Because Counting Our Blessings Just Isn't Enough

Archive for November, 2012

On Favorites – Edublog Award Nominations 2012

I don’t often have favorites. At times I wish I did: a favorite color, a favorite season, a favorite holiday, a favorite movie, a favorite book, or a favorite food. I imagine there is a comfort in favorites, something to turn to that is familiar and beloved. Yet, I relish in variety, option, and possibility, finding it virtually impossible to choose a favorite of anything. And so, true to form, I struggle with the edublog awards. Should I sit it out; not nominate and not vote as there are so many who are worthy? Or might there be value in participation, however imperfect?

Two years ago, new to the world of connected learning, the lists of nominations for the edublog awards directed me to the very first blogs I followed regularly. Last year although I didn’t nominate, I voted. Sad that I couldn’t vote for more educators making a positive impact on my own learning, I was nonetheless grateful to be introduced to bloggers new to me with whom I continue to learn. This year, I’ve decided to nominate a few educators important in my own journey as a learner. While they are by no means the only educators from whom I learn, they are individuals who regularly offer me valuable insight, perspective, and wisdom.

On October 17th, 2012,  Radical Learners returned after a long hiatus during which Jim Knight was writing his new book  High-Impact Instruction, which I look forward to reading.  Two of his prior books: Instructional Coaching and Unmistakable Impact have made an “unmistakable impact” on my practice as an educational leader, assisting me to incorporate coaching mindsets and skills into my work as a principal. I’m grateful to now be able to learn not only from his valuable books, but also from weekly reflections on his blog, published every Wednesday.

TeacherCast, a place for teachers to help other teachers, takes four of my nominations: best group blog, best educational use of audio/video/visual/podcast, best mobile app, and best educational use of a social network. Just a year and a half old, TeacherCast continues to expand its offerings as a community of practice dedicated to bringing teachers together to learn, share, and dream about what is possible in education.

Described as a blog on globally connected learning, and not educational technology per se, Silvia Tolisano is wise in her use of implementing educational technology, thoughtful in the global connections she facilitates, but even wiser and more thoughtful in her reflections on ways of improving the quality of student learning, often with the creative use of technology.

Inquisitive, creative, humble, energetic, and passionate, Maureen Devlin provides insight into the journey of a master teacher, focused on her own students’ learning while connecting her experiences as a teacher to essential questions facing the field of education more broadly.

“Remember everything. Capture anything. Access anywhere. Find things fast.” The promise of Evernote is fast becoming a reality for me and while it is the app I use most often, replacing any other place for creating or storing information, I feel I have only scratched the surface of this remarkable resource.

Edcamp Leadership, which took place this past July in New Jersey, was an extraordinary learning experience for me, which I wrote about here. Highlights for me included learning with Dr. David Timony and Mike Ritzius, two educational thinkers who have since become important members of my professional learning network.

For a truly generous spirit, I nominate best individual tweeter and lifetime achievement award to Jerry Blumengarten, otherwise known as cybraryman. Jerry Blumengarten has personally selected more than 20,000 relevant educational links from the internet for students, teachers, administrators and parents. On those rare occasions that cybraryman does not have a page on his web site on a topic of educational interest, he is tremendously skilled at connecting educators within his vast network with one another in order to learn and to share.

There are so many more worthy of award from whom I learn frequently. To all, a huge thanks!

Category:

Blog, Educational Leadership

Tagged with:

Learning On-Line

 

Move fast – don’t be afraid of failure

Empower your dreamers – say “yes”

Develop a vision and tie it to your mission

Focus on areas of most importance

Think about connecting with others

Brad Rathberger

Director, Online School for Girls

cc licensed image shared by flickr user Derek Purdy

As happens time and time again, at a professional learning experience related to technology, I learned not as much about technology as about learning.

I’ve enrolled in Charting a Direction for Online Learning, a year long course designed for educators at independent  schools. The course is sponsored by Online School for Girls, a learning organization serving a consortium of independent girls schools by assisting member schools to collaboratively develop blended learning experiences for their students. Most of the learning in this professional course occurs on-line, yet this past week I attended the first of two face to face sessions.

“Blended and online learning is as evolving of a field is there is in education. It is flipped on its head every six months or so,” shared Brad Rathberger, Director of Online School for Girls. We are beginning to recognize the potential to dramatically shift control of learning from teachers to students not as much through the technology as through the previously unimaginable potential for flexibility in the use of space and time made possible with technology.

Among the greatest moments of learning was the opportunity to hear from a number of students at School of the Holy Child. “We learn a lot about responsibility, academic integrity, learning to work with other people, and flexibility,” shared one of these very impressive high school seniors, reflecting on a course she was taking in multi-variable calculus. Participating in a college level math course, and interacting with some of the top female high school math students in the country, she interestingly didn’t reflect as much on math or technology, as on learning and growth, noting with maturity how she is less shy and more able to manage her time than she had been prior to her online learning experience.

While one cannot make generalizations about online and blended learning as there are so many approaches, evolving so rapidly, there are a number of broad models currently in use:

  • Rotation Model
  • Flex Model
  • Self-Blend Model
  • Enriched-Virtual Model

Rotation Model

Station Rotation Model

  • Students rotate through three broad types of activities in a continuous loop: individualized online instruction, teacher-led instruction, and collaborative activities and stations. This is the simplest blended learning model.
  • Alternatively, instead of one component of online learning there are two components, the individualized on-line instruction and the on-line assessments. Students rotate through four broad types of activities in a continuous loop: individualized online instruction, individualized online assessment, teacher-led instruction, and collaborative activities and stations.

Lab Rotation model

  • There is direct instruction for 3/4 of the day in math/science and literacy/social studies with teachers. There is a learning lab with on-line activities for the rest of the day, supervised by paraprofessionals.

Individual Rotation Model

  • There is a central computer lab along with numerous other learning settings, chosen depending on what a student might need; intervention, seminars, direct instruction, and group projects.

Flex Model

  • Students learn in a massive computer lab staffed by paraprofessionals for about half their day; and work with teachers in small groups for the other half. They come together for lunch and social activities.

Self-Blend Model

  • There is a physical place for students to come to learn in a collaborative environment when they choose to do so. Students can also work at home with their online teacher. They are not required to be in school.

Enriched Virtual Model

  • Students participate in supplemental on-line courses.

Independent mission-driven schools, not yet as fast moving or skilled at collaboration with other schools as we will need to become, must overcome a number of challenges, and capitalize on numerous strengths and opportunities, in order to design our own solutions for utilizing on-line and blended learning. If we are not proactive, as Brad Rathberger warns, we may find ourselves forced into solutions that do not reflect our missions.

As we move forward, what shall we consider in the move to blended learning options? How might we imagine anew possibilities for use of space, time, and financial resources? How might we assess the quality of on-line options? How might we support teachers to adapt and prepare for teaching and learning in a blended environment? How might we prepare our students? What cautions might we consider? What might inspire and enable us to dream?

Category:

Blended Learning, Educational Technology, Learning, Online Learning

Tagged with:

Crowd-Sourcing For Learning

Survey results are in!

As the newly appointed facilitator of  YU2.0 , an on-line community of practice dedicated to educational technology integration in Jewish schools, I anticipated the results of a survey we sent to all members with excitement. I sat with the data when it arrived, a plethora of questions swirling in my mind. So much feedback; so much insight. And yet, something felt not quite right. But, what? Pondering further, it struck me. Sitting alone analyzing data for a community negated the wisdom of community. Why not collaboratively reflect, wonder about implications and dream about possibilities collaboratively?

And so, in search of creative collaboration and multiple perspectives, I share with you our data. Your insights, perspectives, wisdom, and reflection will support a Community of Practice better to meet the needs of members.

Who are the members of YU2.0?

We are teachers, technology coordinators, administrators, and more. 37% of us are Judaic studies teachers, 25.9% of us are general studies teachers, and 5.6% of us are department chairs. 31.5% of us are technology coordinators and there are a number of technology directors as well. 11.1% of us are principals and 7.4% of us are heads of school. Also included among our members are a school board president, the Director of Educational Leadership at a Board of Jewish Education, a curriculum writer, student programming directors and coordinators, a parent, a religious school director, and a learning strategist.

We work with pre-k through twelfth grade students, with the following distribution:

Pre-School 19.1%

K-2 35.3%

3-5 39.7%

6-8 55.9%

9-12 42.6%

Why do we participate in YU2.0?

We are motivated to participate in YU2.0 for a range of reasons, shared below in order of expressed importance:

1. Using educational technology and social media to more effectively support student learning High: 49.1 % Very High 41.8%

2. Keeping updated on trends and advances in educational technology High 41.5%  Very High 45.3%

3. Using educational technology and social media more effectively in our own professional learning High 38.2% Very High 38.2%

4. Extending and strengthening the network of educators with whom to learn High 49.1% Very High 21.8%

5.Interacting with others specifically interested in educational technology integration and social media in Jewish schools High 30.8% Very High 34.6%

6. Making a contribution helping and mentoring others High 47.2% Very High 13.2%

7. The opportunity to work collaboratively on projects with others High 21.8% Very High 20.4%

One member wrote in an interest in increasing and strengthening connections between Israel and those outside of Israel. Another wrote, “educational technology is one tool. I am a big techie but find that people who are very into the tech side of education forget that it is about the kids because they are so into the technology.”

What do we hope to learn with YU2.0?

We are seeking to develop a range of skills, shared below in order of expressed importance:

1. Educational technology resources for student learning High 44.4% Very High 48.1%

2. Keeping up to date on emerging trends in educational technology High 45.5% Very High 41.8%

3. Educational technology resources for our own professional development and growth High 41.8% Very High 38.2%

4 Web 2.0 resources for our own professional development and growth High 40.7%  Very High 37.0%

5.Web 2.0 resources for student learning High 40.0% Very high 32.7%

6.Developing school wide learning plans for technology integration high 35.2% Very high 38.9%

7.Using the Smartboard interactively High 34% Very High 39.6%

8.Google apps in the classroom High 38.9% Very high 24.1%

9.The Judaic Studies classroom, integrating technology and social media High 29.6% Very high 31.5%

10. Technology coaching and technology peer coaching to support other educators implementing technology High 22.2% Very High 37.0%

11.Creating videos with students High 34.5% Very High 21.8%

12. Ipad use in the classroom High 31.5%  Very High 24.1%

13. Planning for school wide iPad implementation High 18.9% Very High%

14.Connecting students with other students using social media and educational technology High 25.9% Very High 11.1&

15.Blogging and portfolios with students High 20.8% Very High 15.1%

16.Podcasting with students High 16.7%  Very High 9.3%

One member wrote of interest in flipped learning both for classrooms and faculty meetings. Another wrote in interest in fundraising for moving to a technology based education and communication system. Several wrote in about interest in blended and on-line learning, including school-industry partnerships.

What are obstacles we face in terms of more effectively utilizing educational technology and social media?

1. Too many other demands on my time 57.4%

2. Competing school priorities requiring my focus in other areas 50%

3. Insufficient technology tools available 42.6%

4. Insufficient professional learning 38.9%

5. Competing professional priorities of mine requiring my focus in other areas 38.9%

6. Insufficient knowledge of available resources 29.6%

7. Being overwhelmed with the multitude of options available 27.8%

8. School policies blocking access to sites and resources I might use 20.4%

A number of members wrote in that financial constraints are a significant obstacle. One wrote in that lack of interest among teachers who have little time is an obstacle. One wrote in that educational technology duplicates preexisting materials without proven benefits.

What are the benefits of YU2.O to our members?

Benefits, in order of importance, include:

1. I am learning new things from my colleagues on YU2.0 that are helpful to me Agree 63%  Strongly Agree 6.5%

2. There is a feeling of community and shared identity as Jewish educators Agree 46.7% Strongly Agree 20%

3. The conversations on Yu2.0 are interesting and important to me Agree 59.6% Strongly Agree 4.3%

4. We are creating new knowledge together Agree 51.1%  Strongly Agree 8.9%

5. I am not comfortable sharing my questions on YU2.0 Disagree 48.9% Strongly Disagree 13.3% (on this question disagreement indicates comfort in the community)

6. I do not feel that members on YU2.0 have a common purpose Disagree 37.8% Strongly Disagree 24.4% (on this question disagreement indicates members do have a common purpose)

7. I am sharing what I learn from YU2.0 with colleagues at work  Agree 48.9% Strongly Agree 8.5%

8. There is a growing sense of trust, ease, and valuing of relationships with peers on YU2.0 Agree 44.4% Strongly Agree 13.3%

9. I am confident if I ask a question I will receive helpful, respectful feedback Agree 48.9% Strongly Agree 8.9%

10. I am able to contribute something of value to the group Agree 44.4% 4.4%

11. Participating in YU2.0 has not changed the way I use technology at work Disagree 38.3% Strongly Disagree 6.4%(on this question disagreement indicates that participation has changed the way members use technology at work)

How might we expand our Community of Practice?

We expressed interest, in order of priority, in:

1. Face to face conferences or Edcamps High 40.7% Very High 27.8%

2. Presentations from guest experts High 56%  Very High16%

3. Streamed conferences or decamps High 48.1% 16.7%

4. Webinars High 44.2% Very High 19.2%

5. Opportunities to coordinate visiting each other’s schools High 39.2%  Very High 27.5%

6. Peer presentations and collaborative problem solving High 41.5%  Very High 18.9%

7. Connections for collaborative projects among YU2.0 members High 38.5%Very High 19.2%

8. Connections for peer mentoring among YU2.0 members High 34%  Very High 15.1%

9. Google + Hangouts High 23.1% Very High 19.2%

10. Real time conversations using social media High 30% Very High 14%

11. Twitter hashtag High 23.1% Very High 9.6%

How might we use our periodic e-mail updates?

40.8% of members find the periodic e-mail updates valuable and  4.1% find them very valuable. 38.8% find them somewhat valuable and 16.3% find them not so valuable. Items members would like included in periodic e-mail updates in the future include: top post, best links to new information, technology that improves a specific aspect of education rather than how to integrate technology into education (focus on education with technology as a tool, rather than technology as the goal with education being the platform), information on teaching Judaic Studies with technology, event updates, innovations, ideas, resources, how other professionals and teachers are using various tools in the classroom, connections to current events, what schools are doing, and new groups that have formed within YU2.0.

What are leadership roles of interest to members?

Members wrote in that the would be interested in:

  • Being a regular guest blogger
  • Sharing knowledge about teaching Hebrew with technology
  • Connecting on twitter and Facebook
  • Teaching a webinar
  • Facilitating a subgroup
  • Organizing an online conference
  • Organizing face to face or online meetings to strengthen relationships
  • Teaching about iPad integration in schools
  • Speaking about creating student movies
  • Supporting schools to implement hybrid learning approaches in which technology is a tool to improve the quality of learning
  • Just about anything if it will further my knowledge and abilities in educational technology

What questions does this data raise for you? What recommendations, based on the data, do you have for our Community of Practice? How might we reflect, analyze, dream, and plan?

 

 

Category:

Educational Technology, Professional Development, Professional Learning

Tagged with:

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