Last week I attended a conference at IU13 – “Leading the Net Generation” – featuring Will Richardson and Jason Ohler. The conference was designed to be a two-day experience with several different presenters, but due to snow days and the school year extending into the original conference dates for most of the schools in the county, it was reconfigured into one day of immersion into the minds of Richardson and Ohler. Not too shabby! This post highlights the information shared by Jason Ohler.
Ohler began the morning with his keynote, asking us to consider, “How do we open doors for our students?” He remarked that his most meaningful teachers opened doors for him to engage in new types of learning. Ohler also defined
In the past, students were simply consumers of information. Now, students have Screasals (screen+easels); what some adults consider a simple phone for communication or a laptop for consumption of information, students use these tools to create! Students need to be able to write well whatever they read! Ohler goes on to explain the differences between Web 2.0, Web 2.1 (read, write, paint) and the evolving Web 3.0 – read, write, paint, THINK.
Ohler emphasized ensuring our students understand and create with visually differentiated text (from large blocks of text to collage) and need command of the DAOW of Literacy:
Ohler also made a convincing argument for storytelling in the classroom. Since infancy, children have been engaged with story. They want information delivered in story format and respond emotionally when done so. Teachers should strive to incorporate story elements and storytelling into instruction and student initiatives. This will result in more meaningful learning!
This conference was for administrators, so naturally, we wanted to know how we can best support our teachers in these endeavors. Ohler presented the acronym CARES in summary of what administrators need to do to help teachers and students in their digital literacy and learning journeys:
Compensation – pretty straightforward (not always possible monetarily) but provide other types of compensation that make taking risks worthwhile for teachers
Assistance – provide needed resources and personal assistance; research grants and other opportunities to bring new resources to your schools
Recognition – celebrate those teachers who are taking risks with learning and literacy!
Extra time – get creative with schedules, provide opportunities for teachers and teacher teams to work on projects on company time
Support risk, pilots – if a teacher comes to you with an idea, support that risk; encourage teachers to participate in pilot programs; allow them to show you what learning opportunities are out there!
I enjoyed learning from Ohler last week and encourage all of you to explore his blog, which contains plentiful resources for educators.
We can all list reasons why not to branch out and take risks in the classrooms. Ohler’s final words:
Turn your concerns into goals.
Develop capacity in your teachers, administrative teams, students, and school community, and you can attack the concerns in a productive manner. Go forth and open doors!