Bishop and colleagues found while putting together the “Evaluation Report”. The necessary multi-layered process and protocol that would simultaneously need to change to create a new system were not so easy to execute in real-life or real-time. These inner district interconnected systems would be assisted if the new “teacher leaders” status the state would put into place they should also adopt specific universal standards for professional learning for educators.  Even though The Bill and Melinda Gates Foundation provided 2.4 million dollars to fund a three-year project to support professional learning there were several limitations that even this amazing organization was not ready for in terms of Limitations 

1. Student achievement data at the K-3 levels is limited. 
2. Fidelity of the professional learning initiatives is outside the control of the evaluators. 
3. The ability to generalize findings outside of the selected districts is limited. 
4. The disaggregation of SAI2 data by evaluators is limited to the school building level. 
5. The SAI2 and other relevant teacher data can be connected to individual teachers for statistical analyses (with anonymity maintained). (15) 

Despite the limitations the purpose and outcome are worthwhile because “When carefully designed and thoughtfully applied, technology can accelerate, amplify, and expand the impact of effective teaching practices. However, to be transformative, educators need to have the knowledge and skills to take full advantage of technology-rich learning environments. In addition, As the US Department of Education states in their Office of Educational Technology Introduction, the roles of PK–12 classroom teachers and post-secondary instructors, librarians, families, and learners all will need to shift as technology enables new types of learning experiences.”

And although there still lies some resistance to change in terms of educational technology I think most are coming to the conclusion that students’ lives are better off in the long run if their education includes technology.  But “to inform these adjustments at every level within the system, educators needed a deeper understanding of how data could be used to inform decisions as well as the individual practices of educators” (11). Even though the idea of a singular educational technology department may be going to the wayside I think this is a sign of advancement because it means that each subject might be begrudgingly accepting that they use technology and might benefit from someone who is on their team but also is an expert in tech.  But “for these systemic changes in learning and teaching to occur, education leaders need to create a shared vision for how technology best can meet the needs of all learners and to develop a plan that translates the vision into action” (2017). 

Resources:

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

Green, N. (2017, December 11). Why Every School’s Edtech Department Should Make Themselves Obsolete – EdSurge News. Retrieved January 08, 2018, from https://www.edsurge.com/news/2017-12-11-why-every-school-s-edtech-department-should-make-themselves-obsolete 

US Department of Education (Ed.). (2017). Introduction of Office of Educational Technology. Retrieved January 18, 2018, from https://tech.ed.gov/netp/introduction/

A More Effective Online Peer Coach

As part of my studies with the Digital Education Leadership program at SPU, I recently engaged in and completed an exercise in peer coaching with a teacher.  I took into consideration that I now work at a startup, and the professional learning I would be working with her on would be all online and for a particular product. I gradually transitioned from the point of power and requests to a more to a collaborative partner, capable of leading and guiding inquiry. I practiced communication skills, including active listening and questioning strategies as my collaborating partner and I worked to rebuild our ECT program at Edmodo. Much of my work in this course centered around the study of Peer Coaching: Unlocking the Power of Communication by Les Foltos

Beyond what we already learned and addressed how can I create a broader and more personal relationship when conducting online peer coaching?

As part of my reflection, I am considering how I can engage in peer coaching practices without ever having a traditional classroom to step into.  All the coaching is done online through Edmodo classroom and groups. On top of that, how do I evaluate and create metrics of success on the online coaching model? As I work in a business where I must demonstrate all efforts as value to the company.  So I must put forth a plan to revitalize the ECT program.

What is essential to the program to create trainers who we can trust? What support does my facilitator need from me to be more successful in the next cohort? 

Research by Shauna and Baker (2005) explains that One of the challenges resulting from the growing popularity of online education is how to efficiently evaluate online instruction.  Within their paper “Peer Coaching for Online Instruction: An Emerging Model for Faculty Development” where the central question isn’t whether this new approach to education is effective — the plethora of “no significant difference” studies mainly render that question moot — but what steps can be taken to not only ensure that individual courses are useful but provide the necessary guidance to promote faculty growth and development as they teach online.

Ensuring Quality of Online Instruction – Peer Coaching Cycle – “A team of experienced online instructors is currently adapting this peer coaching model for the online environment and has performed preliminary online peer coaching during this past academic year.”

Screen Shot 2017-12-01 at 12.44.50 PM

Within the protocol, the coach logs into Blackboard course site multiple times during a week. “We encourage the online peer coach to take particular notice of the virtual classroom environment and interpersonal communication dynamics.  Such facets include the design and layout of the blackboard web pages, the tone of the announcements and course materials, the level of learner-instructor engagement and learner-learner engagement in class discussions, the types of media used for presenting materials, the ease of navigation, the clarity of course instructions, and the instructor’s mastery of the course content and effectiveness at presenting it to the class.” As I look towards the future of our program, at Edmodo I see how important it is to figure out a way to evaluate the course as it is happening.  The program facilitator is an experienced teacher but teaching online with a cohort from 19 different countries is a whole different beast.  The kids that come to school every day are pushed from so many different sides to attend her class while these grown adults must see value and excitement every single time they log into the system.  It was tough to witness the attrition (the loss of customers or clients over time) because the end results are ECTs and these advocates are so valuable to the company.  As it sits thought it is just too long to keep hard-working teachers engaged, six weeks is a long time to stay concentrated on anything in this day and age especially when there isn’t any promise of compensation at the end.

How do I want to proceed with rebuilding the program?

Recently, I attended Advocamp an Advocate Marketing Strategy conference in San Francisco because that is a significant aspect of my job.  It was put on by a company called Influitive which is in the business of creating online hubs for other businesses to host advocate marketing campaigns and challenges.  It really allows you to gamify the system and reward your advocates with rewards and points.  The most valuable session I attended was by Deena Zenyk, from Influitive her session was titledUncover the hidden value of your advocacy program by learning to use the power of campaign-based planning.” She recently wrote a book about the Six Habits of Highly Effective Advocate Marketers and “Consider your last big purchase: What influenced your decision? A paid advertisement? A polished press release? A celebrity Twitter endorsement? A marketing email? A product webpage? Probably not. More than likely, you listened to someone you know and trust. An authentic voice with relevant experience is the most convincing proponent when we’re considering a new product or company. That is the power of an advocate.”  I think that this message although hard for some teachers to believe but sometimes we are a hard audience to sell to and we really only like to listen to people who have gone through what we have.  Sometimes I talk about my first couple years of teaching at an alternative high school like some people talk about serving in the military.  Now I know it is not comparable to what our military does for our country, but I genuinely do not feel like people at my work know what it is like for a teacher unless they have themselves have taught a couple of years.  That is just one reason why our ECT program brings so much value to our company because teachers only like to hear from other teachers when talking about a product.  But how do we create a course that is the right balance between getting enough experience with the product and short enough to keep everyone’s excitement and engagement?    So Deena Zenyk mentioned a system that CISCO put together years ago called VSEM, Vision, Strategy, Execution and Metric.  Moreover, I am going to put my program through this organization and see what comes out.  Here is what it looks like when diagramed.

Screen Shot 2017-12-09 at 3.01.36 PM

Is collaboration worth the investment? As you plot the next steps in your collaboration journey, it helps to understand the returns that are possible

The improved collaboration represents the best opportunity for business leaders to tap the full range of talents of their people, move with higher speed and flexibility, and compete to win over the next decade. But building a collaborative organization requires a transformative approach to culture, processes, and technology – along with an unwavering commitment from top to bottom. Leaders who encourage change on all three fronts will be rewarded with an energized organization that can adapt quickly to changing markets and deliver results.

Screen Shot 2017-12-09 at 5.52.34 PM

 

Resources:

Cisco Inc (Ed.). (2012). The Collaboration Imperative: Executive Strategies for Unlocking Your Organization’s True Potential – CISCO. Retrieved December 09, 2017, from https://www.cisco.com/en/US/services/ps2961/ps2664/collaborative_imperative.pdf

Foltos, L. (2013). Peer Coaching: Unlocking the Power of Collaboration. Thousand Oaks: Corwin.

Foltos, L. (2015). Principals boost coaching’s impact: school leaders’ support is critical to collaboration. Journal Of Staff Development36(1), 48-51,.

Shauna, T., Ph.D., & Baker, J. D., Ph.D. (2005). Peer Coaching for Online Instruction: An Emerging Model for Faculty Development. Retrieved December 1, 2017, from Http://warehouse.olc.edu/~cdelong/dl401/peercoaching.pdf,

Institute for Higher Education Policy. (2000). Quality on the line: Benchmarks for success in Internet-based distance education. Retrieved from http://www.ihep.org/sites/default/files/uploads/docs/pubs/qualityontheline.pd

 


EDTC 6105: Peer Coaching Without Overwhelming

peer-coaching_26378573

How can peer coaches support colleagues without overwhelming them?

This quarter, at SPU, we’re being asked to practice peer coaching, and of course, I’m beginning to realise how daunting of a task that can truly be. Approaching colleagues with good intentions is not enough to ensure a productive outcome.  We are all busy, new hurdles arise almost daily, and without an intentional plan and willingness from both parties, the energy begins to fizzle and gets lost like so many other inspiring ideas we’ve had along the way.

Working with a new colleague, I’ve recently pondered “How can I offer support without overwhelming them”? Below are 9 tips that I feel apply to novice coaches, like myself, who want to help others integrate technology to boost the learning of students.

Establish Trust

As I mentioned in a previous post, Establishing Trust Before Technology in the Classroom, establishing trust is critical, especially when both participants are new in their roles. This takes time!  So before jumping in and sharing your expertise… Make time to hear their story, respect their experiences, and understand their needs. Reaffirm your role is to help, not evaluate.

A colleague recently shared he doesn’t understand the role or value of coaches based on two experiences he’s had. Both broke the level of trust early on in the coaching relationship which has led him to see coaches as being inadequately trained or qualified to support his needs. His concerns led to questions he presented to me, such as who evaluates coaches, what standards are they held accountable for, and why would I want a stranger coming in and telling me what to do?

Make Time To Collaborate

My colleague’s last concern, segues into collaboration time.  I asked him if coaches met with him prior to observing and he answered, no.  They would observe then meet after.  This continued to create a barrier of trust.

One of the biggest challenges I’ve found this quarter, has to do with time to collaborate.  Granted I am not an actual coach with a flexible schedule, so trying to find time where two educators who work on different grade level teams is challenging.  Add to that the reality that most teachers have after school programs, conferences, planning, or professional development, and you are left with maybe 5 minutes in passing in the hallway. Both teachers need to be willing to collaborate and commit to scheduling time (or rescheduling if needed), but setting aside time to meet in person, or if needed via phone or technology.

Ask Supportive Questions

When colleagues collaborate, the time is valuable, and should be designed to support the needs of the coachee.  This is where intentional planning comes into play for the coach, through the means of asking supporting questions that help guide the coachee in a positive and productive direction. In Jessica Hagy’s article, 6 Leading Questions You Must Ask, she offers leaders tips on how to avoid just telling others what to do, but using questioning to guide their work and offer support when needed. Although these were designed for the business world, I feel they can be applied to meet the needs of educators also.

  1. How can I help?
  2. What problem are we solving? (What standards are we addressing, how are you differentiating, how do you see technology helping?)
  3. Who’s going to be there? (Who are your students?)
  4. Does this make sense?
  5. Can we break this down?
  6. Do you have what you need?

Create a Shared Vision

The questioning, lends itself to a shared vision between coach and coachee. This should also include administrative support. The purpose of tech integration needs to be centered around student production and accessibility, not just about using a new tool. This shared vision should also align to grade level standards and shared grade level of school goals.  By focusing on shared goals, some of the hard work is already being implemented, and helps to reduce stress of adding to the coachee’s workload.

Set a SMART Goal

Once this shared vision is established, it’s time to develop a SMART Goal.  This is an important step in again, supporting the coachee without overwhelming them.  The purpose of the SMART Goal remains specific, measurable, agreed upon, realistic, and time-based.  Keeping the focus on a specific standard helps drive collaboration and feedback.

Face Hurdles Together

Reality is, every plan will face hurdles.   Coaches need to be accessible and responsive when coachee’s ask for feedback. It is imperative for coachee’s to feel supported and there is someone on their side who can guide them through challenges.  The most important role of the coach during this phase is to simply listen and ask supportive questions.

Adjust Plan When Needed

When facing challenges, coachee’s also need to know they are still the one driving instruction and meeting their students needs.  Although coaches are there to offer support, when issues arise, it is the coachee that needs to be in control of modifying lessons. Although coaches may offer support, the decision making needs to come from the coachee and remain aligned to student outcomes. To avoid feeling overwhelmed, this is the time to revisit the SMART Goal.  Coaches should again use questioning to help the coachee talk through how things are going and how they can still successfully assess students.

Share Tech Integration with Others

Once coachees have successfully navigated tech integration, it’s time to encourage them to share with their colleagues.  To help facilitate a school culture around collaboration and tech integration, encourage staff collaborate and share with each other. This can be achieved through Professional Development or better yet, through Learning Walks where teachers have the opportunity to see technology in action.  Utilizing students can help reach out to more staff by allowing students to visit other classrooms and share what they are learning.  Sharing with others can help teachers feel less isolated and create opportunities for teachers to co-teach or model for their peers. I’ve seen this done particularly well when there are new units introduced at my school.  One teacher who might have more training becomes the expert and models the lesson for the entire grade level. The teachers take turns becoming experts for various lessons, so it evens out the workload in the end.

Expand PLN

Once coachee’s agree to continue with tech integration, the next step is to connect them with more like-minded people.  Encouraging coachee’s to expand their Personal Learning Network, fosters a collaborative team they can collaborate with rather than relying on just their coach.  This can be achieved through communicating with colleagues in the building, elsewhere in the district, state, or through social media. Social media is a great tool today for discussing and troubleshooting technology.  It creates opportunities to share successes, challenges, and ask for help and receive quick feedback from their PLN.

Concluding Thoughts…

These 9 tips are simply a guide on how to help colleagues avoid feeling overwhelmed.  However, one other critical element, is that coachee’s must be willing participants.  Without their buy-in, everything will be a struggle.

References

Conley, Laurie. “Overcoming Obstacles – The Digital Librarian.” The Digital Librarian, 2010, https://sites.google.com/site/thedigitallibrarian/

Hagy, Jessica. “6 Leading Questions You Must Ask.” Forbes, Forbes Magazine, 28 Sept. 2017, www.forbes.com/sites/jessicahagy/2017/09/28/6-leading-questions-you-must-ask/#7d676d8b25e9.

Marcinek, Andrew. “Tech Integration and School Culture.” Edutopia, 20 May 2014, www.edutopia.org/blog/tech-integration-and-school-culture-andrew-marcinek

EDTC 6105: What Defines a 21st-Century Classroom?

Continuing in my Digital Education Leadership program, I’ve been asked to consider the role of three ISTE Coaching Standards and how they can be utilized to support others.

These standards led me to question what traits define a 21st-century classroom. How could I share these traits with others? If I walk into a classroom to observe a lesson, what evidence would I look for? Two images of classrooms came to mind, the past and the present.

Classroom Design

Thinking of a traditional classroom, the desks were in rows, the students worked independently at their seats, and the teacher typically remained in the front of the room. Mary Wade’s infographic (click to enlarge) shares what many classrooms resemble today. Immediately, her infographic reminded me of several classrooms in my building.  Students sit in table groups, have a common meeting place on the carpet/rug, comfortable seating options for independent reading, a semi-circle table for small groups, and utilizes wall space.

What stood out to me though was the fact many of the teachers would not describe themselves as tech savvy, innovative, or 21st-century teachers. If we want to support more tech integration in our schools that foster 21st-century learning, then we must first give teachers credit for the amazing things they already do. For example, a peer coach could photograph a teacher’s classroom then ask the teacher to use the above graphic to identify their own 21st-century practices.

Student Learning Opportunities

Once teachers understand conducive classroom configurations, the next step is to set goals for student learning. Defining 21st-century learning varies depending on the source.  In 2010, Elizabeth Rich asked eleven educational experts from around the country, “How Do You Define 21st-Century Learning?” and she received eleven different answers.  Reading various perspectives, a few important facts kept reappearing.  In particular, the need to teach history and literature from the past that can help shape students views on the current world they live in. A big shift from previous generations entails preparing students for multiple careers in their lifetime, not just becoming an expert in one field.  Therefore, both content and skills come into play and that is where technology can be a tool to help meet the needs of diverse learners. Perhaps one of the biggest shifts in learning has been to make student learning more personalized, global, and collaborative. 

A 21st-Century Teacher

What traits then define a 21st-century teacher? How do we guide teachers to see themselves as providing 21st-century learning? Tsisana Palmer’s post 15 Characteristics of a 21st Century Teacher  suggests a list of characteristics that can both elevate the teacher’s expertise as well as student learning.

Palmer gives great evidence to support these characteristics.  However, if there is one thing I’ve learned this quarter so far, it is to start small with goal setting. As a “coach-in-training”, my advice to teachers wanting to create a 21st-century classroom, is to first recognize what is already happening, then set SMART goals to gradually strive for the environment you desire. For example, this year my district adopted a new literacy curriculum.  Looking at the list above, collaboration is built-in to the curriculum.  Therefore, teachers can check that off their list and choose something else they’d like to focus on.  Perhaps they are studying erosion in Science and visit a local watershed.  What if they are able to then connect with another classroom in another region.  Teachers can collaborate online to provide students opportunities to share and compare their findings.

Coaching Support

So how can peer coaches support teachers in this process? First, identify what is already happening in the classroom and what the teacher feels is working well. Then question what shifts the teacher is hoping to make. Providing options that may exist in other classrooms in the building or nearby schools can provide observational opportunities and collaboration with someone not traditionally connected to the teacher. Coaches can provide suggestions based on the teachers questions, but should not simply hand over resources. In addition, remember to start small. The goal is not for teachers to demonstrate everything on the list, but to begin looking at how to implement 21st-century learning opportunities to enhance student learning.  Once teachers determine the characteristics they’d like to implement and feel supported, it’s time to collaborate on how to make it a reality.

References

Foltos, L. (2013). Peer Coaching: Unlocking the power of collaboration. Thousand Oaks, CA: Corwin.

Palmer, T. (2015, June 20). 15 Characteristics of a 21st-Century Teacher. Retrieved November 11, 2017, from https://www.edutopia.org/discussion/15-characteristics-21st-century-teacher

Rich, E. (2010, October 11). How Do You Define 21st-Century Learning? Retrieved November 11, 2017, from https://www.edweek.org/tsb/articles/2010/10/12/01panel.h04.html

Wade, M. (2016, March 29). Visualizing 21st-Century Classroom Design. Retrieved November 11, 2017, from https://www.edutopia.org/blog/visualizing-21st-century-classroom-design-mary-wade

The 21st-Century Skill & Art Form – The Feedback Loop

DMhzR5_VAAAxyNv.jpg

This week in my studies with the Digital Education Leadership program at Seattle Pacific University, I am continuing to explore ISTE Coaching Standards 1 and 2 by investigating what effective student learning looks like. Just as norms are an essential part of a peer coaching relationship, so too is a shared vision for what effective 21st-century education looks like. This shared vision creates a starting place for any collaborative work.

As Les states, “Communication and collaboration skills are vital to helping coaches build a relationship with peers, based on respect and trust, and assist peers to develop answers to the issues they face as they work to improve teaching and learning for their students.  Effective coaches use these sets of skills and trust as a springboard to encourage their learning partners to take risks and adopt innovative teaching and learning practices. ” 

As we begin thinking about the 21st-Century skills that teachers must interweave into their curriculum, I believe that one of the most important is communication.  This communication piece led me to my question for this post.  Precisely, how can we communicate to educators that quality professional development can come from your professional learning network?  When I imagined this conversation with a potential person I am coaching I wondered if they might not appreciate a line like this.  Perhaps this educator would not like that I used a “buzz” phrase like PLN or that I asked them to break out of their comfort zone.  As it states in Designing Classroom Environments“Teachers must be enabled and encouraged to establish a community of learners among themselves (Lave and Wegner, 1991). These communities can build a sense of comfort with questioning rather than knowing the answer and can develop a model of creating new ideas that build on the contributions of individual members. They can engender a sense of the excitement of learning that is then transferred to the classroom, conferring a sense of ownership of new ideas as they apply to theory and practice.”  This is why I decided to take a deep dive into Stone & Heen’s book Thanks for the Feedback: the Science and art of Receiving Feedback Well

Within the book the authors explain how giving and receiving feedback is a skill and even goes as far as to say it is an art form.  I will admit that at times in my life when I have received critical feedback without any positive elements it was tough to recover and become motivated to work afterward. I had a couple of particularly harsh interactions with an AP Literature teacher in high school and with one of my bosses when I first became a teacher.  It is just happenstance that these were both women whom I admired and obviously wanted positive reinforcement but instead received some feedback that led me down unproductive paths.  As the authors wisely explain “we swim in an ocean of feedback. Each year in the United States alone, every schoolchild will be handed back as many 300 assignments, papers, and tests.  Millions of kids will be assessed as they try out for a team or audition to be cast in a school play.  Almost 2 million teenagers will receive SAT scores and face college verdicts think and thin” (pg 2).  And as the end goal within this process is to always keep those teens or students in mind I want to look at specific element within the “Learning Design Matrix” (Learning Design Matrix.doc) “receive real-world feedback on their work from an audience or subject-matter expert from outside the school.”  Then to take that feedback and “Reflect on, revise and improve their work while engaged in learning”.  These two elements of receiving feedback, taking it, processing it, and then making productive changes is indeed a learned skill.

Applying this feedback loop to Adult learners who can then pass it along to our students of the future. 

Stone and Heen go one to say, “it doesn’t matter how much authority or power a feedback giver has; the receivers are in control of what they do and don’t let in, how they make sense of what they’re hearing, and whether they choose to change” (pg. 4).   Now that I have changed careers and moved into the EdTech sphere and received a new title that probably did not exist in the same capacity twenty years ago I can say the review process is essential.  Keeping an open two-way communication between a whole team is a constant necessity, from morning stand-ups, sprint meetings, project managing, and weekly check-ins.  It is important to give constructive feedback to peers on their work and receive feedback in the same manner.  It must push the project forward, and if something you are excited about gets push to next quarter or next year, you have to think about the company as a whole.  I say all this because as an educator I felt much more self-propelled.  My day-to-day was consumed by what and how I wanted to proceed through the material.  I was able to read the room, and I knew my students the best to gauge where to go next.  Teachers are all very skilled project and program managers, and I wish they were perceived more so in the professional world.  Needlesstosay I mean to explain this because when I entered my new world of EdTech the number of stakeholders in “my” projects grew.  The ownership of plans and projects is shared and constantly refined as more minds are consulted.  Therefore, I would state that for peer coaching, teaching, learning, and 21st-century skills this feedback loop is instrumental to teach.  And as Stone and Heen wrap up their argument of the necessity for feedback they explain “Indeed, research on happiness identifies ongoing learning and growth as a core ingredient of satisfaction in life” (pg. 4).  Meaning that humans crave the continual learning process, but the only way to get better at something is through practice.  If we are trying to motivate students and teachers, we must make it clear that we are not trying to hurt anyone’s feelings or put anyone down.  As peer coaches and teachers we see this all as practice to help encourage the user to gain experience and eventually become proficient at a particular skill.

 

Resources:

Foltos, L. (2013). Peer Coaching: Unlocking the Power of Collaboration. Thousand Oaks: Corwin.

National Research Council. 2000. How People Learn: Brain, Mind, Experience, and School: Expanded Edition. Washington, DC: The National Academies Press. https://doi.org/10.17226/9853.

Stone, D., & Heen, S. (2015). Thanks for the feedback: the science and art of receiving feedback well. London: Portfolio Penguin. doi:https://play.google.com/books/reader?id=bWw2AAAAQBAJ&printsec=frontcover&output=reader&hl=en&pg=GBS.PT21


Coaching Reluctant Educators and Learning Generational Expectations

This week in the Digital Educational Leadership program at Seattle Pacific University, I am exploring the roles of communication and collaboration in peer coaching as they align with ISTE Coaching Standards 1 & 2. Foltos asserted that “A skillful coach uses communication skills to encourage a collaborating teacher to think more deeply about a topic or to help the teacher reflect” (2013).  It is important to create that balance between inquiry and advocacy due to the fact that our coaching plans do have a point and ensuring that we are communicating effectively will help us achieve our end goal. 

Of course, there are basic meeting guidelines like setting norms, building trust, and respecting time and space of the collaborating teacher.  Those elements do seem pretty basic at this point and although I am not going to fixate on them wholly I hope to examine the generational differences and expectations for peer coaching or meetings.  For example, in the past, I may have done something as simple as bringing my phone to a meeting and that could have set off a peer I was speaking to without me realizing it.  Therefore, I don’t necessarily believe in the necessity of these norms every single time you bring a peer relationship.

What communication techniques assist in persuading a reluctant learner to believe in a technology-enhanced learning experience for students?

While listening to the ISTE Professional Learning Series webinar “Social Media as an Educator: Modeling Digital Citizenship Daily Professionally and Personally,” presented by ISTE Digital Citizenship Network. The facilitators Nancy Stone Penchev a coding/I-lab teacher and Lauren Villaluz a Technology Integration Specialist in Oakland Schools in Michigan.  The webinar opened with a quote that I think we should keep in the back of our minds “We can complain because rose bushes have thorns, or rejoice because thorn bushes have roses.”  I want to keep that quote in mind because right now the word “reluctant learners” as it pertains to teachers is depressing.  I loved how in education I felt like a forever learner and that requires change and evolution.

A couple of other ideas that came up near the end of the webinar should also be established as a point of reference.  If teachers do not start believing in a tech-enhanced learning experience for students they will not be able to help a student talk about “who’s writing their story online. Teachers will not be able to demonstrate how to become “proactive about your own digital footprint and to think carefully about how you represent yourself” online.  If reluctant learners do not start admitting that they too can fail and make mistake they will not have authentic conversations with students about their online life.  Education is shifting and as material goes online it is all about how the teachers handle mistakes made online and how important it is to “be the first to respond to your own mistakes, be upfront about the mistake and model how to handle it”.  This is how we move from just digital citizens to digital leaders in the classroom.  

But as all new things are scary we have to keep in mind some of the concerns that these reluctant learners have about online services and social media. “According to a 2009 report published by The American Association of Retired Persons (AARP) and Microsoft titled, “Boomers and Technology: An Extended Conversation”, “Boomers” have a few 

8a3eb54f0040b7796bbf85b8e3f3bd00--safety

minimum criteria when it comes to technology: They want technology to:”  

  • be safe and easy to use;
  • adapt to their specific needs;
  • connect each other;
  • act as a tool, not a tyrant;
  • be a force for good.

Other issues the reluctant learner has is that the service is too complicated, no training is available, and safety/security concerns.  Now for some of these people, it will be hard to convince them that even if they cover their camera on their laptop and turn off their Bluetooth on their cell phones that their data is still being collected. The idea that free is never free can’t be stressed enough and the only way the students are going to learn smart appropriate behavior is often from the teachers they interact with on a daily basis.

I suppose my thought process is two-fold on one side is how do we convince the reluctant learners that teaching technology and specifically safe actions on social media are essential but also the fact that they are not participating is a detriment to their students.  The first thing I want to establish is that when I interact with any reluctant educator I start by listening to all their concerns.  I want to start with an element of trust to demonstrate that I am on their side and by the end, I hope to show them how tools online can be used for good and are not always so evil.  Beginning with a demonstration and admission about how I have failed in my online life and how I have gotten tangled up in immature conversations on Facebook and Twitter and no matter what those posts stick around and follow me throughout my life.  Careers and education can slip through your fingers if when you Google yourself negative images or material pops up instead of positive actions and resumes. 

 

Resources:

Dale, N. (2016, July 21). Why Instructional Design Must Focus on Learning Outcomes, Not Learning Activities – EdSurge News. Retrieved October 26, 2017, from https://www.edsurge.com/news/2016-07-21-why-instructional-design-must-focus-on-learning-outcomes-not-learning-activities?utm_content=buffer65095&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer

ISTE Professional Learning Series webinar “Social Media as an Educator: Modeling Digital Citizenship Daily Professionally and Personally. (2017, October 11). Retrieved October 16, 2017, from http://iste.adobeconnect.com/pml3r2xw7lhd/.