Thursday, March 26, 2015

Are You Looking for REAL Feedback as a Teacher? - TED TALKS



I just watched this TED Talk by Bill Gates.  He is talking about teachers recording themselves and receiving feedback on their teaching through placing a flip camera on a tripod in the back of their rooms and then just watching it themselves and beginning by being their own coaches.     You know, I am teaching all of my classes online this semester and am recording all of the sessions.  I have expected students to review the videos if they miss them, but maybe I should review them as well to see how well I am doing . . .

What do you do to get feedback on how you teach?

Friday, March 20, 2015

5 Word Clouds Reveal What ISTE Standards Emphasize

Recently I was preparing for teaching my course, Leading Change Through Instructional Technology. As I was reviewing the ISTE Standards, I became interested in looking for the emphases in each of the areas identified by these standards.  It was quite obvious that addressing the teacher standards would prepare Teachers for creating a learning environment where Students could learn in a 21st Century manner. The Administrators were envisioning and providing schools where teachers could create such learning environments. The Coaches were training Teachers to use the 21st Century Skills to create these learning environments.

While reading these standards, I took notice of the language used in each of them.  I decided that the best way to look for linguistic structure and commonalities was by drawing Word Clouds. I ran each of the standards through Wordle.net and they yielded the images below. Review them briefly and identify look for the dominant words in each of the clouds. Remember that the larger the word, the greater the number of times that word appeared in each standard. 

It is encouraging to see that Learning is the largest word in each of the first three clouds. The Teacher's second largest word is Students.  Technology is the second largest in the Administrator and Coach standards.  Look at these clouds identify the what's important in each of these standards.
ISTE Standards for Teachers
ISTE Standards for Administrators
ISTE Standards for Coaches

As I reviewed the Students cloud, it was interesting to see that Learning is not even included in their cloud. That is strange since the only thing the students are assigned to do is Learning. Information is the main word for the students. That is what the students need to manage. Look a little closer and you will see that the action verbs including Use, Analyze, Solve and Develop are some of the larger words in the cloud. These are the measurable behaviors that will indicate that learning has occurred. 

ISTE Standards for Students
The one set of standards that is unique is the ISTE Standards for Computer Science Educators. Inspecting the Word Cloud shows that the most important thing for these educators to do is demonstrate their mastery of the computer science content and pedagogy. These standards seem to be more directed towards evaluating the CS Educators' competence than preparing students for the field of Computer Science.  Hopefully this is just a difference in the authors' perspective and vocabulary than what was used for the other standards.
ISTE Standards for Computer Science Educators
The ISTE Standards provide important guidance for educators in preparing our students for the 21st Century.  

How do you use them to direct your teaching?  What are your ideas for the strengths and recommended areas of improvement for the ISTE Standards.

Z

Monday, March 09, 2015

3 Major Challenges to Teaching Online and How to Beat Them

While there are many advantages to teaching online, I want to begin with the challenges because those are the demons in the room that we have to confront.  This list is done completely from my experience.  I have purposely not reviewed the online lists that others have created because I wanted this to come from my heart.  After I complete this post, I will search the web for a few lists that others have created and might expand your knowledgebase with items that I may have missed or answers that I hadn’t considered.  It will be a learning experience for us all.

To keep this from being a Whiners Fest, I will try to include strategies that I am using to confront these challenges.  I can not say that my suggestions are the only answers to these challenges and I would be MIGHTY GRATEFUL if you could share your ideas for addressing these challenges.  I might also note that I am providing the  plans that I have had in my head and tried to implement.  Posting them here requires me to bare my soul to the world and makes it more of a commitment for me to accomplish them.  (Please note that these are not curricular challenges.  Those I will save for another day.  These are personal management challenges):

“Out of Sight, Out of Mind” – It can be mighty difficult to stay engaged in an online course.  We are advocates for keeping our students engaged, but it is easy to get involved in my day-to-day activities if my students are not going to be meeting with me in person on a regular basis. This is not to say that these students or their work are not important to me, it’s just that it requires discipline to keep engaged as a teacher as well as a student.

  • Schedule: I try to organize my schedule so that there are specific times when I am reviewing their work.  Most of my classes meet on Tuesday.  Their assignments are due the Monday before we meet so I have allotted Monday for reviewing their work and preparing for incorporating their work into our Tuesday meeting.  I don’t think that it makes sense to grade their assignments before we meet, so I will go through and take notes about what they said and then use that to guide some of our discussion.  I can use these notes to make grading much easier when I grade.  
  • Schedule to go online daily.  I haven’t fully achieved this yet, but I need to create a checklist of things that I will check on a daily basis in each of the classes.  This might include Checking email; Checking assignments submitted; and Reviewing discussions.
TimeZones -  This is a challenge for which there is no cure.  One of my sections begins at 6:00 AM CST because I have students in South Korea where it is 9:00 PM and a student in Nepal where it is 6:00 PM. I am also meeting at 6:00 PM and 7:30 PM (CST) that same day because I have students in Iowa who are home from work and ready to learn. 

  • Schedule: The key is to create a schedule that will work for all of you. I have to be flexible. It is my job to teach these students and there are more of them than me.  Most of them have teaching jobs where they work all day and then meet with me at night.  You can also address this issue by recording your class sessions and making them available online for students to watch at a later time.  I have had courses where there was just no reasonable possibility for the student to attend the course live so he watched it the next day as a video and then asked me any questions that arose. I even teleconferenced with him periodically to keep him "in the loop."
Providing Support for Students – When you have a classroom full of students, it is easier to tell if there are issues with group work or interest in the class than if the students are on the other side of the “Big Pond.” I try to deal with this by keeping an open line of communication going between the students and myself. Some of this is covered in my previous posting, Communicating with Students Online, but here are a few other things I have tried:
  • Use Email Filters: I use Gmail filters to sort my incoming emails into folders (labels). (I will provide a video later to show you how to do this.) I have asked my students to send me email through the Blackboard LMS that we use so that there will be a specific heading in the subject line. The filter that I have created will then move the email into a folder specific for that class. I have positioned these labels in such a way that I can see immediately whenever students have sent me email. 
  • Consider Your Students' Experience: This may be a no-brainer, but I was just discussing working with students in collaborative groups with my colleague the other day when something dawned on me. Working in collaborative groups can be difficult for students. I do what I can to discuss the roles of members in collaborative groups and how they can best work together. I was noting that the undergrads were having bigger problems with this than my graduate students when it hit me that our graduate students are mostly practicing teachers who use collaborative grouping with their own students in their classrooms and have had experience working together as professionals.  My undergraduates are less experienced in collaborative grouping.  Sure, they have had teachers do it throughout their schooling but they haven't had to take responsibility as an adult to "get the job done."  This means that I need to have weekly feedback from the group members about how they are progressing. I need to work with the students to address any situations where students are not doing their part.
  • Make Personal Connections As Necessary: Based upon what I just said above, let me say there is no replacement for personal contact. When one of your students informs you that isn't doing his/her work, there is nothing wrong with you, the teacher, contacting the students in need. At first you can do this by e-mail. But if you don't get a response from your e-mail, don't be sure about making a phone call. If your students are in your country or continent this probably won't be a problem in today's day of cell phones and no long distance charges. I have had many situations where it was simply a matter of getting the communication going. In some cases I had students who were working three jobs and having problems connecting with the rest of the team. But in some cases I just had students to work doing what they need to do.  Receiving a phone call from their professor often handled the matter.
  • Use Social Media: This strategy has an interesting twist to it. I have created Facebook Fan Pages in the past and asked my students to share their ideas and frustrations there.  These didn't seem to work. When I asked my students to create the Fan Pages and administer them, the students used them much more readily. They used this venue for asking each other for clarification about assignments.  They were sharing interesting stuff they found. They asked colleagues for advice on professional situations. They even use it to share things that they are learning (while they are learning it) in professional workshops.  The best part is that the Facebook Feed for this academic medium appears with their social feeds through Facebook.  It is a constant part of their lives.  It was much more effective because they took ownership.  Try it.
  • Online Office Hours: Having office hours is easy in a face-to-face world.  You just sit in your office for the same 5 hours a week throughout the semester and wait for nobody to come. =-)  In the online world, it's not that easy. First of all, you can't expect them to come to your brick-and-mortar office. Your students will need to meet with you through some online channel.  This might be by phone, but more likely they will want to video conference with you through Zoom, Google Hangout or Facetime.  I have identified 5 hours on Tuesday (2:00 - 5:00) and Wednesday (3:00 - 5:00) to meet with me through Zoom. This means that I have opened my ZoomRoom on my computer and I am sitting there (usually correcting homework) waiting for students to drop by. I have selected times that are after school for my practicing teachers but sometimes I set up specific meetings with students who contact me for evenings or weekends.  It's whatever it takes to assist my students.
Here are some additional resources for you to review:  
What do you have to add to the discussion? 
What is your greatest challenge (or fear) with online learning.  (Mine is that you won't leave a comment on this blog posting so that this PLC can respond to it.)

Z

Thursday, March 05, 2015

Alan Kay - Invents the Future

Alan Kay is one of my heros.  He was one of the earliest pioneers in Object-Oriented Programming, personal computing and graphical user interface.  Dr. Kay has had a productive life where he was part of the Xerox PARC where they developed an entire genre of personal computing that was later used to create the Macintosh.

I have always tried to live by his motto:  
The Best Way to Predict the Future is to Create It!


Here are a couple of videos done recorded by Bob Greenberg.  He has been recording leaders in the field and has more than 120 recordings at his Brainwaves site.

Monday, March 02, 2015

10 Ways to Get Teachers to Embrace Technology

BodyGuardCareers.com
Using Technology to support learning is a useful idea, but sometimes it is difficult to induce teachers to Embrace Change. Notice that I didn't say Embrace Technology.  Change will only happen when educators believe that there is a reason to change and that it will make a positive difference in their students' learning.  This applies to changes in using technology or pedagogy or subject matter - whatever.

I was pleased to see that ExitTicket's suggestion for 10 Ways to Get Teachers Using Tech. While this is ExitTicket's move to try to induce change in schools to use their product (and they include the disclaimer in their posting) I would suggest that you read and consider these ideas to bring about change in your schools.

I am listing these 10 ways, but I would suggest that you visit ExitTicket's original site to learn about the particulars for each of these ideas:
  1. Ban Alternatives for a Week.
  2. Devote Time to Adding Content.
  3. Designate an Ambassador.
  4. Share Student Voices.
  5. Preserve Existing Routines. (at first)
  6. Put Resources in a Clean Package.
  7. Sync Your Account.
  8. Separate Initial Goals from Long-Term Goals.
  9. Tech Tuesday.
  10. Make It Fun.
Read through these and try them out.  I can't wait to hear about your successes and challenges in making this happen.

Z

Saturday, February 28, 2015

Goodbye Mr. Nimoy


I am sorry to hear that Leonard Nimoy has left this dimension to Boldly Go Where No Man Has Gone Before.  You can see that my family and I played roles in an episode with Spock and Kirk.  (I am the vulcan on the left side.)

Monday, February 23, 2015

Using Technology vs Technology Integration - The Difference Defines Success

One of the toughest parts about leading educators toward using technology to engage   learning is getting past talking about using technology for the sake of using technology to using technology to engage learning.  

Click the table to enlarge it to read it.
I was intrigued when I found the table below on Clif Mims' paper.li publication, Clif's Notes on #Edtech.  (It was actually created by  and published on Teachbytes.com) The beauty of using the table below, is that it provides a vocabulary that we can use when we discuss how to use technology with our colleagues.
Where does your curriculum lie in this table?

There are other important tools that provide vocabulary for using technology to engage learning.  There is the Technology Integration Matrix (TIM) which provides a system of 25 cells that have 5 columns headed with terms identifying the Levels of Tech Integration (complexity of technology use/level of student centricity) across the top and down the left side are 5 Characteristics of a Learning Environment.  The beauty of this matrix is that provides a system that you can use to identify where you are in a lesson/activity you are teaching and then suggestions for how you can increase your level of Technology Integration.  Both the Original Florida version and the Arizona versions have videos and lesson plans for creating these learning environments.  I have included a more complete description of these tools in another posting, Building Learning Through Technology. Based upon the TIM matrix, I would say that most of the previous chart's activities in the left column involve Entry and Adoption while the right column describes Adaption, Infusion and Transformation.  What do you think?

Click the table to enlarge it to read it.
You may not have heard about the TIM, but you have been using SAMR in your schools. This is another ?? for defining Technology Integration. Developed by Ruben R. Puentedura, Ph.D. to describe a ladder of implementation, this four-stage hierarchy considers the bottom two levels to be forms of Enhancement and the top two levels in the class of Transformation. While the students' role in the learning process is implied in the SAMR, I must admit that I like the TIM better because it specifically defines the changing roles of the students in the pedagogical process.



JUST IN: As I was writing this, I discovered another relevant graphic on FaceBook (yes, sometimes I veer off into FaceBook when I am looking for inspiration ;-) This is another graphic that fits the role of identifying how we want students to use technology.  In this case, I would say that the Wrong column includes Adoption and Adaptation in the TIM matrix and the Right answers may fit in the Infusion and Transformation columns with some of them not even fitting on the matrix but including things that we want to see in education, (i.e., Start Conversations.)  What do you think?

The final quote, "Technology is a Tool, NOT a Learning Outcome," encapsulates this whole posting.  Technology is not an end unto itself - it is a means to an end that will hopefully lead to empowered and active learners.


BTW, This graphic is created by Bill Ferriter who writes a blog entitled The Tempered Radical. I am glad that I found this blog because it appears that Bill is an aware teacher who is interested in sharing what he sees and providing interested insight into how schools work and how they can be improved.  One of the things that I noticed throughout his blog is that Bill appears to be creating his graphics (like the one below) by drawing it on paper and then scanning it.  That is artistic and is not something that we see too much anymore.

So what do you think?  

Is this something that you can use when you are working with your teachers, administrators and students?  What do you see as you look around your curriculum?  Where does it fit on the TIM or SAMR?  

What can you do to "Take it Up a Notch?"

Z