Journey to Citizenry

Since the days of AOL 2.0 I have been infatuated with technology and the world wide web! I never recall anyone ever teaching me how to act online. There were the obvious, don’t give out your information or agree to meet anyone you don’t know in real life...And now in 2019 we literally call strangers to our homes to get in their cars! The last 2 decades have been filled with so much evolution and change. Thanks to my studies in EDLD 5316 I can now visualize a future where schools can really do their part to help all children be good citizens both online and off.

Ribble (2015) offers educators, parents and adults a blueprint for how to educate our youth. The focus in K-8 on the nine elements can make for a very digestible diet of digital citizenship tailored to the needs of today’s digital world. The biggest challenge for me was to visualize how I could, in my language classroom, implement teachable moments for all 9 elements. Specifically, digital commerce may seem like a stretch. However, as I reflected on all our readings and videos I began to find easy ways to start implementing teachable moments for most elements. Recently I rolled out a Travel project for my HS Spanish students. They had to plan a vacation to a US city with a rich Latin flavor. They were given a budget and had to account for all expenses. What a great opportunity this was to talk about digital commerce and how to make smart decisions when thinking about making an online purchase. We discussed how to determine if a site is reputable and secure.

The other area where I saw students needed the most direction is in security. Often times kids stay logged into Google or on public computers without realizing the dangers. I did a demonstration for one class where I left my wallet on the table or my phone unlocked on a table. We all agreed that was a bad idea and then discussed how keeping your login information available to others by not properly signing out can leave you susceptible to hacks and identity theft. It may not seem like a big deal with you Google Drive, but when we think about our digital footprint, we are responsible to make sure we are always in control of it. If we leave our ID on a computer other can make poor choices that will appear to have been made by us. Thus, leaving us the victims of identity theft and fraud!

We live in a brave new world. The digital world is ubiquitous and in American culture is vital to success. We need to ensure we provide equity of access and knowledge on how to navigate safely in this world to ensure we are productive members who not only consume, but also contribute. The nine elements are our guide. They are principles that help us digest the world around us. We must learn to be critical thinkers and approach our digital society with a healthy fear and awareness to ensure that we are always safe and protected.


References:

Hinduja, S., & Patchin, J. W. (2015). Bullying beyond the schoolyard preventing and responding to cyberbullying. Thousand Oaks, CA: Corwin.

Ludwig, T., & Marble, A. (2018). My secret bully. New York: Alfred A. Knopf.

Ribble, M. (2015). Digital Citizenship in Schools: Nine Elements All Students Should Know (3rd ed.). Washington DC: International Society for Technology in Education.

Bullying: A Rite of Passage?

As I ordered the class books for my recent course on Digital Citizenship, I balked at one of the titles on bullying, thinking that I knew all I needed to about bullying. I went to school, I was a victim and at one point an aggressor. What more can be said, could I maybe save myself a few bucks? I’m glad I purchased it because to be honest we as educators, parents or even just adults often romanticize our past or even worse we tend to forget that you never step in the same river twice.

Bullying was defined by the CDC in 2014 as “any unwanted aggressive behavior(s) by another youth or groups of youths...that involves an observed or perceived power imbalance and is repeated multiple times or is highly likely to be repeated. Bullying may inflict harm or distress on the targeted youth including physical, psychological, social or educational harm” (Hinduja 2015).

As I read about the definitions of traditional and new age bullying I couldn’t help but have the thought that all of this is just a “rite of passage”. However, as I kept reading, Hinduja (2015) goes on to discuss the purpose of his latest book on Bullying which is to educate parents and teachers because if we can help prevent or reduce the harm to those being bullied then it is worth the effort. And that really resonated with me. I was immediately transported back to my own middle school days when I was the target of bullying by the kids a grade above me. I never understood why and often times that is unimportant, but I do recall being told I smelled. Now a lot of that stemmed from my unusual last name of Yoder which had a Dr. Suess connection to odor. That became my new name in the locker room before and after basketball practice. Then I recall one day even seeing etched in a desk “Oder is Gay”...I couldn’t beleive someone cared enough to take the time to etch that into a desk...what could I possible have done to deserve such a monument. I do recall even confronting one of the aggressors in an outside environment and he continued to tell me it was because I smelled. Thus I carried numerous amounts of deodorant at all times. Eventually it all subsided and became a distant memory. But it definitely had a lasting effect since I can recall vividly some of those issues. I do recall that it never occurred to me to tell an adult.

As I think about today’s world, I can’t use that same lens of its just a “rite of passage’ because the game has changed. With the advent of technology, bullying has evolved. As Hinduja (2015) noted it no longer needs to be about a power imbalance. And often it's about how well the aggressor can navigate technology to cover up their tracks. I can’t imagine how much more distress I would have been under if social media or anything beyond a beeper were at our fingertips. I could easily walk a different way to class or avoid the locker room, but what if the locker room and the talk had a way of reaching beyond the 20 of us on the team or in my class? I would have been mortified. I already had a disposition for depression and anxiety and that could have exacerbated it to monumental proportions.

Today’s youth deserve to be protected and we as adults need to inundated ourselves into their digital lives and better understand the social structure so that we can help them navigate these waters. They need guidance and structure and often times we consider tech just toys, but they have the potential to be weapons of social destruction that have taken lives and continue to do so. The wounds are not easily seen and the isolation can make them virtually unseen until it is too late. We as adults sometimes become the bystanders who don’t speak up...we close our eyes and adopt a don’t ask don’t tell policy inadvertently and in direct violation to what we would say is our intention. How much do you know about the youth in your life and their online interactions? How many social media apps can you name? When is the last time you had a conversation with a young person and it involved discussions on issues they face socially? Find someone in your life that can help educate you on today’s social structure. If you have kids, it may not be them. You may need to find someone with whom you are not directly responsible for. But try to make a real connection. Let them know you need an education that only they can give you. Be sure to withhold you judgements and open your ears.



Reference

Ansary, N. S., Elias, M. J., Greene, M. B., & Green, S. (2015). Best practices to address or reduce bullying in schools. Kappan, 97(2), 30-35. Ansary_Elias_Greene_Green_Bullying.pdf

Hinduja, S., & Patchin, J. W. (2015). Bullying beyond the schoolyard preventing and responding to cyberbullying. Thousand Oaks, CA: Corwin.

Digital Citizen's Arrest

As educators we have a very important job. We must help encourage our students to be lifelong learners so that they can create. Anderson’s taxonomy is an evolution from Bloom’s in which the highest virtue is to create and in doing that we must ensure they are creating their own work. We must hold our students accountable for digital copyright law. The goal of copyright law and policy is to foster the progress of science, the creation of culture, and the dissemination of ideas. (ARL, 2015). Thus teachers and copyright lawyers are essentially there to foster a society in which everyone wants to create.

As educators I wonder what efforts we make to this end? What have I done to help foster the creation of culture and dissemination of ideas? I would think that most teachers look for plagiarism, but this is more of a punitive action. We should be doing more to help our students understand what plagiarism and copyright infringement are and what they are not (Bailey, 2013). Often times the the 2 overlap, but not always. Ribble (2015) discusses digital law as one of the 9 elements of digital citizenship education. Plagiarism is fairly simple, it essentially asks the student to ensure the work they turn in is their own. So why do students plagiarize? Most often it is due to extreme procrastination that puts them into a corner and up against a deadline. Other times they are disengaged from the topic and could not be bothered to read and analyze so as to create their own thoughts. There seems to be a bigger issue at play. And it is the student engagement. For me the COVA approach (Harupnik, 2018) has allowed me to give up control in the classroom and allow my students to take a more active role in their own education.

Recently, I sat in a meeting where department heads were chatting about a testing incentive for our statewide assessments. I couldn’t help but think if there were better incentives aside from just exempting students from the final. What if we provided alternative options to create something. Perhaps if we are discussing Biology class, the students could focus on a real world topic from the course and give a TED talk on something they have seen in the real world where the concepts taught in class intersected with their own lives. Perhaps they can start a blog in which they discuss biological topics that matter to teens. Helping students to create new and innovative projects can actually help us get a better idea of just how proficient they are in a subject area. It also allows them to unlock their creativity; something that bubble tests will never accomplish.

Ultimately, instead of viewing copyright and plagiarism as a burden of education we need to see it as an opportunity to do what copyright was meant to do all along. We want to progress our society and encourage people to create. It starts with the lens through which we look. Students need good role models who are willing to step outside the box of what was always done and help us forge a new path in education that more efficiently gets us to our destination.




References


(2018, July 14). COVA - It's About Learning. Retrieved December 7, 2019, from http://www.harapnuik.org/?page_id=6991

Bailey, Jonathan (2013, October 7). The Difference Between Copyright Infringement and Plagiarism. Retrieved December 7, 2019, from https://www.plagiarismtoday.com/2013/10/07/difference-copyright-infringement-plagiarism/

Ribble, M. (2015). Digital Citizenship in Schools (3rd ed). Eugene, OR: International Society in Education.

We hold these truths to be self-evident...

We are still in the middle of a long running major societal trauma. Technology (i.e. social media) has so enamored us as well as overwhelmed us. A lot of our society is still deciding how we feel about it. We are still processing all of this ‘information’. Some of us have decided to avoid it as much as possible only using it when there is no other option. Others have completely embraced technology and use the newest gadgets at will while a good amount of us are still on the fence cautiously optimistic about technology of any form; just waiting for the dust to settle so we can sort out what items have stood the test of time and can be trusted (Lenhart 2015). 

Technology like anything has its pros and cons. I personally believe that the pros far outweigh the

cons, but both must be examined constantly because this is a fast evolving area. It is a lot like parenting. The minute you get comfortable with how things work with your child there is a shift and new variables are added. So it calls for us to do a lot of what the Ribble text (2015) asks, which is to think in terms of categories and principles and let those principles guide us. As Americans that is the foundation of our country. So teaching digital citizenship is really an opportunity to look at our country's history and reflect on those principles in today's context. As we declared our independence almost 250 years ago our founders made it a point to mention....

"We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness." (US 1776)

If that is true then we all need access to today's digital world. With the majority of our society interacting in an online environment socially, professionally, and financially, we need to make sure that we do not have any citizens feeling like a fraction of that. We must work harder to provide equity. And when we consider the right to the pursuit of happiness that brings up an important topic of teaching Digital Citizenship with a mindset of empathy and kindness. The concept of the pursuit of happiness was based off of the British philosopher John Locke who in his Second Treatise on Government (1689) discusses that pursuit and his intention was to discuss that you have the right to pursue happiness so long as it does not impinge upon anyone else's pursuit of happiness. Thus when we think about digital communication (cyberbullying, scamming, trolling or ghosting), we need to use those same principles to guide us. We need to think before we post and just because that impulsive tweet may make us feel a sensation of joy with each like or laugh; if it will affect another person's right to happiness then it is in violation of what we should be doing to one another. If we attack digital citizenship education with those guiding principles and we all can agree to start with the same foundation as the history of our original citizenship then we can move forward in harmony; together. By making this an interdisciplinary concern we can involve the whole school community. All stakeholders have a role. We must model the society we want to see online or otherwise. We must value honesty, tolerance and transparency.

Digital Citizenship: Communication

Digital citizenship is defined as the norms for how one should interact in the digital world. As a classroom teacher I am increasingly concerned with the way communication has changed. It is of paramount importance that we adults begin our focus on helping today’s young people learn proper boundaries for communication. Just because you can communicate with someone 24/7 does not mean you should. This unlimited access to communication is causing some tears in the fabric of our society. Students today have a hard time setting boundaries. This is not just merely an academic issue, it is also a safety issue as well as a social justice issue. We adults need to find important moments to teach valuable lessons to today’s youth on proper communication.

How can we go about this? Well it will depend upon our role within society. Let’s explore some common scenarios that are prime examples of how to best model good communication. First, let us begin with teachers. We must hold students accountable in the classroom. Students today often find themselves getting lost in a digital wonderland instead of paying attention in class. We must not only plan engaging lessons, but we must also enforce rules for proper class etiquette. Students need to see that they cannot divide their attention and still function in our class, much in the same way they should not be texting and driving. Our working memory can only handle so much stimuli. It has serious limits. Thus not only do police need to do their best to enforce texting and driving; and yes perhaps cameras will be able to capture drivers violating this in the future and deliver tickets online, but self regulation must be taught. Just as the latest insurance commercial hints which parodies the concept of “smart dogs” trained to knock devices out of the drivers hands like superheros. Also, business owners need to have strict policies with their employees so that they can ensure they are getting the work they are paying for. If employees are allowed to surf on their phones, then will work get done to level expected?

I think we can all agree that parents are really the most important cog in this machine since they are the ones who usually have the most time under tension and have a certain innate respect from their children as a part of their birthright.There are a multitude of opportunities to set boundaries such as dinner table etiquette, which can help prepare students for in class interactions without checking their phones. Parents by not using their phone while driving can help set a good tone for what is good driving. Parents can also have important discussions on security and health. They can enforce important guidelines for bedtime and limit device usage during the hours when they need to be sleeping. Parents also need to not contact students during school hours via text. Often times this is very convenient, but it can cause confusion for students and then creates an excuse as to why they need to check their phones. I really hope that as we move forward we can use reason and logic to guide these discussions. By providing good consistent modeling combined with clear consequences we can help set the discipline students need. We can all be doing more. Technology is wonderful, but moderation is the key to life. Just because I could find a restaurant open at 3AM does not mean I should be eating at 3AM. We need to learn self regulation. This is no different than any other time in history, but what is different is the media through which we communicate. We used to rely on natural barriers such as not being in the same class or fear of getting yelled at by your friend’s dad for calling too late or during dinner is no longer relevant. There has been a major paradigm shift and we are now searching for the light in the dark. We are bound to bump into some proverbial furniture along the way.

PD with COVA

Just this week I had the honor of running 2 PD sessions for our new HS teachers on Technology. The first session was only allotted 40 minutes to sprint through all the different  tech systems the district uses and why. But the second day I had double that time to focus on our new learning management system, Canvas. I care very deeply how these PD sessions run, because I have sat in too many sessions myself where I felt unfulfilled by the end. I wanted to be effective, inspirational and fulfilling. So how would I use my time! Well I first did some small projects for my own classes to get myself back into the rhythm. How could I possibly be on my game if I hadn't taken a few swings in the cage so to speak. I worked on a project I had started at a conference back in July, but didn't have enough time to tinker and see through at the time. 

Then I decided to organize my presentation. I wanted to do what was successful in my roll out last year with our whole faculty, so I decided to spend the first 10 minutes in TED talk fashion focusing on the Whys of using Canvas and Chromebooks in the classroom. Then the How and the What of it all. (Sinek, 2016). After helping them better understand our districts mission and the system's capabilities it was time to show them how. I began by touring a couple Canvas courses that I developed and how I had revitalized the syllabus and made it into a media mixed module that culminated with a quiz on all the important info they should have gleaned. I showed how I would conduct my classes online and in person. Now it was time to give them space to choose their own path, show ownership, have a voice...the only thing left was for me to sit back and enjoy the significant and authentic learning experience I had created. The last 30 minutes was their time to choose. They could take a self paced course I made for them to experience all the submission styles with creative assignments that would show them just how the system would occur for their students and hopefully inspire them along the way. They could search the guides for tutorial videos or the Canvas Commons, they could start to make a landing page or begin to put together a bio for their syllabus page. They sky was the limit. This way my colleague and I were free to be facilitators in their learning journey. We got such rave reviews with the only criticism that they wanted more time than we were allotted and someone requested snacks! 

My point being that the COVA model of education works. It allowed me to envision what my classroom will look like this year. And although I am doing a complete overhaul of my classroom philosophies to embody COVA, I am not nervous. Previously as a younger teacher I think I was so worried about being a fraud or that they were expecting the Wizard of Oz and I didn't want them to know there was just a man behind the curtain and as a result I feared trying new things. I am so grateful that I now see the bigger picture. Although I am seemingly giving up control of the classroom in the moment by not lecturing, I still need to be ready and flexible for all the possible teachable moments that lie ahead and because I know this method will not only lead to achievement, but will ultimately lead to engagement and fulfillment for all my students, I can walk in proudly day 1. Make no mistake, I will stumble and some lessons will fail, but deep down I have a serene feeling because I know this is the path of education in today's world and it is what the students deserve. I am excited to finally be ready to embark on my version of that path, because just like language...we may say we all speak the same language, but really we all develop our own version of it with our choices and style. And because of that I have no anxiety that I need to live up to some unattainable goal. I just need to be myself and provide a significant learning environment...aside from that I just need to learn when to get the heck out of their way; there is no better time than now to be a learner!

I hope you all have a great start to the year! 

Learn more about COVA here!

A Lifelong Learner

At the end of last year I helped our most veteran faculty member utilize our new LMS of Canvas to administer his Chemistry final. It was an honor and I wanted to be perfect and work hard to match his stellar reputation. So all year we would meet and develop a plan. Then the week before, we really sat down and refined the exam. As I set to copy it from our sandbox course into the live courses I made a mistake that caused us to lose a portion of the final 72 hours before the exam. I was mortified. He worked over the weekend to redo what was deleted and when I went in to profusely apologize thinking he was going to holler at me, he just asked me if I learned from it. I said that I absolutely did. He said that's all that matters and that he personally hopes that he never stops learning. The exam went off without a hitch and he then wrote me a nice email thanking me for all my efforts. As it turns out that was his last day and he retired quietly without telling anyone.

I tell that story because of his line that he hopes he never stops learning. And after 35 years in public education and retirement upon him, I found that to be a profound statement. And as I finish my coursework on my ePortfolio, I realize the work is not done. I have been given choice and I take ownership of that and have found a platform that gives me a voice about how I view education and a place to soundboard the ways I hope to create authentic environments for my students. So I look forward to continuing to grow my ePortfolio. It has become an extension of myself and the act of curating it is very therapeutic much like in my favorite 80s movie, Karate Kid, I want to be like Mr. Miyagi curating the branches of that Bonzai tree. I have a lot of great work to do in education and I have a lot to say about that work. I'm grateful for the opportunity to shine my light for others to see. It gives me continued purpose and allows me to be like Mr. Garman and never stop learning!

Check out my ePortfolio!

A New Hope...4 things I learned this week

Perhaps some of you are like me. Each year I find myself getting a little wound up about new initiatives and buzz words in education. It makes me anxious and I often wonder what will happen if we find out much later that this was not the best path. Recently I have been reading COVA by my Lamar University professors (Harapnuik et al., 2019) in which they discuss the importance of giving students choice, ownership, and voice through authentic learning experiences.

Truthfully I have been reading it with a skeptical lens as I do most new thoughts on education (or really anything I read). But then I came across a part in the beginning that immediately spoke to me and kept me wanting to read more. On page 15, Dr. Harapnuik begins to discuss how family often asks his opinion on hot topics in education, which led to a focus on four major presuppositions about education that made a lot of sense to me and will help me lower my anxiety as we begin a new year with a new principal. 

Here is a brief synopsis of his 4 presuppositions and what they mean to me.

1. Anything we do for a learner will improve achievement.

This presupposition is based on the work of John Hattie and gives me immediate peace of mind. No matter what the initiative we will never harm students. Our efforts will not be lost, we just may find varying degrees of effectiveness. So buying into a new building's culture will never take you to hell in a hand-basket!

2. There has never been a better time to be a learner!

This speaks to the incredible technology we have at our fingerprints and not that lectures are better than ever! We need to redefine how we interact with our students and begin to bring in tools that will enhance our classrooms and alleviate the stress of being the main actor on the stage trying to do five shows a day. This thought then flows well into the next presupposition.

3. No new approaches to learning; just new ways to combine well established ideas.

The ideas that seem new are really very similar to established ideas from great educational minds like Piaget and Dewey. Newer technology now allows us to engage and break down the walls of our classroom; if we let it! I personally need to do more lesson study and really plan out my lessons and all the variables and curiosities that could arise so that I can help make all moments teachable. So instead of wasting time making worksheets and copies I should use my planning time to see how the dots will connect for each of my students as their cogwheels begin to spin. With more individuality comes more questions. As I get to know my students I will begin to see how their brains work and now that I'm free from being the sage I can now help facilitate individual needs and curiosities.

And most importantly...

4. There is no quick fix to enhancing learning.

We are a culture of fads and instant gratification. And that can bleed into our work. We need to pick a course of action and see it through. Don't throw the proverbial baby out with the bath water. Real change takes time. As a parent of an autistic child I have learned so much about patience and staying on track even when there seems to be no light or end to the tunnel. I need that same persistence and patience with my classroom. 

So as this year approaches I plan to keep my cool and focus my attention on things that matter. Developing great lessons that have real world implications. Lessons where each of my students recognizes that they have choice, ownership and voice while I work to bring together tools that will provide them with authentic learning opportunities. If we create significant learning environments then we are doing our jobs. No worksheet will do it for us!

For more info on COVA e-book click here!

Dew on the Thorns

As I dive deeper into my graduate studies, I really want to buy into the COVA approach where I give choice, ownership and voice through authentic learning opportunities. It is a thought that goes back as far as John Dewey and even beyond. And you might say, what's the issue, just go for it! I worry because our schools still operate heavily according to Edward Thorndike and his factory style education that is based on averages. And you still might be saying, "what's the big deal, just shut your door and do you!" The issue with that kind of maverick thinking is...what happens to those students when they have a different teacher next year? What happens when I am required to give common assessments that scream of Thorndike and have very zero tolerance for anything COVA or Dewey related. If the system is not ready to change I become handcuffed. I have to color within the lines to a certain extent. This becomes very frustrating. However as the research of John Hattie tells us anything we do with students short of abuse will have affects on achievement, its just a matter of how effective. So I can take solace that my efforts to give my students choice, ownership and voice through authentic learning experiences will still have value and be worth the effort despite the fact that I will need to channel my inner Thorndike as I help my students prepare for their future Spanish teachers.

My New Approach

As I transition back into the classroom from my TOSA: Tech Integration Coach, one of my personal goals as an educator is to truly dive deeper into project based learning and the COVA approach. COVA is really just about giving students Choice so that they can take Ownership by using their Voice in Authentic ways. Now, that all sounds wonderfully academic and all, but what does that actually look like?

One of my newest ideas is to have the students log a journal of them speaking/conversing so they have an actual record of the progress that can come from mindful practice. But I want these journals to be of real world phrases that they would need to use in their actual lives. Perhaps they work at a local restaurant and have colleagues or customers they want to interact with or there is an exchange student in their Math class.  Maybe their family takes vacations to Spanish speaking countries; whatever it may be I want them to be able to see the purpose in what we do each and every day.

So I will begin by introducing them to platforms like Flipgrid or Voicethread so that they have choice along with the choice of prompts based on the scenarios that seem most likely for them. Each unit has several phrases and scenarios to highlight. After a couple months they will start to notice changes to their rhythm and pronunciation, hopefully helping them take ownership and also building their confidence. Ultimately I want them to get to a level where they can pull all of these phrases together into mini blogs where they converse with peers or others in the target language about things that matter to them.

And although the beginning will be a slow build up we can start with culture. Having students choose countries they want to learn more about and giving opportunities for them to search out current events and cultural practices so they can become more knowledgeable about other cultures and spread that knowledge. Maybe we can even invite people in virtually from those countries with tools like Skype or Google Hangouts! In any event, I think this will be a great year for both my students and me; we are going to learn a lot together! This year there will be no sage on a stage, but a community of learners coming together through my facilitation of each day’s objectives.

Synergy: Technology and Humanity

Recently I attended an EdTech conference hosted by Canvas LMS. Over the years I have used many different LMS...from Moodle and Fusion pages to D2L and Blackboard. What has made Canvas stand out is that it is exactly as its name would suggest; a blank slate for me to showcase my creativity. It should be no surprise then that the company is structured the same way. In just a year of using Canvas I have been able to engage and connect with so many other Canvas users around the globe. And as I served my district as a teacher on assignment to help integrate a 1:1 and brand new LMS I most definitely needed the lifeline that the Canvas Community has always been able to provide; from the amazing tutorials to the user groups and blog posts. 

Now as I return from my second Instructurecon I am buzzing with all sorts of ideas, but the biggest takeaway for me came not in the latest feature idea, but in the message of all of the speakers of the week; whether it be members of the Instructure company or the keynotes I found an amazing narrative that truly spoke to me as an educator much in the way I found Canvas’ system spoke to me on how one can create a virtual classroom space without being forced into a cookie cutter shell.

My takeaway was that as we strive to integrate more technology in our schools, we also need to bring more humanity into our classrooms. We as teachers need to be free from the stress of the minutia so that we can really deliver lessons on empathy. We need to be responsive to our students and show them that they are valued. And as Dan Heath put it, “ we need to create more academic peaks” and we must always remember that “moments matter”. That last statement struck me significantly because it reminded me of a simple moment in kindergarten where my teacher held up a picture of a poorly colored rabbit and the letter R and exclaimed in a disdainful tone “whose is this?” I was surely not going to fess up and as a result the ABC booklet I made does not have an R in it to this day. That moment mattered to me. And now I find that I still shy away from arts and crafts in my classes and even with my own children. I’ve been doing a lot of reading on Carol Dweck’s research of mindset and those types of situations are all too common. We look to our teachers to help give us a sense of how we are all evolving. Technology can help us with the workload and giving timely feedback, but it is up to our humanity to dictate the quality of that feedback and the manner in which it is received and perceived. 

Technology also needs to help us provide authentic learning opportunities for our students. They need to have choice, ownership, and voice within those authentic learning opportunities. Something my current Master’s degree is helping me better understand as the COVA approach along with CSLE (Creating Significant Learning Environments). This is not a new concept. John Dewey espoused these same concepts in his writing of ‘My Pedagogic Creed’ back in 1897, but somewhere along the factory worker boom we lost education’s true purpose. Now it's a time of rebirth...a renaissance of education. Technology can help us get there. But we cannot forsake our humanity in the process. We need synergy of the two systems to help propel us into the future. We need to prepare our students for a future we can’t yet imagine. Are you ready to join the education revolution? Let’s tear down the teacher dominant wall and the theory of the sage or Wizard of Oz and step out from behind the curtain...let’s make our classrooms prep kitchens where teachers and students come together to make an amazing meal and then all sit down together to enjoy it. Who’s hungry?

The Power of PLNs

As I gear up for my 2nd InstructureCon and continue working on a Masters in EdTech Leadership, I have really been putting a lot of thought into Personal Learning Networks. My goal has been to create a great inner circle with strong educators who can help me elevate my game and hone my craft. Thanks to Carol Dweck, I am no longer focused on being a natural. I have embraced the iceberg success metaphor of growth mindset and I must say it took me a long time to really internalize and change my semi fixed mindset. Now more than ever it is easier to really connect with other teachers. The power of forming connections around the world cannot be understated! Sometimes we might be the only teacher in our building for a certain subject or grade level and collaboration may not have been possible by just going down the hall. No longer do teachers have to feel like they are on an island! As a Latin teacher, I know very well how lonely it can be to connect with someone on my content, but now with social media I can find other Latin enthusiasts and get some really great ideas. And even if you have other colleagues in the building sometimes it can be easier to seek help from someone outside your building. We as teachers sometimes have a hard time asking for help from colleagues within our building for fear of being “evaluated” or “judged” or perhaps our department or team is involved in a lot of groupthink. We often shut our doors and dive into our own classrooms. The issue can be that our teaching becomes stale and we lack perspective. 

For the first 10 years of my career I was also the 8th grade baseball coach and I coached the team by myself with no oversight. As a result I had total control and did not have to run my plan by anyone, which was great. However, the last 4 years I have been promoted to our JV Head coach and Varsity assistant. This was a hard adjustment. I no longer have final say over the practice plan. And sometimes my roster is changed last minute based on what Varsity needs that day. However, my coaching game has greatly benefitted from sharing space with 2 other coaches. I have learned new ways of phrasing techniques, new ways to give signs and just new perspective on players and how I assess them. Once I got over being defensive about my game play decisions, I was able to really learn and progress instead of being afraid that I was being evaluated and judged with each decision I made.

I have 3 recommendations that really helped me reach a new level within my own career, I would recommend that each teacher/coach first watch a TED talk called ‘Are you human’ by Frank Ze. It helps us laugh at our humanity and not take ourselves too seriously or be too tough on ourselves. In addition to that I would encourage you to read more about Carol Dweck and her psychology of success with growth mindset. And finally think about what PLNs you are involved in and to also think about how much you consume as well as how much you contribute to that PLN. Here are a few PLNs that I have found very useful!

Canvas LMS Community

We use Canvas as our LMS and I love to pose questions as well as blog about my experiences for the benefit for others! And I am very excited to be attending my second InstructureCon next week! The people I have met through here has been vital to my personal success! I can’t wait to thank some of them in person next week! (Last year I was too chicken to go up and say hello to those who had inspired me-Laura Gibbs, Kona and James Jones just to name a few!)

Google+

We are a GAfE school and I have found posting here to be very useful when I have a Google question! There are also events I can sign up for in my local area and just a great place to connect with other Google educators!

FB groups-Spanish Teachers who use Avancemos

This allows me to connect with other Spanish teachers who use the same textbook as me! We can share resources and talk about activities and projects that we have found success with and maybe share some struggles in hopes of gaining some inspiration and insight

ISTE Connect

This allows me to connect with other EDTech fanatics and get access to research based instructional practices! With the premium membership (which I cannot afford) it also allows you access to 4 peer reviewed journals!

Twitter

I have only been on twitter for just under 1 year. I used to think it was a breeding ground for Kardashian wannabes. However by curating a strong Twitter feed I can see a lot of great ideas and articles. I love following Edutopia, Common Sense Media and local educators! It's great for getting a pulse on what others are doing as well as a way to showcase the great work you are accomplishing in your schools! Follow me @EdTechYoder!

The most important thing I have learned is to not rest on my laurels. I need to continue to practice and hone my craft. Just like Tiger Woods and Michael Jordan perfected their swings and shots so must I perfect the way I ask questions, form assessments and give feedback. I hope that I never stop seeing the value in learning and trying new things! I hope the same for you too! 

My Learning Manifesto

As I continue to develop my ePortfolio, I really want to take advantage of my loquacious nature. As my wife will tell you, I am a talker. So I really think I should take advantage of podcasting. I would love to have an educational podcast mixed with a bit of humor. In today's culture we tend to get our entertainment a la carte. So perhaps this could be an effective means to stay in touch with my students, parents, colleagues and just the public at large. (Link to Podcasts)

But beyond myself, this might also be a cool concept for my students. As we dive deeper into the COVA model I realize that providing multiple outlets for students to show me how they learn is the epitome of UDL. If a student does not want to present live in class, but is willing to use Flipgrid or Anchor.FM and do some vlogging or podcasts that might be a great alternative choice while still maintaining authenticity. However, I still believe speaking in public is a valuable skill and ought to not be avoided. So I often walk a line with giving too much choice.

I also think that it is going to be a tough balancing act for teachers to really adopt a true UDL and COVA approach, because it is so outside the box. I recently watched Giovanni Corazza's Creative Thinking TEDx talk (2014) where he mentions that thinking outside the box feels unsafe and too new. We often feel like we are risking our dignity and reputation by discussing new and innovative ideas. This happens often in education wher teachers struggle to get away from the teacher dominant wall and factory style environment much like what Godin discussed in his Stealing Dreams TED Youth talk (2012). But as Corazza notes, we need to invest in "long thinking" and just because an idea is new does not mean we should disregard it. It just means it is harder to assess at first.

So I hope that as I continue in my educational leadership role that I keep long thinking at the forefront and really start working on items such as lesson study where we can have deep collegial dialogues about how to best facilitate our students in a variety of innovative lessons by giving Choice, Ownership and Voice in Authentic learning environments. It will take a while to become as ubiquitous as chalkboards, but I recently read a story that talked about how people were as up in arms about the Chalkboard years ago as they are about Chromebooks and other tech tools in the classroom. So I will continue to make new boxes to go outside of, because as John Dewey said in Schools of Tomorrow (1915), 'If we teacher today's students like yesterday's then we rob them of tomorrow.' And our students deserve better. I know for one that I can always be a better version of myself. Just like Tiger Woods hones his golf swing each and ever day so must we hone our craft of reaching every student in the classroom, every day!

My Learning Manifesto

Growth Mindset

The message of Carol Dweck is abundantly clear as we read and watch about Growth Mindset (GM) and its effects on not just classroom achievements, but in all facets of our lives. I believe it is easy for anyone to listen, read or watch these ideas and get behind them. However, the real challenge is the application in our own individual lives. Can we truly walk the walk?

I first was introduced to Dweck and her 8th grade math research while reading Grit by Angela Lee Duckworth. And in her book Duckworth puts forth a chart of GM praises versus FM praises that each group in the study were told. I was immediately taken aback because even though I so fervently believed I was team GM, I found that my words told a different story. In my own personal life I have struggled with weight loss, I have lost over 100 pound and it took 30 years for me to get there all of which did not occur until I started to change my own mindset and really believe I could do another mile or another rep when my brain was trying to tell me to just give up. And it's something I continue to struggle with daily. Why is that? Well, I believe it is deeply rooted in how I was (we were) raised. My mother, who I adore, was raised to keep up appearances like a Norman Rockwell painting. Thus praising talent and intelligence over process was ingrained just like you might nod your head when listening to someone. After hearing so much praise for me grades and natural talent, I began to use that as my compass for success. If I had to try then something was wrong with me, because I was always told how smart I was. I found and still find myself caught in a swirl of GM and FM. I think we all do and it's hard to undo that deep seeded FM of wanting everything to be easy. My buddy who I work out with is a huge inspiration and he always tells me to remember that my brain is going to mess with me, when people reach 40% into a new program their brain is naturally going to go into a flight mode that you will have to fight against. Hard work is just that, hard. We as humans have an ability to overcome our natural instincts.

As an educator and building leader, I work hard in paying attention to my words. I carefully craft even the smallest of emails to staff. I want to ensure that I am setting a positive and optimistic example that focuses on growth and the power of yet. Technology does not come naturally to a lot of people (of all ages) and this allows me great opportunity to put GM into practice and not just "Talk" about it. I find ways to praise teachers and students merely for leaving their comfort zone. And most importantly I have to constantly remind myself and talk to myself with the same care. Be kind to yourself, and keep focused on your goals. Every mistake is a chance to learn and an opportunity for growth-Keep the faith!

My Growth Mindset Classroom Plan

OJRHS: Getting Future Ready with Canvas

Future Ready is a term that is being applied across the board in today’s educational universe and our high school is doing its part on several fronts. One of those pieces starts with our brand new LMS (Learning Management System), which is really a fancy way of saying virtual classroom space. Canvas LMS is vastly becoming a one stop shop for our students and staff since its inception this past fall. Classes, clubs, sports, and even administration are able to create shared spaces for collaboration. The benefits of having an LMS are enormous. It allows for consistency, collaboration and connectedness beyond the walls or time limits of the school day. Our teachers have loved the ease of use and the variety of tools such as Speedgrader for quick and easy feedback for their students. The process of effectively using all of Canvas’ tools can be as overwhelming as the menu at the Cheesecake Factory, so it has required time, patience and support as we all begin to dive into the possibilities. Our students love its sleek design and easy to use Calendar feature. The online submission area allows for them to not worry about finding a printer as well as getting immediate confirmation that the assignment was received. Students can also view their feedback and have an opportunity to have an open dialogue with their instructor about their work through the online comment section. And soon, parents will love the ability to shadow their students as observers, which will allow them to see the course work, calendar and submission status of assignments. There are even apps available for all stakeholders (Students, Teachers and Parents). The Parent access app will not be available until next year, however, we are currently piloting it with a small focus group to help us prepare for next year’s roll out. Canvas is truly a system that can really help augment, but never replace the important work and learning that happens every day inside their classrooms. Canvas is the #1 LMS used by K-12 institutions as well as universities. As a community we all are tasked with preparing today’s youth for a future that is ever evolving and now we at the high school have the tools to properly equip each of our students for success today and greatness tomorrow.

How Information Tech Can Be Integrated into the Instructional Process and Curriculum

A more apt starting point would be why we should integrate information technology into instruction and curriculum. I found the answer to that question in a book I read called Thinking Skills for the Digital Generation: the Development of Thinking and Learning in the Age of Information. In it Drs. Athreya and Mousza note a particularly important answer to why we need to integrate technology into our lessons, in that “We, as educators, are concerned about the way that media are shaping students’ worldview. We are also aware that technology is altering how we learn and think. But, at the same time, we are excited about the enormous potential for technology to aid human thinking” (p.16).

I propose that we need to be models for how to use the vast amounts of information found on the internet. Skills in digital citizenship are vital so that we can be the type of teacher John Dewey described in his essay “My Pedagogic Creed”. We are meant to be members of the community, tasked with managing and facilitating our students exposure to the skills they will need to be successful members of society. The reality is that tools like Office 360 and Google are the way businesses run in today’s world. We need to set our students up for success; thus we need to use those same tools in the same collaborative ways in our classrooms.

Now for the average, veteran teacher that may seem overwhelming, but the reality is it can also help us track and keep kids accountable in ways that were never before possible. So, yes there will be a learning curve, but it will pay dividends and ultimately help faculty save precious time once they are proficient in using that technology. With that being said, teachers need time, patience, and support. ISTE has published numerous studies showing the value of having instructional coaches. In a 2011 Special Conference Release on Technology, Coaching and Community, the report focuses on how important it is that teachers effectively use technology in the classroom to engage students and provide authentic learning experiences. They also go on to talk about studies that have shown that without a direct support system, tech initiative can drop to 15% buy in versus 85% for programs that have an instructional coach to assist them in their use of technology (ISTE, 2011 p. 6). I have found immense value and success in helping my large faculty buy-in to the use of technology. From the early adopters to the resident Flintstones, I have seen amazing growth and more importantly a shift from fixed to a growth mindset once they realized they do not need to be tech experts to use technology in their classes.

How you ask do we do that? We provide learning opportunities and provide space for collegial dialogues to occur within grade levels and departments. We build a culture where people embrace the mess of learning in the 21st century and do away with the dominant teacher wall of the early 20th century schoolhouse. But it is a fine line, we must also not throw out our past for the sake of our future. We need a balance. Pen and paper will always have a place. But there is no denying the power of platforms like Flipgrid, Nearpod and Desmos, which allow us to provide formative and summative assessments that will also provide authentic learning experiences so that we can bring the outside world into our classrooms each and every day. It is time for us all all to be optimists! Just because we may fear a world like that of Wall-E does not mean we should condemn our students to live like the Flintstones.

Instructional Coaching

I recently saw an inspirational quote at my gym that read "To be different, you have to think differently". That rung true for me on many levels. And it is especially true when I think about how I run my classroom. Over the past 14 years I have made vast changes to both my classroom space and management style. But those changes were not the result of a NYE resolution. The changes that I made and maintained started with my own thinking. If I changed rules in my class, but didn't change my thinking about how the new strategies worked and how I would maintain them, ultimately they would be doomed to repeat. I had to change my thought process first or I would inevitably end up on the same road as before.

As technology continues flooding into our classrooms I wonder how it will maintain in

the future. If teachers do not change their thinking about technology and its role in the classroom then will it really last? I think we all know the answer to that. It is for this very reason that the role of a Tech Integration Coach could not be more important. Real change takes time. If we do not give the teachers support on how to best use all this technology as well as what is useful vs. useless. Otherwise most classrooms will look like time has stood still over the past 100 years and any 1:1 initiatives will leave a lot of schools with very expensive paper weights. And that will not make us "Future Ready".

My hope is that school boards and administrators across the country start to realize that you cannot squeeze any more time into a day. That is set and non-negotiable, but what we can do is help our staff and students to be more efficient with our time. Teachers can leverage technology to help free up time spent at the copier, time spent grading smaller assessments and give students faster and more effective feedback. We can utilize LMS and even digital snow days to help learning continue even outside of the school building and day. Then administrators no longer have to weigh student safety with how many built in snow days we have left.

However this all starts in the mind of each teacher, They need to ask themselves some serious and simple questions. What does learning look like in a classroom today? What did learning look like when they were in school? How are the needs of today's students different or perhaps the same as when they were students? The reality is that we are all products of our environment and teachers rely on their personal histories to help define success in their professional careers, but their compass may be outdated...for example what if Google Maps used maps from 1950? Yes it would get us in the general direction, but it would not take into account the shopping malls, highways and tolls that have popped up over the last 69 years. We need to adjust with the times. We can still maintain the structural integrity of our classrooms, but we need to be aware of how the student population has changed. We need to help support our teachers and invest in technology that makes sense and is user friendly. We need to invest in the future of our students and our communities! I'll leave you with a great quote from a book called "Thinking Skills for the Digital Generation". This quote sums up the healthy fear we all have, but it requires a change in thinking on our parts. Are you up for the challenge?

“We, as educators, are concerned about the way that media are shaping students’ worldview. We are also aware that technology is altering how we learn and think. But, at the same time, we are excited about the enormous potential for technology

to aid human thinking.”

Athreya, Balu H., and Chrystalla Mouza. “Thinking Skills for the Digital Generation: the Development of Thinking and Learning in the Age of Information.” Thinking Skills for the Digital Generation: the Development of Thinking and Learning in the Age of Information, Springer, 2017, pp. 16–16.