Do students think we should be using social media in school?

I noticed that I had a blog post in draft form from the summer. Do you do this as a blogger? I’m not sure why I didn’t post it then; maybe it didn’t feel complete or I wasn’t happy with it. Nonetheless, I pushed myself way too hard yesterday and have to be gentle with myself, so this is my 3/10 post.

When I was researching for my Social Media in Education course, I put out an informal survey on Twitter. It was by no means a scientific survey: I didn’t have a control group and the fact is, because I used Twitter to administer the survey, many of the kids who responded had teachers who already use social media in their classrooms. So though so this is not hard data by any means, it is interesting.

The respondents were from grade 6-8 (so ages 11-14 years old) and this what they said when I asked whether or not social media should be used in school:


And here’s the interesting thing I noticed when students responded to the question, “Why” or “Why not”.  Students who had used social media in their classroom for the purposes of learning (three times or more) had a positive attitude towards the potential of social media verses the students who never did.

Look at these extremes:

Here are the responses from kids who said yes. Most of these students had indicated that they had had the opportunity to use social media in their classes:

  • because it is a good way to share how you are learning with people around the world
  • because you will learn about thing all the time and the world is coming to the point where you will need to use social media
  • because it can be educational and fun.
  • because it helps with learning and it gives us an experience.
  • Yes, because it is a great resource for learning, if you go on certain accounts, it can actually help you learn something, all the major companies use social media.
  • it can help you get comfortable with talking to people

And there was a group of students who did not actually use social media in school, but indicated that wished they could be:

  • some social media can help you learn about whats going on in the world right now. Also, some kids enjoy using social media, so maybe kids would be more interested in learning if they could use social media to learn and connect with and about the world
  • I think it should because it could potentially be a resource, and it could help with the understanding of the online life
  • Social media should be used in school as it helps children learn something that they are used to using. Today, almost all children use social media.

There were many students (32 out of 102 respondents) who were not sure, but could not exactly articulate why. There were many, “I don’t know” responses and “I’m not sure” and one student articulated it this way: I’m not sure because I don’t really understand how using social media would help students learn in class.

Of the students who said no (13 out of 102 respondents) to using social media in school, it seemed to focus on hypotheticals and the fear narrative:

  • Because too much social media is bad and could strain our eyes if we’re on it to long.
  • If students were allowed to use social media at school today it would have been a problem because there could be a cyberbully.
  • We shouldn’t because the kids might not be using it appropriately

What stood out most to me from the survey results was the stark difference between the attitudes of the students who used social media daily and were given the opportunity to use social media in the classroom more than 5 times in a school year, versus what students who use social media daily, but who had never been given the opportunity to use it in class had to say.  You see, those students only look that their own social use, their tendency to be distracted by their friends’ posts. They are also likely the students who have been taught nothing about social media beyond how bad it is, so it is no wonder that they could not see any educational value.

And yet, I continue to talk to teachers from across the globe who cannot use social media in their classrooms because it is blocked or banned.

Do we invite students to District-level tables? Do we have a student school advisory team at the school level?

Will anything ever change if we don’t change the path we are currently taking when it comes to using social media in the classroom?

Here is the summary of responses if you are interested.

Instagram Live!

When you have a teenage daughter and she knows you are interested in what she is doing with social media, she will likely keep you very up to date. So just in time for my 2/10 blog, my daughter showed me the Live video on Instagram Stories feature.

Of course, I had to try it! I updated my version of Instagram and created my own.

When someone is broadcasting live, the word LIVE will appear in pink on their Instagram story.

And this is what I saw during the LIVE recording:

People viewing live can comment but if you click on the … you can turn the comment feature off.  Click End when you are done.

 

So, yes, Instagram seems to be trying to compete with Snapchat with its stickers and disappearing stories and now Facebook Live, Youtube Live, and Periscope with its LIVE feature.

The question is, will this impact how and why you use it?

Does the fact that there is no option to save limit its usefulness in Education or in fact make it more desirable?

Will there be implications for Districts who may have open/unblocked access to Instagram?

This is another good reminder that as adults, we will never be able to keep up with changes in apps and technology, but if we ask a tween or a teen, they are often a fountain of knowledge.

Please join me on Sunday at 6 pm ET when I moderate a panel discussion on Instagram for Edumatch Tweet & Talk 74 and follow the hashtag #Edumatch on Twitter.

Have a question you would like the panelists to cover? Please add it to the comments and I will try to include it!

 

 

A focus on what is POSSIBLE

When I saw Tina Zita’s challenge: 10 Posts in 10 Days in my inbox this morning, I thought what I have thought since November 1st. I don’t think I can do that.  In fact, today is Blue Monday, isn’t it? 10 blog posts in 10 days in my condition: Impossible.

I hadn’t created my #oneword2017 as so many of my friends and peers had, I hadn’t done a 2017 Learning Resolutions video reflection and posted it to #EDU2017 even though I had really meant to.

You see I incurred a concussion on October 31st and I have not been myself since. In fact, today, 77 days later was my first day back at work–it was only two hours and a modified schedule–but it was the first day that I got dressed and went to work and smiled at teachers and students faintly and answered that I was doing ok, when I feel less than ok.

Flashback to last night, when my next door neighbour, who is a Rehabilitation psychologist talked to me about the fact that I need to push myself; that I may be 100% by the 3 month mark in a couple of weeks, or I may not be, but no matter what, my brain will benefit from working, and pushing.

So 10 Days of Blogging seems less impossible…

There will always be a reason not to. This was brought home to me when George Couros shared an article, The Dark Side of Tech in the Classroom: Caveats for Implementing Tech in Schools . There are lots of great thoughts on it, but what I noticed most is that the author, though professing the effective integration of tech can be a “helpful thing” spent the entire article talking about the negative aspects of technology integration.

Maybe this is human nature. To focus on the negatives instead of the positives. To say it is impossible before we concede that it is possible. To use a deficit model instead of an asset model.

There will always be a reason not to do something.

And so, my one word for this year is POSSIBLE.

I will write 10 blogs in 10 days, despite the fact that it will likely take me considerable effort. They won’t always be long, and likely not perfectly edited like they normally would be, but doing this is possible. So says 5th grader, Madelyn.

Won’t you join us?

(used with permission based on an Audrey Hepburn quotation)

My learning resolution: #EDU2017

‘Tis the season to tap into Imagination

I have been home since October 31 as I sustained a concussion. I have limited screen time. I have been fortunate to know about lots of accessibility apps, so I continue to stay connected with my friends through voxer, and Siri is great at sending text messages reading them and composing and reading blogs for me (in fact I am using mostly speech to text to compose this blog post).

And so normally while I am embroiled in the stress of this time of year, I have actually been a witness to it;  an outsider as I listen to my friends and my family and see their stress levels rise and rise. The pace at which everyone is moving is particularly frenetic at this time of year and at school, at this time of year,  student anxieties seem to peak. I’ve always known this, but it is particularly more noticeble to me because I am observing it.

Let’s face it it is not the most wonderful time of the year for many many many students who may live in broken homes or stressful situations at home.  This time of year also means increased levels of students  threatening self harm. demonstrating anxiety  and aggressive behaviors, and who are depressed.

I have been thinking a lot about this and something that my friend Stephanie Wilson, a psychologist in my district,  and I have often talked  about. The maker movement has so many benefits but one of them is certainly to relieve stress for students and contribute to better mental health. My friend Jennifer Bond, a teacher in Michigan has always been a champion for the extent to which making in the classroom has really amazing benefits for her students. And there are tons of resources out there about maker spaces in school libraries and classrooms across North America.

Yesterday Traci Bond, from my voxer group  shared that one of her schools was engaged in  A cardboard challenge. She shared a video of kids squealing with excitement as they demonstrated their cardboard games which ranged from whackamole, skeet ball, air-hockey car wash games.

What a wonderful idea for this time of year: not only will students engage in making games,  which they could actually bring home as a gift for a loved one, but the making its self the joy of trial and error and then the playing of each other’s games would be a wonderful thing to do to add a playful element to any classroom.

It was Jennifer Bond who shared the resource, Imagination  Foundation, which has cardboard challenges for Earth Day and other events throughout the year to celebrate creativity and imagination. The foundation is based on Cain’s Arcade. If you don’t know the story behind Cain’s Arcade, it is basically based on the true story of Caine Monroy, a 9-year-old boy who used cardboard to recreate an arcade inside his dad’s East LA auto parts shop in 2012. His only customer, Nirvan Mullick a filmmaker who went to the shop because he needed a door handle, saw Caine’s arcade and bought a fun pass. He was so impressed with Cain and his arcade that he had the idea to organize a flashmob for him which became a movie and is now a Foundation! You may be familiar with the story as the film went viral on the internet, on Twitter and Reddit and has inspired children all over the world (and many teachers) to use cardboard to create games, robots, carwashes, and other things.  I know that I had seen the video, but I actually had no idea that Cain had inspired a global movement which continues to inspire teachers today! 

I love what Nirvan Mullick, of Imagination Foundation Founder says in the video:

“A small gesture can change the life of a child…The idea is not only to give kids the tools to build the world they can imagine, but imagine the world that they can build”.

Cain’s dad attests to the fact that he is less shy, no longer stutters, and is doing better at school.

Check out the tweets from Ron Hubble at #sharkpride #cainesarcade to see what the kids created and how much fun  they were having! While you are at it check out the imagination foundation and their collaboration with Google for “Science at Play” for some excellent ideas about how to bring science to life using cardboard, creativity, and imagination. Who knows, you may igniting a passion in students they never knew they had!

We will never be able to take away a child’s negative situation at home, nor am I suggesting that the such a complex disease as mental illness can be treated by creating and imagining,  but what we can do is offer students the opportunity to experience joy and a little bit of fun. After all, ’tis the season to be jolly.

 

My epic fail and other learning

I just spent an entire weekend geeking out with some absolutely inspirational speakers and presenters, friends, and an amazing group of attendees at the Toronto EdTech Team Summit at Cresent School.

I’ve presented at a couple of similar Summits. In fact, I’ve presented probably at least a hundred times to audiences as few as 6 and as large as 400. I love to share my learning. I am becoming a better presenter ever time I speak at a conference. And yet…

There is a thing called a Demo Slam. Have you seen one? It’s a 3 minute live-demo of a tool you love. It’s supposed to be fun, but it’s intense: it’s just such a compact time, often the tech doesn’t work, and some of the keynote speakers participate which means you are up against some brilliant people.

I am a pretty courageous, go-get-em kind of person, so I’m not sure why I was so nervous to begin with. Maybe it’s because I was presenting up on a stage and I prefer to present at the same level as the crowd (maybe it’s because my subconscience flashes back to grade 5 when I was on a stage and froze in front of a live audience and couldn’t perform, Is this Love by Whitesnake). Perhaps I didn’t practice enough, because I chose to go out the night before? (when the Royal Ontario Museum becomes a Night Club, it’s kind of a no-brainer). Whatever the reason, I know that I made a promise to myself for 2016 to jump out of my comfort zone whenever I can. Also, I am organizing a Demo Slam for an upcoming PA Day, and felt like I really needed to participate if I was going to invite others to try it.

But to say I was nervous would be an understatement! I was literally shaking when I approached the stage. I was doing fine until the demo part and I completely blanked. I was demonstrating Google Keep–one of my favourite tools, which is so simple a grade 2 student could use it and I have used it hundreds of times.

And yet there I was, standing in front of all of these expectant faces; many of whom I admire very much because they are techno-EDU rockstars, and I could not for the life of me remember how to create a note in Google Keep! I drew a complete blank and stared at the screen and likely mumbled quite a bit.

Within the last 15 seconds, my brain popped back and I started to demo the tool, but of course, the timer went off. Needless to say, I walked off the stage mortified and despite the fact that I got some high-fives and a few very supportive words and tweets from friends and peers (Thanks Sylvia, Larissa, Amit, Jeff, Jeffrey, Andrea Mike, Sandra, Dawn, Diana, & Kevin), this was an extremely difficult pill to swallow.

I felt embarassed and almost let that feeling stop me from attending the social afterwards.  I’m glad it didn’t, because despite what I thought in my head, I don’t honestly believe everyone was whispering about my failure–not then and not now.

As I drove home last night, my feelings of embarrassment and failure continuted to creep into my consciousness. It was very humbling.

Let’s face it though: if you are going to publicly fail, doing so at an Ed Tech Summit where every person there is taking time away from their life to learn on a weekend, is a good place to do it.

When I was chatting with my daughter about it, I told her that I had the most embarassing moment. Here’s how that conversation went (excuse the crudeness)

Me: Oh my gosh the most embarassing thing happened to me when I was presenting my Demo Slam.

Teen: Oh no! Nip Slip?

Me: Um, no.

Teen: You farted in front of everyone? You peed yourself?

Me: (laughing) No!

Teen: Then it wasn’t THE most embarassing thing, was it?

Gotta love that girl for throwing a bucket-full of perspective my way!

It really got me thinking about some of the students I have taught who have such high anxiety about presenting in front of others. And I wondered if I had created a safe environment for them. I also I strained to remember if many of their classmates reached out supportively and with encouragement. How could I foster those behaviours in a classroom? Did I reach out afterwards to ensure the student was feeling ok?

I wondered about whether or not many teachers who we call “resisters”, may be afraid of failure: in front of their students or their peers. Who to them, the idea of sharing on Google Drive puts them completely out of their comfort zone. Do we treat them with empathy or with disdain?

I also began to think about the fact that maybe my public failure was a good thing; you see in my sessions, I think I am perceived sometimes as an “accomplished expert”. In fact, when I shared what I called my epic fail, people said, ‘Oh, I’m sure to you it wasn’t good but to everyone else, it was.” Maybe a teacher who is just learning needs to see someone they perceive to have all the answers, fall flat. Perhaps it should even be an administrator or District leader? It really happens to everyone, and before I became proficient, I worked really hard to learn what I know.  There is still a whole lot I don’t know, and I continue to learn (and fail privately) every day.

I can’t say I want to repeat this situation, and truthfully I could  have kept this blog in Draft rather than click Publish, but really I think reflecting on negative experiences is what helps us to grow and learn. I know this incident sure did that for me.

And so here it is. Publish.

Sylvia Duckworth shared this image during her keynote. I think it fits perfectly–except this time, my failure was pretty public!

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Is it time to innovate your staff meeting?

I have time to write a blog post tonight. Want to know why? Our administration team is taking to heart the idea of innovation and “Flipping our Staff Meetings”.  Year after year, don’t you sit in staff meetings thinking and wishing that there was a better way?

As a staff, we have been using this definition to guide our school year goals and the decisions we make:

Innovation is a way of thinking that creates something new and better.

It can come from ‘invention’ (something totally new) or ‘iteration’ (a change of something that already exists).

Technology can be crucial in the development of innovation, but innovation is less about tools and more about how we use those tools…  

–George Couros, The Innovator’s Mindset

It’s really very simple

Prior to the meeting, information items were distributed to staff prior to the meeting via email with the request to have a look and bring any questions to the meeting.

In addition, I had created a video tutorial for staff to show them how to go about proctoring our Ontario Secondary School Literacy Test happening on Thursday.  This is BIG and could have taken at least 1/2 hour to explain thoroughly.  But the video provided explicit instructions and support for the teachers who need it.

The Meeting Agenda

Whereas most time at a staff meeting is usually spent going through many administrative items, people have already received via email, this meeting was SHORT. Once we answered a few questions people had about what was shared via email, we had TIME for a teacher to share an awesome lesson happening in the school.

Ricky Machala, a Religion teacher shared a collaborative project on “Culture” between her grade 10 class and Fabiana Cassella‘s class from Buenos Aires. She admitted that she wasn’t really convinced that connecting her students to others would have such an impact on them because she figured that students are so connected already. What she learned however, is that students are connected to their own friends and communities, but know very little about the world around them. She admitted that students learned more about Culture by talking to kids and asking questions of their “Argentinian” friends, than they would have otherwise and they were eager to continue to connect personally.  She shared the tools we used to connect with the teacher: Voxer and Padlet (the best choices considering the classes could not meet synchronously) but the experience and reflection was the focal point of the presentation.

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Best of all, after the sharing session, it was still at least 45 minutes earlier than when most staff meetings end and so when we invited anyone who wanted to learn more about the Culture project or the tools we used to connect the classes to stay, so many of them DID! Others stayed to chat or connect with other teachers, or have a snack (food is essential).

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I applaud my principal, Richard Maurice and our VP Luisa Rocca for changing “what we have always done” in favour of trying something NEW & BETTER! Flipping a Staff Meeting is literally something you can do tomorrow to change the culture in your school and to help foster a community of sharing and learning.

Why not try it at your school??

 

 

Rethinking the traditional High School Book Club #HSGBC

Ever since I started teaching, moderating the Book Club at my school was what I loved doing most of all. One of the problems has always been that our numbers dwindle as course work increases because kids find they don’t have as much time to read for pleasure.  Now, that I am back at a school, after being at the District level for six years, I find myself looking at everything with a whole new mindset; an Innovator’s Mindset!  I’m also passionate about connecting students to each other as I truly believe it positively impacts kids in so many ways.

So my burning question is: How can we make the high school book club experience not just different, but better?

My idea? Go Global

Extending the book club to other schools will help kids to share their love of reading with others, will help students feel a greater sense of community & will help keep the momentum going even when numbers dwindle.  It will  also show them how they can be Digital Leaders by leveraging technology and social media for learning and sharing their learning!

HSGBC Goals

  • To foster a love of reading
  • To have students respond to their reading in a variety of ways (face to face, Goodreads, Twitter, Snapchat, etc…)
  • To build community both within the school and with other schools
  • To consider the perspectives of other students from outside their own school community and to get to know other students through conversations around books

Timelines

September & early October

  • Advertise the book club in your school
  • Get to know the students in your own school and introduce the idea of extending the conversations to a global community. Assure them that they can collaborate as much or as little as they are interested in doing so; your first priority is ensuring that your own students feel comfortable sharing with each other.
  • Remind them that because we are sharing with a global community, they need to THINK about what they are posting
  • Use this Dotstorming wall to suggest and vote on books
  • Decide on the way(s) in which your book club will share their learning with others and how often they would like to connect with others  (I am going to use Snapchat, Twitter, and Goodreads with my students)

November-April

  • Decide on meeting times and dates that work for you and your students
  • Connect with other book clubs via Hangouts if you would like to extend face to face conversations
  • Use the Twitter hashtag #hsgbc, Goodreads, Snapchat etc…as much or as little as you like and as you and your students are comfortable.

May

Celebrate!  Reflect on MMM (Most Memorable Moments) & create an artifact (slideshow, poster, movie, etc..) and share .

GoodReads & Twitter

A student reflection from last year when I facilitated a classroom connection was that students wished that they could continue to connect with the other students beyond our class activity. I’ve been thinking about that ever since. And so, to me, it is important that conversations about books and the relationships my students develop go beyond the “meeting times”. Goodreads and Twitter offer a wonderful opportunity to do this.

No only that, but both Goodreads and Twitter are excellent tools for Digital Leadership: students connect with others who share a common love of reading while actively creating an online presence.  Ideally, students created their own account so they can continue to stay connected, if they choose to, beyond the existence of the Book Club at school. Using these platforms can show students how to use social media differently and best of all they can continue to be used into adulthood.

Students (and teacher moderators) in the High School Global Book Club will use the hashtag #hsgbc on Twitter to share quotes & images as they read and contribute posts to our Goodreads account  here

My students are so excited to get started.

We’d love for you to join!

Sign up for #HSGBC here !

Connected student

A Narrative Reel

I just happened to have a conversation with a student yesterday who went to Centro Scuola (an overseas summer school program with the York Catholic District School Board) which reminded me of one of my former students who had done that and who is now in California working in Film.  I popped over to send him a hello message on Facebook and saw this “Narrative Cinematography Reel” by his Facebook friend, Howard Wan.  I have never met Howard before, but I was intrigued by this concept (which is apparently a thing in the film industry) and my teacher brain couldn’t help but think of how we could use this idea as a metacognitive reflection in grade 8, a diagnostic in grade 9 and a culminating activity in grade 12; a different kind of Digital Portfolio.

Because I’m on a committee to help with our PA Day coming soon, I’ve been thinking of innovation and in particular this definition which I’ve taken from George Couro’s Innovator’s Mindset (pgs 19-20):

Innovation is a way of thinking that creates something new and better. Innovation can come from either “invention” (something totally new) or “iteration” (a change of something that already exists).

Technology can be crucial in the development of innovation, but innovation is less about tools and more about how we use those tools.

What to do with all of the files

Yesterday, I worked with grade 9 students to show them how to organize their Google Drive (we use Google Apps for Education).  Many of them had used their Google Drive for grade 7 & 8 and asked what they were going to do with their “Elementary” file folder.  The answer yesterday was nothing.  But today, when I saw Howard’s Narrative Reel, I got to thinking…

How can we do better?

Rarely do we have the opportunity to truly know a student when they come to us in grade 9. We often rely on an All About Me activity or something like that which truthfully becomes a bit stale when we are asking kids to do this year after year. In fact, I remember one group of students reflecting on how they wished teachers would just talk to each other so they wouldn’t have to keep “introducing themselves” to teachers in the same way every year.

With the increase in what students can now save digitally they can easily compile the “best of” and like Howard Wan’s Narrative reel, create a digital reel of highlights of their elementary years using actual artifacts from their Google Drive.  That way, a grade 9 teacher can not only get a sense of a student’s interests, but so too get insight as to a child’s strengths and needs based on their past work and experiences.

What about Grade 12?

In Ontario, as part of the English Curriculum, there is a Media Strand whereby the creation of media products is an expectation. Wouldn’t creating a Narrative Reel for highlighting their high school achievements make a useful and meaningful media product they could use to add to an About Me page or Digital Portfolio and that they could take with them to the world of work or post-secondary?  By grade 12, students would have been exposed (hopefully) to a variety of digital storytelling tools so they could choose the best tool to tell their story.

What are some other ideas you have for tweaking an existing project or assignment to make it more meaningful or authentic for your learners?

 

 

Leading & Building a Positive Culture as a Teacher-Librarian

I was at a family function last weekend when my sister said it.  No one had talked about the fact that I was changing roles in September.  Now I know why–they had talked about it amongst themselves.  She said, “So you went from being the Literacy Consultant for a whole board to a Teacher-Librarian? Like isn’t that a total demotion?  Why would you do that?!” (yup, her exact words–gotta love my sister’s direct & honest approach??)

Needless to say, I was a little taken aback, but it made me really think about leadership and how people perceive leadership as being connected to titles. It also showed me the extent to which people don’t recognize how valuable Teacher-Librarians can be in a school.

What I explained to her is that I chose to be a Teacher-Librarian so I can continue to be a leader. In that role, I have the privilege of working with teachers, administration, and students in positive and impactful ways.

Two awesome posts by George Couros this week : 10 Easy Ways to Create an Amazing #Classroom Culture this year and  10 Easy Ways to Build a Positive #School Culture as a Principal, helped me to think about the ways in which a Teacher-Librarian is not just a leader, but has the incredible opportunity to contribute to the building of  an amazing culture in a school.

An effective Teacher-Librarian supports teachers to try something different, offers a little tweak that can move a lesson or unit from good to awesome, offers a second set of hands, eyes, and ears to help differentiate and assess.  An effective teacher-librarian can help a teacher find the perfect tech tool or resource to serve the learning needs of their students.

We know about critical literacy, digital literacy, information literacy, and every other modern literacy classroom teachers haven’t had the time to dig in to or keep up with in this age of abundant information.

But our space isn’t just another classroom in the school.  The Library Learning Commons can and should be the heart of a school; a place where learning, literacy, critical thinking, creativity, and fun come together.

Teacher-Librarians also interact with students– lots of students every day.  I am completely new at this role, so maybe I’m off base here, but I think that George’s Top 10 list can be modified for the role of Teacher-Librarian.  This is what I’m thinking:

10 Easy Ways to Create an Amazing School Culture as a Teacher-Librarian this year (2)

 

I’d like to create an inviting and positive learning culture when it comes to allowing cellphones in my Learning Commons.  I am experimenting with the wording on this poster and would love your feedback on this sign:

Be prepared to rethink how you use social media here (2)

 

More about building a positive culture by connecting your students

I am committed to helping teachers and students to see how technology and social media can be used to learn and share learning, connect with others, and be a more positive influence in the lives of others!

I am excited for the opportunity to work with teachers and students at my school and in the world on the following initiatives:

I would like to start a High School Global Book Club to foster digital leadership and a love of reading.  My VERY DRAFT ideas are here.  So far, I’ve got a few North American schools and an International school in Thailand interested.  Would love for you to join us!

I am participating in the Global Peace Project sponsored my Buncee launching September 26th. It is free to join and is an excellent way to build empathy, cultural awareness and to work towards spreading peace.  Details here.

I am helping my friend, Barbara  from Norway to get some North American classes involved in a Digital Storytelling project beginning in September. Check it out here.

I am organizing a Global Amazing Race EDU for grades 7, 8 and high school.  The project launch happens on February 10th with a Virtual Breakout EDU!  Details here.

I can’t wait to see my sister at the next family function to tell her all about my  start to an amazing school year!

Quotation source: http://ottmag.com/most-famous-leadership-quotes/

 

Learn. UnLearn. ReLearn. Repeat.

I often come back to The Innovator’s Mindset book by George Couros which I have read a couple of times now because so many ideas in it really resonate.  Today was definitely one of those days.  In particular, I thought of three of the characteristics of the Innovator’s Mindset:  Resilient, Risk-taker, Networked which gave me a more positive frame for dealing with the big tech news I have been dealt this week!

Just last week, I learned that Blab, a platform I had just learned and experimented with shut down. Because I was fairly new to the platform, I wasn’t overly upset at the news, and given the fact that they were not very diligent or responsive to my negative situation a few weeks ago, I am not going to say I am heartbroken.  Nonetheless, it was a really great platform for connected debates, book clubs and panel discussions.  I will need to go back to my blog posts and delete them and there are teachers who took the time to experiment with the platform because I got excited about it, when they could have gone to the beach instead!

Then yesterday, I learned from someone in my Edumatch Voxer group that Google Hangouts on Air, a platform which I have spent much time using and teaching others about is shutting down after September 21st.  After my initial panic and shock, I realized that it is simply moving to YouTube Live and that it really isn’t that big a deal, but it still will mean going back to all of my tutorials, presentations, etc..to change the information and it will mean trying to find a suitable alternative platform for connecting students to experts, organizations, and other classes.

As I shared this information to my PLN, I said, “Need to relearn” to which my friend Leigh Cassell added:

Learn, Unlearn

And it’s so true.  Putting yourself out there to learn how to integrate technology in meaningful ways means being a Risk-taker; but it’s often a calculated risk with the goal of doing what’s best for kids. And it provides the opportunity to really put ourselves in the shoes of our students who are constantly learning new things.

For the rest of the day, on both Voxer and Twitter, people were sharing ideas, alternatives, and resources to help each other through this change.   Being Networked allows me to get support and help when I need it and to offer support and help to others.

Teachers and Administrators who try to bring in technology to meet their learning goals  have to be Resilient.  Platforms and tools change so quickly that teachers who are trying new things for the sake of differentiation and student learning are risking that the tool they teach their students may not be available in six months.  Do we let that fear stop us from finding the best tool to suit our purpose?  Or do we deal with this flexibly and thus model this mindset for kids?

The only constant nowadays really is change.  We can either complain about it and let it be an excuse NOT  to innovate or move forward, or we can be can embrace an Innovator’s Mindset look at it as a great way to really experience what being a learner means.

So back to the drawing board for me as I go and learn about YouTube Live, Firetalk, and the many other alternatives people have been so generous to suggest.