Feedback

I recently had the pleasure of plunging through hundreds of student surveys full of comments, hand crafted hearts, and multiple choice responses. It's that time of year when we ask our students about their learning experience in our classrooms. Well, did you read anything interesting this year? I learned a great deal, not only about our students perceptions of their experience but also about their instructors. The variety of surveys were as vast as the Grand Canyon is wide. I attempted to analyze the feedback through tally marks and hand written notes so that I could share a bit of information with each teacher. A few teachers utilized Google Docs to create surveys that streamlined the data into graphs and charts along with comments. I must say the use of technology expedited the analysis of the data gathered and made it user friendly.

This experience has left me exhausted, yet feeling positive about what we do well and where we need to improve. I am hopeful that in the future our teachers can work collaboratively on developing surveys that provide consistency in gathering feedback on instruction, departments, and courses. There are a multitude of questions we could ask to get us started on this process and many of the current surveys have questions that could be utilized with a wider audience. How will the surveys look? What will the surveys include? Who will be involved in developing surveys? How should the surveys be administered? What feedback do we really need or want and why? How do we plan to use the feedback from surveys? It may sound like a daunting task at first; however, any organization that believes in growth will embrace the opportunity!

Good luck wading through your feedback and please share any suggestions. I am all ears!

Putting a Face with that Brain

I finished reading iBrain during a recent trip with friends. Keep in mind that we enjoyed each other's company and conversation yet respected the individual's need for reflection. During those quiet moments of reading and dreaming I came to value our face to face conversations. It was the perfect time to be reading chapter 7 "Reconnecting Face To Face" because the authors were addressing how technology has impacted the usual personal interactions that build everyday social skills. This trip allowed me to practice some of the tips the authors invite technology users to embrace such as turning off your gadgets, becoming an attentive listener,increasing awareness of nonverbal cues, and most of all maintaining off-line connections.

Chapter 8 identified the tools a person needs to have in their technology tool kit. Within that toolkit there needs to be knowledge of the etiquette for messaging and emailing, efficient use of search engines, online safety and privacy,and authentication of material found online.The authors state that the good news is that at any age our brain can create new neural pathways as we update our technology skills.

"Bridging the Brain Gap" closes the book with an identification of two subgroups found within Digital Natives and Digital Immigrants. The natives are defined as the Millennials (1981-2000) and the Generation Xers(1965-1980)while the immigrants are defined as the Baby Boomers (1946-1964)and Seniors (before1946). There is no one solution on closing the gap, it will vary and "involve finding a balance between adapting to new technology and nurturing people skills." (p.186)

I'd like to leave you with an interesting statement made near the end of chapter 9 that you may find distressing or exciting. It all depends upon your personal perspective on life. "As brain-computer interface research advances, it will not only help us find ways to prevent and repair neural damage but also lead to an era when our minds will directly control electronic devices- hence the post keyboard age."(p.187) I realize it may sound like science fiction but it is becoming a reality in today's world. Feel free to comment. I would love to hear your views.

Student's Brains are Wired Differently

I have been reading about how our brains are being transformed by the technological advances we are exposed to in the modern world. Gary SMall, M.D. and Gigi Vorgan have published the book iBrain to provide us with strategies and tips for bridging the brain gap. They define Digital Natives as being able to multi-task, parallel process, and programmed to crave instant gratification. Their brain circuitry is being rewired as they grow up in a digital world; therefore, our classrooms are full of brains not adapting to traditional learning methods. The book covers new addictions and behaviors that have resulted due to the bombardment of technology in our lives.At the close of chapter five the authors state, " we all need to speak the same language- online or off- as well as have the skills to communicate face to face and use our human instincts to guide us." I will update this post upon completing chapters 6-9. As educators I believe it is in our students' best interest that we understand how their brains are at work today.

Out of my Comfort Zone

I recently attended the Midwest Education Technology Conference with a group of teachers. We elected to divide and conquer as many of the workshops deemed desirable. The conference offered a wide array of topics at various levels. One that moved me beyond my current technological state of being was the session on Second Life. First I should state the presenter did not show; however, there was a spectator that stepped forward to impart his knowledge on the topic. The professor from Southern Illinois University was scheduled for a session on Second Life the following day but offered to share his uses of the virtual world.
As he shared how students in his German class utilized their avatars to engage in conversations I began a search on how to sign up. By the end of the session I was determined to create an avatar and expand my level of knowledge. That night I designed an avatar and spent the wee hours flying around worlds. I met another avatar from Germany that was practicing his English in Second Life. Through trial and error I began to understand the virtual world. Not being an arrow key manipulator I moved rather clumsily around the objects and bumped into other avatars. As I became friends with others I began to ask questions and learn more about the experience.
The following day I attended the professor's session on Second Life and he invited my avatar to his island for German students. I am a member of a group that is working towards learning German in a nonthreatening environment. This virtual world offers the creative mind a way to learn and interact with one's surroundings (people, land, & objects). At first I did not understand the difference between it and the SIMS games but now I get it. This is not a game, there are no levels to be reached, and each avatar is a representation of a real person not a computer.
I look forward to expanding my knowledge of Second Life and just maybe our school will embrace Teen Life as a creative way to connect students with the curriculum in the near future.

One-To-One Computers

I recently finished reading "A Complete Guide to Establishing a One-To-One Laptop Program" by W. Joy Lopez, Ed.D. The small book is an easy read for anyone and is packed with some technical details and professional suggestions. It provides great insight on developing a rationale for the implementation of one to one computers within a learning environment. Even an IT professional would benefit from reading through chapters 2, 3 , 5 & 7 due to the focus on infrastructure, hardware, software, and maintenance. There are some great team building activities that use cell phones as a way to get everyone involved in thought provoking questions. Chapter 8 is a good place to start the discussion on laws, regulations, Acceptable Use Policies. The appendix pages have examples of AUP's, contracts, orientations, and web resources. I would call this a handyman's pocketbook to beginning a One-to-One laptop program. It won't be enough to build a program but it sure is helpful in getting the ball rolling.

Read a good book lately?

I have been reading several books lately and enjoying the conversations I am having with colleagues, as well as with my inner self. As I began to read Wagner's book, The Global Achievement Gap, I picked up Marzano's book The Art & Science of Teaching. I found the two connect quite well from the visionary leadership level down to the practitioner's application. In review of the seven survival skills by Wagner, I believe one could align each skill with a research based teaching practice in Marzano's book. Wagner mentions critical thinking & problem solving, and accessing & analyzing information as skills one and six. I believe these two compliment one another rather well. With many of us experiencing information overload due to today's technology it's vital to our livelihood that we ask the right questions, analyze the data, and create solutions to such a problem. That is just the tip of the iceberg on learning and teaching in the 21st century.
To address the two skills mentioned above I searched Marzano's (2007) book for practical teaching methods. I was not surprised to find two well defined action steps to assist me in teaching these 21st century survival skills. Marzano explained "elaborative interrogations" (p.49) and "experimental inquiry tasks" (p.91) down to the science of implementation, along with the rationale for such teaching methodologies. Classrooms must pursue the "why?" element of questioning so that students can clarify their generalizations and elicit their reasoning for such beliefs. Here's a question for all you practicing teachers. Do you probe your students and say the why word? Inquiry or experiential learning has been a buzz word for years thanks to Dewey's work. Keep in mind that it's not a skill just for the science classroom. I believe students predict, collaborate, research, redefine and create solutions all day long from many places with folks across the world. Just think about the gaming industry, cellular devices, or social media our students have been holding in their hands for years.
I recognize there is so much to do in so little time. Let's not put off for tomorrow what we can do today. I challenge you, along with myself, to begin that paradigm shift so greatly needed to engage the learners of today in preparing them for the 21st century workforce. Will you join me?

How have you touched a life today?

During our busy lives of work and play do we ever really contemplate the moments of a single person's life? It's hard to say because we usually are bustling about attempting to squeeze in every last item on our To Do List. I invite you to stop just for a minute and think about the "people" who you come in contact with each day. Ask yourself how often do you pull up a chair and listen.
Reading "People First" by Hindman, Seiders, & Grant has helped me recognize the importance of each person's contribution in our world be it school, work, or home. My task oriented mind is at ease knowing that creating relationships and valuing the time to build them has long term benefits. As our local communities expand to include global citizens it is my belief that we must invest the time to communicate effectively in cultivating a collaborative culture. As a school admninistrator this starts with the staff in our buildings and extends into our communities. To further an organizations cause a true leader begins by establishing relationships which help build trust. Being a family member, professional colleague, and leader involves trusting relationships that develop over time. How much time do you invest in building relationships?

"Make the Leap"

How many times have we all heard about great organizations and yet never truly understood what made them rise above all others? As I read Jim Colllins book Good to Great I learned that sustainable success comes to those who apply the Hedgehog Concept. Never before had I heard this term used in describing organizational leadership; yet it makes sense to know your passion, describe what drives you, and discover what it is you can be the best at. If educational institutions practice these principles they will load the bus with the right people;therefore, building a supportive school environment for all stakeholders. Some would say the drawback is that schools are slow to move forward or they lack the technology to progress. Jim's book contradicts this notion by stating "Great Organizations" ask questions, confront the facts, and often bring about change gradually. No great company, that sustained results, jumped on a bandwagon or made an empire over night. Through interviews with leaders of great companies, his researchers found the application of technology as a driving force in accelerating the flywheel.
I invite you to think about the flywheel you are on, is it gaining momentum or stalling? Are you an accelerator or extinguisher? Each of us has the responsibility in knowing our core values so that we board the right bus and become an asset to the organization we elect to dedicate our lives. "Do you have the discipline to do the right thing and, equally important, to stop doing the wrong things?" (2001, p.141).

Movie Maker

I am learning to utilize a webcam and Windows Movie Maker software to create a 2-3 minute webcast for my first parent newsletter releasing in August. My trials began when the sound did not record, a computer reboot fixed that problem. I then realized the webcam software only records for one minute, not quite the length of time I had proposed for the webcast. After recording a few one minute episodes I then turned to Windows Movie Maker to put together the two short clips with transitions and effects, along with a photograph and music. It is a work in progress but I have learned more about using a webcam and movie making software than I ever imagined. I have great hopes that the end project will come to life for all who view the broadcast and ignite students and staff in utilizing technology creatively this school year.

Teachnology Leadership 09

I have been rapidly learning this past year to utilize a variety of web 2.0 tools for the benefit of my students, school community, and family. Educators have to be willing to grow, take risks and think outside the box if they are going to embrace the tools of the future. I believe Alan November said it well in Empowering Students with Technology when he wrote, "the real revolution is a transformational shift of control from the school system to the learner" (2001). Technology is not an add-on but an integral part of the curriculum creating a change in the teacher to student relationships in today's classrooms.
Soshana Zuboff's research clearly defines two approaches to using technology - automating and informating. She explains how the automation of technology leaves all things the same such as locus of control, relationships, the work and processes leading to little improvement. However, if an organization implements informating "new technologies can leverage empowerment through access to new sources of information and relationships" thus leading to high levels improvement(1988). This fundamental shift of control changes relationships, schedules, the use of space, and places responsibility on the learner. "Informating leads to empowerment" (November,2001).
With that said it is time for all educators to select the approach that will best serve the student's of today as they prepare for tomorrow's workforce. The global economy will require employees to be self-directed and interdependent with the freedom to manage their own work. Let's get this Techno-Revolution Rolling !