The Technology is Getting in Our Way

Over and over again in the past few weeks, this idea that the technology can get in our way keeps coming up. Let me explain a little further...

This has actually been a really exciting and productive school year. We've had several projects going on incorporating the use of new technologies or software that have been introduced including PhotoStory, VoiceThread, and Diigo to name a few.

But, here's what I'm struggling with right now... It seems that these tools have been incorporated into projects at the point where the students need to be using them to support their learning or for creating the end product. In other words, we're not teaching the tool and refining the skills as we go along with smaller, manageable activities. We're teaching the tool as the learning needs to be occurring or as the project needs to be completed. And, because of this, I'm wondering if, when we wait until that point, the technology is getting in the way.

The tool is never the point, of course, but, the processes and skills needed to use the tool effectively have to be taught. How can we scaffold the teaching of those skills in such a way that, when it's time for that "big" project, our students already have an automaticity with the skills to the point where the technology isn't "in the way?"

Kim Cofino already recognizes this need when she writes:

One of my first tips for any teacher wishing to authentically embed technology into their classroom experience is always to start small. It’s easier to build on a simple, achievable idea, than it is to trim down an all-consuming tech monstrosity.

The automaticity with any tool is what helps us to use that tool to support our learning and to create. This is where procedural knowledge comes in. When what we need to learn involves following a specific set of steps in a process, we need to practice these steps to a level of automaticity then begin to apply the use of those skills to new situations. If we begin with "simple, achievable ideas" first, we can provide the scaffolding of procedural knowledge that will help our students become better users of technology in support of 21st century learning.

Flickr photo by Chrysaora

No News Makes a Difference

On the way into Panera for breakfast this morning, my husband commented that he'd been listening to something on the radio where they were talking about whether or not we would soon see the end of newspapers all together. Since he's retired, his morning routine begins with coffee and breakfast at Panera along with the morning newspaper. He jokingly said, "What am I going to do when I come for breakfast if there's no newspaper?"

In the last few months, that newspaper that we enjoy together over a leisurely breakfast on the weekends has changed. The number of pages is fewer, the focus of what's printed has changed and frankly, what we pay for it isn't worth the read anymore.

So, in response to my husband's question, I said that maybe places like Panera will have to build devices into some of their tables so that we can get whatever news we want digitally. I can just imagine not having to drag my laptop there but rather being able to just pop up some sort of screen that automatically connects me to the web so I can access the news in any way I'd like. What do you think? Is someone out there already thinking about this?

Create a New Story

This video on Teachertube is a really cute way of conveying a message using the format of a familiar story by Laura Numeroff, "If You Give a Mouse a Cookie." Enjoy!



A technology specialist took this one step further and made it a project done with first graders narrating. Nicely done!

In the Trenches...

Holy cow! It's been about a month since I've been here to update my blog. I never have set goals for keeping up the writing and sometimes the thoughts don't come when so many and varied things are going on. So...let's see if I can catch up a bit here with the events of life in the fast lane in just the last month!

Technology Site Visit
Each year, the National School Boards Association sponsor site visits to school district to "showcase innovative technology implementation." We attended a visit in Batavia that was really interesting. We saw the use of interactive whiteboards, document cameras, tablet PC's and we got to hear from district staff about how they've funded, planned for and implemented the use of technology in their classrooms. These were two well spent days. The NSBA did a fine job of organizing the visit and the staff in Batavia were very welcoming to those visiting from New York state, Arizona, Louisiana and elsewhere. Oh yeah...and their music groups entertained us all along the way. Batavia can be very proud of their music programs as well.

Curriculum
Five years ago we began a curriculum process in which we created documents that would guide the teaching, assessment and learning in our classrooms. We've begun to take a look back at Social Studies to review the alignment between the documents and our state curriculum. We've found that we're doing well in that area but we need to provide some additional resources for some of the topics. I've had an active role in this process and it gives me a chance to get a better idea of exactly how Social Studies is being addressed by our teachers and to make some recommendations for technology resources.

Collaborative Projects
For the past three years, we've been involved with the PALS project through our regional school library system. PALS is all about the librarian and the collaborative relationships that can exist with the classroom teacher when we all have access to the data that informs instruction and learning. As an instructional technology specialist, it's a lot of fun to help plan this work with our great library media specialists and classroom teachers. But the best part is the problem solving we're doing together as we work through the collaborative process and the implementation of the technology tools that support all of the projects that are being designed. Our work with collaborative projects continues to grow and expand each year.

Literacy
This year, each grade level has had the opportunity to meet together twice to discuss small group instruction and the use of literacy work stations. As the basis for this, they've talked about the Daily Five (the excellent work of Gail Boushey and Joan Moser) as well as the work of Debbie Diller.

We have an excellent group of teachers who are known as ELA team leaders. They have been charged with helping to facilitate these groups and have done a really spectacular job with it. We have a Blackboard site for Curriculum and Instruction which we're using to support English Language Arts through the sharing of lesson activities and resources. Since I help to maintain that site, I stay involved in this initiative. Again, a great way to stay in touch with teacher needs and a great way to bring the use of technology into the discussions.

Teacher Training
This year, the decision was made to switch our elementary computers from Mac to PC. It's difficult to see this happen for a number of reasons, not the least of which is the fact that we've supported the use of Macs in the district for more than 20 years. Nevertheless, some of our teachers need to learn how to use Word and understand the navigation of a networked PC. In addition, we have computer lab assistants who are learning to use new software tools such as Scholastic Keys. We'll also be working with Google Picasa and PhotoStory 3. These are the kinds of issues occupying a lot of my time not to mention planning for the removal, discard or reallocation of all those computers as we make this switch in stages.

Smartboards
For the past three years, we've slowly been installing Smartboards in our secondary buildings - grades 6-12. This year, for the first time, we're beginning to install them in our elementary buildings as well. Unfortunately, they've just come in - too late in the school year to make arrangements for full training on the use of the boards and the software. So, late this summer, we'll be preparing these teachers to make use of the Smartboard in their instruction to begin the next school year.

Data Analysis
OK...I'm a data geek. We have some cool resources for data in my district and I've been taking all the facts and figures and putting them together for building administrators. I really do like that part of my job but it's really labor and time intensive. And...wouldn't you know it? The data isn't usually available until right about now. First of all, it doesn't come in a timely fashion that allows us to use the data to have an impact on this year's learning. The best we can do is to look at the results, let the next year's teachers for those students see how they did and try to find some patterns in performance that help us to know what kinds of skills in general are in need of remediation.

So, I think that's about it. How about you? Is the end of your school year as busy as the rest of the year or does everything seem to happen at the end? Cheers!

Ahh....Springtime!

Spring break...we look forward to it every year as a time to open the windows and let nature remove the stale winter air from the house replacing it with the fresh, clean air of springtime. While many of my colleagues take this time to travel to southern climates (which are not always all that warm at this time of year), we usually prefer to spend this time at home doing the things that we can't always get to when we're working.

Here are some reasons that I'm really enjoying this particular Spring Break.

1. A change from the work routine.
The work routine and time schedule is well established in our household. With the kids gone, we're thoroughly entrenched in our morning routine - out the door before 7:00 am; me to travel for 25 minutes and my husband to enjoy his coffee, doughnuts, morning paper and chats with friends before going to his school. We're into our work for the entire day then back home again - me to go exercise at a local establishment, my husband to work a little extra beyond the usual day and then we're both home to enjoy dinner and relax for the evening.

But this vacation, my routine has been to start the day with exercise then come home and do a little work at the computer - reading blogs, thinking about the tasks to be accomplished before the end of the school year and doing some writing. I could easily adopt this routine forever!

2. Time to read and actually process the information I'm getting.
I do a lot of reading both in and out of my job. The reading outside my job is mostly related to reading blogs, checking in on what those folks are connecting their readers to and sometimes, tackling a pile of books that I seem to find interesting enough to purchase but hard to read on a continuous basis. It's been very rare lately that I start a book and then read it all the way to the end. I guess I find that I read about half of a book and get the gist of what the author's thesis is then move on to something else. After all, it's going to be sitting on the shelf waiting for me if I ever have the need to go back to it.

But, what happens, no matter what I'm reading during the school year, is that I feel this rush to move on to something else. I log in to my Bloglines account, click on the latest updates, save some for "future" review, sometimes make a comment but, mostly I just skim through for new information that applies to my own work. Under those conditions, there's not really a lot of time to process what I'm reading - to think about it more deeply, respond more clearly, make clear connections to my previous learning.

So, on this vacation, when I come home from the exercise, I get my breakfast ready, fix a nice cup of tea and go to my computer for my reading and thinking time. I can spend all morning here if I want or I can spend a little time now and a little time later. I'm already feeling lots of cobwebs being swept from my brain as I replace them with the freshness of new ideas.

3. Make new connections for creativity and innovation.
I'm reading a book right now that I've vowed to read from cover to cover. It's called Group Genius: The Creative Power of Collaboration by Keith Sawyer. I've kept a notebook at my side while reading this book.

A couple of quotes I've written down from this reading:
"The engine that drives collaboration is conversation." When make connection between this and my own learning, I think about the blog reading that I do on a daily basis. Whether we all know it or not, we're engaged in collaboration all the time with the end goal being to improve our schools and our students' learning. Blogs provide the conversation [no matter how many comments you're getting]. It's a conversation unlike the face to face discussions that we engage in with our work colleagues. This conversation is free for you to engage in or not - but the engagement in the conversation is where the learning really occurs. Comment on a blog, read what other people's reaction are. Frequently, I've written a comment on a blog then wished I'd stated my position a little more clearly or I've read someone else's point of view and a different side of the issue becomes more apparent than before. All of these interactions, whether we know it or not, contribute to our thinking in some way that may not become apparent for a while and, even when they do resurface, we may have no idea where the connection came from originally.

"Today's pervasive and high-bandwidth communication and social networks give us the potential to be far more creative than human beings have been at any time in history." Both the synchronous and asynchronous contributions that we all make to the "conversation" have an impact on someone else, somewhere whether we know it or not. The tools we have on this day in 2008 are the most powerful we've ever had for communicating with other. It's that ability to communicate our ideas to a wider audience that inspires creative thoughts and new ideas.

The book begins with an explanation about the inner workings of improvisation and groups that perform improvisationally. We've been to see some performances ourselves and are constantly amazed at how these people manage to create something from a single word, song title, or small suggestion. One of the things that Keith Sawyer points out is that these performers frequently use "yes, and..." as they work through the improvisation. "Yes, and..." keeps the performance following and keep conversations evolving. Makes me think about those meetings where someone inevitably begins a sentence with "yes, but..." - stops the conversation from evolving and the creativity from flowing every time doesn't it?

4. Read books that have been stacked up and waiting for a very long time.
My book buying decisions are usually made in at least two ways - by wandering around certain sections of my favorite bookstore or on the recommendations of others. I came across Group Genius via the wandering method. Using this method, I also located The Big Switch: Rewiring the World, From Edison to Google by Nicholas Carr as well as Five Minds for the Future by Howard Gardner. Both of these books are loudly calling out to me, just the titles alone made me buy them and make me want to delve into them - but that would mean I'd have to break my "read it cover to cover" vow. For now, they'll have to wait though because I have to find out how Group Genius ends first.

Image: The Purple Invasion of Spring http://www.flickr.com/photos/bogenfreund/428005735/

Reading Books Online

A while ago I posted about a site online where you could read children's book before you buy them. Thanks to an anonymous comment to that posting, I've been exploring another site that allows you to read books online - both fiction and non-fiction. As I peruse the site this morning, I notice that there are some great non-fiction books that would support topics that teachers are addressing in content areas so I'll be recommending this to them.

• Best Children's Picture Books Online - BigUniverse.com
  

  Excellent resource for fiction and non-fiction books that can be read online. Users may also create their own books or purchase using this site.

  tags: literacy

In addition to reading books, you can also easily create your own books. Read the Terms of Use carefully if you sign up for an account and intend to create a book.

Who Made You Think Today?

It's become my nightly ritual to open my laptop, log in to my Bloglines account and read through the new postings for the day. Sometimes, I even sneak a look during a few minutes break at work. And, I believe I'm addicted because it sure is hard not to see what's going on every day.

It's not just that I want to see if anything at all new is posted. It's that I'm looking for new thinking all the time, new ways of looking at the issues that I deal with, new ways of approaching common themes that come up about technology and instruction. Sometimes, I store what I find in my brain's memory, sometimes I use my Diigo account to bookmark what I've found with a note to help me remember my thinking later. Other times, I comment on a blog or I send a link to that blog posting on to someone else who I know will enjoy the reading.

So...who made me think today? Well, it started with Miguel Guhlin who wrote in reaction to Ryan Bretag's article on the Techlearning blog. Here's what I'm thinking...

Yes! I can raise my hand. I spend time every day trying to enhance my professional practice, trying to learn something new. Does this take place in "a collaborative context with other professionals?" If you count reading the blog, commenting, or posting my own reaction on my blog then...yes! I can raise my other hand. But, I wish I were raising that other hand because those "other professionals" were the colleagues with whom I work each day. This is not always the case and it's where I struggle each day on the job.

Maybe instead of holding on to what I've learned or passing on those links to only a few people, I should instead borrow a little wisdom from Ryan's action items. So, here's what that might look like:

1. Dedicate a portion of each day to send out messages to teachers about what's going on in the web 2.0 world. Providing little tidbits of what's out there and what I've learned from my own involvement in my personal learning network might inspire more of my colleagues to ask questions and begin to raise their awareness of the possibilities that exist.

2. Encourage others to establish a professional learning network. By following step #1, this is possible. By helping teachers to connect to the best resources this is possible.

3. Establish and maintain a virtual professional learning space that fosters shared knowledge and resources. Just creating another blog space to feature what others are writing about or to point to good examples of what teachers are doing with web 2.0 tools could help to establish that space in the professional learning practices of others. Last week, I spent some time with a small group of teachers who learned a little bit about Diigo, Google Docs, and wikis. That was just a quick introduction. The professional learning space can be the follow up to that conversation and many others.

4. Make professional reflection and scholarly work a priority and make it public. We already have some instances of teachers using wikis (mostly in collaboration with their library media specialists) and we have some teachers who have started blogs with their students. Through our professional learning space teachers could engage in conversations about the use of these tools for instruction.

5. Model professional learning for colleagues. There are about 125 teachers with whom I can share what I've been exploring and learning about. Time to get busy and open the doors to a learning network!

Thanks to Miguel for pointing to Ryan's article and thanks to Ryan for making some very bold statements that we should all take to heart.

The more it's used, the more it grows

"More than any other commodity, information is everywhere. Not only can almost anyone access almost anything at almost no cost, but, unlike corn and wheat, information doesn’t have to be consumed to be used. Quite the opposite: The more it’s used, the more it grows."

Think Better by Tim Hurson ©2008

Using Technology in Teaching is an Act of Declarative Knowledge

Over the past few years, we've been learning a lot in my district about procedural and declarative knowledge. Do a Google search for these terms and you'll find more information about them. Basically, procedural knowledge is a set of steps in a process. We learn the steps, we practice the steps, we apply them in new situations. In terms of technology training, my main role in my district, I've recognized for a long time that this is how we learn to use computers. We learn where to click and when to make certain things happen. And, once we know the steps about where to click to make certain things happen, we can apply that to other technology tools. But, I've also recognized that, to follow steps and to act as if the procedural knowledge is all we need, pretty much defeats the purpose of using technology as a learning tool.

Declarative knowledge, on the other hand, is facts, generalizations and principles. We need to process declarative knowledge. That's what I'm doing right now. I've been reading through several blog posts this afternoon and now, by writing this post, I'm processing the information that I've read. So, as we process declarative knowledge, we can do that in a number of ways. As mentioned, we can write about it. Blogs and other online tools that allow others to create conversations around what we're thinking about our learning are important in declarative knowledge. So, we gather the information, we process the information in a variety of ways and then we construct a new idea - think Bloom's taxonomy.

This is, I think, where professional development for technology needs to reside. We've spent lots of time and effort in teaching the steps. Now, we need to teach the concept of technology in the teaching and learning process. If educators have the declarative knowledge, the means to process that knowledge and apply a thinking skill so that they can begin to construct new ideas about the use of technology, then I think we will have moved forward in a positive direction.

This blog posting was influenced by several things that I've read this afternoon, some of which are linked below. While you, the reader, may not see all the connections that I've found that's all right. The connections come not only from the reading, but from the background knowledge that I already have in regards to this concept. This is declarative knowledge in action.

Developmentally appropriate technology integration PD - Wes Fryer
Internalization vs. Utilization - Scott Weidig
"If the news is important, it will find me." - Mathew Ingram

It's Because I Read...

This morning before I went to work I logged into my Bloglines account for a quick check. The first blog posting I read was from Brian Crosby. Today, he was writing about a project that he'll be doing with his 5th graders in collaboration with Lisa Parisi. As I read through the post, I was struck by the number of technology tools that will be employed in the course of this project and how well they fit together to support the intended learning. The project will allow students to collaborate to write original stories based on the illustrations in the book The Mysteries of Harris Burdick by Chris Van Allsburg. Not being familiar with the book, I went right to one of my super-duper librarians this morning to borrow it.

As soon as I read that post, the contents of a workshop that I'll do tomorrow suddenly crystallized. This workshop will be with a group of teachers that I've been working all year. They wanted to take another look at some of the web based tools that I've been talking about all this year. But I've been struggling with how to present these in some sort of meaningful context. That is, until I read Brian's blog this morning. And, it's because I read that this kind of thing often happens to me.

Tomorrow, we'll start by going to Diigo where I've already set up an account and bookmarked Brian's post. This will get us quickly to that post which I'll have the teachers read. [We'll talk about connections that this project might have to our own curriculum. I'd like them to also take a look at the NETS for students - this will expose them to a document that many of them might not have known about otherwise.] Now that we've gotten to the blog, we can learn how to annotate it using the Diigo toolbar.

Next up is Google docs. Brian and Lisa are going to use this tool as a way for their students to write collaboratively. We'll use it to respond to some questions that I've set up that are related to each of the tools we'll work with.

Then it's on to the concept of the wiki. By way of introducing this concept, I have Wikis in Plain English ready to show. Then we can go to Lisa's wiki page which will serve as one example. There are other samples that I've been collecting as well for us to explore. This will give us some food for thought about how wikis can be used effectively in instruction. We'll return to Google docs to record our impressions.

By exploring these tools within the context of this project, I hope that the teachers will be able to see the connections among these tools, and the value they add to learning. I also hope this will provoke some additional conversations about exploring the use of these tools further.

It's because I read that I learn from others and that I'm inspired by others. I can't imagine how I could do my job without access to the ideas and experiences of talented educators around the world. Thanks to all of you!