Almost three years ago I wrote a blog entry about a crazy idea...allowing students to bring in their technology and provide for those who can't afford it. Today at our Montgomery County Technology Directors meeting we had a discussion about it and how it is inevitable. So, we are (finally) starting the discussion! : )
Not that this "solution" won't be without it's challenges, but what good positive change ever is?!
Showing posts with label educational technology. Show all posts
Showing posts with label educational technology. Show all posts
Wednesday, March 17, 2010
Tuesday, May 19, 2009
Discussion Starter...
Wow, I just learned about this tool from our CFF Coach - Wolfram/Alpha! This type of tool has the power to show educators just what Web 2.0 is all about.
It should also challenge them to think about what they are teaching their students. Here is a link to the screen cast that explains the website possibilities.
A computational knowledge engine....Think about the "what if" questions it can answer for students. I challenge you to discuss with one other person the potential that this type of tool has to change teaching and learning in the 21st century.
It should also challenge them to think about what they are teaching their students. Here is a link to the screen cast that explains the website possibilities.
A computational knowledge engine....Think about the "what if" questions it can answer for students. I challenge you to discuss with one other person the potential that this type of tool has to change teaching and learning in the 21st century.
Thursday, May 7, 2009
New Technology Learnings 09-10
This is a wordle of what my Technology Learning Commitment Team celebrated today at our final meeting for the year. What Good stuff!
Change is messy. Many in my district were resistant to the change in technology this year. Mac to PC, stationary to Mobile, static to dynamic, flood gates were opened, some felt naked. We had a number of struggles this year but our teachers and technology support specialists all celebrated today. We discussed three pieces of the Horizon Report 2009 K-12 Edition
We shared our ideas about the following questions on our TinyChat;
- What practices should we be changing (if any) in our classrooms?
- How important is assessment in these classrooms?
- How do we make progress in the short term?
- How do we make progress in the long term?
We did not come up with any perfect answers but we did find that we had learned a lot and we are excited about more technology, changing teaching practices AND not forgetting to balance technology use with teaching to read, write and play in the mud!
Wednesday, March 18, 2009
Meaningful Use of Technology for 5 yr Olds
Just...wow, great post Dr. Fritz!!
http://mokmfritzblog.blogspot.com/2009/03/meaningful-use-of-technology-in.html
A must read for technology leaders, principals, curriculum directors and the like!!
http://mokmfritzblog.blogspot.com/2009/03/meaningful-use-of-technology-in.html
A must read for technology leaders, principals, curriculum directors and the like!!
Tuesday, May 13, 2008
Making Learning "Safe" for Teachers
In today's world of accountability, it is hard to find ways to allow for positive accountability without some kind of "evaluation" tied to it. However, I think this is what we, as educational technologists and advocates of changing pedagogy desperately need to do to support teachers!! If we do not make their professional development learning environments "safe" for exploration and free of negative evaluation, the willingness of teachers to try new things will be sorely diminished.
Safe environments invite exploration, creating avenues such as moodle sandboxes are just the type of activities that can begin to facilitate this type of professional learning. I have learned that people who are enclosed in walls for a long period of time have a very difficult time knowing what to do when the walls come down and they have opportunities for growth. I think we need to be cognizant of these feelings and make sure that we understand that while teachers may want to embrace change and new learning, they need support, hand holding and being told that it is OK not to know it all, or to have it all together as they explore these new frontiers.
We must also loosely structure their learning so that they have time to explore and but also give them small successes so that they get excited about learning more and take it upon themselves to continue to explore. These ideas may sounds simple and you may say to yourself that you are already doing these things and if so that's great. If you don't see teachers jumping on the bandwagon behind you, stop to talk to them and see how they are feeling. Safety for learning and exploration may be just what they need to get going. Try some structured facilitation and consistent support and watch them grow. Just like young plants, they need constant attention, at least in the beginning until they are strong enough and have a deep enough root and developed enough stem to survive a bit of drought and still stay strong and continue to grow!
Safe environments invite exploration, creating avenues such as moodle sandboxes are just the type of activities that can begin to facilitate this type of professional learning. I have learned that people who are enclosed in walls for a long period of time have a very difficult time knowing what to do when the walls come down and they have opportunities for growth. I think we need to be cognizant of these feelings and make sure that we understand that while teachers may want to embrace change and new learning, they need support, hand holding and being told that it is OK not to know it all, or to have it all together as they explore these new frontiers.
We must also loosely structure their learning so that they have time to explore and but also give them small successes so that they get excited about learning more and take it upon themselves to continue to explore. These ideas may sounds simple and you may say to yourself that you are already doing these things and if so that's great. If you don't see teachers jumping on the bandwagon behind you, stop to talk to them and see how they are feeling. Safety for learning and exploration may be just what they need to get going. Try some structured facilitation and consistent support and watch them grow. Just like young plants, they need constant attention, at least in the beginning until they are strong enough and have a deep enough root and developed enough stem to survive a bit of drought and still stay strong and continue to grow!
Friday, February 1, 2008
Listening, Conversing, Discussing and Debating...Which one are you doing??
I just read an interesting quote from David Warlick's latest post (1/31/08) "Unconference is anarchy in practice. He says that everyone was blogging and podcasting, but no one was listening." He was listening to Andrew Keen on Digital Narcissism.
While I know digital natives are touted to be able to multi-task much better than the digital immigrants, I am wondering who is really listening when they are multi-tasking?? I ask this because if they are really listening, they will begin to more deeply discuss topics and involve others, but is this really going on in our blogs and podcasts today?
Educators are beginning to have conversations about technology and changing teaching and learning. I think conversations are a start it must go beyond that. We must then move forward both with our colleagues that we agree with AND those that we disagree with in our systems to move conversations to discussions and discussions to debates so that the "real" issues get to the table and are recognized. While it may seem like semantics, conversations are informal and begin most often between like-thinking colleagues, which won't cause an irritation in the system (Wheatley, 2001).
Discussions (which imply the taking of action to exchange ideas) can begin to do that but must be followed up with debates (formal, public discussion of ideas and opposing viewpoints). If we don't do move to these higher levels of conversing and listening, I'm not sure that we will ever move beyond the conversation to fundamentally change educational systems and create what we are all conversing about...an educational revolution that embraces 21st Century teaching and learning.
While I know digital natives are touted to be able to multi-task much better than the digital immigrants, I am wondering who is really listening when they are multi-tasking?? I ask this because if they are really listening, they will begin to more deeply discuss topics and involve others, but is this really going on in our blogs and podcasts today?
Educators are beginning to have conversations about technology and changing teaching and learning. I think conversations are a start it must go beyond that. We must then move forward both with our colleagues that we agree with AND those that we disagree with in our systems to move conversations to discussions and discussions to debates so that the "real" issues get to the table and are recognized. While it may seem like semantics, conversations are informal and begin most often between like-thinking colleagues, which won't cause an irritation in the system (Wheatley, 2001).
Discussions (which imply the taking of action to exchange ideas) can begin to do that but must be followed up with debates (formal, public discussion of ideas and opposing viewpoints). If we don't do move to these higher levels of conversing and listening, I'm not sure that we will ever move beyond the conversation to fundamentally change educational systems and create what we are all conversing about...an educational revolution that embraces 21st Century teaching and learning.
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Wednesday, December 12, 2007
Transitions
Again, a bit since I've blogged! Ok, two months' isn't really a bit and I have been in transition from one job to another. Now that I am settled, consistency should fall into place. I am finding a routine and time to revisit the blogosphere that I have neglected. I realized I missed the K-12 Online Conference. Yikes! Luckily David Warlick's keynote is still on the site and I have download it to watch when I don't have time (have to say that these days as who really has time???).
I have also come to see that you have to be careful not to confuse pre-conceived notions about how an organization is with how it really is! Additionally, in my new position I have the opportunity to work with Ray Jorgensen and the ideas surrounding Conversational Leadership. Great stuff for someone coming new to an organization and looking for ways to structure conversation and think about systems and how they function.
As I transition, so do the people who work for me and I am hoping that along with me, they can suspend certainty (one of the principles of the learning conversation) as we move forward to develop a vision for technology...keeping in mind my theme for this blog of changing the discussion...from technology to pedagogy.
I have also come to see that you have to be careful not to confuse pre-conceived notions about how an organization is with how it really is! Additionally, in my new position I have the opportunity to work with Ray Jorgensen and the ideas surrounding Conversational Leadership. Great stuff for someone coming new to an organization and looking for ways to structure conversation and think about systems and how they function.
As I transition, so do the people who work for me and I am hoping that along with me, they can suspend certainty (one of the principles of the learning conversation) as we move forward to develop a vision for technology...keeping in mind my theme for this blog of changing the discussion...from technology to pedagogy.
Tuesday, September 25, 2007
Gaining Perspective
Over the past month and a half (wow, has it been that long since I blogged??!!) I have had a number of experiences that have (again) brought to the forefront of my mind the NEED we have to be able to examine multiple perspectives before responding (and not reacting) to situations, events or actions.
While it would be wonderful if others in this world did the same, I will focus on myself continuing to do this, at work, at home and in all of my relationships. It seems that if I pause, even for just a moment, to do this, understanding comes and my response is thoughful.
I am currently reading Change or Die by Alan Deutschman. While I agree with the principles in the book, I think we have to be careful to make a blanket statement and expect everyone to "change or die" in the same way or at the same rate.
For examples, teachers who have never created a WebQuest before are not quite ready to create their own blog or even post so someone else's blog as they are not confident yet of their ideas (maybe haven't even really formed them yet) and feel naked posting out there to the world. As an advanced user of technology, I think it is important that we all keep this in mind. Especially if we are working with teachers who are NOT advanced users. We must remember the point that they are at and strive to move them to the next step. Sometimes pushing them too far ahead will lead to refusal. Afterall, shouldn't we differentiating our strategies for technology integration and scaffolding for teachers just as we expect them to do for their students?
I will try to get on track again with my blogging with the goal of one idea at a time and continuing to change the discussion ~ it's not about the technology...it's about the processes and pedagogy that we use for 21st Century learning.
While it would be wonderful if others in this world did the same, I will focus on myself continuing to do this, at work, at home and in all of my relationships. It seems that if I pause, even for just a moment, to do this, understanding comes and my response is thoughful.
I am currently reading Change or Die by Alan Deutschman. While I agree with the principles in the book, I think we have to be careful to make a blanket statement and expect everyone to "change or die" in the same way or at the same rate.
For examples, teachers who have never created a WebQuest before are not quite ready to create their own blog or even post so someone else's blog as they are not confident yet of their ideas (maybe haven't even really formed them yet) and feel naked posting out there to the world. As an advanced user of technology, I think it is important that we all keep this in mind. Especially if we are working with teachers who are NOT advanced users. We must remember the point that they are at and strive to move them to the next step. Sometimes pushing them too far ahead will lead to refusal. Afterall, shouldn't we differentiating our strategies for technology integration and scaffolding for teachers just as we expect them to do for their students?
I will try to get on track again with my blogging with the goal of one idea at a time and continuing to change the discussion ~ it's not about the technology...it's about the processes and pedagogy that we use for 21st Century learning.
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