Reflections on NEIT2009 - Day One

I could hear my heart beating in my chest as I drove up to the Mohonk Mountain House, the site of the NEIT (New York State Association of Independent Schools (N) Education (E) Information (I) Technology (T) conference. I was excited, but also nervous at the end of my 3.5 hour drive. I learned about this conference from the tweets of two independent school educators, Alex Ragone and Arvind Grover, whom I greatly respect, but had never met.

It has been a while since I have attended a conference without knowing lots of people. I remember back to my first Educon 2.0 when my Twitter network first came alive. Since then, most conferences I attend are filled with real life versions of my virtual learning network. At NEIT2009 however, there was only one person at the conference that I had met face to face before, Kerri Richardson. Fortunately, her smiling face was there to meet me at the registration desk when I arrived. And what followed was everything I had hoped for and more.

I have never attended a truly open space conference. Edubloggercon is sort of open space, but many of the sessions are posted on the wiki before the conference. Not so at NEIT where the conference built itself as it went. But first, Siva Vaidhyanathan kicked the conference off with his Keynote, The Googlization of Everything.

The message I took away from Siva’s talk is that we can’t stop questioning the corporations that surround us. As Siva put it, “Google has been around for less time than Brad Pitt and Jennifer Aniston were married. Why should we trust them?” We might love Google and what it does for us, but we have to remember that we are not actually Google’s customers, we don’t pay Google anything, we are Google's products. We provide the data that feeds their advertisers. This doesn’t mean that Google is bad, but just that we have to be careful not to get drink the Google Koolaid without also checking to see if it has been spiked.

Next we started the open space portion of the conference. Here people were given blank pieces of paper and markers. People interested in presenting sessions wrote down the name of their session on the paper, announced it to the group and then posted it on the session board. When we began the board had 70 of blank spots. By the end of the conference all but 7 were filled.

After a lovely tea and cookies break, we had our first session. I attended one on problem based learning. Michelle Koetke facilitated this session. She shared a project that she had done with her students on the Images of Girls Online. I learned from this session that an excellent project is driven by an authentic real question. If the question is real enough, the students will drive the project themselves. I think the hardest part is figuring out the best question. That is what I still struggle with. Does anyone have any suggestions for ways to come up with good questions?

More on day 2 of the conference in my next post...

Image Sources:
DSCF7594 from musicanys' photostream on Flickr
"How to Rawk NEIT2009" with Alex and Arvind from SpecialKRB's photostream on Flickr
IMG_8314 from arvindgrover's photostream on Flickr
IMG_7909 from arvindgrover's photostream on Flickr
IMG_8372 from arvindgrover's photostream on Flickr
2009-11-11-Mohonk 091 from alex.ragone's photostream on Flickr
DSCF7697 from musicanys' photostream on Flickr

Twitter List Screencast

Recently Twitter introduced the ability to create and subscribe to lists. I've been playing around with this new feature and I think it has a lot of potential. I created this screencast to show a few of the things I've learned.

In addition to my screencast, @_stevewoods wrote a great post describing Twitter lists. And, here is the direct link to the Twitter Gadget for embedding your list on a website.

Please share your tips. What have you learned about lists? Do you like them? I'm still trying to figure out how to subscribe to a list in a reader. Does anyone know how to do that?

P.S. This is the first time I have included my own image as part of the screencast. I'm not sure if I like it, or if it is helpful. Let me know what you think.

Article for Alumni Magazine

I just finished writing this article for the Belmont Hill Alumni magazine.

What I've been up to for the last year and a bit...

"Respecting tradition yet alive to innovation..." These words from the Belmont Hill mission statement illustrate the unique way that Belmont Hill marries technology with pedagogy. In a school where face to face relationships are primary, the faculty at Belmont Hill seek out technologies to support this mission, while remaining true to the traditions that have been at this school for decades. In my second year at Belmont Hill as the Director of Academic Technology, I have been thrilled and inspired by the energy and excitement both the faculty and boys show for using technology in their classrooms. Each department has found a way to bring in 21st Century technology tools to their subject matter. We strive to use the technology, not to replace teaching, but rather to take the material to another level, to inspire the boys to see things in a new way and to bring the subject matter to life.

In the Science department the boys created their own Wikipedia like website of information about a variety of genetic disorders. The boys first learned essential information literacy skills to determine if a website is a reliable source for their research. After gathering information about each of their disorders, the boys used Wikispaces (www.wikispaces.com) software to create a website with pages for each of the disorders. Using technology allowed them to include images and video as part of their report. In Geology, the boys are going on a "Virtual Roadtrip," visiting different parts of the United States and blogging about their geological discoveries. Science teachers are also using Google Documents to share lab data with classes.

The English department is using blogging and an online discussion space to scaffold discussions in the classroom. Sharing insights through a social media application called Ning (www.ning.com), is proving to enrich the dialogue that students are having in their classes around the Harkness tables. In addition to blogging, the boys are also using media to express their creativity by recording podcasts of their poems and creating video commercials to sharpen their persuasive skills.

Powerpointlessness no longer plagues the history department, as the boys have learned to use visual media to enhance their presentation skills. The boys discovered the average person reads silently at a rate of 240 words per minute, and aloud at a rate of 140 words per minute. Thus, when you put words on a slide and read them to your audience you actually teach them less than if you included simply an image. The number of bullet points has decreased dramatically. Technology is also helping us teach about plagiarism. Using an application called Turn it in (www.turnitin.com), students are able to check their work to ensure that they haven't taken anything directly from an online source and fix their mistakes if they have.

Online flashcards are proving to be a great help in the Classics department, where the boys are using Quizlet (www.quizlet.com) to help them with their Latin vocabulary. The Modern Language department is using a Lingt (www.lingt.com) to record and listen to boys speaking in their target language. The Language Lab is set up to improve the speaking and listening skills of our boys. Language faculty also use SMARTboards to record and share their notes from class and post them on our website.

SMARTboard notes are also a staple in the Math department where faculty regularly capture their notes from the board and upload them to our school website. Last year we added two new technology projects to the Math curriculum. Students are using a visual programming language created at MIT called Scratch (www.scratch.mit.edu) to program their own video games. The application forces students to use problem solving and logical thinking to build and debug their working games. Geometry classes used Google Sketchup (sketchup.google.com) to design and build 3D models of buildings for the campus. The boys first create blueprints for their models and then use the software to implement their vision.

Finally, in addition to all of the technology being integrated into each academic department, 3 new technology courses, Digital Video, Music Technology and Digital Journalism make their debut this year. In Digital Video students learn how video affects the way we communicate and form opinions. The boys write a scripts, create a storyboards, operate a camera, and edit their films. Music Technology mixes science, history and music and provides students with an understanding of digital keyboards, MIDI technology and computer music programs. The changing face of news meda is the focus of the new Digital Journalism course. The boys explore the essence of journalism and the effect that new technologies have had on how we as citizens are informed.

The campus is indeed alive to innovation. The technology landscape is ever changing here on the hill. The 21st century has brought many opportunities and many changes to our school curriculum. We are all learning to find the balance between the core of the Belmont Hill academic experience and what new technologies have to teach us.

9 Common Principles for 21st Century Schools

I've been reading and talking about "21st Century Schools" lately and just remembered this post I wrote on a wiki a while ago. It is based on Ted Sizer's Common Principles for the Coalition of Essential Schools. I thought it was worth reviving here.

What do you think? Do you agree with these? Am I missing something? Are these really "21st century" principles or principles for/from all time?

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9 Common Principles for
21st Century Schools

1. Build Community - The school should bring all learners together into a supportive community that nurtures both the individual and the group. The community should permeate all possible spaces, in the classroom, in the home and Online.

2. Encourage Critical Thinking - The school should actively encourage learners to think critically, continually asking the question, "Why do we teach what we teach?"

3. Reward Risk Taking - The school should actively encourage learners to risk failure in the pursuit of understanding.

4. Focus on all Learners - The school should surround the learner with ideas and information, encouraging the learner to pursue a wide variety of paths to knowledge, and supporting the personal growth for all who inhabit the community.

5. Value Diversity - The school should actively encourage and value the input of those both inside and outside the community with a diversity of opinions and experiences. The school should consistently check that it is inclusive and supportive of learners from diverse backgrounds.

6. Nurture all learners - The school should provide opportunities and encouragement for all members of the community including teachers, students and parents to learn and grow.

7. Pursue Innovation - The school should actively explore, pursue and assess new ideas and technologies, while always keeping the learner at the heart of the pursuit.

8. Teach Empathy - The school should actively and explicitly teach learners to think beyond themselves, encouraging students to value kindness and generosity.

9. Break down the walls - The school should provide access and opportunities for learners to reach outside the walls of the school to the neighboring, national and global community.

Letting Go...

Change is hard. Change is painful. Change is frustrating. Change takes time. Blah Blah Blah...

You have heard it all before. We humans get attached to things. We don't like to let go. In many ways this serves us well, especially when we are married with young children. At times my children are very lucky that I am so attached to them, but I digress...

Teachers can get attached to certain technologies, certain email clients, certain ways of word processing. Moving from one application to another application can be a very painful process that involves a fair amount of anxiety, fear and whining. At the rate that the world is moving, switching technologies is happening more and more often.

We have to learn to let go. We have to learn to trust in the skills we have and know that they will transfer. We need to trust our ability to adapt and change, not fear it. We need to let go, breath and move on, reassess and potentially move on again. When the tide is coming in it is better to swim with it than to fight it. We do better to take a deep breath and enjoy the ride than to drown.

Image source: Big Wave from Tom Plunkett's Photostream on Flickr

The Power (and Peril) of the Retweet

Back in the olden days (2006 ;-) when I first started using Twitter, we didn't have the Retweet. If I liked something someone said or shared on Twitter, I would pass it along with a comment like "Check out @xxx's great post" or Thanks @xxx for sharing... or I might reply @xxx great point, but I think... Now if someone posts something interesting people "retweet" it by adding the letters "RT" before the persons @username and then their original post (preserved as well as possible). Click here to learn how to Retweet.

I have mixed feelings about the Retweet...

POWER:
On the positive side, the Retweet spreads your message much farther than you could spread it yourself. I just recently blogged Ten Tips for Teaching Technology to Teachers and it was retweeted 42 times. My unique visitor count spiked to almost 400 unique visitors in one day (compared to 200 for my last post). And my post generated 25 comments. Clearly, the retweets helped to bring people to my blog (Thanks to everyone who took a look and took some time to comment). Retweets allow certain tweets to float to the top. My August post was not as strongly Retweeted and must not have resonated with as many people as my September writing. In the same way, when I follow my Twitter stream, retweets point me to posts by other bloggers which I might otherwise have missed.

PERIL:
The problem with the Retweet is that it sometimes stops the conversation. Rather than replying to what a person has tweeted, we simply pass it on. Rather than turning back to the person and replying, we turn away and repeat what they have said. While there is power in repeating, it does sometimes cut off interaction. I appreciate the passing on of my ideas, but I would also sometimes like to engage in a conversation, a back and forth that takes my idea a step further than I could have taken it myself. (Granted - the comments on my blog do continue the conversations.) Retweets are like a pat on the back. I appreciate the sentiment, but sometimes a hug is much more satisfying.

What do you think about the Retweet? Do you use it? Did you get to this post because of a retweet? Did you retweet this post to someone else? I look forward to reading your thoughts (here or on Twitter).

P.S. I just found this interesting analysis of the Retweet: Tweet, Tweet, Retweet: Conversational Aspects of Retweeting on Twitter

10 Tips for Teaching Technology to Teachers

I have been working with teachers to learn to integrate technology into their teaching for almost ten years. Here are a few of the things I have learned - in no particular order (number 10 is probably the most important).

Please share your thoughts and suggestions!

1. It isn't really about the tool it is about how you use it: It isn't the word processing software, it's the skills and usefulness of word processing. It isn't the presentation software, it's how to create a meaningful and effective presentation.

2. Differentiate: Provide lots of different avenues for teachers to learn. Create visual handouts, offer group training, create video screencasts and provide one-on-one instruction.

3. Don't be the only teacher: Encourage teachers to work together and coach each other. Get students involved, let the kids be the teachers and provide opportunities for them to help their teachers out.

4. Ask lots of questions: If you are working one-on-one or with a small group try to get to the pedagogical goal for the tool.

5. Enlist your PLN: Reach out to your PLN for support and ideas, read blogs, follow folks on Twitter, ask questions, share your frustrations.

6. Remember there is great teaching without technology: There are many ways to teach and many great lessons that do not use technology. Respect the expertise of your colleagues.

7. Acknowledge your teachers' anxiety and expertise: When I'm working with a teacher who is having a hard time with something I find easy, I always remind myself of all of the things that person knows how to do that I don't know how to do. Teachers are not used to not knowing, looking "dumb" or feeling out of control. I often hear teachers tell me "I'm bad at this." Remind them how they respond when their students tell them they are bad at something. They aren't bad at it, they just haven't learned how to do it yet.

8. Start with the early adopters: If you are new to a school and are trying to make change, start with the easy folks, the ones who want your help. Once they are successful, word will spread and you will be able to get to some of the more resistant teachers. Don't beat yourself up about the hardcore resisters. There are some people that you just can't change - see number 6.

9. Observe your colleagues: If you can, try to get in and observe classes at your school. Go in without an agenda, just watch your colleagues teach. You will gain a greater appreciation for their skills, it will give you some ideas of ways you can support them and you will get to know them a little better. This is also really fun to do.

10. Don't touch the mouse: Tie your arm behind your back if you have to, but try not to take over mousing for your teachers. This is one of the hardest things for me to do, but also one of the most important. When people mouse they learn to do things themselves, when I do it for them they learn to watch me do it.