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A Skewed View of EDU

Posted in Administrator, Common Core, Connected Educator, Education, Leadership, Parents, PD, PLN, Professional development, Professionalism, Reform, Standardized test, Teacher, Teacher assessment, Teched, Technology, Thought leadership, Thought Provoking on May 17, 2014| 7 Comments »

As I was picking up my Hawaiian shirts from my local dry cleaners last week, I was approached by a former student of 30 years ago, who managed to recognize me all these years and extra pounds later. He mentioned a few of the memories that he had of our student/teacher time together and then offered his view of education today. It was soon apparent that he felt that at least half of the entire student population in America was graduating school with a total inability to read anything. He stated and restated his very firm belief several times during our brief conversation. It was apparent to me that changing his mind would not take place at that moment in that parking lot, so I headed off with a simple disagreement, but not really challenging his view of education.

This encounter caused me to start thinking about other perspectives people might have on education today. I travel extensively in education circles and engage people in conversation about education on a regular basis. I am starting to believe that when it comes to what people believe, or don’t believe about education has little to do with facts. It seems to be more about who has the ear of the public in order to say things loud enough and often enough regardless of facts. Sound bites seem to be framing the education discussion in terms of taxpayer perceptions. Politicians and Tax Reformers seem to be the loudest and most persistent voices in the discussion.

I then attended the Education Industry Summit held by the Software and Information Industry Association (www.siia.net/education). It is the premiere conference for leaders in the education technology industry. This organization sponsors, encourages, and mentors companies that are education technology innovators. It is by all means an excellent organization.

My personal takeaway from this conference however, was a glimpse of how the perspective on education is viewed by the people in this industry. They are constantly surrounded by tech, so they view all education in terms of technology. They are rich with facts to support their beliefs. They talk about the impact their products will have on a technology-rich environment in education. They have charts and diagrams in PowerPoint presentations, as well as professionally produced videos to support their product’s entry and impact into the world of education.

What vexed me about this perspective was that I did not recognize the education system that they described in a majority of their presentations.

There are many schools with a culture that supports technology and innovation, but I question whether it is a majority of schools. Technology in education has been introduced in bits and pieces as it developed. Few schools had systematic plans for integration. Many were required to have what were called five-year plans, but five years in technology is a lifetime. Dog years don’t even come close. Many schools are playing catch up in this age of technology. Integrating new tech-driven methodology into a system steeped in 19^th and 20^th century methodology is not going to be accomplished overnight, or in some cases over a decade. We have many schools trying to teach their kids for the future while relying on methods and technologies of the past. Too many schools do not have the mindset or culture to support systematic conversions to the latest and greatest innovations of technology. These points are not being made in power point presentations, or professional videos of the industry people. They discuss the impact of their technology on students, but ignore the impact on teachers.

One would think that educators would have the best perspective on a view of education and many do. Their view however is determined by their teaching experience. There is a vast difference in perspective when talking to an urban teacher as opposed to a suburban teacher. Rural teachers have a completely different view. There is a big difference between schools of poverty and schools of affluence. How can we ever address the solutions to the problems in a standardized way when the problems are so diverse? How can we have a national discussion on education when the problems for the most part exist on a local level? How do we listen to politicians, profiteers, tax reformers, education reformers parents, students, teachers, administrators, and concerned citizens while each has a different motivation and view of education? Should each of their views carry the same weight? Will it ever be possible to find common ground between the likes of Diane Ravitch and the likes of Michelle Rhee?

Before we decide on the changes maybe we should reconsider the needs. Before we went to standardized testing, maybe we should have determined some basic standardized professional development. Maybe in reflecting on how we approach teaching on a national level, we could be less concerned with what we teach. The emphasis might go from what kids learn to how kids learn. If the national focus was on creating learners instead of test takers, we might make a more effective difference. If our educators rededicated themselves to learning as models and mentors, we might see significant change in a system long in need of updating. It would take a commitment to professional development. It would seem more likely to affect a significant change in our students, if we could first affect a needed change in their educators. Committing to educating educators to the needed changes in methodology and pedagogy as a priority in modern education.

The next time my Hawaiian shirts need to be picked up from the dry cleaners, I should ask my wife if she would please help me out and pick them up.

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Is Relevance Over Rated?

Posted in Accountability, Administrator, Assessment, Connected Educator, cooperating Teacher, Education, Leadership, Observation, PD, PLN, Professional development, Professionalism, Reform, Social Media, Teacher, Teacher assessment, Technology, Thought leadership, Thought Provoking on May 7, 2014| 6 Comments »

I recently put out a tweet that was meant to be provocative. I often do this to stir things up in order to benefit ye olde creative juices. I tweeted that I recently had a heart procedure done, (which I did) and I did not ask the doctor to use any 20th Century methods or technology to complete the task. I thought it might stir up a discussion of relevance in education as an offshoot of that tweet. That did not happen. Someone asked, based on that tweet, why I thought educators could not be good teachers if they were not connected. My intent was to point out relevance. The idea I attempted to convey was that any profession, especially medicine, can no longer employ technology and methodology of the 20th Century, since we are well over a decade into the 21^st. It was the tweeter who attributed a value on a teacher who was not connected. It was the being connected part which that tweeter took as being relevant, but there is more to relevance than just being connected.

Relevance is something that is important to the matter at hand. Of course in education, the matter at hand changes with every topic in the curriculum. Since educators need to be masters of content in their subject area that covers a great deal of ground in which educators need to be relevant. To complicate the teaching profession even further, educators need to be masters of the methodology and pedagogy of education as well. Educators need to maintain relevance in both areas. An understanding of this begins to offer insight into how difficult the position of educator can be.

Education however is based on relationships. There are student/teacher relationships, and collegial relationships. All of these relationships take place in an environment of learning. The idea of what is relevant is not something determined by the teacher, but it should be weighed and judged by the student. It is the student who needs the learning that will be used in the space that the student will occupy moving forward. If the student finds the teacher’s ideas and information irrelevant, it won’t matter how relevant the teacher finds it, the student will move on to something he, or she determines is relevant, leaving the teacher behind.

Will an educator be able to determine when he or she has become irrelevant? Does everyone become irrelevant? How does one maintain relevance? Do educators have a moral obligation to point out a colleague’s irrelevance? Is relevance something that is measurable? Is it fair to include “relevance” comments in an observation? What about irrelevant administrators? Is irrelevance always a generational condition? These are all the questions that are flying through my head that I would love answers to.

Of course being a huge advocate for connectedness, I feel an obligation to point out that collaboration and collaborative learning go a long way in keeping people relevant. It is only part of the answer however. We need to keep an open mind, as well as a mindset to continue learning. There are many, many ideas of the past that are relevant today, but we need to be able to exhibit that in relevant ways to new learners in terms that they understand, because if they don’t understand it, or question its relevance, they will not accept it.

I think awareness is a key to staying relevant. One needs to be aware of changes that happen so quickly in our technology-driven culture. Having a willingness and courage to step away from the comfort of the status quo is essential. Developing an ability to listen more than lecture should be a goal. It will take willingness to be more of a learner than an expert. It will require a flexibility to examine, question and reflect on what we know in order to see how it may, or may not fit in with what we will need moving forward. These are all traits of life long learning. Educators talk about life long learning for their students all the time. It should be a goal for all learners. Educators sometimes forget that they are learners as well. To be better educators, we need first to be better learners.

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Imagine IEP’s & IGP’s Everywhere

Posted in Accountability, Administrator, Assessment, Connected Educator, Education, Leadership, Observation, online learning, PD, PLN, Professionalism, Reform, Social Media, Teacher, Teacher assessment, Thought leadership, Thought Provoking on May 2, 2014| 8 Comments »

I recently read a number of mission statements from randomly selected schools to see if there was some sort of pattern in what schools view as their mission. One thing that many had in common was a distinction between the learners and the educators. I guess that is fitting in the sense of what each shareholder’s position is, but maybe we would be better served if we thought of ourselves as a community of learners one and all. At least in that perspective when a mission statement refers to helping all learners reaching their potential, we are including the faculty and administration in that goal. Yes, it is all about the kids, but will not a more learned faculty lead to a more learned student population?

Then I thought about IEP’s and how they might apply to educators as well. Most schools reserve the IEP, Individualized Education Program, for students with special needs, since they are also a requirement of the law. In my imaginings I wondered:Would we all not benefit by having some sort of IEP for every learner in the building? As long as we are dreaming here, maybe we could even give each learner a say in their learning to help develop an IEP. Initially it would take up some time to do, but once completed it could be easily updated each year. If it was considered a priority, the time would easily be allotted, just as weeks of test-prep time is alloted for standardized tests which are today’s priority. The IEP idea however might have a more lasting positive effect.

If we consider our educators (Teachers and Administrators) as learners as well as our students, then they would also need to have IEP’s. Maybe we could call their IEP an IGP, an Individual Growth Program? Of course this is a big “what if?”, but as long as we are here let’s look at IGP possibilities. Each educator could help devise an individual plan for growth. It would mean creating a starting point with skills and knowledge already acquired. We would need to consider how much personal time and how much school time could be utilized for each learner. We could spell out the responsibilities and provisions of the district, which will be balanced with the responsibilities and provisions of each educator/learner. We would also need to have a means to assess the growth progress. Certificates are measurements of seat time, so maybe proof of accomplishment from observations might be a better indicator. At least it gives recognition and credence that a brain in action is more important than an ass in a seated position.

Of course the IGP would need to be revisited and updated each year, but that could also be part of a year-end review. Maybe a day of developing, or updating IGP’s could replace the day usually dedicated to an inspirational speaker followed by almost meaningless “sit and get” workshop presentations that educator/learners sit through in so many schools across the country each and every year.

Imagine a school with IEP’s for every kid, and IGP’s for every educator making it a truly learning community. Of course the IEP’s for special needs students will continue to be highly regulated according to the laws, but IEP’s for the general population of students need not be as regulated. Of course the IGP’s will also be tailored to each educator/learner, so that any special needs for specific skills, or adjustments in attitude may be specifically addressed. This will require closer relationships, more collegial collaboration and a great deal of support from all stakeholders.

Of course this is my own mind fantasy and people will come up with hundreds of reasons not to do it. I could only offer one reason to do it. It is better than what we do now. Yet, for many, it will be a bridge too far. The status quo is easier and safer. It may be less effective, but people live with it without complaint. “No need to reinvent the wheel.” I wonder if that would hold true if the invention of the wheel was oval or square-shaped. That might require some reinvention.

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Educators Will Never Be 100% Connected.

Posted in Accountability, Administrator, Connected Educator, EdChat, Education, Internet, Leadership, Literacy, PD, PLN, Professional development, Professionalism, Reform, Skills, Social Media, Teacher, Teched, Technology, Thought leadership, Thought Provoking, Twitter on April 28, 2014| 12 Comments »

Educators like all learners have a preferred way of learning. Some think of it as different “styles of learning”, but even that theory of “learning styles” has been questioned by some. In a profession, which resides in a world where content and information constantly change and evolve at a rapid rate of speed, educators need to maintain relevance in order to create an authentic and meaningful environment for their students to learn and create.

Educators have always needed to master the understanding of at least two fields of endeavor to be successful. First, they needed to master their content field. They are required to be experts of content. Second, they needed to master the field of education with a clear understanding of the latest and greatest methodology and pedagogy available. The 21^st Century has now further complicated the teaching profession by requiring an additional third area of mastery, digital literacy. This is required to accomplish many of the necessary tasks in the space occupied by our nation in a computer-driven world. It is the mastery of this third element that educators struggle with today. It is this third element that also directly affecting the evolution of content and education.

The problems stemming from this are many. How do we stress the importance of digital literacy to a group of people, many of whom are digitally illiterate in the modern sense of the term? How do we get educators to remain relevant in their areas of expertise, if their access to content is limited to the methods and tools of the 20^th Century? How do we get educators to participate in collaborative learning on a global basis, when they are comfortable with their day-to-day, face-to-face connections with only their building colleagues?

Being a “connected educator” requires collaborative learning as a key to expanding personal learning. It requires at the least, a basic understanding of digital literacy. It requires an understanding of the connected culture in order to reap the full benefits of collaboration. It requires an investment of time that will vary with each individual depending on their learning capacity. Being a Connected Educator is a mindset and not the result of a workshop or seminar for professional development. It is that leap of faith to adopt a mindset for connectedness that will prevent us from soon becoming a profession of connected educators. There will always be some that will keep their feet firmly planted in the 20th century, because, to their way of reasoning, it served them well then, so it should serve them well today. The two biggest obstacles to change require leaving behind control and comfort zones. This is not easily done.

I don’t even know if the answer to the problem could be solved by top down, or bottom up solutions. It will be more reliant on the culture of each school. To change any system, we must first change the culture. We no longer have a choice about using technology in education, since the education system is part of a society that depends on technology to communicate, collaborate, communicate, and create. The children that educators are preparing for life in that society deserve to receive the most relevant education based on up-to-date information, using the latest methodology, pedagogy, and tools for learning that are available. Little from the 20^th century will serve them as well, as that which is in their own century.

We need to help our colleagues be less intimidated by all that is new. We should not put unrealistic time limits on their progress. It is a mindset, and we each will arrive there at our own speed. We must however strive together to get there. Not to attempt to do so is being remiss in our responsibility or our solemn obligation to create in our students the ability to be life long learners through our words and our own actions as life long learners ourselves.

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Relationships: Who needs them?

Posted in Administrator, conference, Connected Educator, EdChat, Education, Internet, Leadership, Literacy, online learning, PD, PLN, Professional development, Professionalism, Reform, Social Media, Teacher, Teched, Technology, Thought leadership, Thought Provoking, Twitter on April 24, 2014| 19 Comments »

I have been thinking lately about professional relationships and what role they play in how we learn as professionals, and as people. It would be difficult to learn much in total isolation. We are social beings, so exchanging ideas and opinions is a natural occurrence for us. I think we tend to seek out people with whom we can share things. We have personal relationships to share personal things, professional relationships to share professional things, and casual relationships to handle everything else. These relationships validate, negate, or modify our ideas. We learn from this.

Our culture’s support of these relationships may best be reflected in our support of the Restaurant and Bar industry. I guess these casual, and personal relationships are as much a part of that industry as food and booze. Places of business, and education are where professional relationships mostly reside. Although many faculty have been known to gather on a Friday afternoon at a watering hole outside the school district limits.

Many of these relationships are very fluid depending on our need to share and learn specific things at various times of our lives. People come and go in our lives continuously. Many of us have people that we refer to as our mentors. A mentor, I believe, is a person who heavily influenced us at specific times in our careers by exchanging, supporting, questioning, and validating our ideas about our profession. All of this is based on trust, which can only be established within a relationship.

Professional relationships prior to the 21^st Century were, with the exception of the occasional pen pal, a face-to-face endeavor. As educators, professional relationships were most often within the school building in which an educator worked. Depending on the size and quality of the faculty, as well as the school’s culture, this was a hit or miss proposition for professional learning. If an educator was limited in professional relationships within the work environment, he, or she could attend classes in local colleges seeking out professional relationships with other teachers attempting the same collegial connections. As the rates for taking courses, continued to rise, higher Ed became a very costly drain on a teacher’s salary. Local, statewide, or national education conferences also provided exposure to more professional relationships, but many teachers were not privy to attending these conferences on a regular basis.

I was recently made aware of the principle of 10,000 hours. That is the theory that it takes 10,000 hours to completely master a complex skill. If there ever was a list of complex skills, teaching would be at the top. To make it even more complex it is also a moving target. Teaching today is constantly changing and evolving. In order to stay relevant and up to date, today’s educators need to be in touch with those changes. They need to embrace, experiment, and improve, or reject new pedagogy and methodology in education. They need to absorb and understand new and developing content that pops up every day. Education is not a static profession.

Educators, more than ever, need to be able to take a new idea and “run it up the flagpole”. The responses to that idea however need to come from people who have a clue. The relationships that educators count on need to be with people who are relevant and open to new ideas. This type of educator may not be found in large numbers in all schools across our country. Relationships with people who are rooted in the past will be of little help in a world driven by technology and a need for evolving an education system to meet the needs of kids who will not be living in the 20^th century.

If technology is seen as the problem in driving the culture too fast for education to adjust and keep up, it may also be seen as a solution to that very same problem. If relationships are the stuff of better learning, then let technology provide better ways to relate. It is technology that can expand an educator’s relationships beyond the limits of a school, or district, or state, or even a country. Relationships with other educators, without the expense of taking costly courses are made possible. Contacts can be made with leading thought leaders, authors, and renowned experts in the field of education. Webinars are rapidly replacing the lecture halls. Through technology face-to-Face interactions are now possible with multiple people in multiple locations. The potential for meaningful relationships through technology are endless.

All of this is taking place today with connected educators worldwide. It only takes about twenty minutes a day, at any time of day, to maintain. That 10,000 hour goal will be whittled away after a while, but it would go more quickly with more time spent in these relationships which are both uplifting and thought-provoking. Those factors encourage more engagement with each visit to the connected community. Learning becomes self-directed, authentic, and, dare I say, fun.

The big picture of this can be overwhelming to a novice. It is a mindset change that requires understanding the culture of connectedness before a real immersion can take place. Educators need a basic knowledge of digital literacy to get started. This will quickly, and very painlessly grow with continued connectedness. There are several connected communities to help educators get started. The Educator’s PLN is a start. www.edupln.com.

Twitter is probably the best way to experience the need and benefit to connectedness in developing both professional and personal relationships with other educators. Remember that in a group of like-minded people, as smart as any individual is, the group is always smarter. Of course, if you are reading this online, you are probably already connected and all of this makes sense, since you have already drunk the Kool-aid. Please print it out and share with an unconnected colleague. To better educate our kids we need to better educate their educators.

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Revoked Rights For Educators

Posted in Accountability, Administrator, Assessment, Banning, Child Predator, Connected Educator, Education, FaceBook, Filtering, Internet, Leadership, Linkedin, Parents, PD, PLN, Professional development, Professionalism, Reform, Social Media, Teacher, Teched, Technology, Thought leadership, Thought Provoking, Twitter on April 9, 2014| 11 Comments »

At what point in time did schools obtain the power to suspend a teacher’s constitutional right to free speech? I know that social media is relatively new to our modern history, which is reason to give some institutions a little breathing space to catch up to all of social media’s ramifications on our society, but it doesn’t give any institution the power to suspend the constitutional rights of an individual, or to punish in any way an individual who exercises a constitutionally guaranteed right.

I read a post today about a teacher in a New Hampshire school district who was forced into retirement for refusing to unfriend students on Facebook. This is not an isolated incident. As a connected educator I have had many discussions with educators from all over the United States who are fearful of retaliation from their districts for involving themselves openly in social media communities.

I lived in the community in which I taught for 25 years. This is not unlike many educators in our country. At no time during my tenure in that district did anyone call me into an office and instruct me on how to interact with the children of the community. No one told me I could not be friends with children in the community. I was never told where I could, or could not go in that community. I don’t think any administrator would have even considered such a discussion. Yet, these are the discussions some administrators are having with teachers today about their social media communities.

I understand the need to protect children from a range of inappropriate adult behavior even to the extreme, contact with pedophiles. This however is not a reason to suspend every teacher’s right to free speech. Just because there are some inappropriate adults on the Internet, we can’t jump to a conclusion that all adults on the Internet are inappropriate, especially, those who have been vetted and entrusted with children face to face every day. Statistics tell us that our children are more in danger from family, close family friends, and even clergy, much more than people on the Internet. If we really want to protect our children on the Internet we need to educate them early and often, not ban them from what has become the world of today. They need to live in that world. I heard a TV celebrity say recently that parents need not prepare the road for their children, but they must prepare their children for the road.

Social media communities are open to the public where everyone sees all. It is transparency at its finest, and in some cases at its worst, but that is what we have come to expect from social media. We need to learn how to deal with that. There is no fixing stupid. Some people will be inappropriate, but the community will deal with that as it develops and matures. People are still adjusting and evolving in these social media communities. Having educators participating and modeling within these communities is exactly what is needed. The more they participate, the better the communities will all be. We, as well as our children, benefit.

Administrators are quick to use social media as a public relations tool to shout out the accolades of their schools. They have control over that. They do not have control over what others might say about the schools in a social media community. The blemishes are often exposed. If administrators are fearful that their image, or that of the school will be tarnished by people speaking publicly about the school, then maybe these administrators should look at themselves, or their policies. It may be indicating a need to assess a few things. Instead of trying to shut people down by limiting their right to free speech, they might try asking them to speak up. This is where listening skills become very important. This is why transparency is important.

Eventually, someone will take this issue to some court of law. After all, we are a very litigious society. It will be litigated and maybe even travel up to the Supreme Court. I cannot see any court supporting the idea that a person gives up a constitutional right, just because they are employed by some backward thinking school district.

Schools need to better understand the world our children will be living in, as well as the world that we live in today. Social Media communities are not going away. Technology is not moving backwards. It will always move forward bringing us new problems to deal with. We need to deal with the problems and not tell people they can’t use the technology.

It amazes me that I am even writing about this. It is very clear-cut to me. I know however that not everyone looks at this the same way. Before the comments start coming from protective parents and teachers, I need to say that I am the father of two girls. They were brought up using technology. They were taught the good and the bad, as well as how to deal with it. I live what I preach when it comes to kids and technology. I understand every parent has the right to bring up their kids as they see fit. I also believe that every person has the right to free speech. We need to find a way to respect everyone’s rights without denying anyone’s. The world is continually changing and we need to adjust and adapt if we are to survive and thrive.

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Blogging: Who Should, and Why

Posted in Accountability, Administrator, Blog, Connected Educator, Education, Internet, ISTE, Leadership, Literacy, PD, PLN, Professional development, Professionalism, Reform, Social Media, Teacher, Teched, Technology, Thought leadership, Thought Provoking, Twitter on March 24, 2014| 21 Comments »

If there is one subject that most bloggers have written about, it is probably the act of blogging. I know for me, as well as many of my blogging friends, it is nothing like we imagined before we were immersed in the “blogosphere”. Bloggers start their blogs for many different and personal reasons. One step common to all however, is that it does take an act of courage to publish that first blog post.

When I first started, I thought that I would do apiece here and there for a little while, but that I would eventually run out of things to say. Three years later, after 237 posts, I am still waiting for that time to arrive. My areas of interest include education and social media. I guess as long as each of those areas continue to evolve, I will always have something to write about.

Another factor that affects what I blog is the continuing change in the audience. In order to access blog posts, a reader must be involved in some way with technology. That is a growing audience especially among educators. Most people use technology in everyday life, but more and more, educators are using technology for professional development in larger numbers. In order to access the most relevant information on the profession of education, educators are relying more on blog posts for relevancy. Many thought leaders and education authors are blogging their thoughts to share, test, and try out new ideas in education.

Twitter, which is considered to be micro-blogging, has lured many people to blogging. It limits the author to 140 characters, but it does however, enable one to blast out ideas for quick responses. Success on Twitter leaves some people with a need to do more. There are ideas that need to be placed in explanations longer than a string of 140 character tweets may allow. Many ideas are introduced and tersely discussed in tweets and chats on Twitter, but they demand more reflection and more explanation, which leads to blogging. The biggest effect of Twitter chats is often reflected in the blog posts following, and resulting from the chats.

Blogging changes the way many people think about new, and old ideas. The difference between writing a Blog post and writing a magazine or journal article is the immediate feedback in the form of comments or responses. Before a blogger puts words to the computer screen the audience and its reaction are a consideration. The blogger will strive for clarity in thought. The blogger will strive for clarity in the writing. The blogger will attempt to anticipate objections. The blogger will not rush the idea in print, but develop it, so that it evolves before the reader. It is less a reaction, and more of a transparent reflection of thought, benefitting the writer as much as the reader. This will begin to carry over into the way the writer approaches almost everything.

For a blogging educator, as a teacher, or administrator, student or even a parent, there becomes a transparency in their thinking and reflecting. Before technology enabled us, this process had never been available, or had so much access to an individual’s thought process been given. Before the technology, books and magazines enabled us to view it in only a few people who were privileged to media access. Today the computer is the publisher. Good or bad, anyone can publish at anytime.

The stunningly apparent, positive take-away from blogging is that it gives voice to the blogger. A thoughtful, reflective, considered post can be picked up by an audience and sent out to thousands, or millions of readers through technology.

Blog posts can also be used for propaganda, or mindless ranting. As educators we need to emphasize critical thinking in our classes for that very reason. We need to model for our students how to responsibly question. We need to teach them how to comment and respond to blog posts. If blog posts are part of our ever-evolving, technology-driven culture, we need to educate our children in their use.

As educators we must also be learners. We need to model learning for our students who need to understand the necessity to be a life long learner. Educators are also people who work with ideas and share. It takes courage to put one’s self on the line to be scrutinized by others. Teachers do it every day in schools. The most effective way to have one’s voice recognized in sharing ideas in order to consider, reflect, modify, and improve with the greatest audience possible is through blogging.

We need courageous administrators blogging to give transparency to their thoughts and leadership. We need educators to have the courage to experiment with blogging placing them squarely in the conversation of education from which they are too often blocked. Educators need to be models for their students. We need our students blogging to follow their teacher models. Blogging provides an audience for students’ work. It is an authentic audience and not an audience of one, as have been most of their previous writing experiences. It gives voice to their concerns, and it shows them direction for their personal learning. We need parents to blog to give voice to their concerns in directing the conversation for the needs of their children.

Since becoming a blogger, I view things differently. I question things more. I try to understand things well enough, so that I can explain them simply. Most importantly I have been recognized as a person to be taken seriously, because I have a voice. These are things I wish for everyone to experience. What good is education, if we do not have a voice to share what we have learned in order to benefit all?

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Big Conferences: What’s their Goal?

Posted in Accountability, Administrator, conference, Connected Educator, Edcamp, Education, Leadership, PD, PLN, Professional development, Professionalism, Reform, Social Media, Teacher, Teachmeet, Technology, Thought leadership, Thought Provoking on March 18, 2014| 9 Comments »

This is a topic I have written about before, and I will probably continue to write about in the future. I guess we should start by defining a big education conference. For the purpose of this post and my experience let’s make it conferences of over 1,000 attendees. Most big education conferences came about by professional organizations wanting to provide a gathering place for their constituents to meet and share ideas and best practices, as well as the latest tools for learning. The goal is to best educate educators about education. It seems like a simple goal, which should be easily accomplished. The easiest method of delivery is to have teachers teach other teachers. This shares experiences, successes and failures.

The first hurdle is the “when” of the conference. Someone determined that it must be held during the school year in order to get the best access to the most educators.

The conference can’t conflict with other big Education conferences. It would be a drain on the number of attendees, as well as a smaller pool of keynotes and key presenters to draw on.

The second hurdle is the “where” of the conference. Once a conference gets over a certain number of attendees there are limits to access to hotel accommodations. There is also the geographical deterrent. We live in big states in a big country. Whatever the location selected, some educators will need to travel further than others. To be equitable locations are often rotated in order to share the burden of travel. Unfortunately, some educators live in areas where the burden of travel will always be a consideration no matter where the location.

The third big hurdle of the big conference is planning. Most organizations planning the big events have some full-time staff, but they mostly rely on volunteer help to plan the big events. These volunteers are also full-time educators. Some organizations employ professional planning organizations to plan the event. Many of those planning organizations begin to determine the needs and direction of the event with less consideration to the culture of the organization. The event becomes the focus and not the organization.

The fourth big hurdle is the overall expense. The planning organization, the venue, and the need for a transportation system to and from the event all contribute to the overall expenses and ultimate ticket price of the event. To offset these expenses Education and Technology industry is often asked for contributions in the form of sponsorships. With great sponsorships there sometimes comes influence in the conference. Not every session is conducted by an educator. Often there are vendor sessions. Some are informative and objective, while others are blatant product pitches.

The planning of the vendor floor is also a hurdle. It is a great source of revenue, so it must have a prominent part in the conference. Sessions are planned around access to the vendor floor. The organization and support of the vendor floor is a priority at most conferences. Technology and scheduling are the biggest considerations for this segment. The vendor floor is the conference bread and butter.

Of course the heart and soul of any conference is the session planning. The printing of the program has a very big influence over submitting, approving and scheduling sessions. It creates the deadlines for the Requests For Proposals often ten months to a year before the next conference. Once RFP’s are approved, rooms need to be assigned in consideration of anticipated attendance to the session. Times need to be adjusted to address the length of the sessions. Signage must be made up.

These conferences are not just thrown together, but meticulously planned. We need to give more thanks and recognition to those who take this on every year.

The complexity of this endeavor however, tends to shift the focus from the original goal of way back when to that of a new goal. Somehow we got from “how to best educate educators about education”, to “how to best deliver a conference”.

Of course this does not apply in total to any conference, but every conference shares some responsibility for going at least a little astray from the original goal. It must be about the learning and not just the conference.

It would be great for educators to have a list of expectations for a session before they write their RFP. Having the rubrics used for assessing the RFP is also a winning strategy. It is most important to provide feedback to the rejected RFP’s so that educators have an understanding of why they were rejected. We do that as educators working with kid learners, why would we not apply the same method to adult learners.

We realize and appreciate the need to meet a printing schedule for session descriptions, but would it be possible to stagger RFP submissions, so they were not all submitted a year before the conference. How is a year-old plan relevant in a technology driven society?

If we as educators recognize that lecture and direct instruction are not the most effective methods of learning, should we not expect conferences to rely on those types of sessions less? Maybe more interactive sessions, more conversation driven sessions, more panel discussions weighed more heavily with audience questioning would all reach that goal of learning more effectively at a conference

In light of the Edcamp model of PD, as well as the connected PD of the personal Learning Network, maybe the big conferences need to seek more relevance. We need to understand all that goes into planning and executing a big conference, but conferences may need to reassess their goals. Educators need to learn more about their ever-changing profession in the most efficient, effective and relevant ways possible. That will take a number of methods to accomplish. None of it can be done at a conference unless it is efficient, effective and relevant. We need better ways to share what we learn from conferences. More live streaming and hashtags might be a strategy.

Conferences are much-needed for educators, but if we add up all the attendees at all the conferences for an entire year, it is a very small percentage of the total number of educators in schools. Sharing and collaboration need to be a focus for attaining the goals that we have set. We need to better educate our educators in order to better educate our kids.

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What’s In a Selfie?

Posted in Accountability, Administrator, Connected Educator, Education, Leadership, Literacy, PD, PLN, Professional development, Professionalism, Reform, Social Media, Teched, Technology, Thought leadership, Thought Provoking on March 4, 2014| 11 Comments »

Well, if you watched the Academy Awards last week, you witnessed the global impact that social media has in the world. Ellen DeGeneres was able to take a picture of a group of actors that, in the first half hour of it being posted, was re-tweeted 700,000 times, which temporarily knocked Twitter off the Internet. It has now become the number one tweet of all time. That is one example of the effect that social media is continuing to have in countries around the world. We should not lose sight of the fact that many, many people were following the Oscar show hashtag to share the experience of the program with others.

Many actors are using social media to connect with fans. The same fans, which a generation ago resorted to fan mail to connect with their idols, now have an opportunity to connect in real life through social media. This is not an opportunity that is ignored by the entertainment industry. TV fans are now being continually bombarded with hashtags to follow shows. The news business is also asking people to follow and exchange information through hashtags. This is creating more interactive involvement with TV. Not since Winky Dink and You, where Winky Dink, an animated character, had us draw with crayons on a plastic sheet placed over a TV screen in the 50’s, have we seen such interaction. We traced lines placed on the magic screen one at a time, until we had a bridge drawn for Winky Dink to cross and escape danger. It was way ahead of its time. It was however interactive and a definite attention-grabber.

What does any of this have to do with education? The idea that social media gives us a platform to send out information and have people interact with it, or just digest it, would seem to be an idea that would be snapped up and embraced by educators. They are the very people who make a living trying to get folks to get information and interact with it, or just digest it. We shouldn’t need a magical plastic screen to connect the lines in order to build a bridge for educators to reach this idea.

Ellen DeGeneres’s picture is small potatoes to what educators can put out. Educators have access to real sources. In addition to pictures they have: Websites, Documents, Blog posts, Videos, Podcasts, webinars, articles, interviews, and maybe even some sensible worksheets to share. To share with whom you may ask. To share with each other, I would answer. Imagine if every teacher shared just one of their best sources with other educators, who in turn could tweet them out to the tune of 700,000 tweets in a half hour. Everyone would benefit. The idea here is to get educators familiar with the concept of connectedness and its possibilities, so that getting comfortable with social media itself becomes less of an obstacle.

Social Media is here to stay. Its form may change, and certainly the applications we use will not remain the same, but the idea of openly exchanging information in whatever forms it is produced is not going away. As educators we can use it or lose it. If we don’t start to understand and use this technology soon, we will lose the opportunity to harness it, because we will be irrelevant. We don’t need social media to teach, as much as we need it to learn. It is a cornucopia of information. We can tailor that information to personalize our learning. This is the way of today’s world. For the scholar, the tomes are no longer stored in the monasteries, they reside on the Internet, and collectively, if we all share that which we know, we will all benefit. Collectively we are smarter than we are individually. That is the basis of collaborative learning. It is no longer a face-to-face endeavor limited in time and space. It happens anywhere, and anytime through the use of technology. Technology is the game-changer. As educated individuals, how can we ignore the possibilities?

Becoming a connected educator requires the use of 21^st Century skills. This should not come as a surprise 14 years into that Century. Educators need to be digitally literate. We do not need educators who loudly proclaim to not get it when it comes to computers. We would not tolerate an educator in the 19^th and 20^th Centuries to loudly proclaim to not get it when it comes to reading books. This Century requires a new literacy and there is less and less room for illiterate educators to work alongside those who constantly strive to remain relevant. To better educate our kids we need to better educate their educators.

Maybe educators should do a Selfie with their class behind them in the picture. These are the faces of kids that this educator leaves an impression on each and every day. They are the educator’s charges. Are they the faces of kids who got from that teacher the best that that teacher had to offer. Does what that teacher offered meet the needs of what those kids will have to know in their world in order to live, thrive, and compete? What’s in a Selfie?

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Eliminate Tech from the Education Discussion

Posted in Accountability, Administrator, Connected Educator, Education, Internet, Leadership, Literacy, PD, Professional development, Professionalism, Reform, Skills, Social Media, Technology, Thought leadership, Thought Provoking, Truth on February 26, 2014| 16 Comments »

After five decades of being an educator, I am growing weary of the constant discussion over the divide between education and technology. When will we reach a point where we will discuss Education, teaching and learning without having to debate technology? The idea of learning hasn’t changed since the beginning of time. We learn to survive and improve. Much like breathing, it is what we do naturally. Unlike breathing, some learn better than others, but the concept is the same for everyone. It is the degree of learning that is the variable.

Education addresses learning and teaching for specific goals. Of course what those specific goals are, is a point of contention among many people, both educators and non-educators alike. I think we can agree that education teaches many skills, which people can use to exist, thrive, compete, and create in society. This should hold true for whatever skills are taught in whatever society they are taught in, be it primitive, or advanced. Obviously, the more complicated the society is, the more sophisticated the skills that must be taught.

If we analyze and list all the skills that we deem essential to teach, I think there would be a great deal of commonality without regard to any country. The languages may vary, but the skills would be the same. Discussions of education in these terms would sound similar no matter what country in which these discussions took place. For the sake of this discussion, we could break down all education to its basic elements of reading, writing, and speaking. I am sure that there are some educators who remember education being just as simple as that from back in their day. Actually, it wasn’t all that long ago.

What has changed in education since the late seventies is not the specific skills we teach, but how they will be used. Technology has crept into our society in both obvious, and subtle ways. It has changed the way many of us do things, but for our children it is the only way they can or ever knew how do things. We old folks grew up watching TV. It was part of our culture. Kids today do not view it the same way. We used to dress up as an occasion to travel on a plane. Today, never a second thought is given to jumping on a plane dressed in any manner to get anywhere. A second phone in a household was once a luxury, and today each member of a family carries their own phone. The world has changed and continues to do so at a frightening pace. It is not something we control. IT has become part of the infrastructure. It is as important as roads, rails, planes and power grids.

The very skills that we as educators are charged to teach our kids will be used in a technology-driven society. The skills remain the same, but their application has drastically changed over the last decades. We can discuss education as education without technology, but at some point we must address how kids will be using that which they have learned. If the application of their learned skills will be technology driven than the very tools they should be learning with should also be technology-driven.

The biggest problem with technology is the pace at which it evolves. It moves faster than folks can catch up to it. Because of that, it becomes a burden on educators to learn what they need to know in order to teach skills in an environment close to what kids will be expected to live in. Many educators are running as fast as they can to catch up, but too many others are reluctant.

Some believe that just teaching the skills is enough. They feel kids will adapt, after all they are digital natives. I don’t feel that way. I have come to see that kids are great at exploring the Internet, Google searching, downloading music and movies, and texting at lightening speed with two thumbs. Beyond that, kids need to be shown how the skills that they have learned fit into the world in which they will live. This requires using tech in education as a tool and not a skill. We need not teach tech, to use it. It should be a tool for curating data, collaborating, communicating, and creating. This requires an application of their learned skills to produce and create stuff in a format that society recognizes as relevant.

I think the point that I am painstakingly trying to make is that technology needs not to be in discussions of education, but rather in how will the education of any kid be applied in an ever-evolving, technology-driven world in which tour kids will be required to live. We need to recognize what it is we are educating kids for. Where will they apply their education? If it is a world void of technology, than technology is less important in education. If not, than we need to better prepare them for what they will need.

In order to accomplish that, we need to better prepare ourselves as educators to deal with that. Educators need to be digitally literate and that doesn’t happen on its own. It takes an effort. The excuse of “too much on the plate already” doesn’t hold up against the argument of professional responsibility. The argument of education for the sake of education and the hell with technology doesn’t hold up in light of the technological world in which these kids will live. Yes, we need to do more, and it isn’t always easy. If we are to better educate our children, we need to better educate our educators. It is not an easy job. Isn’t that what we tell people all the time?