It changes us.

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I remember the moment in time when I learned how to copy and paste.

My parents bought our family an Apple IIGS when I was in junior high school. It was our first personal computer. It was the device on which I learned to word process.

As early I can remember, I wrote stories. I filled journals and spiral-bound notebooks. But access to this device changed me. It changed my writing. I developed skills formerly unknown to me. I needed those skills to adjust to the medium. I wrote more fluently. I mastered keyboarding. (Shockingly without the use of a formal typing program, I was just motivated to learn to type fluently so I could write and create, go figure.)

When I hear, “It’s not about the technology, it’s about what we do with it,” I agree and disagree. It’s not about the tool specifically. But it is. It’s about how it changes us. How it changes the process. The product. The questions. The answers. How we find information. How we learn to understand what is relevant and real and what is crap. These shifts are because of the technology. Because of the tools with which we choose to interact.

It’s about what it can help us become. More fluent writers. Risk-takers. Creators. Sharers. Activists. Educators. Learners.

It’s about how it can help us help others. How it gives voice to the voiceless. How it brings people together in times of adversity and in times of celebration.

To deny our students of discovering who they could become… how they could invent… how they could make an idea or thing come to life… that isn’t okay, especially not if it’s just because we’re too busy with test prep or traditional models of classroom instruction or doing things as we’ve always done because that’s how we do it. That doesn’t allow for the kind of autonomy and questioning and discussion and reinventing that our kids deserve.

It’s about the choices we make with technologies. About how we choose to use them to communicate. To publish. To interact with others. Our kids deserve the chance to make those choices. To understand those choices. To have guidance with those choices.

It changes our present, it changes our futures.

Being a connected educator has changed me. It has caused me to understand things I never before understood. It provides a glimpse into the perspectives of people and groups of people that in my unconnected life I did not previously know.

But after years of connecting, it’s caused me to become jaded, too. I’m not likely to become easily excited about a new tool. I cringe when I hear the words “personalized learning” used in conjunction with technology and schools and children. Children. 

So, it is about the tools. It’s about how they change us. It’s about how we are vulnerable when learning about the roles they can and should play in our lives. In our kids’ lives. So we should help them learn and take command of the tools. To create, not just consume. To interact significantly and meaningfully and respectfully. And we should act on their behalf when systems or companies or organizations or people try to impose uninspired, one-size-fits-all uses for technology.

Ramblings of a sometimes blogger.

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When you blog, you eventually self-impose schedules and deadlines for posting, and having a nearly-two month lull in posts can really make you wonder, What’s the point? Why am I writing, anyway?

Because I’m a blogger, and a writer, and it’s what I do, albeit inconsistently. We blog to reflect, to share, to celebrate, to question, to converse about things that are important to us.

We just wrapped up a somewhat frantic and frazzled start to the school year. I’m sure many of you experienced the same.

The sweet:

  • After our initial surveys with BrightBytes, findings show our district is moving in the right direction in terms of using technology to support learning. Our teacher beliefs about the positive impacts of educational technology are high, access is good, and we are working towards better implementation of programs and practices to ensure our students and teachers are creators, not just consumers, of digital information.
  • I’ve been able to work with many classes this fall getting students started with their new Edublogs accounts. (Teachers, too). We’re still working through the organization of it all (our kids share teachers so in some ways it can get tricky organizing the Edublogs “Classes”), but I think we’re making progress. This has helped me reflect on blogging as an educational practice, which I’ve done many times before. As much as I want every student and teacher to see the value in blogging, it’s not going to happen immediately. And some kids are just never going to click with the medium. I’ve come to realize, that’s okay. But then, I spend time with a third grader, one who’s struggled with literacy since I first met him in kindergarten, and to see him be so entranced with his own writing space that he spends an hour writing a post about each season of the year, then asks me to spell the months of the year on his whiteboard so he has them handy later to write about all of the months of the year- that was kind of magical. His eyes sparkled and he was so excited to share his learning in this way. That’s why I continue sharing different methods for exploring and sharing learning. If I can impact one teacher, one student — then it’s an #eduwin. What are your favorite resources for supporting blogging in the classroom?
  • I found some fun new things to use. Like Workflowy. And Paper. And Write About. I trashed some accounts, like Foursquare and Jolicloud. #digitalcleanup What are your favorite recent finds for productivity and creation?

The sour:

  • New, new, new. New content providers. New rotational learning “model” and frameworks and coaches and consultants. New devices with a steep learning curve. New teachers and teams. New students. New frustrations and findings and forehead-smacking.
  • I’m still noticing a huge disconnect between the business of “tech” and the business of teaching and learning. Communication lines are frazzled, crossed, or nonexistent. They need to be repaired. That starts with leadership. Students-come-first-leadership-soaked-in-humility.

Celebrations:

  • The Hour of Code is quickly approaching, and I’m excited that we’re involving students Gr. 1-8 in programming activities through Code.org as well as Tynker. Last year was our students’ first introduction to programming activities in school through HOC, and sparks were definitely ignited.
  • Learning Forward’s third edition of Powerful Designs for Professional Learning will be published in the coming weeks, and I contributed a chapter featuring the use of social media and networks for learning. I’ll be in Nashville at Learning Forward’s annual conference sharing the key ideas from my chapter at a pre-conference workshop. If you’re coming to the conference, join us!
  • We are wrapping up our last week of the educational leadership in the digital age ecourse through Powerful Learning Practice. I’m so glad to connect with dedicated educators like Rhonda, Nicole, Tony, and Rachel, who’ve contributed so much to my learning over the past five weeks.

Despite my blogging hiatus, I think of this space in many passing moments. It’s a place I feel comfortable reflecting, even if in recent years it’s become a place where I post less frequently. I also post to our elem tech blog regularly, so when I feel like I’m slacking off here, I think, Hey, at least I posted in that space!

How do you stay motivated to write and share throughout the busy school year? Are there any blogging challenges coming up that could help encourage you to post regularly? I’m kind of intrigued by this Blogging from A-Z challenge and might give it a try.

Happy learning.
Photo Credit: VinothChandar via Compfight cc

First steps at protecting students’ privacy.

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I admit that at one point in time I was one of those educators who allowed students to sign into a site using a teacher’s credentials in order to gain access, for example, some of our intermediate students used Prezi for project work and signed in under the same generic Gmail account maintained by the teacher.

Nope:

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Over the past two years, however, thanks to the work of Audrey Watters, Bill Fitzgerald, and many others, maintaining the privacy and protecting my students online has become one of my main priorities as elementary technology coach. Prompted by a statewide communication last year from the education solicitors, our district set to work on making sure that parents were informed and involved in the decisions to allow their children to have accounts established at various educational websites and productivity services.

My scope is elementary, so I read a lot of Terms of Service/Terms of Use and privacy policies to make sure that our kids are even permitted to click on the website let alone establish accounts there. For example, we had been using Today’s Meet to organize classroom conversations in some of our intermediate classes. “No accounts are required, great!” was my initial reaction, and it worked well. I used it with staff in meetings, and I loved the ease and simplicity of use. Dig deeper, read its Terms of Use, and you’ll see that students under the age of 13 are not permitted to use Today’s Meet. Thus, I advise teachers to no longer use this service with elementary students, and it’s not on our approved list of educational websites for students <13 years old.

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Let me please say that following are our initial steps in helping parents and teachers become more informed and involved in matters of student privacy and data use as it relates to educational service/website use. In no way is our procedure perfect. We need to continually work at improving this system to help ensure parents and students can be advocates for the way children’s privacy is maintained throughout their school careers (and lives). We also use  resources shared by Common Sense Media about privacy and protection to help students understand their rights as digital consumers and creators.

Due to COPPA language, we target our request for permissions to students under 13 years of age, which covers all of our elementary students as well as  a good number of seventh graders in our middle school. (However we really need to consider how we are informing all parents and community members, K-12 and beyond.) In opening week paperwork, parents receive this informational letter (modeled after the letter drafted for us by our solicitors), a consent form requiring parent signature, and the list of district-approved educational websites and productivity services where the child may have an account established. Not all teachers utilize all services on the list nor are they available to all students K-7, but we decided to compile them all on one list for ease of distribution. Parents receive a hard copy of the list in the fall, and we maintain this living list on this district site. If the district approves a new website for use, I update the living sheet and we send home an additional parent permission form to those students who will use the site. Homeroom teachers collect the forms and note any students who have not returned the consent form and forms are compiled/logged in the main office of each building. In the future we hope to integrate the logging of these forms electronically via our SIS and/or allow parents to consent via the parent information portal, but we’re not there yet. Parents are encouraged to contact building principals if they choose to opt out and/or if they have questions involving the educational use of any of the websites. They can choose to opt out of one or more services if they so desire. Learning accommodations are made for students who cannot interact with a digital service.

It’s a start. We still need to provide more parent and teacher education on the specifics of student data and privacy to help them protect their children in all elements of online and mobile interactions, not just their educational website use, which is supervised by caring teachers and school personnel.

I think it’s time we need to reign in our overzealous enthusiasm about the latest and greatest ed tech products and services. I get it. Shiny new things are cool and so are interactive websites and gee, the kids really are going to love it so I’m just going to set them up with usernames and passwords and let’s give it a try! I know, I know. We’re telling you to integrate and be all up in 21st century skills and now we’re warning you about doing so. Shame on us.

Just be smart. Read terms of use and privacy policies. Ask for help if the terms are so full of jargon and nonsense you can’t make heads or tails of the meaning. Be the adult. Inform and involve parents in decisions. Get your administrators informed, because sad to say, they’re likely not the most informed bunch when it comes to student data and privacy.

Protecting students’ data and privacy is becoming increasingly difficult every day, but that’s no excuse for not taking steps to do so.

It starts with you!

Whats and whys and whos and hows.

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The first two weeks of school have been a whirlwind. I think typically that is the case, no matter what role you play in education. But I also think the beginning of the school year is the time when you and your students, your faculties and administrators, deserve to exist in a calm enough state of mind that you can start to build key relationships with one another in order to create the strongest possible start to the school year.

In the world of educational technology, when things are implemented without thorough planning, with inconsistent procedures, and with little thought to how things will impact actual classroom practices and the lives of teachers and students, you run the risk of raining on the parade of the eager teachers and students who are bustling with excitement and giddy energies the first few weeks of school, not to mention completely stressing everyone out.

I’m not interested in rehashing the specifics of the types of hiccups we’re encountering as we embark on several new adventures in adding new content providers, changing the way we manage rosters and accounts in certain systems, and attempt to provide professional development to teachers. Every school system in the midst of changes and new implementations is going to hit some rough patches. But there are definitely some essential elements of the planning and implementation process that, if neglected, can lead to major frustrations for all educators and students involved. These are the things I’ve been reflecting on this week.

This post is not going to contain a textbook-style list here’s-what-to-do-when-you’re-a-school-leader-in-charge-of-planning-stuff.

Rather it contains a common-sense-just-stop-and-think-about-what-you’re-doing-for-one-second kind of a list.

Questions to ask yourself when you decide to implement a new instructional technology initiative (or any initiative, really) in your district, school, classroom, or school community:

What do you plan to accomplish?

Have a clear goal. Have a purpose. It should be actionable.

Why?

Make sure that purpose is connected to an actual need in the world of teaching and learning. Not just in your mind- in reality, according to established needs of your district, schools, classrooms. You should probably consult with people who are in the “trenches” to find out what those needs truly are. There should probably be some kind of established system for doing so.

Who is going to be involved?

Think beyond yourself, your department. Who is going to be impacted by this implementation? ON EVERY LEVEL? Who’s going to have to deal with the fall out if things don’t go smoothly? Whose learning lives are going to be impacted? Whose voices should be included in the planning, implementation, and evaluation stages? Who will be encouraged to speak freely if things are not going well? Who will be celebrated when things do go well?

How?

How will the goal be accomplished? What steps will be taken to ensure ts are crossed and is are dotted? What’s the timeline, and is it realistic? Or are things going to be sprung on teachers/students/admin at the last minute? How are problems going to be addressed in a streamlined, timely manner? How are all of your stakeholders going to know that they will be supported throughout the change and implementation process? How are ideas and implementations going to be communicated? How is the effectiveness of the initiative going to be evaluated?

Yes, take risks. Yes, try new and exciting things every single day, and don’t be afraid to make mistakes. But think carefully about the whats, whys, whos, and hows, and how every decision we make ultimately impacts one, two, five, twenty, hundreds, and potentially thousands of other educators, students, and school community members.

 

Photo Credit: appropos via Compfight cc

Questions about communication.

CC Licensed Photo Shared by Melvin Gaal

CC Licensed Photo Shared by Melvin Gaal

One of my district’s recent projects has been thinking through and seeking to transform the way we communicate via digital means. These are some questions that come to mind when I contemplate digital age learning and communication.

Dear Superintendent,

If I were a parent moving into your district, would I be able to access quality information about your schools online? Not just test scores and state report cards – but a real, true, authentic look into the classrooms and learning in your schools? Would I be able to Like your school’s Facebook page and follow your district on Twitter, and receive timely updates in my own social media streams or through a district app? Does information from your district come to me? Or do I have to go out and find it myself? Can I comment on and re-share district news?

Are there methods in place for informing me about issues in times of crisis? Is it clear where and how I should be locating that information and/or how the information comes to me? How can I easily find out about your district’s policies and procedures? Are directories readily available so I can contact who I need to, when I need to? How do you collect, store, and protect my child’s data? Who do you share it with and why? How can we access our child’s data at any time?

Are you proactive in publishing critical news and updates to community members or reactive after stories hit the local news?

Do your communications clearly share your vision for learning and the resources, concepts, programs, standards, and instructional techniques used to help students achieve? Do I know what your leadership team hopes to accomplish this year and beyond, in five years? Ten years?

Are all subgroups and populations equally represented in communications? Can I find as many stories about learning in the primary classrooms and emotional support classrooms as I can about high school sports achievements?

How do you accommodate for families who do not have Internet access available at home or Internet-enabled devices? Are your communications able to be easily translated for speakers of other languages? Are your district’s facilities opened up to the public to allow those without access to stay current and engage with your online spaces? Are paper communications used to reach all stakeholders in the absence of connectivity? What are you doing as a school leader to help local and government leaders get access for everyone in your community?

Do you have an online presence as a learner? How do you model for your staff and students that you continue growing and learning as a leader? Do you communicate efficiently, effectively, and consistently with your staff?

Am I a welcomed visitor on your campus? How will I feel that I am welcomed?

Dear Principal,

I want the best for my children, as I know you do. When I want to learn more about your school, can I go to your school’s blog or website and see learning taking place? Does your online presence demonstrate to the public why your school is a special place to learn? Why are your teachers special? Students? Staff? Community? Who are they? What do they believe in? Does your school’s vision and mission shine through in all of your communications? What events and activities are being shared to spark excitement and interest in your school community? How are your postings and your online presence modeling respectful and powerful online communications? Can I see photos of learning in action? Do you use Instagram or Flickr or similar to allow glimpses into daily school life?

Does your district respect the demands on my time as a busy, working parent, offering various structures (online and offline) and opportunities for learning and for parent involvement? Are there Twitter chats or Google Hangouts or live streams of events that I can attend virtually if I can’t attend in person? Are things archived for easy access after events? Are there regular opportunities for parents to provide input on various aspects of school life?

Can I find common forms on your website, things I can access quickly and easily? Schedules, handbooks, menus, bus information, directory information, policies, procedures? Do you report daily or weekly happenings in the form of school news or interactive bulletins? Do you offer the same benefits for your staff through consistently-maintained information processes?

Am I met with smiles when I enter your school’s doors?

Dear Teacher,

You spend countless moments day in and day out creating stimulating learning environments and designing learning experiences for our children. Do you communicate the ideas shared in class with your students’ families? Do your students’ families know what your class values and admires and works to achieve? If my child was in your class, would snapshots of the week’s learnings be available to me through your class blog or website, or your class’s Twitter feed or Facebook page? How can I communicate my questions and concerns with you? How do you involve my child in the communication process? How is my child expected to share his learning with you, with me, with his peers, and with an authentic global audience?

Do you share what you do with other teachers who are looking to bring the best they can to their students? Do you freely share resources, ideas, content, and time with your both your local and global colleagues, knowing that in the spirit of reciprocity you, too, will benefit from what others share? Do your students know you are a learner first?

Is my feedback welcomed and encouraged? Can you help me understand the difficult work that you do in a way that helps me best support my child?

Am I met with smiles when I’m welcomed at your classroom door?

Dear Parent,

Don’t settle when it comes to your child’s school’s communication methods. You deserve to understand the full breadth and depth of your child’s learning experiences and to be embraced as part of the learning community. Your voice deserves to be heard and acknowledged. You should expect not only to be involved with your child’s school, but to be engaged.

 

What else should we be asking ourselves about the way we communicate in school communities?

Professional development by you, for you.

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Let your ideas run wild.

In the past several weeks I’ve received a number of requests for the resources I used to host a Fed-Ex Day at our school. I thought it may be easiest to share them in one space here so others can access as needed.

Incidentally, I find it curious and humbling that folks are still inquiring about the day’s details. When I think back on that day, held in November 2010, it feels like an eternity ago. As the principal that year, I had a lot of autonomy in the way I designed and hosted professional development for my teachers.

And that, my friends, is the key to making something like this work. Building-level administrators have to be given the autonomy to plan, implement and facilitate learning for their teachers in a way that empowers their teachers as learners. Without that freedom, (unless it’s orchestrated by the folks at the top, and to be fair, in some places, it is), this type of day doesn’t happen. In the years that followed, our district moved towards a standardized-approach for inservice days. Each elementary building follows a common professional development schedule built around district initiatives. While certainly this protocol serves to help the three buildings become more aligned in their efforts and open the lines of communication among teachers and grade levels, it doesn’t exactly support initiatives that address the unique needs of a building (or a particular set of teachers, like the specialists). And we all know that every school and the teachers within have a special culture, learning needs, and personalities. Don’t unique individuals deserve individualized professional development?

The reason I find the requests for my resources curious is that I didn’t do anything mind-blowing or creative. I simply reflected upon the ideas shared by Daniel Pink in his book, Drive, and brought the day known as a Fed-Ex day to our little school.  Aside from an hour or so of preparation in terms of sharing background materials with my staff, I didn’t do much of anything. (Although in writing this post, I was reminded of Obvious to You, Amazing to Others. It’s a quick view and a great reminder of why we need to share!)

Let me also share that Chris Wejr began incorporating FedEx preps into his school in October of that year, and his work should be used as a reference as well! Chris is an invaluable resource when it comes to motivation and the work we do with teachers and students. More from Chris here.

I blogged about our day, and shared it. And Dan Pink retweeted the blog post.

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We engaged in an email conversation, which was pretty exciting for me, and I was so happy to share my staff’s successes with him as well as educators who might find the day as inspiring as we did. And I called Chris to talk about it. :)

Yes, I know Dan Pink isn’t an educator. I get it. There are plenty of skeptics out there when it comes to incorporating the ideas shared by Pink in Drive with the work we do in education. I don’t see any fault in finding inspiration from those outside of education and adapting the ideas to make them work for you, your teachers, and your students. The key is that you have identified your needs, you provide autonomy to your learners,  you support their learning along the way, and you assess the effectiveness of your efforts. The FedEx day certainly isn’t going to look the same in the school as it does in the business world. And why should it? We’re different beasts. Own it. Make it yours.

Here are the resources I shared with others. Please feel free to use/adapt to meet your needs:

  • On our school wiki I posted the resources introducing Drive and the background activities like What’s Your Sentence? and the RSA Animate video featuring Pink’s work on motivation that I asked teachers to review before attending our session. It also includes the Google form that teachers used to “deliver” their content/ideas at the conclusion of the day.
  • Here are our sentences. This, as other administrators have found, is one of the most inspiring parts of the day!
  • Here’s my original reflective post, Inspiration Delivers, on my former blog space and here it is on this space.
  • Here’s another reflective post sharing our Edcamp-style PD day later in the year.
  • And here’s a Google doc of resources sharing ideas for “innovative” professional development.

It is now three full years after our Fed-Ex day was held. Innovation Days and Genius Hours and 20% time and  EdCamp-model professional development days -and learning sessions for students- are being designed and shared with the educational community on a daily basis. Students and teachers are sharing how much they appreciate the freedom to learn in ways that best support their needs, and how excited they are to explore topics about which they are passionate.

always get this question when presenting these ideas to other administrators: “But what about the teachers who abuse this freedom? Who sit alone in their rooms and grade papers or work on things that don’t help them develop professionally?”

Then you deal with those folks on an individual basis. You don’t punish the 98% of teachers who want to do the right thing because of the 2% of knuckleheads who can’t seem to handle the autonomy. HT: Tom Murray

I’d encourage anyone who plans professional development to always keep the learners in mind. It doesn’t matter what you call it. “Inservice Day” will do. Use technology, or don’t. But respect your learners and their time.

Shameless plug: I’ll be presenting some ideas about professional development at FETC in January. My session is on Friday, Jan. 31 from 10-11 AM. Hope to see you there!

 

Photo Credit: billy verdin via Compfight cc

Tell me about it.

medium_3784049371How do you approach the process of investigating a new product, app, program, instructional strategy, device, software, hardware, curriculum, [insert new initiative here]?

From a purchasing standpoint, price point is important, I get it. But most affordable does not translate into most effective for kids, teachers, and learning.

What about purpose? What about total cost of ownership? What about value added? What about ease of use? What about technical support?

In my new role, I’m able to provide insight into the myriad of decisions that go into educational technology planning, purchasing, roll-out, professional development, and support processes.

Is my voice always heard? The voices of the teachers and principals? No. We still have to work to do strengthening the lines of technology + education communications. That will only come with the establishment of trust and mutual respect over time.

But when I’m considering a new app, a new program, a new strategy, what I really want to do, more than research the product online, more than listen to a sales pitch, more than look at the financial bottom line, is talk to someone. 

Oh, you’re using that product? Tell me about it.

How do you like it? How does it work? What are the glitches? How does it support student learning? How is it supported? What can you tell me that a vendor can’t tell me?

I use phone calls. I use email. I ask our blossoming Google+ instructional tech community. I inquire during our monthly IU13 tech integrators meetings. I tweet about it.

Being connected means that I have access to educators with experience, some very similar to my own, and some very different from mine. I have access to smart people who have implemented, assessed, questioned, purchased, developed, and shared their ideas with me.

I am lucky.

From an educational perspective, the input and voice of teachers, students, coaches and principals MUST be sought with every technology purchase consideration.

And helping to guide our research are the voices of educators from around the world who share their ideas and experiences with others.

Does your school/district/division have a plan for including educational voices in the technology integration decision-making process? I’d love to hear about your framework and strategies to ensure a) educational voices are heard and b) the results of those decisions are evaluated and assessed to ensure we’re always doing what’s best for kids.

P.S. I know “education” and “technology” should be synonymous. I get it. Using technology meaningfully should just be part of what we do. Right now, we and many other schools are still working to build that bridge, so…. tell me about your successes so we can learn from you.

photo credit: MyDigitalSLR via photopin cc

Connect to win.

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A little birdie told me it’s Connected Educator Month. If you’re reading this, and if you’re new to “connecting,” you might be curious about a day in the life of a “connected” educator. About how we find the time. About the tools we use to connect. About the time we spend communicating with others. About how we manage to do anything other than tweet, blog, and Hangout. You may be apprehensive about connecting and sharing digitally.

Let me start this post by saying I truly believe there’s no right or wrong way to connect. Many folks are skilled collaborators within their local schools and districts. That’s important. One of our teachers started a writing club this year to discuss and explore best practices with teachers in our elementary schools. They meet face-to-face each month.

Those teachers are connected educators.

I’m going to make an appearance at one of their sessions and discuss blogging, its benefits, and how it can amplify the shared ideas of teachers and students alike. I’m going to push those locally connected educators to stretch a little further. Expand their reach. Encourage them to share their wisdom with others. But without the initial face-to-face connections this group has established, the opportunity to share about blogging would not have as easily presented itself.

Connected educators are vulnerable. They make their learning transparent and therefore are open to critique and criticism. They ask questions, they challenge assumptions, they create things and ideas, they get messy, they remix, and they support one another and their kids. It’s hard to put yourself out there. The good news is, you’re not alone.

A connected educator is never alone!

In our school district, have teachers who tweet. We have far fewer administrators who tweet. We have one former administrator who tweets a lot. We have kids who blog, parents who comment on blogs, schools that post news to blogs, and a superintendent who’s looking to expand our district’s use of social media to share the wonderful experiences and learning of our students and school community.

Fact: You can be a connected educator without using Twitter and without reading or writing a blog.

But the tools are available. Many are free. Most are easy to use. They bring ideas your way. They help you forge relationships with exceptional educators. They help you add nodes to your networks.

And they will broaden the scope of your influence.

On a typical day, I wake up early. After some quick mommy math, I calculate I’ll have approximately one hour of uninterrupted time before waking-up-baby needs snuggling.

What’s a connected educator to do?

Coffee. iPhone alerts. Facebook friends, tweets, and emails. Respond to a teacher’s concern about not being able to print a document. Mobile connectivity is key for me.

Twitter. Use Tweetdeck to check the #cpchat stream for articles and posts I can pin to the Connected Leadership board.

Feedly. Take the time to do something I don’t do enough: comment on a blog post. This one from Pernille Ripp, questioning, Where are all the connected female educators? 

LOL reading John Spencer’s post, How many teachers  does it take to change a lightbulb? Share to Facebook, because sometimes my teacher friends are really down on themselves about the state of our profession and they need a good chuckle.

More Feedly. This looks interesting. Save to Pocket. Share out later after reading.

Collaborate with a district and county colleague via Twitter, devise a new hashtag to organize what we share with our tech integrators group.

Baby awake. Family time. Get ready for work.

Long commute. Sirius XM, talk radio, and time with my thoughts.

Help teachers get set up using a math website with students, reference the tutorials on our Elementary Instructional Technology blog. Discuss administrivia with a colleague. Set up a new Twitter account for the district. Check out the latest being shared in our Instructional Technology Integrators and Coaches Google+ community and approve membership requests. Jump into a CEM event led by Scott McLeod for a few minutes. Work with third graders and help them sign into Google Apps for the first time.  Collaborate on a document together. Best practices in design. Google presentations. Communication with a connected colleague, Rachel (whom I met through our Ed Leadership in the Digital Age eCourse through PLP) about a Skype-in session later in the week. Kidblog tasks. Problem solving. Brainstorming. Comment on student work shared with me through GAFE. Create a tutorial to help out a teacher. Eat food. Check out the tweets being shared from #masscue2013. Think about the app a neighboring district created and how useful it is and how we want one. Contact the district for more info. Read the school app resources Eric Sheninger shared with me yesterday via Twitter. Share cyberbullying lesson resources from iSafe and Common Sense Media with district guidance counselors. Finalize elementary technology curriculum drafts. Start working on the new district Facebook page. Consult Diigo for my bookmarks on digital storytelling to share with a teacher looking for more information. Smile at as many kids as possible.

Long commute home.

Family time.

Evening now, baby asleep, finishing this blog post. Going to try to engage with #cpchat tonight which has been a source of inspiration throughout #ce13.

I could read some more feeds. I could tweet. I could check work email. I could pin tasty-looking recipes, get lost in a bunch of nonsensical Facebook posts.  I could install Mavericks.

Instead, I think I’ll play Dots. It’s pretty addicting. And it’s very simple.

Connect the dots.

Stronger, wiser, more numerous connections yield better outcomes.

Connect to win.

Someone needs you to lead.

leadershipday2013When I resigned from the principalship this spring following a maternity leave, many emotions emerged.

The most prevalent was a sense of pure relief.

Done.

Done with administrivia. Done with mandates. Done with headaches and up-all-night-anxieties. Done with new initiatives and state evaluation systems and paperwork and meetings.

I’d miss the interactions with students, of course. But the rest?

I haven’t once wished I was back in the principal’s chair since I left.

This post is for Scott McLeod’s Leadership Day 2013 event. Its initial title? Why I’m glad I’m not the leader anymore. I thought perhaps that might not fit with the day’s intent, and it certainly wouldn’t get my post shared with a #savmp hashtag anytime soon.

But then I began to reflect on my new role as instructional technology coach, and the work I’ve done with teachers over the summer thus far.

The realization sunk in: I am still a leader. A leader in new ways, in a different form. In a supportive leadership role, where I’m not evaluating anyone at the end of the day, but instead providing guidance and instructional leadership. (And yes, I know that’s a role of the principal as well. Just one of many.) I’m helping teachers find new and meaningful ways to integrate technology in teaching and learning. I’m meeting the needs of individuals, grade level teams, and schools. I still have the opportunity to work with the administrative team I admire so much, and I get to collaborate with so many more teachers and students across the district.

After a day of coaching and facilitating professional development sessions, I feel happy. I feel energized. A million ideas race through my head, and I want to keep busy and plan, plan, plan.

I can tell by the genuine enthusiasm and efforts of the teachers I’m working with, along with feedback I’ve received, that they’re appreciative of my work in this new role. They need me to lead. This is a new position, and I’m providing a resource that was formerly unavailable to the elementary staff.

No matter what your role: administrator, teacher, coach, paraprofessional, student… someone needs you to lead. You might not hold a formal leadership position or assume a title. Your leadership efforts might go unnoticed to those you don’t serve, but that doesn’t matter. Someone needs you to lead. You know things others don’t, and your experiences are unique and will be valued by others.

Leadership isn’t about rank, position, or power. It’s about sharing. It’s about having the confidence and willingness to serve. Lead your teaching colleagues in an exploration of a new instructional strategy. Lead a student in finding his passion. Lead your department in strengthening their communication methods. Lead a global Twitter conversation. Lead something, somewhere, somehow.

Someone needs you to lead.

 

Teaching is learning!

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When you’re an administrator, you’re forced to take a step back from the majesty that is teaching and those daily, engaging interactions with students. Yes, some admin teach a course or class or small reading group or two, but, let’s face it- it’s not the same.

Last week I had the privilege of teaching my first (and hopefully not my last) educational leadership graduate course for Cabrini College. #edg646 (yes, we have a hashtag now), Technology & Communications for Administrators. I wondered about my students and their backgrounds. How long had they been teaching? Why were they pursuing a principal’s certification and a career in administration?  Would they engage in our discussions? Would I overwhelm them with too much technology, too fast, in our compacted 5-day week together (5-7 hours per day!)

Would I lose my mind being away from baby for those long hours, five days in a row?! (I almost did.)

I can say, without a doubt, that my students- and the whole experience- far exceeded my expectations about how the week would go. On our first night together I encouraged them to approach our course with an “open mind.” That I would be sharing ideas, tools, strategies, and skill sets that may seem “out there,” or undoable in this time of highly standardized education.

Before the course began I read some of the other syllabi that adjunct instructors were using with this course. There was no talk of connected learning and leading.

My approach would be different.

I asked my students to Be Curious. Learn. Connect. Share. Reflect.

Our first night together we participated as a class in #edtechchat. I was the guest moderator. In order to do so, I worked at the last minute with the hosting school’s IT director, school principal, neighboring district IT director, and a school board member (it helps to know people) to have Twitter unblocked.

It was that night I realized that it doesn’t matter if you have one device or five hundred available to you and the students. BYOD, BYOT, 1:1, whatever, who cares, if you can’t connect, your learning is limited.

Access matters.

#edtechchat moves quickly. A few watched the conversations unfold using Twubs or Tweetdeck. I was almost certain they’d develop a distaste for Twitter, because I did little in terms of introducing the tool to them. We just jumped right in. It was a little scary. But also a tad bit exhilarating.

They embraced it! They also developed as reflective writers. I included a handful of blogging assignments in the week’s to-dos. Some were initially hesitant to share, but when I asked if anyone objected to me tweeting out their posts, everyone said they were okay with it. They located other educators’ blogs, commented, reflected, and engaged one another in discussion. I’d love for you to read their work and comment if you get the chance. I hope they continue using their blogs to reflect upon their work moving forward. Many have shared that they’re eager to do so. Here they are on Feedly. And here are the individual links:

Chris
Deana
Stephanie
Mike
Josh
Jordan
Ron
Sue

Their final projects made me smile. I was purposely ambiguous in designing the task:

Your project for this course is to share what you have learned about yourself as a leader and the role technology will play in your educational leadership endeavors, as well as how you will continue to explore and learn moving forward in this area.

The students’ creativity really shone through with their submissions. They spoke passionately about what they learned, and most utilized new tools in their publication process. I was almost moved to tears when reading their final course reflections in their last required blog post. I also was humbled to read the kind feedback shared on the course evaluation form I asked them to complete. I was so proud that they embraced the ideals of connected leadership and learning!

I learned a lot last week, and I know I can do better the next time around. I hosted the resources and course outline on a wiki here, if you’re interested in viewing what we discussed. I’m so proud of everything my students accomplished.

Without my network, this course would have been far less meaningful. I appreciate the feedback I received from Jon Becker when I reached out and told him I was teaching this course, and did he have any advice? My students found the experiences shared by our guest speakers, Tom Murray and Joe Mazza, to be a highlight of our week together. I can’t even name all of the blogs, Twitter handles, articles, videos, images, books and other resources shared with my class that I amassed via my interactions with my wonderful PLN. To you I am grateful.

I think, by the end of the week, my students understood the importance of networking as a means by which we develop the relationships that can make our work in schools so powerful.

So, yes. I was “instructor”. I was “facilitator”. I used technology to streamline the process of communicating and publishing information and resources for my class. I served as a “guide on the side.”

But I was also the teacher. And I loved every minute of it.

 

Photo Credit: opensourceway via Compfight cc