Summary of Learning

In preparing my Summary of Learning project, I spent time looking back over the extensive notes I have collected over the past few months.  In doing so I came across the goals of the course as identified by Alec:

• better understand the historical role technology and media have played in educational & social change; Achieved thanks to the knowledge shared by Alec and a variety of guest presenters
• become knowledgeable of social learning tools as tools for teaching, facilitating learning, professional development, & designing educational environments; Achieved through the sharing of my EC&I classmates and my PLN
• become familiar with the wealth of open educational resources (OERs), learning-related content, & media available for teaching & learning; Achieved through the sharing of my PLN on Twitter and through Goolge+
• become knowledgeable of relevant educational theories and philosophies that inform teaching and learning in the digital age; Once again, achieved thanks to the knowledge shared by Alec and a variety of guest presenters
• better understand the many social, ethical, political, cultural, and administrative issues often associated with technology & media in education and society; Achieved through personal experience and the shared experiences of others in my PLN
• become critical consumers and producers of digital media and information; and, Achieved through active participation in the three ongoing class assignments
• build sustainable, personal learning environments and networks. Work in Progress.  I am very happy with the progress I have made in this area.  I choose to consider this a work in progress because it is something I will continue to build and nurture in my professional life.

In our first class Alec made the statement that we as a class would determine our learning experience.  What a learning experience it has been!  The advancements I have made in the area of social media have occurred because of the collaborative efforts of all of the EC&I 831 community.  Thanks to everyone for connecting with me and sharing this experience.  I have managed to view a few of the Summary of Learning assignments which have been posted to the blog hub already, and I am impressed.  I look forward to viewing all of them as they become available.  Embedded below is my Summary of Learning project for EC&I 831.  I will be posting my final thoughts on my Major Digital Project later in the week.

How I have Become a More Networked Professional

As part of the Networked Professional Learning assignment for my EC&I 831 course, my professor, Alec Couros, challenged participants to develop a "personal learning network" through continuous participation with a wide variety of social media tools.  As a summary of our growth, we were asked to consider the question: "How have you become a more networked professional?"

I decided to base my response on the concept of "The Networked Teacher" diagram Alec shared with us during one of our sessions.  In my infographic I have highlighted the thirteen components of connected learning in which I experienced significant growth.  For each of these components I have provided links (dots) to examples of tools which helped me become a more connected teacher.  In addition, for each component I have provided a video explanation (black play button) outlining how that component allowed me to become a more connected educator, and what I learned in the process.

I have decided to post  this Thinglink as part  of my Summary of Learning because it outlines the growth and learning I experienced in my attempts to become a more connected educator.



Creating This Project
I began by exploring a number of different infographic creation sites.  None of the ones I looked at suited my needs, so I decided to build my own in a low-tech way.  I built the infographic using MimioStudio Notebook software (similar to SMART Notebook).  I probably could have done the same thing with PowerPoint, Paint, or Photoshop.  Once all of my images were in place, I saved the slide as a .jpg and uploaded it to Thinglink.
Next, in Thinglink I created links for every icon I had included in my diagram.  When possible, I linked directly to my account for the web service or tool.
Finally, I gathered "evidence" of my growth for each component through screen clippings and screen recordings.  I loaded these clips into iMovie and added voice narration to explain my growth.  I uploaded these to my YouTube account and then linked these to my Thinglink image.

I would definitely consider doing a project such as this with students in the classroom.  How might you use Thinglink?  How is your growth as a connected educator similar or different to me?

Growth with Twitter

Photo Credit: mkhmarketing via Compfight cc

In a recent post, Cory Cochrane spoke about his stages of Twitter, and how they related to the 10 Stages of Twitter for Teachers as outlined by Daniel Edwards.  I was interested in what the 10 stages might be, so I took a look.  I was surprised by how accurately Daniel's stages matched my personal evolution in the use of Twitter. 
When I began, I was reluctant to sign-up to use Twitter, and rarely logged on to my account on my laptop.  While attending a few different conferences, I tried out some of the backchannel discussions during presentations and began to recognize a few of the names of people who were contributing to different discussions.  Eventually I got an iPad and was able to more easily access Twitter during "down time".  I began to follow specific users and retweeted ideas I liked as a form of bookmarking.  Retweets lead to direct discussions and follows from other professionals.  I slowly began to realize that I could tweet from apps like Zite, Flipboard, Kindle, and from the internet, and began to share more of what I was reading through tweets I composed.  I then began to add a few of my thoughts to these tweets as well.  Once I received my smartphone, it became even easier to check Twitter when standing in line at the grocery store, or while watching a commercial on TV.  Currently I find myself at about the 8th stage described by Daniel, and I am definitely at a point where I want to share my experience with fellow colleagues.
Over the past couple of weeks my department has been hosting educational technology advisory working groups as part of a needs assessment to help determine the focus of future technology deployment in our school division.  During these meetings a number of participants have expressed an interest in the need for collaborative sharing of resources and ideas between teachers.  Looking at the Saskatchewan Educators on Twitter document, it is apparent that few of the teachers from my division have declared their involvement on Twitter.  That isn't to say that they aren't using Twitter - just that they may not be using it for professional development purposes. 
As a department we have discussed the idea of providing interested teachers with "An Introduction to Twitter" type of PD session before Christmas.  The focus of this "getting started" session will be to:

• highlight the value of Twitter and dispel common misconceptions
• help teachers with account creation and the sign-up process
• explain Twitter language like "Tweet", "Retweet", and "Hashtag"
• explain how to tweet, retweet, reply, and follow
• discuss Twitter chats
• provide teachers with some key people and organizations to follow

I have compiled a number of resources in preparation of this session, including:

• Helping Educators Get Started with Twitter
• A Refreshingly Simple Guide to Twitter for Educators
• How Teachers Can Stop Being Afraid of Twitter
• How to Manage Your PLN Using Twitter Lists
• The 10 Stages of Twitter for Teachers
• The Unofficial List To Educational Hashtags
• Using Twitter Effectively in Education - with Alec Couros

Has anyone else put together an "Introduction to Twitter" session for their staff?  Any hints or resources would be greatly appreciated.

Considering My Digital Identity

Developing my digital identity has been a major goal and focus of my EC&I 831 course.  A couple of weeks back, our instructor, Alec Couros, posed a number of questions for us to consider regarding our digital identity.  In reading the responses of Jessica Madiratta (Digital Me) and Kristen Hansen (This is me - in digital), and reading articles about digital identity, I have really put some thought to my ever evolving development in this area. Here are my responses to a few of these questions.

1. Have you ever Googled yourself?
I have done this a number of times and I have definitely witnessed an evolution in this area.  A few years back, a quick search of my name resulted in very few results linked to me.  As a result of work I have done in this class, I can definitely say that a Google search of my name results in many links specific to social media accounts I have.  As well, a Google search of my name also provides evidence of projects I have created and examples of digital collaboration with other individuals.  In educating students about developing their digital identity, the idea of being "Googled" by potential employers is an important point to discuss.  The article, "You've been Googled: What employers don't want to see in your online profile", suggests a number of common things employers look for in potential candidates.  I think students recognize that a Google search which results in embarrassing photos or examples of inappropriate behavior can jeopardize the chances of a positive interview.  What I don't think students realize is that a Google search which results in very little or no information can also be seen as a negative thing.  Part of your digital identity should point towards evidence of positive use of the internet, and should provide employers with examples of collaboration and participation within online networks.

2. Did what you find surprise you?
For the most part.  The answer to this question is no.  What did surprise me was the image results associated with my name.  I need to understand how and why some of the images that are displayed are linked to the search terms "Dean Benko".  What I have noticed is that the image results change on a daily basis.

3.  Have you ever thought about your digital identity?  Does it matter to you?  How so?
I definitely have developed my digital identity in a purposeful way.  Before I entered into my position as Technology Coach, my involvement in social media was very minimal.  Every network I have joined and every account I have created has been done with my professional identity in mind.  Because I wanted to provide evidence of my online involvement in social networks, I have always created accounts using my full name, (no nicknames).  I am currently active with Twitter, Google+, LinkedIn, YouTube, edConnectr, and MimioConnect.  I am very conscious of what I post and feel my presence on each of these accounts represents the "professional" side of me.  However, I recognize the "personal" side of me is underrepresented in these spaces.  Providing some glimpses into the more "personal" side of me would allow people the opportunity to connect in more meaningful ways.

4. What policies or processes could schools adopt regarding digital identity? 
I think this is definitely something schools can help students understand and address.  I also feel that it is something which should be addressed with students at an early age, when they are just starting out on the path of creating their digital identity.  Sue Waters brought up a very interesting point during her Introduction to Blogging presentation.  She said one things schools shouldn't do is force a digital identity on students.  She referred to a number of incidents of students asking to have their childhood blog sites removed because teachers had them create these accounts using their full names, and the students didn't want this work to become part of their digital identity.  I do think it is important to help students identify characteristics of positive digital identities, and to provide them with the skills and tools to create their own. 

How would you respond to these questions?  Has your digital identity evolved over the years?

Looking Forward and Thinking Back

A Dilemma (2008) by Julie Manzerova on Flickr

Wow!  November... Where has the time gone?  Hard to believe we are already looking at selecting classes for the Winter semester.  This weekend feels like a perfect time to think back on lessons learned, ideas tried, and my successes and failures.   It is also a perfect time to begin to look forward to concepts yet to be learned and to projects to be completed.  Looking back, it would probably take me MANY blog posts to cover everything I have learned over the past few weeks.  Here are some of the highlights:

Class One - Introduction to the Course

• Google+ - Why haven't I been using this before, and how can I get staff and students to use this?
• We as a network will determine the learning experience.  How will I make my learning visible? (blogs, Twitter, Google+)  How will I contribute to the learning of others? (responding to posts, sharing articles and tools, writing about my own learning experiences)
• What's a MOOC?  EC&I 831 is a MOOC?

Class Two - Preparing for an Open Boundary Course

• Blogging isn't too bad... I sure like reading what others have to say.
• Part of being a good blogger is reading and responding to blog posts ofothers
• It is hard to keep up with all posts (But the blog hub sure helps!)

Class Three - Virtual Learning Communities

• Tagboard is a great way to keep up with #eci831 tweets
• Online relationships can be very real and very deep - they can even be enhanced by technology 
• Like any relationship, digital relationships develop over time and must be nurtured
• We have trajectories in communities and can move to different parts of the community

Class Four - Introduction to Blogging

• When students blog for a global audience there is a big improvement in the quality of work
• Common blogging mistakes include failing to link; failing to connect; distracting theme colours and fonts; and focusing too much on the readers
• Workflow should be about working smarter not harder (ie: Flipboard, RSS, Feed.ly)
• An About Page helps readers connect with you
• Linking is important
• Blogging isn't about publishing - it is about social learning
• Blogging is a great way to make learning visible

Class Five - How Higher Education Will Change

• What we know isn't as important as how we can learn new things
• We shouldn't use technology for the sake of comfort
• Everything being done today is being done in networks
• Technological and economic pressures change institutions

Class Six - Networked/Connected Learning

• It is important for a person to declare their digital identity
• We are living in a participatory culture - this requires us to have an ability to nurture our networks
• Networked learning requires critical thinking skills in order to sift through information to find the truths
• We need to use our online presence to grow and shape our world, and to inspire others to do the same
•  We need to look at ways to safely thin the walls for our students

Class Seven - The Maker Movement for Teachers

• Sylvia Martinez, author of Invent to Learn, is an engaging speaker - I should finish the book!
• The Maker Movement s about constructing knowledge through experiences
• Projects are about the end product, but project based learning is about the process
• Proponents of the Maker Movement view the internet as a place to get things done (create, collaborate, etc.)
• The three game changes of the Maker Movement are Fabrication, Physical Computing, and Programming
• "Kids won't BE engineers... They are engineers"
• Putting yourself outside of your comfort level can make you a better teacher

Class Eight - Introduction to Digital Citizenship

• Digital Citizenship is different from cyber safety.  Digital Citizenship addresses the broader concept of how to prepare students to interact in a society full of technology
• The appropriateness of content is relative and changes over time. 
• The concept of intellectual property is being blurred in the digital age.  We must make students aware of copyright and copyleft issues.  If we are going to teach students about using copyleft resources, we should also show them how to identify their creations as copyleft
•   Once something is posted - it is difficult (if not impossible) to be completely erased.  Is there a way for our kids to be forgiven for their digital sins?
• Teachers can play a role in introducing students to the world of activism

Looking Forward

• Building a PLN takes a long time!
• I don't need to be as exclusive in my selection of who to follow on Twitter.  Lists can help me organize the people I choose to follow
• Commenting on the posts of others is good, but I need to do better at providing links to thought-provoking articles for others
• I have read a lot, but not all of this has been visible - I can use LiveBinders to organize some of these resources and write short reflections.  This binder could then be shared with others.
• There is always something new to learn
• Learning (and applying this learning to practice) can be uncomfortable, but fun

What are some of the key learnings you have gained over the past eight weeks of EC&I 831?  What things are you considering as you move forward?

The Maker Movement

Tuesday night my EC&I 831 class had the pleasure of hearing Sylvia Martinez speak.  Sylvia is the co-author of Invent To Learn.  I am currently about half-way through the book, so I was thrilled to get the opportunity to hear Sylvia speak.

Sylvia is a proponent of the "Maker Movement", which is focused on allowing students to construct knowledge through experiences.  Many of her ideas are based on the teachings of Seymour Papert, who stated, "The role of the teacher is to create the conditions for invention rather than provide ready-made knowledge".  Sylvia's view is that kids are not going to be engineers - they already ARE engineers.  She suggests that teachers should provide students with experiences, because learning occurs when students are able to connect existing knowledge to a new experience.

When developing a learning opportunity, she suggests the following variables as described by Gary Stager:

• A good prompt, motivating challenge, or thoughtful question
• Appropriate materials
• Sufficient time
• Supportive culture, including a range of expertise

During her presentation, Sylvia described three game changers of the Maker Movement:

1. Fabrication (Includes CAD and 3D Printers)
2. Physical Computing ( Includes Raspberry Pi and Arduino)
3. Programming (Includes Turtleart)

While reading her book, one quote relating to fabrication really struck a chord.  Sylvia states "There is every reason to believe that fabrication technology will change the world even more than the information technology revolution has."   During her presentation, Alec Couros referred to this as "disruptive technology".  Many in class, including myself, had not heard this term before.  Alec expanded by describing it as "Something that brings about societal changes".  I definitely see fabrication technology as something that could bring about such changes to our society.

Like many of the participants, I was very excited with the ideas Sylvia suggested.  Her MaKey MaKey kits got me thinking about ways that I have allowed students the opportunity to Invent to Learn.

Four years ago I was asked to develop Middle Years workshops to integrate technology and curriculum in the areas of Practical and Applied Arts, Language Arts, Science, and Career Education through the exploration of technology careers and skills for the 21st century.   The result was "Ex.C.I.T.E. Camp - Exploring Careers in Technology Education".

Over a period of three years, my colleagues and I provided numerous half-day workshops for hundreds of students.  The four workshop modules we developed as part of Ex.C.I.T.E. Camp focused on the areas of robotics, electronic circuits, photography, and webpage design.  These workshops proved to be extremely popular with students, and were very rewarding to teach, because students were fully engaged in hands-on learning.

The robotics workshop was designed to give students an introduction to basic robot programming.  In small groups, students were asked to build robots using Lego Mindstorm NXT kits.  Once built, students were challenged to add various sensors to their robot to perform various tasks.  Through trial-and-error, students learned how to program the sensors to perform different functions.  With extended time, teachers could allow students the chance to create more complex programs to upload to the robots.  This workshop proved to be especially popular with Grade 7 & 8 students.

The electronic snap circuit session was designed to support the Grade 6 Science curriculum for the electricity unit.  Using Electronic Circuit Kits students were given the chance to create dozens of circuit projects from a list of more than 300 possibilities.  Students enjoyed creating working alarms, flying saucers, and AM radios.

A valuable lesson that we learned when planning and implementing the workshops with students was that they needed LOTS of time for experimentation and play.  Our first sessions included direct instruction at the beginning of the workshop.  We soon realized that students learned the same concepts we were telling them about by actually working and experimenting with the kits, so we ensured that hands-on-learning time was the priority.

Another thing we learned was that the projects described in the kits were good, but students learned a lot more when faced with a challenge they were asked to solve.  For example, the kits provide detailed instructions for students to build series and parallel circuits.  Instead of simply asking students to build Project #3 and Project #4, we provided students with the following challenges:

• Using two light bulbs, 1 switch, 2 batteries, and 8 wires can you create a circuit to light both bulbs?
•  Using two light bulbs, 1 switch, 2 batteries, and 8 wires can you create a circuit where one bulb remains lit when you unscrew the second bulb?

In this way students created a variety of different circuits and experienced first-hand the difference between series and parallel circuits.

Because the Education Technology department is currently focused on directly supporting a number of new initiatives, I get fewer opportunities to be directly involved in Ex.C.I.T.E. Camp workshops.  However, teachers are still able to borrow these kits, and the workshops continue to be a popular way for students to learn about circuits and robotics.

Thinking about starting your own version of Ex.C.I.T.E. Camp?  Feel free to contact me for more information.

Tweaking My Blog

This past week my EC&I 831 course had the great fortune of hearing Sue Waters present "An Introduction to Blogging."  As a novice blogger, I listened with great interest as Sue provided tip after tip aimed at making each of us better bloggers.  Over the course of this week I revisited the notes I had taken and began to implement  many of the suggestions Sue had recommended.  Here is a summary of what I have managed to accomplish:

1. Failure to Link
Sue's first suggestion of providing hyperlinks wherever possible is a key benefit for using blogs.  I had been attempting to provide some hyperlinks in my posts, but Sue's example demonstrated for me the types of links I should be including.  People reading my blog should be able to easily explore the topics I am writing about, and hyperlinks provide that ease of access.  I am now making an attempt to include more hyperlinks in my posts.

2. Failure to Connect
In describing the blogging cycle, Sue suggested that people may be good at publishing posts.  However, she noted that effective blogging is about more than just publishing posts. A slide she included summed it up well: "Blogging isn't publishing.  It's about social learning."
 As part of the cycle, I should be reading and reflecting on the posts of others, and then commenting on those posts.  Having connected and engaged in dialogue with others, I should then return to my blog to continue my publishing.  This week I have made an effort to read the posts of fellow colleagues, and to comment on a few.

Sue also mentioned the importance of including an "About Me" page on a blog.  As a result, I now have a dedicated "About Me" page which includes a brief summary about me and contact info for each of my social network profiles.  I also took the time to update my profile descriptions with Google+, LinkedIn, and Twitter.  I also made it easier to follow me on Twitter by including a "Recent Tweets" gadget on my blog.



Enjoying "the process" while  tweaking my blog

3. Reading Online
Sue provided a number of hints for improving the reading experience of visitors to the blog.  I have kept my theme pretty plain, so my blog did not require any radical changes.  However, I did agree with Sue's suggestions of using interesting titles and the incorporation of images as attention grabbing techniques.  These are two things I will continue to incorporate into future posts.


Sue also recommend that effective workflow should be about "working smarter, not harder."  She suggested the following workflow pattern:

•  Visit the EC&I Blog Hub
• Select a post of interest
• Comment on the post
• When leaving a comment ensure that the notification option for follow-up comments has been selected

Sue also recommended the use of Flipboard as a curation tool for EC&I 831 content.  I have been a big fan of Flipboard for the past couple of years, but I had never taken the time to set-up an account and create my own magazines.  After hearing Sue speak, I created an account and began curating my own magazine content this week.

4. Focusing Too Much on Readers
The final point Sue made is that bloggers sometimes focus too much on what they think readers want to see.  She recommends that blogging should be primarily about enjoying the process.  This is something that I am starting to embrace.

Sue ended presentation by providing us with a wealth of links for effective blogging practice, and directed us towards some exemplar blogs.

• Edublogger tips and tricks
• Photography Blogfolio Example
• English 10 Class Blog Example
• Cathy Cassidy's Blog

Accomplishments This Week

• Created About Me section for my blog
• Updated and expanded my profile for Twitter, Google+, and LinkedIn
• Increased my use of images and hyperlinks in my posts
• Continued reading, commenting, and sharing of resources
• Chose a final project and began work toward the presentation

Fun in the Classroom

This week I had the pleasure of helping five different middle years classrooms kick-start projects incorporating the use of technology.   It was a great week working with students from around the city.  I truly have an amazing job assignment!

Music in Me GarageBand Project

Monday I helped a teacher introduce a Music in Me project inspired by @DOREMIGIRL.  For this project each student was asked to find five songs which hold significant meaning in the student's life.  Using GarageBand, students will provide an introduction for each song, along with an explanation of why the chosen song is meaningful to them.  Students will then insert a 30 second sample of the song before moving to the next selection.  The students were quite excited about the opportunity to express themselves through the use of music.  Introducing this project at the start of the year is a good way for a teacher to learn about each student, and for students to learn about fellow classmates.  I look forward to hearing the completed projects.

Willow Awards Book Trailer Project

On Friday morning I worked with Grade 7/8 students as they began a book trailer project.   Using iMovie, students will create a book trailer for each of the books nominated for this years' Willow Awards.  Using Creative Commons and Compfight images, students will provide a narrative description for each book.  These book trailer movies will then be posted to a private Youtube Channel, and a QR code will be created for the link to the video.  The QR code will then be pasted to the inside cover of each book.
Because our school division has adopted a system-wide BYOT policy, students are allowed to use personal devices to connect to the student Wi-Fi network (with parent consent and teacher permission).  This means a student would be able to enter the library with an iPod, smartphone, or tablet, pick a book off the shelf, scan the QR code and instantly watch a book trailer for the book they are considering signing out from the library.  If successful, it would be great to expand this project to include more books and more libraries.  QR codes could also be used to provide students with a chance to try sample AR questions before taking an AR quiz. 

Personal Memoire VoiceThread Project

 

Friday afternoon I was asked to help two Grade 7/8 classrooms begin a personal memoire project using VoiceThread.  My use of VoiceThread has been minimal, and I have never used the Education version, so this project provided me with some great learning experiences.  The students had no prior knowledge of VoiceThread, so the introduction lesson was a good opportunity to discuss the idea of online collaboration.  It also gave us the opportunity to reinforce positive digital citizenship skills and prompted a discussion on how to comment appropriately on other students' projects.  I am always amazed at how quickly and easily students begin using a new program.  This is another project I will be closely monitoring over the upcoming weeks.


If anyone else has experience in similar projects, I would be happy for any advice or comments.

"Deep Digital Connections"

During our EC&I 831 class this week our guest lecturer,  Richard Schwier, spoke about connections and contexts in a digital community.  This was an interesting topic for me, and one that I am definitely not familiar with.  I am a rather private person and keep a few very close relationships with people.  The idea of creating "deep digital connections" with online community members I have never met is completely foreign to me.  I listened intently to the discussion and followed the chat window throughout the class, but found myself as more of an "active spectator".  However, this is not necessarily out of character for me.  In my face-to-face interactions with people I have known for years I am definitely not one to offer my opinion without careful thought and consideration.    It should come as no surprise then, that this characteristic remains true in my online identity as well.

In teaching students about digital citizenship we often speak about having your online persona match your real-life personality.  I can remember lecturing to students, "Don't say or do anything online that you wouldn't do in real life."  Because many youth (and adults) feel a sense of anonymity while interacting online, there are times when they feel they can say or do things they would never consider appropriate in real life.  Cyberbullying is an example of this.  People who would never speak negatively or hatefully about someone feel safe to do so from behind the protection of their computer screen.

However, maybe there are times where this anonymity can lead to positive outcomes.  Online discussion forums in blended learning classes provide students who do verbalize their opinions in class the opportunity to have their ideas heard.  Some people do require a chance to synthesize their thoughts and to form their opinions before speaking to others.  Unlike face-to-face discussions, commenting on posts and blogs offers people like this the chance to respond on their own time without the pressure of finding just the right thing to say at that moment. 

Whether introverted or extroverted, the desire to belong is a basic human need.  Richard pointed out that online communities can be very real, and participation in these communities can help fulfill this need.  I enjoyed reading the blog post he referenced during the discussion entitled "Cookielady's Last Batch."  The way Alan Levine's online community reached out to support him was touching, and was a good example of someone who has built deep digital connections.

It reminded me of a similar story a presenter shared at an Ed. Tech. conference I attended.  The speaker told a story of a man looking for someone to fix the last picture of his mom.  She had recently passed away, and the last picture he had of her included her oxygen hose.  He posted a request to an online forum hoping a person in his digital community with Photoshop skills would be able to edit the photo to remove the hose.  What he received in return was dozens of condolences from friends and strangers, accompanied by digitally improved photographs of his mom.  Ewan McIntosh provides a complete account of the story in his post: Collaboration with a point: Help Me Fix The Last Picture of My Mom.

This got me thinking of the trust this man had in his digital community.  Numerous positive online experiences and many deep relationships must have been built for him to think to turn to this community to fulfill his request.  Through EC&I 831 I am beginning to take small steps towards building my trust and faith in my online personal network.

Flat Classroom Project Kickoff

I have been given the opportunity to work in collaboration with our Social Studies consultant and a primary classroom as they participate in the Flat Classroom: A week in the Life project.  As stated on the website, "The aim of the project is to join Elementary School classrooms globally with a view to exploring what life is like in each country through discussion, sharing and collecting multimedia to create final products together."  

Over the course of several months, students are given the opportunity to interact and collaborate digitally with students from around the world.  Students practice digital citizenship skills as they work to complete multimedia projects that help answer the essential questions:
1. What are the similarities and differences of children around the world?
2. How can we connect to each other through or commonalities?
3. How does your geography where you live impact your topic?

Some of the Web 2.0 tools introduced as part of the project include Edmodo, Wikispaces, and Voice Thread.  I met with the classroom teacher early this week to assist with some of the initial set-up tasks.  Project assignments this week include registering for Edmodo; posting basic class information to the project wiki; and completing the "handshake" activity.  For this activity we have been asked to find a picture that represents our community, and to post a number of hints about our community.  This picture is then loaded into Jigsaw Planet and shared with other classes taking part in the project.  Over the next few weeks students will be divided into working groups to collaborate with other students around the world.  I am looking forward to participating in this project over the course of the semester.

Accomplishments This Week

• Shared a tech issue with my social network and received a response in less then 15 minutes (Thanks Alec!)
• Setup a LiveBinder to begin collecting EC&I 831 resources
• Attended Flat Classroom project kick-off meeting
• Gave two half-day Mimio training sessions 
• Gave one Intro to Mimio session
• Gave one Windows 8 training session
• Used TodaysMeet as part of a PD session

Thoughts on Professional Development and Technology Integration

Last year our school division introduced a new form of interactive whiteboard technology in our schools.  After a lengthy decision process involving a variety of stakeholders, the decision was made to use Mimio technology.  Interested teachers were asked to complete an application process to receive a device.  As part of the application process, teachers were asked to identify ways they intended to use the device to support student learning.  Close to 180 teachers received a MimioTeach bar in September of 2012, and an additional 120 applicants received a device in January of 2013.  Our department is anticipating an additional 40-50 applicants will receive a device during the 2013-14 school year.

A key component, (and expense), of this project has been the training and professional development which accompanies each device.  All participants receive the equivalent of two full days of training and professional development. 

The first session teachers receive is a 1/2 day introduction to Mimio, where they are given basic training in the use of the device.  Approximately one month later, teachers return for a full day of professional development, where they are given strategies to help them integrate interactive whiteboard technology into effective student instruction.  During this full day, teachers create resources focused on curriculum content they are actively using in the classroom.  When possible, the teachers have worked closely with curriculum area consultants to create resources that can be shared with teachers within the division.  To date, around one hundred resources have been developed and shared in the areas of ELA, Math, Pre-Kindergarten, and Kindergarten.  The third 1/2 day session is used about one month after the second session to allow teachers the opportunity to continue their lesson and skill development.  This format has proven to be quite successful in the year since it was introduced.

In creating a professional development plan for the deployment of these devices, our department considered a number of options.  An article we referenced by Lewin C., Somekh B., & Steadman S. suggested that any introduction of technology in education that looks to change pedagogic practice will take significant time.  The authors suggested a minimum of two years, as teachers worked their way through three levels of adoption.  Pictured below are two charts we shared with school based administrators when the devices were first introduced in the classrooms.


Adapted from: Lewin C., Somekh B., & Steadman S. (2008) Embedding interactive whiteboards in teaching and learning: the process of change in pedagogic practice.  Education & Information Technologies, 13, 291-303.

The ultimate goal is for teachers to work  through stage one and two, and begin using the technology to extend beyond their established pedagogic practice.  However, in order to get there, many teachers may need to begin by using the device in simple ways which align with previous teaching methods.  As teachers become more established with the technology, the hope is that they will push themselves to expand their methodology in the use of the technology in their instruction.

Is this an effective professional development model?  Only time will tell, as we have just passed the one year anniversary of the first wave of deployments. Early indications have been quite positive, and we have been very pleased with the progress made by the participants.  Please feel free to share any successful professional development strategies you are aware of that effectively support the integration of technology and teaching.

 

Mountain Biking as a Metaphor for Technology in Education

This Saturday I woke to a glorious September morning.  Despite having a blog post to compose for EC&I 831, I decided to try to sneak in an hour at the local trails.  When I got there I couldn't believe how much they had changed in the month or so since I had been there last.  I suppose that really should not have surprised me.  I have been visiting Wascana Trails regularly since the late 1990s, and in that time the landscape of the entire region has almost completely changed.

As I pedaled from the parking lot I could not get over how rusty I felt on the bike.  The trails were faster than I recalled, with rocks and bumps in places I did not remember.  Some of the trails looked more worn than others. Some had been blocked or rerouted.  New trails emerged around corners I had never visited.  As I settled in I began to regain my groove.   I headed down the hill and passed a number of different people.  Some were using bikes older than mine, while others were riding models straight from the bike shop.  Riders of all levels and abilities were using the trails in many different ways.  I started to wave to familiar faces and passed along greetings to new people I met along the way.  One person pointed me towards a new trail I had never tried before.

With limited time for exploration, I was forced into making some decisions.  Do I stick to the tried and true favourites, or explore paths not yet ventured?  Do I follow the map, or set out in my own direction creating new trails?  In the end, I decided to focus most of my attention on what was comfortable.  However, I did manage to try out a few new paths.  One of them was great - full of new and interesting challenges.  Another one was not quite the right fit.  I decided that with a newer bike (or better skills) I might be willing to try it again sometime in the future.  Who knows - perhaps it is destined to become one of my favourites.  One trail I did not like at all.  Oh well, at least I tried.

As I began to make my way back to the trailhead I came across a familiar path which had been closed to traffic.  This section of trail was once a key method for getting from a wooded section of the park back to the parking lot.  I was surprised to see it closed, with arrows pointing the direction to a different trail - a new way to get to the same destination.

Throughout my ride, I couldn't stop thinking about how my visits to Wascana Trails have paralleled my ideas surrounding the use of technology in the classroom.

The classrooms I am in today are completely different from the ones I began in back in the late 1990s.  Newer technologies have ushered in completely different ways of structuring classrooms, classes, and entire schools.  New methodologies are continuously being explored.  Some work well and are adopted, while others are tried and forgotten.  "Essential" equipment becomes obsolete.  I can't remember the last time I loaded up a videotape for a lesson, or sent a document to central office by fax.

I would like to think that my time out at the trails also draws comparisons between my personal use of technology in the classroom.  I know with limited instruction time to spare, I can't spend all of my time exploring the latest and greatest in the world of technology.  So I need to pick and choose, and try to incorporate some new ideas into my teaching.  I realize not all of it will work.  Some of it will be great and will become something I will revisit time and time again.  Others may not be the right fit for me at that time, but may be something I choose to use later as my level of technology integration becomes greater.  Still others may be total flops, but at least I know that I tried.

As much as I enjoy hitting the trails on my own, nothing compares to riding with a friend: someone who pushed me to explore new paths and challenges me to try things out of my comfort zone.  As I delve into the world of social media, I know I will see a few familiar "faces", and I'm hoping to connect with many new people who can point me in directions I had never thought to travel before.  I realize that I will encounter people of varying skill and comfort levels, but I am comforted by the thought that we are all out exploring an area we are passionate about.

Accomplishments This Week

• participated in my first online graduate level class
• completed my first personal blog entry
• joined Google+
• created an IF This Then That account and synced my Blogger, Twitter, and Delicious accounts together
•  made numerous Twitter connections with EC&I classmates (including one of my former students from elementary school)
• was followed on Twitter by @rmbyrne after updating my personal profile and adding comments to my retweets
• reflected on numerous blogs posts, articles, tweets, and videos
•  commented on various Tweets and Google+ posts

A Bit About Me

Welcome to my blog!  As part of my journey through EC&I 831 I have finally begun my own blog.  I'm not exactly "new" to blogs.  I have promoted the use of them as a classroom communication tool and have helped dozens of teachers (including my wife) set-up and create class blogs.  I have even composed a number of posts for the department blog at work.  What I have never managed to do is to create my own blog.  I have said it is because I am too busy.  Or because blogging takes too much time.  I have even felt that it takes away from more pressing and important tasks in my day.  The real reason may be that I just don't feel that I have anything all that interesting, profound, or important to share with others.  Despite these past excuses, the time has finally come for me to jump headfirst into the world of blogging and social media.

I am currently in my seventeenth year with the Regina Catholic School Division.  I am a high school Physical Education major with a minor in Biology.  Upon my convocation in 1997, I accepted a grade eight homeroom at St. Francis School where I taught for three years.  I spent another nine years as a grade seven and grade eight teacher at St. Josaphat, where I looked for ways to integrate technology with my teaching.  I am currently in my fifth year as Technology Coach for Regina Catholic Schools.  This positions involves providing technology training and professional development opportunities for the students and staff of the school system.

I truly believe I have one of the best positions in the division.  My role involves looking for ways to integrate technology across curricula thorough collaboration and support with all curriculum areas.  This means I get to work with consultants, coordinators, administrators, support staff, teachers, and students across the division in all subject areas and grade levels. 
No two days are ever the same, and the range of projects I am involved in on a daily basis can be extremely varied.   What I enjoy most is the energy I get from the teachers and students while working in a variety of classrooms throughout the year.  I always find myself learning something new, and I enjoy being in a position where I can then pass this knowledge along to others.

Some of the key activities I have been involved in as Technology Coach include:

• training and support for digital progress reporting
• classroom support for Web 2.0 projects
• classroom support for multimedia projects
• the development of the Exploring Careers in Technology Education (Ex.CITE) Camp program
• the development of system-level BYOT policies and support resources for teaching digital citizenship at the primary, middle years, and high school levels
• management and support of the division Learning Management System

Our division saw some exciting advancements in technology for the start of the 2012-2013 school year.  Data projectors were installed in all classrooms throughout the division.  At the same time, Mimio Interactive Whiteboard products were made available to interested teaching staff.  Between September and June of the 2012-2013 nearly 300 teachers were issued a MimioTeach device.  As a Mimio Certified trainer, I was involved directly in the training and professional development for this project which involved conducting close to forty half-day and full-day PD sessions.  This year the list of interested teachers continues to grow, and we anticipate training 50 additional applicants.

Two major initiatives underway as we start the 2013-2014 school year are the introduction of Windows 8 tablets in K-3 classrooms, and the system-wide adoption of the BYOT policy at all elementary and high schools.  I am sure both of these projects will provide me with plenty of opportunity for reflection over the course of this semester.

One class project I am involved in which I anticipate will fit in nicely with my EC&I 831 studies is the Flat Classroom "A Week in the Life" project.  As stated on the Flat Classroom website:
"The aim of the project is to join Elementary School classrooms globally with a view to exploring what life is like in each country through discussion, sharing and collecting multimedia to create final products together."
For this project I will be working with our Social Studies Consultant, Digital Fluency Consultant, and two elementary classrooms to connect and share with students and teachers from around the world.
A major goal I have this year is to further develop my use of social media.  I would especially like to increase the way I interact with my personal learning network.  My current use of social media is mainly limited to retweeting the links and comments of educators I follow on Twitter.  I have begun to see the value in connecting with others in this space, and would like to begin to promote the effective use of social media with others.  I look forward to learning a lot over the next few months, and especially towards sharing this newfound knowledge with others.