At this time of year in the US, when we go back to work in schools or send our children off to school, I get a lot of questions about tech and many of them center around “Which computer or laptop should I buy?” Although it’s nearly impossible to recommend exact models because of people’s different needs and the multitude of options available (which are rather like comparing apples, oranges, pineapples, and blueberries), I’m happy to refer you to trustworthy reviews and/or review sites that can aid in your decision-making processes.

My favorite site for news and reviews of all electronics is http://www.cnet.com. Click on the “Reviews” tab.  There are many other great review sites you can find with any search engine–far too many to mention here! I have a few bookmarked at http://delicious.com/suzanne31381/reviews.

I happened upon an article today which was written on the premise that many of you may be looking to buy a machine to send off to college with your student. The information is great whether the laptop will be for either home or away:

“One of the biggest challenges of sending a student off to college is finding the right computer to accompany them. Most school’s recommend notebooks or give out guidelines so parents will have some idea of what they should be looking for but it’s still difficult, especially if you don’t want to go overboard on something that you know will be abused. In this article we are going to go over a few recommendations that will fit most students. Of course different schools and different curriculums will have varying needs, but here are a few starting points….” (Continued at http://www.geek.com/back-to-school-laptop-buying-guide-nr-20080808/ )
If you would like back issues of TechBytes newsletters please email me.  If you know someone who would benefit from receiving TechBytes, refer them to me and I will add them to the recipient list.  Thank you!  At your service, Suzanne

I haven’t given up on Project Based Learning. I have studied several chapters beyond where I was supposed to begin working with a group to collaborate on units. Without a group with which to collaborate, I have decided to put this project on hold until school starts and I find those colleagues.  The book is excellent and I continue to encourage everyone to read it. I am also pestering my District PD people to let me lead a study because that would not only help other teachers, it would give me a network of local, real-life educators to collaborate with.  This has been sadly unavailable to me, even though I have tried to persuade a few to consider it.  Logistics get in our way, as I have mentioned before, as I am an elective teacher on a different schedule than the content-area teachers. In addition, I have only half of each teacher’s class during any one quarter.

More soon on Disrupting Class.

As you can see, I am totally pumped very enthused about the coming year and all that I hope my district, my clients, and I can accomplish around embedded technology and 21st century skills. There are about a million conversations I wish we could engage our teachers, students, and school boards in. Since a million may be a little overly ambitious, I narrowed the field to three for today.

Recently my district’s Director of Learning Resource Services invited me to share some of my ideas about professional development and 21st Century teaching and learning with her.  She may regret this in a matter of days, so I struck while the iron was hot and proposed three topics that I wanted to toss in the incubator right away.

First, I believe it should be an earliest priority to have teachers begin to build their own Professional Learning Networks/Communities both on- and off-line so that they can start to use some of new digital tools & skills themselves as they prepare to use them with students.  I have spent the last couple of years cultivating my own PLN and offered to teach a class to help others do so.  (There’s so much more to say, but then the proposal would have gotten way too long.)

Second, I proposed book studies of some excellent PD books. A few which immediately came to mind are listed below. (A few Twitter friends were gracious enough to suggest even more titles that I hope to recommend soon. Thank you @akamrt, @ricktanski, @dserrato)

1.  “Reinventing Project-Based Learning - Your Field Guide to Real-World Projects in the Digital Age” by Suzie Boss and Jane Krause, ISTE Press.

http://www.iste.org/source/orders/isteproductdetail.cfm?product_code=reinvt

http://www.amazon.com/Reinventing-Project-Based-Learning-Real-World-Projects/dp/156484238X/ref=pd_bbs_sr_1?ie=UTF8&s=books&qid=1213562443&sr=8-1

2.  “Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms” by Will Richardson, Corwin Press.

http://www.amazon.com/Blogs-Wikis-Podcasts-Powerful-Classrooms/dp/1412927676

3.  “Raw Materials for the Mind: 3rd Edition” by David Warlick, The Landmark Project.

http://www.amazon.com/Raw-Materials-Mind-David-Warlick/dp/0966743210

I hope I get to be an instructor for at least one of these studies as I am bound to learn even more than the participants that way.

Finally, since I had mentioned earliest priorities I wanted to mention earliest obstacles. Unfortunately, I know from experience that one of the earliest obstacles to teachers as they strive to integrate digital tools on school machines will be dealing with roadblocks thrown up by web filters. Obviously the filtering system is necessary and important–I’m not going to lobby for anything rash. I really have become convinced that caution is wisdom: we might proceed only as boldly as our most conservative constituents would comfortably proceed.

It is, of course, a given that we should only be accessing sites and network resources which are justifiably linked to achievement, standards, and instruction.   However, our teachers will definitely run up against blocks nearly every time they try to access legitimate, academically-worthy web 2.0 sites or keywords, like wiki, social network, blog, mp3, streaming audio, video, etc. either for their own learning or in doing activities with students.  There is much legitimate educational content that must be read, saved, or downloaded at home and then converted, printed, or uploaded to school because of the filters.   The point is, I shudder to think of how quickly we can turn off teachers new to these tools if we don’t work the filter/block problems out ahead of time whenever possible.

What kind of a professional development or learning experiences are we going to provide for teachers and students — frustration or fascination?

I understand that filtering is a huge issue which cannot be resolved by one committee, one school board, or even one country, but it is increasingly critical and essential to begin a journey toward resolving it if our professional development and teaching activities are to be successful.  Perhaps your district is already having discussions about changing policies to reflect changing instruction?

(In the meantime, it will continue to be necessary to check every domain at least a few times before every activity and leave time for the process required to pursue an unblock.)

So far I’ve nominated three conversations I wish I could have this fall: Building Professional Learning Networks, Great Texts by Leaders In The Field, and Internet Filters.

What are your thoughts? What conversations do you think every district must have A.S.A.P.?

The back-story is that I have not been able to get anyone from the district to provide me with any kind of mission or goal statement about educational technology for at least two years because of a major shift in energy, time, resources, and personnel to all things testing and data-related.  I am just another computer specials teacher at one school in a large well-respected, district so I’m certainly far from any position of influence and I do understand my rung in the food chain. (I sometimes think elective teachers may rate even lower than content or homeroom teachers. LOL)  But I have high hopes about being an agent of positive change if possible, at least in my own classroom if not my own district, so I keep pushing, asking, and learning.

Here is the substantive portion of my email. I was aiming for respectful and professional. You’ll have to be the judge of whether I achieved that goal:

As I attend conferences and engage in some additional self-styled professional development this summer, I am beginning to consider next year’s plans. I’m wondering what the vision or plan is with regard to 21st Century skill-building for the next year or two, especially at the middle level. If there were any directives, suggestions, or ideas issued after the Summit last April on how we will move forward, I missed them.

Would you be so kind as to fill me in on how the District wants to move forward?  I want to be well-prepared, design my curriculum, and have intelligent discussions with my administrators around vision and professional development in this area. I believe I have some elements already in place but need to be sure I’m building in the right direction and staying on the same page as you and the Board.

One of them replied with this. The only changes I have made are to spell out words abbreviated in the original response and to remove the name of a neighboring district:

Professional Development - We will be working with the Professional Development Department and Instruction Department to put together training on use of 21st century tools and skills.  The main idea is to create opportunities for staff to think differently about the way they are instructing our children (not textbook based) but 21st century based:  inquiry/project based learning, student creations, critical thinking, use of technology to engage them in learning, etc.

Another way is also a type of professional development (21st Century Educator program) - this is an idea that we borrowed from xxxxxx County to embed professional development.  The idea is to provide tools to teachers to create best-practice 21st Century lessons that start with the standard and engage students in learning.

I will keep you in mind as we move forward.  If you have ideas, please share.

I was gratified to get this response and will be mulling it over in the next few days. A few thoughts have already sprung to mind but I doubt they are ready for airing quite yet.  Soon.  But what are your reactions?

Photo credit: http://www.techdoctorcompany.com/images/photos/happy_woman.gif

I’m totally comfortable with the idea of embedding the technology and incorporating 21^st Century Skills but I am a novice at finding collaborators and working together long-distance. I admit it feels a little daunting now but I know that it will only get more comfortable with practice. Last year I took an extended graduate-level class through the Oracle Ed. Foundation that was all about PBL and collaboration. In fact, I am now trained to facilitate that course. Thankfully I already have a ready pool of projects to join and colleagues to work with through www.Think.com and Oracle is making it easier and easier to use PBL with their tools.

I feel that if I don’t get serious about finding a way to do serious collaborative projects (rather than the small facsimiles I’ve done so far) then I will essentially be a professorial imposter. Of course I want to do them for lots of other reasons…

I have a strong online PLN to whom I turn for inspiration, ideas, and feedback. I have loads of colleagues here in my local offline network but few of them teach with PBL or collaboration. Honestly, it is logistically very, very difficult to collaborate at my school due to the nature of my job. I am almost the only teacher using tech (other than Smart Boards) and I teach it all day as an elective class. So, it is imperative that I find teachers outside of my building to collaborate with because I need the experience of doing it via web tools.

The other teachers think all my tech talk is invalid because I don’t teach in a content-area classroom (although I did that for 10 years, thank you). I’m hoping the technology picture in my District and building will begin to change this year. I hope I can be more persuasive in recruiting colleagues than I have been in the past (definitely a learned skill) and/or that our staff will get some encouragement from administration to tackle some PBL and 21^st Century Skills. However, when it comes down to it, I am responsible to improve my own skills to persuade others, communicate with them, and mentor them when they are ready. I take responsibility for the fact that I have done a poor job of this in the past or more of my staff would be interested in and attracted to embedding tech by now. It isn’t my job to recruit them or even support them but as a professional in this field I feel an obligation to do so for the kids’ sake.

Enough for now.

Photo credit: http://www.feralcare.org/images/imposter.jpg

I would recommend the book highly. You can purchase it from ISTE for $24.45 (members) or Amazon for $31.95. In any event, these entries may not interest anyone but me, so I hope you’ll skim right past them if you wish. (This is not to presume that any of my posts interest others!)

Let’s be honest. A few burning and legitimate questions come up over and over again from education’s gatekeepers and school staffs regarding the integration of technology and 21st Century Skills (which are not solely related to technology.**) Even the most enthusiastic technologist knows that very little will change around school technology practice unless we address these issues:

1. What research proves that embedding technology into the curriculum will work to improve our students’ achievement and school experience?

2. What is our vision for using technology to teach content and 21st Century Skills?

3. What do we need to know about best practices in this area if we are to move forward?

These engender additional questions, resistance and objections that must be resolved if any vision is going to become reality. Perhaps you have heard these in your own building or district:

@ All those bells, whistles and computer or web projects are showy and fun. But what do they have to do with real learning, increasing attendance, raising our test scores, and meeting standards?

@ How will we prioritize our budget to include equipment, training, access, and support in a way which satisfies our constituents?

@ Many of my students don’t have computers or internet access at home. How can I teach equitably and effectively in light of those two issues?

@ What I’m doing is working. Why should I change the way I teach?

@ I’d like to use technology more often but how? Why don’t we get more training?

@ How can I teach with technology when things malfunction and I have little or no technical support? Who will help me?

@ You think I have room left on my plate for yet another thing to learn or teach? Show me how this is possible.

Obviously I cannot answer all of these deep questions here; however, I want to direct you to three exemplary resources that can help you find data and answers to those critical inquiries.

The Pew Internet Research Project. “Pew Internet explores the impact of the internet on children, families, communities, the work place, schools, health care and civic/political life. The Project is nonpartisan and takes no position on policy issues.” They study the impact of the internet in the following areas and more:

Online Activities & Pursuits

1. Internet Evolution
2. Technology & Media Use
3. Education
4. Work.

The Association for Supervision and Curriculum Development The ASCD does not focus exclusively on technology or 21st Century Skills. Is is “a community of educators, advocating sound policies and sharing best practices to achieve the success of each learner.” They offer quite a bit of information about:

1. Research
2. Curriculum
3. Professional Development.

The Center for Applied Research in Educational Technology. “CARET bridges education technology research to practice by offering research-based answers to critical questions.” There are some excellent resources here, among other things, about essential conditions and priorities which must be in place as educators work to develop a vision for technology integration in their district, school, or department. Like ASCD, they have data about:

1. Student Learning
2. Curriculum and Instruction
3. Professional Development.

Education Leaders Online. This is Chris’ RESOURCES page which has links to the following wikis about these topics:

1. School 2.0
2. Leadership
3. Leadership Web Links

I hope that you will visit these sites as you consider the coming school year. Please feel free to contact me to discuss these issues in more detail.

**21^st Century Skills

A. Critical Thinking - Investigation, research, reasoning.

B. Creativity - Highlight provocative issues, perform in-depth analysis, encourage, excite, explore.

C. Teamwork - Collaboration in small groups, work on sub-projects, co-present, work as a whole class, evaluate self and teams.

D. Cross-Cultural Understanding - Handle diverse teams, be aware of and define issues or questions that may come up, sensitivity

E. Communication - Stay in touch about multiple products, give frequent feedback, seize opportunities for mutual learning

F. Technology - Use the tools and tricks which are available to us.

G. Self-Direction - Maintain interest, display intrinsic motivation

All the best wishes for a spectacular June!

Photo credits:

http://www.gameshire.com/artwork/photos/tug-of-war.jpg

http://www.21stcenturyskills.org/index.php?Itemid=120&id=254&option=com_content&task=view

The address of the wiki with all the notes and the slideshow is http://thinkoef.wikispaces.com

Contact:

Suzanne Shanks, MA
Classroom Teacher,
Technology Integration Coach
PO BOX 8256
Colorado Springs, Colorado

On Think.com: Ms. Shanks
www.d11.org/mann/computerliteracy
http://2020nexus.edublogs.org
www.Thetechtrainer.org
http://del.icio.us/suzanne31381</span>
Twitter: lsshanks

Presentation Notes

PROJECT BASED LEARNING LINKS

These are stored on my Del.icio.us (http://del.icio.us/suzanne31381/PBL).
I will keep adding more resources there over time so check often for new links.

1. PBL Internet Sites

2. Problem-based Learning in Virtual Interactive Educational Worlds (PREVIEW) : JISC

3. BIE: Project Based Learning: Handbook: Introduction to Project Based Learning

4. Module Three - Merit Program 2008 - Krause Center for Innovation

5. Enquiry Problem Based Learning project.pdf (application/pdf Object)

6. UD PBL: Problem-Based Learning

7. Tools for facilitating PBL? (Techlearning blog)

8. 25 Tools, Technologies, and Best Practices : March 2006 : THE Journal

9. Virtual School House / Introduction

Project, Problem, and Inquiry-Based Learning

1. Reinventing Project-Based Learning: Your Field Guide to Real-World Projects in the Digital Age: Books: Suzie Boss; Jane Krauss

See also the same at Scribd http://www.scribd.com/doc/3202100/Intro-Hour - no movies/audio
and Slideshare http://www.slideshare.net/lsshanks/intro-hour/ - no movies/audio/wrong fonts. (Project Based Learning notes are included.

This week’s Tech Byte gives you a chance to try a taste of a great, free online resource for making map(s) which tell a digital story.

Below is an excerpt from an excellent tutorial by Technology Integration Facilitator Silvia Tolisano from her blog “Langwitches.” She is an amazing blogger who has written quite a few other excellent tutorials about edtech. I hope that someday my blog can be as useful and insightful as hers. First, a couple of terms you will need to be familiar with:

“Digital Storytelling“ denotes using new digital tools to help ordinary people tell their own ‘true stories’ in a compelling and emotionally engaging form. These stories usually take the form of a relatively short story (less than 8 minutes). Educators use it as a method of building engagement and multimedia literacy. They can include web-based stories, interactive stories, hypertexts, and narrative computer games. (The information featured today is Part V in Silvia’s series about Digital Storytelling.)

Mashups are a combinations of various media like video, web sites, audio, links, etc. .

Helpful and explicit instructions, screen shots, and examples of how to create a free GoogleMaps account (and use it) are included in her post, which I now quote:

DIGITAL STORYTELLING WITH GOOGLE MAPS

“Understanding is directly related to being able to connect new material, facts, ideas, and concepts to previously learned knowledge…. Thanks to a company named Google, we no longer are confined to a photo album, a world map with push pins or a heavy family atlas to connect stories and images from around the world. Thanks to Web 2.0 tools, we can mash-up media, such as photos, videos, audio, and links that take us to explore further to TELL a story in more detail and with more connections to the world around us than ever before. We can invite others to collaborate in telling a story that has many perspectives, memories, or meanings.

How can you or your students write a story with a map?

1. Create a Scavenger Hunt around the World
2. Use an image of a place anywhere on Earth or your own backyard as a story starter
3. Map the settings of a book you are reading
4. Write a collective “Where have you been this summer” as a class
5. Follow a biography of an important character in history and events that influenced or were influenced by him
6. Tell the story of learning and where that took place in your classroom in a school year.

Check out what these example sites that use maps to tell a story:

* Google LitTrips
This site is an experiment in teaching great literature in a very different way. Using Google Earth, students discover where in the world the greatest road trip stories of all time took place …
* Find a Story-Map a Story- Tell a Story
There is an interesting relationship between place, story and community. As we revisit these places in our memory, we realize how stories naturally attached themselves to places from our past and how they shape us in the present.”

I dare you to visit “Digital Storytelling With Google Maps”!

With many thanks to Langwitches.

Jeff’s post begets another equally important question, “What is your personal online reputation?” I am frequently in the business of teaching youngsters to take care what they post on the internet because college admissions offices and employers will Google them (as will prospective dates) and that the information they post on the web is preserved there forever. Maybe we adults should check into what’s out there about us. Have you Googled yourself lately? It isn’t vanity, it’s sanity. Links to that issue follow the Utecht excerpt.

Schools take control or forfeit your profile

_{from The Thinking Stick by Jeff Utecht}

“Who is controlling your school’s online profile?

In my presentation to educators I usually say:

You need to take control of your online presence, because if you don’t…someone else will!

Schools need to understand where students go to get information about their school.

Schools need to understand that if you don’t control the school’s profile students will.

How is your school represented on Facebook?

How is your school represented on Wikipedia?

How can your school leverage these places as communication avenues?

How can your school leverage these social-networks for learning?

If someone at your school isn’t asking these questions…isn’t actively creating and managing your school’s online presence then the school is allowing students past/present/future to create it for them.

If school’s are not going to adopt and take these spaces seriously…then they will allow these social places to run the school’s image. Someday I have a feeling that will ruin a school, an administrator, or a teacher. We are only at the beginning of the use of these tools. Take control now or forfeit your online profile to others.”

For the rest of the entry go to http://www.thethinkingstick.com/?p=677

And about personal online profiles and reputations:

Wikipedia’s entry on “online reputation”

http://en.wikipedia.org/wiki/Online_reputation

Lifehacker’s “Manage Your Online Reputation”

http://www.lifehacker.com/357460/manage-your-online-reputation

A blog all about online reputation management

http://www.onlinerepmanagement.com/

Technology Review’s “Startup TrustPlus plans to help users build up an online reputation.”

http://www.technologyreview.com/Biztech/19358/

Parents’ Universal Resource Experts Founder Sue Scheff Discusses Online Reputation

http://sueschefftruth.wordpress.com/category/reputation-defender/

NPR on “Repairing a Bad Online Reputation”

http://www.npr.org/templates/story/story.php?storyId=19200898

Photo credit: http://www.bioteams.com/images/reputation_look.jpg