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!

Blogging for learning.

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This year, we are using Edublogs K-12 in our district. We’ve had only a few short weeks to introduce teachers to the platform officially (and some teachers may not lay eyes on it until after school officially opens), but many are up and running with their own sites. These teacher sites will be used to communicate with families and the rest of the school community, as well as facilitate blogging practices within the classroom. Our next step is to add student blogs to the My Class feature and get busy blogging!

When I think about blogging in schools, I envision communities where kids fluently use their spaces to reflect on learning, share with one another, post project work, ask questions, think critically, engage in conversation around one another’s ideas, and connect globally with peers. This isn’t always the reality, though. We might embark on the blogging adventure, gung-ho and full of enthusiasm about the possibilities, only to become easily drained by the day in and day out must-dos that zap our creative energies and cause us to fall back on what’s comfortable, what’s mundane. How can we keep the passion for documenting our learning alive and make the most of this powerful platform we’re given?

Last fall, I shared this bit about blogging while I was thinking through our blogging goals for the year. Some of our classes enjoyed many successes with blogging last year. Others dabbled, and still others didn’t include any type of blogging activities in the classroom. As the tech integrator, what are my next steps to help teachers feel comfortable with, and see the value in, this practice? Here’s what I’m thinking:

1. Show teachers what blogs can do to support learning. Provide a variety of examples of classroom and student blogs and blogfolios in action. Help teachers appreciate that the blog is a highly versatile platform through which students can document FOR learning, as described and illustrated by Silvia Tolisano here:

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Image from Silvia Tolisano @langwitches

2. Get the leaders on board. And hands-on. As far as I am aware, none of our district administrators actively blog, either as a form of home-school communication or as professional practice. The impact of a digital age leader on his teachers, students, and school community cannot be underestimated. When leaders model, practice, and share these methods, it sets the example for the rest of the school community that this type of sharing, learning, and communication is valued.

3. Make sure teachers are comfortable with the technical ins and outs of the platform early on, so their energies and efforts can be focused on planning for learning.  Edublogs and WordPress dashboards can be pretty mind-numbing to someone who is new to the platform. Once familiarized with the themes, menus, and settings, however, it’s a breeze to publish new posts and keep pages updated. I’ll front-load support in this area to help teachers conquer any techno-fears they have that might prevent them from digging deeper and planning to include blogging activities on a regular basis.

4. Help students own it. We must relinquish control to the learner whenever possible. Over blog themes, page heading, posting topics,widgets and styles, integrated blogging activities, with whom and how they connect to comment and engage in conversation, and how they document and share what they’ve learned. Give kids choice, promote their voices, and empower them as autonomous, responsible readers and writers. If I had someone constantly looking over my shoulder telling me I could or couldn’t post something on my blog, or that an idea wasn’t good enough to share publicly, or I needed to address every misspelling or grammatical error in my post to the point where it interfered with my creative flow, I’d probably grow weary of blogging, too.

5. Get classrooms connected. Try as I might, I don’t have enough time in the day to comment on every elementary classroom’s blogs. I wish I did! Helping teachers connect their students with others through Quadblogging, The Global Read Aloud, and #comments4kids will help amplify our students’ voices and forge lasting relationships with other students, teachers, and learning communities.

6. Support and inspire. After the initial honeymoon is over, teachers will likely be looking for ways for students to use their blogs more creatively, to make thinking visible. I’d love to see our kids develop their spaces into digital portfolios which can then be shared at student-led conferences. I will be sharing many resources from Silvia Tolisano, whose work on blogging I consider to be among the best, and from Sue Waters and the Edublogger community.

I’d love for you to share in the comments your advice for how I can best support teachers with blogging this year, as well as any go-to resources you have to inspire students and staff! 

Photo Credit: Search Engine People Blog via Compfight cc

The first year.

Image via icanread

Image via icanread

This year marked the fifteenth (gak!) in my career in education, so it’s nice that I still have the opportunity to reflect upon firsts. As time passes, many of us transition into new and exciting roles, and the 13-14 school year was one of those for me.

I accepted the position of elementary instructional technology integrator for our district after my son was born last school year. I had no desire to attempt to balance the demands of new motherhood with the likely-more-insane-and-less-fun demands of being an elementary principal, so I resigned at the end of my maternity leave. (People often ask me if I miss administration. That is a terribly phrased question. I do not miss administration. Do I miss being the principal? Every now and then. I miss kid time and -some- decision-making authority.)

My current role is to support the teachers and students of three elementary schools in our district. I have a “base” in each of the three schools, and spend my work days each week traveling to the three buildings. I commute a decent distance so I will say one of the lows of this position is all of the driving that is involved. I dislike commuting immensely, so I need to devise a plan to make that time more worthwhile. Perhaps a Voxer podcast? :) I also end up schlepping around my belongings from place to place, thus my cart and I have become intimately acquainted this year. (And for the record, I really need one of these. Cords are pesky.)

To guide my reflections on this year, I’m using some questions shared by Elena Aguilar in her collection of coaching tools  (also check out her post, Reflecting on a Year of Learning for more great tips on the reflection process). I uploaded her Questions for reflecting on a year of learning document here in Google Drive for you to access. It’s available in Word in her post.

My reflections go a little something like this.

This Year

This year I crafted the role of the elementary tech integrator kind of from scratch, as it did not previously exist in our district, although my job description mirrored that of our secondary tech integrator. I spent time getting to know the teachers and students at each building. I made sure certain online accounts were up and running, such as those for Kidblog and Qwertytown. I devoted a good deal of time to curating and sharing resources. I used Google Forms for record keeping purposes, to easily track the grade levels, teachers, students and teams I worked with, as well as the different topics and tools that I coached/provided tutorials and/or direct instruction. My summary of responses indicated that I spent a lot of time working with grades 3-6 and less time in the primary grades. Reflecting on that, our Grades 4-6 students learn in a 1:1 setting and therefore have more opportunities for fluent tech use on a daily basis, where the primary classes typically share devices and/or utilize the computer labs for project work. Google Apps for Ed accounts begin in grade 3, and I completed numerous lessons and push-in support for students and teachers on GAFE topics this year. I worked 1:1 with a number of teachers, supporting their classroom endeavors, and also with specific grade levels supporting needs as requested. I had the opportunity to push into a grade five classroom during their Genius Hour project work time for a handful of hours, and the students really inspired me with their questions, thinking, and project work! Also this year I finalized the K-6 technology integration framework that is built on ISTE Standards for Students, and I worked with the secondary tech integrator, the mighty Tim, to write Spartan Digital Competencies for Teachers based on ISTE Standards for Teachers. This will be used in conjunction with our teacher evaluation system to provide teachers with the opportunity to set goals and make plans to integrate technology meaningfully into their practice and classroom activities. I worked through the Common Sense Media scope and sequence and instructed students in grades 3-6 on various lessons from that framework, and also met with our computer lab personnel to help them roll out these lessons in their settings as well. Throughout the year I developed and presented sessions during our elementary in-service days. We learned more about blogging with students, incorporating Google Drive into classroom activities, digital storytelling projects, and formative assessment with digital tools. Tim and I co-planned the end of year “Tech Day” for all K-12 staff, which was held on the last day of school. We received some really positive feedback about the structure of the day and the sessions offered! I also ended up assuming the role of overseeing some of the district’s social media channels.

I’d like to think I made a positive impact this first year. I noticed an increase in use of many of the digital tools our district offers, and I received some complimentary feedback on a personal level from a number of teachers. That being said, I didn’t reach as many people as I could have. I didn’t “push” enough and perhaps didn’t make myself as available as possible. My hope is that now that my position is well established, folks will think of me sooner than later next year, and eagerly ask for my input and help when needed. What I learned about adult learners is that they want relevant, timely resources. They want to be coached in a way that does not belittle them or make them feel as though the skills they already have are not important. Teachers will not plan to use technology/devices/tools that are unreliable. There is nothing more defeating than getting psyched up to take a risk and try something new in your classroom, and then have a huge fail: device fail, network fail, battery fail, whatever. What I learned about students is that they want to talk about their digital interactions and their lives using technology. Even our youngest learners are using technology in ways that can be powerful, yet many are subscribed to services and using apps and platforms that are collecting their data and using their personally identifiable information, and they’re doing so without a parent’s permission or without some adult in their life looking over their activities. That makes me nervous and further solidifies to me that we, as educators, need to model for our students what it means to be a critical, wise, healthy, and kind consumer and creator in the digital age.

As I spent a lot of time locating, curating, and sharing resources for my teachers and school community, I can share evidence such as my Elementary Tech Integrator blog, Tech Tidbits issues made on Smore, and family newsletters. I also created instructional materials to accompany the Common Sense Media digital citizenship lessons we taught in grades 3-6 and became a Common Sense Media Certified Educator this year. I presented with some of our district support staff at a Title 1 parent conference at our IU to share family-focused digital citizenship resources.

In the connected edusphere, I had the opportunity to write a chapter for an upcoming Learning Forward publication, presented at FETC, PETE & C, and several webinars for Simple K-12. I facilitated another successful Educational Leadership in the Digital Age course for PLP (hoping to run another section in the fall, if you’re interested!) and next year I am slated to attend and present at Edscape, the Learning Forward conference, and integratED PDX.

This Summer

Truthbomb: this summer I am going to spend a lot of time with my ridiculously handsome and personable toddler and family and a lot of time at the beach! My position is a teacher contracted position and thus I am no longer a 12-month employee. I am scheduled to work a handful of days in the summer months, which will include

  • Attending IU13’s e-Learning Revolution conference next week, presenting on digital age professional development on day 2 and the Bucks-Lehigh Edusummit in August to share about elem. tech integration
  • Providing a day of training for staff with our new district blogs through Edublogs/Campuspress!
  • Continuing to update the Elem Tech Integrator blog and sharing resources with staff
  • Working with our grades 1 and 6 teams who are transitioning to a hybrid instructional model next year
  • Reading Invent to Learn and putting some ideas together for an elementary makerspace
  • Continuing to moderate the Instructional Technology Integrators and Coaches Google+ community
  • Capturing family moments in thousands of photos and videos, using Day One to journal our special time together, and working on my Project Life 2014 album

No matter what your role this year, take some time to reflect. You’ll be surprised at how this process allows you to see how much you’ve learned, the ways in which you contributed to your learning community, and the things you need to do to improve and grow professionally to make an even more lasting impact in years to come. This post is certainly worthy of a TLDR tag, and I know I didn’t articulate all of the ways in which I served my district this year, but this reflective process is truly a powerful one.

In my next post, I’ll tackle the final two sections of Aguilar’s reflection guide: what I hope to accomplish come August/Fall and Next School Year. Stay tuned!

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?

What’s your process?

I’m interested in professional learning and how to best support individuals, teams, and schools in the never-ending quest to provide the best professional “development” possible, so the concept of Personal Knowledge Management is very intriguing to me.

While schools and companies work to ensure they provide ample learning opportunities for their staffs, it’s clear that in order to truly grow as professionals, we must personally invest our own time and efforts into our learning. 

Because You know who is in charge of your professional development? You.

After reading Harold Jarche’s work on PKM – see here and here for some of his most informative resources on the topic (and the chance to learn with Jarche here), I wanted to use his Seek-Sense-Share model to describe all that  influences my learning on a daily basis.

Before becoming a connected educator, I could count those sources of information and inspiration on one hand.

Today, because of the ease with which I can access, save, share, curate, publish, critique, create, remix, and request information, my personal learning process looks much different. As administrators, teachers, and leaders, we should be able to articulate to our school communities what our own process looks like, and why it’s important to be able to model this process for our students, who no doubt are navigating the same digital waters we are.

Here’s what my process currently looks like. Most of the time.

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Direct link to the image

Seek – Go, Explore, Discover!

I seek information, and because of the conveniences afforded through digital technologies, information finds me. I read an awful lot of Tweets, Google+, and Facebook posts, many that contain direct links to resources. I subscribe to hundreds of blogs via RSS and use Feedly as my main aggregator (read mostly on the web and iPhone), pulling feeds of interest also into Flipboard. I read books mainly via my Kindle app on iPad and iPhone, but there is always a healthy stack of print books on my “to read” pile as well. Something I thought I’d never say – I eagerly await the arrival of certain emails to my inbox, and I’ve rediscovered the pleasure of the email newsletter- namely contributions from Audrey Watters, Stephen Downes, and Doug Belshaw.

Sense – Understand, Do, Create, Remix

Through reading, assimilating the new content with ideas I already have and experiences I’ve lived through, I reflect and I create. I create for myself, I create for my schools.  I write. I reflect in writing in a few spaces. This blog. Using Evernote and Postach.io. The elem. instructional tech blog I host for our district. I try to organize endless to-dos and must-dos using the Clear app. I still use Diigo to curate to lists and often share those lists with others. If I find a resource of interest that I know I want to read and share later, I send it to Pocket.

Share – Pay It Forward

I am a firm believer that one should not only lurk in social learning communities, but instead should give back to those who give so freely, and share, share, and share again. I share in many of my same sense-making spaces, and in addition I use services like Pinterest, Scribd, and Slideshare to make sharing easier. (Eek, I forgot YouTube on my graphic! I share many tutorials for our teachers there.) Twitter is the place I share most often. I use IFTTT to streamline some of my sharing processes. I compile resources in public Google docs and try to organize resources that accompany presentations on my wiki. I also use email, Skype, or Google Hangouts to provide further information to folks who’ve asked me to share resources and ideas.

Supporting the process? My PLN. 

I chose an image of some members of my Twitter PLN as the backdrop in my PKM graphic to stress that this process is supported day in and day out by the people that comprise my networks and learning communities. These inspiring, resourceful, thought-provoking professionals take the time to share and provide feedback on my work and others’ work on a daily basis. The people help make my PKM process so successful. The relationships with other educators, both online and in my local learning community, have opened my mind to so many possibilities and helped me grow as a professional. To those educators, I say thank you.

As with all learning processes, this is messy. Not everything fits in one category and most of these tools that I’ve shared support my work in a variety of areas. Many of my creative processes are eventually shared, but others aren’t. Through the sense-making process, I’m often introduced to new content and thereby find myself back at the Seek stage all over again. The pursuit to learn more, do more, share more, be more is persistent, although not always visible to followers or an audience.

What’s your process towards personal knowledge mastery?

A PKM challenge!

Harold Jarche

Harold Jarche

Over the past few weeks I’ve had the opportunity to speak with groups of passionate educators at FETC and Pete & C, and based on feedback following my sessions, I’m convinced even more so that both administrators and teachers seek truly meaningful professional development opportunities for themselves and their staff.

We spoke of Edcamps and unconferences and Fed Ex Days and the like, but one of the ideas that has most inspired me in recent months is the concept of Personal Knowledge Management shared by Harold Jarche. After sharing PKM during my sessions I noticed that his ideas struck a cord with many folks.

Yes, as administrators and designers of professional development we have to keep the big picture in mind and plan to use our limited numbers of PD days in ways that address school and district goals, while simultaneously trying to skilfully differentiate to meet the needs of our individual teacher learners. Easier said than done, for sure.

But let’s face the facts. Admin/districts/schools/divisions can’t provide professional learning opportunities that exactly meet the needs of all of their teachers, all of whom are at various points in their careers, all of whom have different strengths, needs, wants, passions, interests.

The teacher, the admin, the coach – the individual – has to assume responsibility for his own learning. The individual path an educator takes to grow professionally must be built by the learner, for himself, in order to be effective. No two paths will look the same. And that’s a good thing.

Jarche  shares this definition of Personal Knowledge Management:

“PKM: A set of processes, individually constructed, to help each of us make sense of our world and work more effectively.”

Personal knowledge management means taking control of your professional development, and staying connected in the digital workplace.

More than just a framework to help guide your personal learning efforts, PKM is a method through which the learner makes sense of the flood of information bombarding him on a daily basis and determines how that information should be used (or not used). Because for those of us who are “connected,” and choose willingly to engage in social learning networks, we know there is no shortage of information and resources coming our way. So how do we make sense of it all? How do we use it effectively?

Note this important phrase in the PKM definition: individually constructed. What works for one will not work for all. This is personal. This is about the individual. This is about empowerment and ownership. This supports learning done by you. And yet, we will see, it is also social in nature.

Jarche shares these essential elements of PKM. How can you embrace the Seek-Sense-Share model to support your learning?

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Harold Jarche

Seek – We find information, we stay up to date. Information comes to us. We search for information ourselves. We rely on our networks to bring us curated resources.

Sense- After we seek, we must make sense of the information we find. We reflect on the things we read and experience. We put ideas into practice.

Share – We give back. We exchange resources with others. We collaborate with one another.

Check out Jarche’s PKM in 34 Pieces for additional explanations and support to understand the processes included in this model.

Many new to connected learning consider themselves “lurkers” to social spaces such as Twitter. They read, they consume, but at least initially, they do not contribute. I have my own opinions about whether lurking should be considered a legitimate form of peripheral participation, but I always encourage educators new to the connected realm to give back. You may lurk, initially, and get your feet wet, and learn about the community or network itself, but don’t remain a lurker. If all you do is take, take, take and don’t give back to the community, in my opinion, the community suffers. Here’s another post that thinks through lurking as a form of participation idea.

So using Jarche’s Seek-Sense-Share model, I’m going to attempt to map out the tools, services, and methods I use to navigate the digital waters I so often dive into. Where and how do I read? How do I organize what I read, when, and how? What publishing tools do I use? How do I save resources of interest? How do I choose what to share with others, and how do I share those resources? How do I reflect on what I’ve learned, both privately and publicly?

Back in December I read this post by Bryan Alexander in which he describes his “daily info-wrangling routine,” and his reflections inspired me to articulate my own process. (Yes, this post has been in draft form since December. Bah.) Back in September 2011 I wrote the post Effort In, Reward Out, to explain my own personal journey of becoming a connected educator. In the post I share some of the tools and services I used to support my learning. Many of those have since been replaced.

So, I offer you a challenge.

The purpose of this challenge is twofold. 1) I need to wrap my head around my own process. It has evolved over the years. Tools have come and gone, I approach seeking, sensing, and sharing differently than I have in the past. It’s quite a mess for me at the moment.

2: Others can learn from our processes! Newly connected administrators and teachers often share their feelings of being overwhelmed by the information, the different services and tools available, and feeling as though it’s too much to manage adn they can’t make sense of anything. By making our thinking and processes visible, others can borrow, steal, modify, remix, and repurpose our ideas. We can co-create and cooperate.

Ultimately I’d love to represent my PKM process in graphical form as Jane Hart has done here:

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As Jarche concludes in his post, Connecting learning and work and life,

A key part of PKM is connecting our networks, our communities, our work, and our lives together in order to make sense, be more productive, and open ourselves to serendipity. It’s a holistic approach, not one that compartmentalizes work and life, but something that helps us to make sense of the whole messy, complex world we live in. As such, it’s always a work in progress, but it starts by connecting to others.

Won’t you join me? Would love if you’d address this topic in an upcoming blog post. Create, share, and reflect in the comments here and/or tweet me your process. Looking forward to learning from you!

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.

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.

 

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