The Power of the backchannel

Like many of my twitter friends, I am still in a sort of after-glow from attending the TLt Summit last week in Saskatoon. As I begin to connect some of the things that went on and bring together ideas with conversations, I am slowly getting a better idea of how the conference participants’ and their presentations are combining with my own ideas and knowledge about education.

One of the immediate thoughts that struck me was the power of the backchannel. This came from Stephen Downes’ presentation. Now, Stephen’s presentation focused on future trends/predictions but the power of the presentation was the combination of the ideas that Stephen presented and the interaction of the audience via the backchannel. As Jen Jones commented on Stephen’s site

Your presentation blew me away! I was so upset I didn’t bring my computer. I had left it so I could pay attention, but you showed how participation is just as important as paying attention. I would loved to have added substance to the backchannel for you.

That pretty much sums it up for me, too. The presentation was an incredible give and take between Stephen and the audience as they put forth their ideas. There were times Stephen had to prompt the audience - like to add pictures with comments to the backchannel but, for the most part, the interaction was a seamless flow between members of the audience and others in the audience or Stephen.

Now, despite the power of this interaction, there were many in the audience who really didn’t get what was taking place. Again, Jen sums it up nicely:

“Some people get it. Some people do not get it. Do not dilute your message for these people. Give them all the inferno. The embers that reach those on the outskirts will eventually turn into flames.”

For those who got it, the interactions were tremendous, as good, if not better, than any backchannel that I’ve taken part in. For those who didn’t obviously get it, the power of what was going on was beyond their understanding. It was obvious who had taken part in backchannel discussions before and who hadn’t. Those who hadn’t were distracted by the messages being posted while those at my table, who had been involved in quite a few backchannel discussions, were able to springboard on what Stephen was saying, making connections and expanding the breadth and depth of the discussion.

I did some posting but I spent as much time watching the crowd as they responded to what was being displayed and those around me who were into the discussion and what Stephen was saying, searching and adding to the dialogue that was taking place. (All except Jen who had left her laptop at the room Watching the crowd made me realize that we have a long way to go as educators. Many people in the room seemed to be having difficulty with the two things going on at once. Maybe that is why so many educators become frustrated with the use of cellphones or laptops in their classes; they don’t see how the two things can be going on at once. What I’d like to see is for educators to harness that energy and use it in teaching, helping students to use the backchannel to have a greater impact on what is going on in the classroom. So like Stephen, instead of being distracted by the backchannel, using it to enhance and help inform the learning that is taking place.

Like so many of the presenters, Stephen modeled how technology can have a positive impact on the learning environment. Many educators have no experience with this and find it disconcerting when it does take place. Instead of banning devices that allow for the backchannel discussions, educators need to be open to seeking ways to leverage them to add to the learning. Unfortunately, I didn’t get to the session on using cellphones in class but from all accounts it was a great presentation. It is this type of thinking that draws students into their learning.

Conferences have a tendency to give us great ideas but once we return to our school environments, there is the good chance that many fall right back into what they were doing before they attended. For me, this one powerful example has me questioning and examining how I, as an administrator, can help teachers to see new technologies, not as a distraction, but as powerful tools that can enhance what they are doing. As my favourite recording artist, John Mellancamp says in A Peaceful World

It’s what you do, not what you say

If you aren’t part of the future, then get out of the way.

This may sound a bit “out there” but I feel that it really captures what is happening in education at this moment in time. This doesn’t mean we toss all that we are doing but it does mean we need to be open and forward looking, experimenting and challenging, not looking back and trying to keep things as they are. It means educators need to be looking at what skills future generations will need and then boldly seeking to assist students to acquire those skills. One of those skills will be developing the ability to use backchannels to enhance conversations that are taking place and add to the discussions thereby enhancing their learning and the learning of those around them.

TLt Summit - staying motivated/moving on

Last week had me attending my first “Techie” conference in full force. The TLt Summit in Saskatoon was truly an inspiring experience. I sat through some incredible keynotes by the likes of Stephen Downes, George Siemens, Brian Lamb and Rick Schwier. I attended sessions by cutting edge educators right here from Saskatchewan like Dean Shareski, Rob Wall, Kyle Lichtenwald, Alec Couros and Kathy Cassidy. I enjoyed lunch and drinks with many of these same people plus listened and learned from Jennifer Jones, D’Arcy Norman, Cindy Siebel, Donna Desroches and others who have incredible ideas and insights into the use of technology in education at all levels. I was humbled knowing that some of these same people were at my session on the second day.

Seeing several key Canadian players in the educational technology realm was important because I find that there is a difference between what is happening in education in Canada and what I read is happening in many US states.  It was a chance to spend time listening to what they had to say on all sorts of topics, from the discussion I had with George Siemens about student/teacher equality (I wish I would have had more time for this as it was a great discussion.) to the time I spent listening to Brian Lamb and Stephen Downes discuss education at the university level. Each keynote had so many great points and interesting nuances that I really wasn’t sure which way to go. Actually, I’m still sifting through the different layers, fitting together ideas from one or another session or keynote.

The one thing I did learn was that, when doing a presentation, you need to really keep track of time, spend more time interacting with the audience, less time delivering the “big message” and more time giving examples of how to bring about changes in small, but meaningful, ways. My presentation, which consisted of 10 very bland slides with key prhases on them, wasn’t really what I wanted it to be. I spent way too much time delivering the message that administrators need to be advocates for technology use, learners who start to embrace the use of technology,  researchers who examine different types of technology and skeptics who question those who are too gung-ho and those too restrictive. From many discussions that I have had, too many administrators are unsupportive of technology use and implementation. I’m not sure their reasoning but it seems that, for whatever reason, there is a reluctance to move forward with seeing how different technologies can enhance the learning of students within a school. Instead of this,

I was actually very disappointed in my own presentation but, it being my first, I’ve learned so many things from it. Having seen so many great presentations put on during the three days, I was hoping that some of what they did would find its way into what I did. Unfortunately, it didn’t.  I didn’t pace myself and lost a wonderful opportunity to show others how, as an administrator, you could help a staff to be more open to technology use and begin to make it a part of how the school operates.

As usual, I’ve spent a fair amount of time reflecting on what I did and didn’t do during my presentation and how, given another chance to do the presentation, I will shift the emphasis from the “What I think” to “What you can do” paradigm. The first really is quite common and, although moving, doesn’t really have any substance while the second, although not always as moving, is very practical which is really what many of the people in attendance wanted. In many ways, I let those in the audience down by not delivering the goods. If the chance ever presents itself again, I plan on spending much more time discussing setting up technology for integration and less time brow-beating those in attendance.

Motivational Meetings

TLt  has really motivated me to reexamine what I am doing and focus on a number of key items. The first is to reflect on what has taken place at our school this year and put together a much more concrete plan for technology use and integration. Thus far, the plan has been just sitting there, bubbling in the back of my mind. Hearing what the various keynotes and speakers had to say, I more convinced that each teacher can make much better use of tools that will enhance the learning of the students and become an integral part of the strategies they use. Kathy Cassidy’s presentation about using Web2.0 tools in the classroom really spoke to me about how teachers don’t need to be the technology experts but, instead, need to be willing to be open to new ideas and new ways of doing things. They are to live being a life-long learner where nothing is impossible with the help of others.

Brian Lamb’s opening to his session was incredible. He demonstrated how using various tools can allow one to demonstrate their learning by mashing together different pieces of information to create a unique and personal response to a question or inquiry. There were a few people who didn’t particularly appreciate his introduction but I found it to be exactly what I would want a student to be able to do in one of my classes after exploring a particular theme or idea. The learning was obvious and the message that Brian was able to create was his own, mashing together various sound bites through which he was able to tell his story. Thanks Brian!

I also realized how important visual images have become, especially personal images that tell a story from the perspective of the person. Throughout the three days, various people were always taking photos - D’Arcy Norman and Alec Couros have the greatest cameras! - which they then uploaded to their online accounts. They were able to access these and use them during Stephen Downes keynote - telling part of the story as Stephen discussed his predictions for the future. What an awesome idea, having these images accessible and use them to demonstrate ideas and understanding. And Stephen, to offer the use of the backchannel right during his keynote to allow participants to actually participate and interact in a real way, what an amazing idea - worthy of use by any teacher who is seeking to have studnts become learners instead of receivers. I’ve been part of the bachchannel during online presentations and know that it is an incredibly powerful tool but seeing it being used during Stephen’s presentation really brought home how technology could have an immediate impact on the receivers. I’m not sure that grade 7 or 8 students would be quite ready for this but I can see it being a very useful thing in a university setting. Can you imagine the discussions that might take place, especially if the presenter was able to adapt material to backchannel discussion. I’d really like to see something like this in distance ed classes for students.

Truly Humbled

Reality - I am an administrator in a K - 12 school in rural Saskatchewan. After my first foray in the world of presentations, I realize that my dream of wowing the crowd and being sought after is still just a dream. I have made some great f2f connections, meeting many people who are my online twitter friends. Each, by themselves, has so much to offer but the chance to meet them en masse, WOW!!!!

One highlight was hearing Rick Schwier speak on Wednesday evening after the banquet.  I  took a class, some time ago, from Professor Schwier. It had something to do with education and technology from what I remember.  His talk was about technology and  life. He reminded me that each of us has a role to play and to be  content, we must find enjoyment and fulfillment in what we are doing here and now. I don’t remember what he said but it was the feeling I had as he talked - of being part of a very special moment when someone with a great deal of knowledge and wisdom is going to let you in on some of it. I remember he focused on storytelling and how important it is to people - not just the telling but the listening. He also mentioned something about playing and having fun. The whole time I kept thinking, it’s about the people - connecting with people - bringing people together and helping one another. Thanks, Rick, for the insights!

Where do I/We go?

Alec Couros and Kyle Lichtenwald both commented that my posts were just way to darn long. They’re probably right. Maybe I need to heed their advice and learn to twitterize my posts - limit each to 500 words or something. Wouldn’t really matter because it would still take me too long to get to where I’m going which is here. For me, the conference has renewed my resolve to bringing change, if only in my school. At this point, given what I do, that is really my only option. This summer I will get another chance at presenting, hopefully, if Donna doesn’t have second thoughts! So, as I prepare for the rest of this year and begin to envision a new year, part of it will include a renewed emphasis on integrating technology, working with teachers to enhance the opportunities for the students through whatever means it takes. Jen Jones had it partially right  when she said

He’s also completely dedicated to making this world a better place for his family, one rotten student and teacher at a time, and I am convinced he’s going to do it!

It’s not just my family but all students. (Did I really call them rotten?) I don’t believe that students or teachers are bad. They make poor choices. I hope to be able to help them in whatever way I can. I want all students to come home and answer the question “How was your day at school?” with an excited conversation about the day. That’s my motivation!

Where’s the fire?

This week has been busy and it’s only Tuesday. It is the annual music festival in our community and I have 5 children participating in several categories plus my wife is doing a duet with one of the girls. It is also drama festival week which means our highschool drama troupe is hard at work practicing for their upcoming performance at the regional drama festival. The dance group that shares our multi-purpose room is preparing for competitions this weekend, two girls going. Too add to this it’s tax time, staffing is in full swing, teachers are a bit stressed as report cards for our seniors go out next week and our computer system isn’t working correctly so mark transfers are not working.

However, none of the above has to do with what I want to write about except to say that thanks to an interview process that had me driving, I was able to listen to a great interview of Christian Long by Alex Ragone . What was great about the interview was how Christian kept returning to the whole idea that this schooling thing isn’t about the school design or the books or the technology. It’s about the human relationships.

As I go from one activity to another, I watch my own children interacting with all sorts of different people - the piano teacher just before they play, the others players, the adjudicator, their dance instructor or drama coach or ….. In each instance, I’m seeing youth interacting and doing things that many adults would be incapable of doing - connecting with an audience through a medium of choice. In fact, tonight as I watched my daughter play a character coming from a broken home where she was the caregiver to a small baby because her mother was incapable, I was moved. I was moved, not because it was my daughter but because of the connection she made. This happened with all the main characters - a play about girls - who performed. In each case, the vignettes brought the auditorium witnesses to point of magnificent silence; they made a connection. It was powerful in the way only drama done by young actors can be powerful.

As I listened to Christian this afternoon, he reminded me that it’s the connection - the human relationships that exist - which are the most important connections in school. This was reinforced in Stewart McLean’s Vinyl Cafe episode entitled Wally (you’ll have to download via itunes to listen) - which describes the events that take place when a beloved school janitor is made redundant. It’s worth the listen if for nothing else than the message of the banana muffin. It’s all about the relationships. I know teachers who will never do what that janitor was able to do.

Relationships

Whether it’s our best friend from school or someone that we have met along the way and to whom we have developed a bond, deep human relationships are very important to us. We may continue to develop these relationships through various means but it is our f2f interactions that really cement and make them. For youth, this is also true. I’ve watched as my own children have continued friendships long after moving. They may keep in touch over the net or whatever but it is the f2f ones that really impact them, cementing the relationship that was started many years ago.

As I listened to Christian describe what he learned going back to the classroom, I was reminded that we are not so much in a business of giving information, that’s Google’s job now. We, as teachers, are once again being asked to delve beyond the layers of information and make connections, relationships, with students that will push them to explore new ideas, challenge their own thoughts and understanding of the information and encourage them to develop a voice for themselves so that, when it is time, they can reach out to that audience and touch them.

Why the rush to Informationalize?

In our content saturated world, there seems to be a discongruency between the demand that students “know” something in order to move through the data demanding systems which have developed, or are developing, and, then upon leaving, their need to use a different set of skills that they have not been asked to seriously develop in schools; presentation to an audience and use of information to deliver a message - original in nature. There is this preoccupation to pump information at students, asking them to demonstrate they know the information but not asking them to use it for any purpose, other than testing, or to express it in any various ways, except on a test or assignment. They aren’t asked to convince anyone or deliver a pitch very often. They are often asked to defend their ideas - 5 paragraph essay format. Oral presentations are not really valued or taught yet many of these students will be required to work and thrive in fields that require extensive use of language and oral presentation skills. Just think of Miss Whatever State - she could have had some more help with that.

Where, exactly, is the fire?

We are aware of many different reports that demonstrate that to achieve all the goals and outcomes that are currently in the various curricula in any given place, educators would need much more time and, therefore, they end up choosing what they deem as important or what the textbooks deem important. We rush and push students, some whom are not ready for what we are asking them to do, to “learn” information that, at this point in time, is accessible to almost everyone in order to pass a test. Then, when they are done “at school” they leave and begin to relearn how to learn through experimentation, trial and error, modeling, mentorship and a host of other methods, the skills and tools that will be necessary for what they are doing. Yet, we spend little time on presentation of ideas and creating new from the information that we have.

How am I going to stem the fire?

In some cases, I don’t know if I can. However, we do have the opportunity to build in these skills through the methods we choose to have students gather information and present what they have understood and how that understanding has changed, or reinforced, their thinking.

Currently I am in the process of examining the manner in which we deliver electives to our students. One of the first things I am suggesting is that we meet with our future grade 10, 11 & 12’s to discuss what they would like to see. I know that larger schools may not have this option but it is one thing we can do and should do. We can then have very direct and open dialogue with parents and students about what they might want to see for options. A second idea is to allow students the option of having a project based class where some of the presentation skills and information gathering skills will be taught and used, not through a formal class setting but through project advisors who will work with students. This would also include having parents involved in some manner in a support role for the student, aware of the progress that students are, or are not, making. We are also discussing the way we offer classes - maybe moving to longer class periods and the option to have some blocked time for students in electives.

All of these and others are just ways for us to build the relationships in our school which, I believe, will enhance the overall learning that takes place. Good teachers can use whatever tools fits the moment because they have a connection with students. These are the teachers that we all remember from when we were in school. It wasn’t really their content mastery or the tools they used - it was how they touched us and the relationship we developed. It was the delivery of the content, their passion, the way they pushed us or a million other things. It was “a” connection.

I still believe learning how to use Web2.0 tools is essential for teachers and doesn’t let them off the hook for knowing how to use these tools and incorporate them. What it does mean is that this is all about human relationships and knowing when and how to leverage those relationships with various tools only enhances and builds the relationships. We teach people. Younger, sometimes smaller but none-the-less people. Each of them deserves a positive relationship with an adult - a banana muffin toting janitor. Doesn’t matter the tool, it matters how we use them to enhance the relationships.

Go to the source

It has been a very busy week and it will only intensify from now until the end of June. I’ve been working on several projects and just haven’t had the time to get involved in conversations via twitter or read too many blogs. However, as I was working tonight, I’ve been reading a few as they cross my screen. The following tweet by byjudeonline caught my eye:

the thing about twitter. regular teachers can’t sit and tweet all day. we’re missing the most important conversations of all

This response followed:

dmcordell @heyjudeonline I agree, and there’s also the extreme time differences to contend with. Wish we could go back more than 10 pages in updates.

Followed by:

MetaWeb20 @heyjudeonline many of my teachers don’t even use email, let alone tweet!

heyjudeonline @MetaWeb20  my thinking too. It’s to easy to create ‘parochial tweet camp’

kolson29 @heyjudeonline but aren’t the resources you find here valuable enough as is? Just b/c all tchrs not here, doesn’t diminish value IMO

heyjudeonline @kolson29  oh yeah, love what I learn via twitter. just worry too many tweeters are not representative of teaching possibilities. Silly me!

 The idea brought up by heyjudeonline  is a core part of the whole web2.0/21st century learning discussion . As I work frantically to meet deadlines, get ready for meetings, meet with parents, visit classrooms and all the rest, there isn’t time for me to be on twitter or keep up with the conversations and discussions and I just don’t have the desire to go back too far in the discussions to see if I’m missing anything. My edge has about 2 frayed nerves left and someone keeps tapping one or the other.  There just isn’t the time to partake in the discussions that are going on. As someone who has a bit of understanding about technology in schools, I’d like to be part of the discussions. Thing is, there isn’t time and any time I do scratch out of the day, I am becoming more and more stingy about because time demands due to my job have been increasing over time regardless of the technology I or others are using.

Missing a crucial voice?

We are missing a crucial voice in all the discussions that are taking place. I’ve heard many people who are using technology who just don’t get why others cannot see how great it is or they don’t want to keep showing people only to have them not use it or they are “told off” by frustrated teachers or become defensive about what they are doing or…. Sometimes, when someone makes a negative remark about what we do or the time we take up doing what we do, the tendency is to become defensive and react. Over the past few years, I’ve learned that remarks like that have a grain of truth in them even if we don’t agree with the entire remark or with the accusation being made or we don’t want there to be. As a principal, I’ve had more than a few people say things about me that I could just brush off as being of no use. However, to learn and grow, I’ve really looked at what has been said and learned to see the grain of truth that is hidden there. I then take it and let what could be an irritant become something that I use to grow and turn into a pearl.

I believe we miss out on some great insights because we’re offended or dismissed or whathaveyou. There is a tone of superiority that does come across when discussing those who use tech in teaching and “the others.” For many teachers, technology integration and use is the last thing they are thinking about as they prepare to meet the demands of the students in their classroom. Heck, I’m beginning to question this whole twitter craze and really wondering if there isn’t a better way to spend my time than trying to reduce all my discussion into 140 characters (including spaces)! I don’t have the time to surf looking at url’s for this or that or to try out this or that. It just isn’t happening because of the pace. I’ve even tried giving away paperwork but no one would take it! When part of your job isn’t related to technology use, it is very hard to find time to do these above mentioned things even if, like me, you are really interested in them.

The comment by kolson29  but aren’t the resources you find here valuable enough as is? Just b/c all tchrs not here, doesn’t diminish value  makes me fret. I worry that the gap between the “users” and “non-users” will widen because teachers who are full-time classroom teachers don’t have the time to work with these resources. Even tech-savvy educators find it difficult to keep up with the conversations and the tool-sharing because they don’t have time to take in all that is happening or become part of the constant conversation that takes place. Being a follower, the exchange of information is wonderful but it is very fast, always constant, without form and too large to backtrack. Those who have the time are building the networks, others who are being introduced are trying but, I’ve noticed, many fall away because they don’t have the time to keep up with the conversations. I follow about 250 people but, realistically, there are about 25 people who dominate the conversations and who are discussing issues, looking at various tools, building their teaching repetoire and so on. As heyjudeonline says “we’re missing the most important conversations of all” - the other 225 or so who aren’t part of the conversations.

Go to the Source

I know that many people who use technology and want to share it with the masses have been turned down when bringing it to other teachers. Maybe we need to change the tactic a bit. Instead of bringing the knowledge, ask teachers what they want to do. Go to these people who are busy with full days, families, extra-curricular and have some other life outside school and ask them “What would you like to be able to do a bit differently?” “What is it about your teaching you’d like to tweak?” “What part of the actual teaching do you find overwhelming?” Ask questions. Find out what would make their lives easier, better, funner(?), ….. and see if it can be delivered. If they start out a bit negative, find that grain of sand and grow that pearl. I know that I’ve been amazed at what happens when I’ve taken something that came to me in a very negative manner and found that one piece I could use to help myself grow and created a pearl in some way. Sometimes being direct and acknowledging how they feel

I sense that you aren’t happy with certain technology uses that have been tried before and you’re a bit frustrated by___________________ and you feel you don’t have time with all the other demands on your desk and …… I just want to let you know that there are things that will help you if, like you ask your kids, give it your best effort and try. There is something everyone can do.

We are missing a piece of the conversation - in fact I would suggest we’re missing out on the conversation as we’ve moved to another room apart from what most other educators are discussing. I guess the challenge is to decide whether we wait for some of them to ask us if they can join or if we go to them and join in their conversation, bringing with us the ideas we have for improvement.

Note - while doing this post, there were approximately 75 tweets that passed back and forth between people. Interestingly enough, the number of people involved isn’t that large. What are other teachers doing?

Wrestling the invisible

I took some time to do some reading last week during our February break. There were many great posts and ideas that are circulating via my RSS Reader but three posts really caught my attention. The first was Linda’s post about the difference she sees between “front line teachers” and those who are contributing to the edublogosphere discussions. The second is a set of posts by Nancy McKeand and a take on an artcile about teaching. The third is a post by Dave Sherman which looks at good teaching.

Each of these, in their own way, reflects on how technology and new tools impact what makes a good teacher. Linda’s view is very personal, something that I really appreciate. It gives me something to reflect upon as someone who is working toward building the skills of the teachers with whom I work. I like her comment that

My day has enough ‘must know, must do, must respond, must quantify’ in it that I look at my PLN to create humor in some difficult, stressful situations.

Her post is honest and forward which I appreciate. She expresses her thoughts about the use of technology from the perspective of a full-time teacher who is working at capacity. She is much like many of the teachers that I know and with whom I associate. The comments on the post reflect more of the same. It is vital that people outside the daily teaching arena listen closely to these voices. My friend Susan has expressed some similar thoughts after returning to the classroom this year. Her post looks at how she is trying to bring different aspects together and how difficult it is to do now that she is in the classroom full-time.

For now, my classroom is completely wireless, yes, no wires at all. Unplugged. Oh, I have the one computer in the corner. I try to keep up the school website and my class site but it is not what I was dreaming of last year. I’m not sure how to do it. The lab is in a state of disrepair and the six computers in the library might make stations possible but they are down the hall and around the bend so it’s a struggle to get all of us there and purposeful at the same time. I need… I need time to think it out, plan for it, find a small chunk that I think might work.

I continue to read what Susan has to say because she is someone who I know has the desire and knowledge to merge web2.0 tools and the classroom. Her posts, not all are this subject, allow me to better appreciate someone who, although not in my building, is close to home and has similar demands as do the teachers in my school. With Linda, they really highlight what many teachers are feeling. As someone who is looking to be a champion of Web2.0 tools, it is this type of insight that gives me food for thought.

Nancy’s posts are great for the original discussion on What makes a good teacher?, the comments and then the following post that stretches this a bit further. In this day and age of fast and furious change, we really need to watch what we expect of teachers and how we begin to evaluate what they do. The two big questions at the end:

  The big question now is whether - after 20 years of being told exactly what and how to teach - there are enough teachers ready to be “creatively subversive”?

Also, after years of being told in precise detail how to teach, will teachers feel ready both to devise their own way of teaching and engaging students and also constantly to evaluate and adapt their own teaching methods.

These two questions are really at the heart of what we are asking teachers to do no matter what it is we are asking them to do and without the proper amount of time for teachers to reflect - in the bathroom between classes is not adequate time by the way - the outcomes will not match what we know is possible. Now, there are some teachers that are doing great things and are great examples of what can be achieved but, unless we listen to the teachers like Linda and Susan, we will be doomed to follow the path of previous school change ideas.

Finally, Dave Sherman’s post. Dave’s post really focuses on what is paramount in good teaching.

 Good teaching in the 21st century is not about technology. High quality teaching is not just about blogging, creating wikis, or podcasting. Yes, those are a few of the tools or options available to teachers, but there are so many more. Real teaching is about creating opportunities for students to become involved in critical thinking, questioning, problem solving, inquiring, researching, and authentic learning.

I couldn’t of said it any better. Thanks Dave! In a time of constant change and increasing responsiblilities on teachers, how do we expect them to bring about changes through refelction if we don’t somehow give them the time? To be a teacher during this time is to step forward and take the whole of the social fabric of society on your back. The public expectation of teachers has grown while the amount of time for reflection and professional growth has not. We have students with a myraid of challenges in the classroom, expect teachers to differentiate for students and now begin to use a host of new tools without giving them more time to do so.

Yes, I know that using the tools will help with time and it’s use within schools and the classroom. But time has become this invisible combatant against whom the various levels of education are all trying to battle but from different sides with no one really making any progress. Because no can agree howor what  this time opponent looks like, we end up in a match against each other without gaining any ground. What is the old adage “To go fast, first you have to go slow.” Yes there are many educators adopting the tools but there are many good teachers who are able to reach their students through other means. If one of the greatests tools for helping teachers improve their teaching is self-relflection, are we giving them the necessary tools to do this?

Opening the door and building a network

My it’s been a busy week. We’ve had all kinds of things going on - a winter storm Friday made it a busy afternoon as our busses were canceled for after school. This meant we were phoning parents and arranging for students to go to their billets in town. For the most part, things went smoothly. Of course, there were some of our older students who just had to make life interesting and a few of the billets we had listed weren’t home or had moved so we needed to make other arrangements. However, despite these small bumps, the whole thing went smoothly and in a matter of about 45 minutes we were able to take care of things.

As I watched our staff work together to make phone calls, talk with students and take care of business, I realized how lucky I was to be the principal of such a great group of people. Everyone who was free pitched into making calls and talking to students. The secretary, the hub of our school, was answering phones, taking down notes and coordinating efforts of organization of students. Good principal that I am, I let people use their talents and do what they were best at while I made sure that parents who were arriving were assisted and students who left with their parents were noted.

A strong network

Our school is an example of a strong network. People work together, each person using their talents to help others, strengthening the whole. Now, we are working on our PLT’s and looking at how we can continue to improve the learning of the children in our building. The teachers continue to try new things, although not as open to technology as I had hoped, but still willing to try new ideas and ways of doing things. They share information they’re reading and new ideas about what they are doing. They look to go to conferences and bring back information that they share.

PLN’s

Personally, as an administrator, I don’t get to do as much sharing with staff as I did when I was a teacher. This is where my online PLN comes in. I first started blogging in January of 2007. Since that time, I have been able to meet a whole host of new people whom help me in my learning and professional development. Like many others, my introduction into this began with reading other blogs, commenting and looking for new ideas and ways of doing things. With the introduction of twitter, jaiku and pownce, I’ve expanded my network to include so many more people with a vast array of experiences and talents. This, however, has made me take a step back and look at my network and what exactly I want from it.

When I first began to blog, it was to get in touch with others in education and network and share with them. I enjoyed the sharing of information and the discussions that took place as I read through blog posts and commented on most of those in my RSS feeder. However, over time, I realized that most of the people with whom I had contact were discussing technology from the perspective of a tech coordinator, tech teacher or tech somethingorother position. There were few administrators with whom I could connect and few teachers who were not technology teachers of some sort. The discussions followed a pattern where an issue arose and then many of the blogs would comment on it in some way or another. This was the pattern that would be followed with a few people writing about personal events or how events with technology were panning out for them.

Those who are now joining into the different networks are bypassing, for some part, the blogging portion of networking to some degree. They are entering into the networking using twitter, pownce or jaiku, getting to know other people on the network and sharing with them. These relationships are usually rather loosely held together by subjects, interests, proximity or something else. This continues as different people interact, sharing and discussing on the network, adding new people to their friends as they see the names mentioned in discussions or from visiting other people’s friends. This is how my network grows. I continue to add people to my various friends lists, watching what they say, commenting to them when I have something to say or something to share. I haven’t developed, it seems, as close of a connection as others have but that’s to come. I also notice that anyone who has had a f2f connection has a different dimension to their relationships than those who haven’t. I also like to visit the blogs of those people in my friends list and add them to my RSS. That way, I can read their thoughts and ideas and continue conversations via the blogs. I try to comment and am working on making sure that I do this more regularly.

Different tools give you different networks

I use two main tools for my instant chatting with other educators. Twitter is much more active with many more users who are doing a vast array of things. When I first started, I was amazed at all that was going on, wondering how people were able to spend that much time online and still teach. Again, I came to find that many of them were in computer labs or dealing with computers all day and therefore were able to be online almost all day. This really made me wonder how I was going to keep up with all that was going on. Thankfully, summer came along and I realized that, despite what I had thought, I could live without being online all the time. In fact, I realized that being “connected” had its limitations. I needed to make sure that there was some balance to what I did.

This is what led me to look into a few other networks that I now use. The first is ning. I was introduced to Classroom20 through Leadertalk. This introduction has led to a great set of networking nings where I interact with other teachers and administrators, discussing using technology in classrooms, the implications and the frustrations. These networks are very different from the blog networks I first started using and the conversational networks that I had recently began to use. In fact, I even started one of my own with the focus being administrators as a place for those who are in that type of leadership role to gather, talk and share. I like the interaction on these networks. Some of the people are the same ones that I have on twitter but many are not. The conversations range from practical “how to” to more philosophical ones. One of my favourites is Fireside Learning started by Connie Weber. Many of the discussions are ones you would have beside a fireplace; very casual but very deep and I’d like to thank Connie for asking me to join. (I haven’t left town, I’m just really busy

My other major network is Pownce. Now Pownce is a chat-like network a bit like twitter. However, as twitter relies on short brief 140 character bursts of chatter, pownce doesn’t have those limits. The discussions range in length but there are longer, more developed discussions that take place. The main things I like about pownce conversations are that they can vary from private one-to-one, to all your friends to public. This can be very handy especially when you are looking for feedback about an issue. And because it’s not limited by 140 characters, the conversation is more relaxed. Personally, I find it to have fewer “Look what I found, did, shot, podcast, ustreamed, ….” and more about input and discussion. I find that each has a place but I’ve never had anyone on pownce say “I don’t want to be away because I think I’ll miss something.” That, I believe, is one of the biggest “problems” with some of the networks that are developing. Having been there myself, I can understand how that thinking develops but it sin’t necessarily a postive one.

In fact, I believe that our idea of what a network does and can do for us will continue to evolve and change. In my previous post, I stated that we needed to help those who were entering this edusphere become acquainted with what was going on. I believe that it is now more true than ever. With all the available tools, it becomes overwhelming knowing where to start. With that said, it might be easier to help someone get started since the different networks are so much easier to join. Now I don’t know where the blogging all fits as not all people who join these new networks blog. They’ve become quite the mixture of different personalities, sharing, growing and adding new tools and exchanging ideas all with the idea of wanting to help students.

As these networks grow and change and more educators begin to use the tools that are available, our networks will continue to grow and change. Some, like twitter, I believe will continue to be used for fast paced discussions and up-to-the-minute new tools and ideas. Others, like ning and pownce, will be less fast paced, more discussion oriented, as is their nature. All these will, of course, be affected by the introduction and use of video discussions and other tools that have yet to hit the streets or become mainstream. The main thing is that, while networking has always been a part of what teachers have done, the opportunity to do so has increased. In fact, some may say that not being involved in some sort of online network as an educator may be cause for some concern given the proliferation of these networks online. I’m not sure that it has reached that point, yet, but it may soon become an expectation that teachers be involved in online PD of some sort and definitely involved in district/division wide online groups. We’ve reached the point where distance is not a concern. What is the concern/stumbling block is the failure of many within education to use the tools that are available to do the work they were designed to do. As networks continue to shrink the distance between people, educators will need to open the door and begin building their own network outside of their schools and that’s where many of us who have been using the different networks can help them in choosing something that will fit with what they are wanting to do.

Stay tuned as I will once again be reintroducing the New Faces posts where I highlight a blog of someone that I’ve just discovered.

Let’s meet them at the door

I’ve been really busy of late with all the things that go on in the life of a parent, principal, coach and community member. My senior boys basketball team is showing signs of becoming a real contender - which means that we have to play more - with more nights away. I’ve also been working very hard on getting some of the policies for our school ready - reworking areas that just don’t seem to fit. I’ve been expanding my use of various web2.0 tools including such things as Jing, VoiceThread, Animoto and other tools. Now this is because I’m hoping to do a session at the upcoming Tlt Conference in Saskatoon in May. I am focusing on tools that can help administrators to become more familiar with what is available and begin to use the tools in their own lives. I’m hoping to use Jing to create a Jingcast of some of the tools I hope to use plus add to my admin wiki some of the things that I am learning and working on during this time.

Tonight, after reffing and coaching a bball game, I was able to sit in on Alec Couros university class using Ustream. During this time, one of the participants, nnoakes, asked a really good question about the whole networking idea. George Siemens, who was guest presenting on Connectivism, had just mentioned some of the major educational bloggers in his presentation. The question posed was something like:

How does the network open up for new people as most of the people mentioned refer to one another in their writing and their own network includes one another.

I also wonder this. I recall a commment that once directed me to some advice on becoming more widely read. It included commenting on other bogs, writing regularly, keeping the topics current, referring to what you’ve read and so on. Well, I must say that it’s a lie, as far as I’m concerned. Many of the big names were there at the start and continue to grow their readerships because they were there at the start - and rightly so. Some have done some great work with connecting classrooms and including technology in their teaching and this has grown their readership. Some have interesting comments and make controversial comments which brings them readership. The rest, well, we write on, sometimes having a good post that draws attention from readers or we manage to be noticed by a blogger with a large reader list which brings in readers.

As the number of teachers who enter different networks grows, it will be interesting to see how things pan out. I know that I’ve seen the frustration in a number of bloggers who find it very disappointing that it is so hard to get comments or interaction. Having commented on a number of blogs, I know that it takes a great deal of time to do this. Some say it pays off in attracting readers. I’m not convinced. I’m not convinced that, like all other areas of our society, there won’t be just a few major players whose writing is followed by many while many of rest will continue with a very small readership, occasionally attracting readers because of this or that.

My reasons vary but mostly come down to this:  most of the big name bloggers are not full-time teachers or school building administrators and are outside looking in. There, I said it. There is only so much time in a day, there is only so much time to do reading and commenting and many are finding that to be committed to a network requires time that many teachers do not have. So, if you are a well known figure, you can pop in and out of twitter and leave a few posts and then not appear for a day or two and people will respond to you. The rest need to build and nuture our networks - commenting and building, building and discussing, discussing and sharing. Any time away and our network moves on - not really leaving us but not allowing us to just drop in.

Now, we do make some personal connections, especially if we can meet f2f with people from our network. This really adds to the relationships, strengthening the bonds but, like most teachers, the chance of attending a major national conference and meeting these people is, well, not that likely. Those who do get this chance, appear to build and strengthen their network in ways that are different than others. With many of well known names, they meet one another at these conferences to get reaquainted and reconnected. Their conversations have references and such that those not attending cannot share. It may not create an exclusive network but it does affect those who are involved. So for others trying to get involved, it becomes even more difficult as they try to make sense of it all.

Maybe we need to really go out of our way to help those just joining the community and network. Mentor them and introduce them to different educators. Really share ourselves with them instead of allowing them to find their own way. The idea similar to what happens with new teachers. Those who have mentors tend to develop in a much different way than those who learn by trial-by-fire. Education, unfortunately, is know for the latter and not the former. For so long, we have not opened the doors to new people but instead allowed them to make it on their own. Maybe, as we explore these new venues and tools, we need to toss open the doors and do more than just invite them in. We need to meet them at the door and help them find their way. We need to check in on them and see how they are doing and share cool ideas or tools with them. Those of us who have some experience, need to share that with others and maybe go beyond just our blog sharing. Maybe we need to meet them at the door, welcome them and help them with what they are doing. It’s one thing that does work in school.

Do I have the passion?

First off, let me congratulate Chris Lehmann for a very successful conference at SLA. From all that I have seen and heard, the Educon2.0 was an incredible success. It is obvious that Chris had done a tremendous job of facilitating this learning experience for all who attended.  As Tim, 0ver at Assorted Stuff  posts,

I’ve never seen a school, where there is such a sense of community and collaboration. Students and staff at SLA really seem to be equal partners in the learning.

Indeed, this is a goal that schools all over are trying to achieve. With the focus on improving student learning being at the core of what schools are about, it seems that Chris and the teachers at SLA are on to something. It is obvious from the various reading that I’ve done, that those who attended were swept away. I mean, even ijohnpedersen commented that Once a year I get serious on my blog. Today felt right. Reflections on Educon Philly. http://snipurl.com/1yk4b 

As someone who couldn’t attend the conference, I am grateful to all those people who are sharing their notes and their links to the different sessions. It will take me time to sift through all these and digest the information. I agree with Tim about

However, more than anything else we need to continue and expand the discussions that began this weekend.

Improving education from the outside has never worked, not in my lifetime. The only way anything is going to change is by working from the inside.

We need to continue to expand the community of educators that was in Philadelphia this past weekend.

Exactly. We need to reach out to teachers and help them to begin using the tools.

However, this post is not about that. This post is about one administrator, who has for the last 15 years or so, has been working to bring technology into schools. This post is about how one administrator wants to reach out to other administrators and help them to understand how education can change, needs to change, as technology becomes a part of everyday life. It is about how one administrator continues to look for ways to network and make connections but, living the life of an administrator, doesn’t have the hours needed to do much more. You see, one other thing struck me in Tim’s post.

Another thing great schools need is a strong leader as principal -so I’m thinking maybe we could clone Chris.

Ok, so that’s not very practical. Instead we need to work to help our administrators understand that more trust in our kids and giving them more control over their own education can actually improve their learning. Test scores, too.

Then one of the commentors left this comment-

I couldn’t agree more, and it became painfully clear today as we held the second of three faculty interviews for a new lower division principal at my school. I left thinking, “where’s the passion?” Chris definitely holds the patent on passion in administrators.

First, I have no doubt that this wasn’t aimed at all administrators  but it did grate me some.  Oh well. Move on and I probably would have but I kept on reading through my RSS feed and came across Scott McLeod’s post over at Dangerously Irrevevant that was a follow-up to an earlier post. Now, Scott links to his earlier post, a follow-up post by Pete Reilly and Others who have commented. He finishes by saying:

We need to teach administrators about this stuff. Take a post like mine that gets some play (and also is of interest to school leaders) and show them how this works. Show them that the learning is in the dialogue and the interplay of ideas and that it’s not difficult to do. They need help seeing the power and potential. Lend a hand, won’t you?

As one administrator who’s working his tale off and trying to make a difference, I’m kind of deflated at the moment, to be honest. I don’t have a hope of being able to hold a conference or be able to do national presentations about technology and the power it holds for administrators. Heck, I don’t even get the chance with the administrators in my own division.  I might get a crack to actually do a small presentation at a small conference later this year, if my proposal is approved. I work pretty much in isolation, trying to gain insights and support from my small network. I’m trying to change things in my own school to make technology more accessible but am not always able to make headway. I’ve shared my own teaching experiences using technology, everything from using gliffy and bubbl.us to creating podcasts using audacity and trying out some of the online video editing software to sharing the use of social bookmarking tools, blogging and RSS readers. I worked to try to begin a ning group specifically geared to administrators and technology use but it’s not getting the response that I expected even once I threw it out to my twitter network.

Do I have the passion? I think so. But right now my passion is really burning wondering what a guy has to do to get someone to listen. Okay, maybe that isn’t passion but it’s still burning.  Most administrators I know are working in a situation where they have way too much on their desks. They are trying to do things that are being dictated from above while being pushed by the teachers within their own buildings, often with more than one competing agenda. Heck, I think technology is extremely important but I don’t have the time to always be up on what’s happening on Twitter or seeing who’s leading on twitdir. In fact, I’ve grown to really like Pownce because I can see it having some real use for my staff and even for students in particular instances.

All-in-all, I’m pretty frustrated with all this talk about administrators being the ones who are highlighted for needing help. In my experience, they are only a part of the puzzle. In fact, it is just as important to bring all the stakeholders online with this need for change. Policy and focus need to support the actions of technology use so that schools can move from casual use to assimilation where the technology no longer has that “wow” factor but is just part of the learning environment. This requires more than just getting administrators on board. It requires a reshaping of culture in order to see that learning does not span certain a period of time but is, in fact, a lifelong pursuit that begins at birth and continues until death.

Yes, I have a passion - for doing what is best for the students that come into the school each day. Sometimes, I have no time to even think about technology with all the meetings or dealings with students who are struggling or who are mad or bullied or …. and never mind those who don’t want to be in the building. Then there are parents who don’t agree with how we do things or how I do things. Like most public school administrators, I deal with whomever comes through the doors and whatever baggage they are carrying and try to make things work for them. If passion was all it took to get things done, I’d have accomplished much more in my time as principal. But it takes much, much more.

For those who are serious about wanting to have their administrators become better engaged with technology, send them over to the ning. I’m hoping it’s a place to share and grow as learners. My experience is that, like teachers, administrators listen to other administrators. They don’t have to do more than just look around but I’m hoping to bring together a collection of what I’ve gleaned over the past few years in regards to technology, learning and leading. Actually, I’m hoping to have others contribute - my stuff won’t take much space.  

Finding a balance - mentoring an online life?

This evening I was spending time do other things besides being online - parent things like going to hockey practice, reading stories, playing mini-sticks and yucking it up with my teenage daughters. It was one of those evenings of which I’ve spent plenty just being “home”. I didn’t have to rush off to a meeting or feel the need to check in with the online world.

Later on, once children were in bed and studying, I sat down to check in and see what was happening. Now dropping in on Twitter can be a bit of a shock as you may have to search to see what the conversations are all about. Because there are so many different things happening on mine, it sometimes takes me a little bit to familiarize myself with what is happening. As I was looking at the conversations, this one from jepcke jumped out at me:

How do you balance an insanely busy day/week & keeping up with Twitter?

I’m not sure. I know that there is part of me that wants to stay “up-to-date” with what is happening in the Twitterverse. Just like when I first began with my RSS reader. I was reading and reading, trying to stay caught up with all the things that were going on, trying to write on my blog and trying to do all the other things. I finally realized that keeping caught up wasn’t going to happen, not for a person like myself with children, community commitments, coaching commitments plus all the things that are related to be an administrator at a school.

The same thing started to happen with Twitter. I wanted to keep caught up with all that was happening, all the new ideas and tools that people were using and the things that were going on. It was the whole RSS reader thing over again. Fortunately, it has taken me much less time this go around to realize that I’m can’t be one of those people who seems to be on twitter and the internet all the time. In fact, I’m not sure that is the kind of impression that I want to give. As kolson29 twitted:

have to come to terms with my addiction to online world vs not wanting my kids there.

This isn’t the first time I’ve run across this. Seems it happens to many of us who are trying to find a balance between online and inlife. This can be very difficult for many of us. As we build our networks and PLN’s, we are seeing how important such things are for us and our growth. We are dedicated to what the net and the networks have to offer and are seeking out new experiences and new ideas. (Sounds like StarTrek should be playing in the background!)

There comes a time, however, that we run into the problem of balance. Late nights tweeting with cross-continent colleagues, early mornings trying to get things together for a podcast, a quick check-in on twitter to see who’s on and what’s happening. Evenings are full of all kinds of happenings with some new tool being shared, tried and discussed. All this time eventually affects other parts of our lives. Well, it did my life. Like many new things, I became distracted with the one while not paying attention to the many.

For the first time in weeks, I went for a run today during my son’s hockey practice. It felt great. Sure, I listened to a podcast but I was just listening to it, allowing the information to be part of my run (treadmill of course! It’s like -38C with a wind here!) Like I mentioned earlier, I spent time doing different things with my children. When I’m done this, I’ll be doing a bit of reading and then off to an early bed - a habit that I would really like to continue! I find that it is good to have regular sleep.

For so many of us, the work we do each day is not just a job; it’s a passion. We believe what we do is important and we are dedicated professionals. That’s why so many of us eat lunch while catching up on email or twits, spend a great amount of time online and search within our network for ways to improve what is we are doing. Because things are changing at a break-neck speed, many are working at a break-neck speed. But is this good for us? Is this a good example? If we were mentoring someone, would this be good mentorship? I’m not sure. I do know that I’ve noticed that my children need to given an example regarding appropriate use of many things and I’m not sure that, in my overzealous pursuit of “keeping up” I haven’t really applied the “walk the walk”. Yes my online PLN is important and I really do enjoy the discussions with other educators. However, it needs to be in balance with the other areas of life. If it begins taking time that should be used to keep that balance, then it’s time to take stock, reflect and shift accordingly.

And maybe, by doing this, I can be better at discussing various tools with my colleagues. Because I know the time it takes to find and learn and incorporate, I can provide an example of balance for them. Now, I know that many people comment that we need to “work with the willing.” Well, I don’t always get the willing with which to work. In fact, as a middle years teacher, most of my students fell in the “un” category. I didn’t give up on them - couldn’t. As a teacher leader - administrator - my role is work with all. So, somehow, someway I need to find ways to draw all people in. The willing are always so nice with which to work - I liked them as a teacher too! It was the students with whom I spend recesses and after school that, eventually, I really got to know and whom developed in ways beyond what we were studying.

As I search for that balance, I realize that I am a mentor - to my children, my colleagues and the other administrators with whom I work - as well as the people in my PLN. I’d like to spend more time online but my RSS experience has taught me that it will come with a cost in many parts of my life. My wife may not need a WOW widow t-shirt but she was thinking of getting a RSS widow badge and I don’t want her to go looking for a Twitter widow hat.

These are times of enormous and rapid change for educators and students.  As a teacher, I still don’t want to give up on the ones who aren’t easy. While being an administrator in a Catholic school, one of the teachers I worked with commented about the number of students  we were receiving that needed extra help and adaptations. The teacher, jokingly, wanted to know if I had put an add in the paper asking for all students with problems to apply. If so, could I stop running the ad. I laughed. Then, somewhat seriously I said “The ad we have is the cross on our front entrance - it symbolizes what we stand for and who we are. So, no, I’m not going to take down the ad. And it should remind us of what we are called to do.” I often reflect on that conversation when I meet up with a difficult student or family or … If I had wanted to work with only the willing, I guess I wouldn’t have decided to become a teacher and, if I had wanted to work with only the willing staff, I definitely wouldn’t have become a principal. But they all deserve my best - which means that having balance and being a mentor is very important - especially during times of change.

Time for something else.

What are you doing?

There’s a Calvin and Hobbes cartoon that has Calvin hammering nails into the coffee table. His mom comes in and freaks, saying “What are you doing?” There is a pause and then Calving replies “Isn’t it obvious!”

Sometimes, this is how I feel when I’m working with the various tools that I use each day at school. I think it’s obvious what I’m doing, kind of like hammering nails into a coffee table. And it may be obvious to others who are using similar tools and doing similar work. However, I think that many teachers react like Calvin’s mom - in some type of disbelief and shock. It looks like we’re hammering nails into their coffee table.

So, I wondering, in the same vein of my previous posts, what 5 tools do you think would be the best to use with teachers so that they don’t think we’re hammering nails into that coffee table.

My list looks like this:

1. pbwiki - staff wiki of information and events with calendar of school-wide activities.

2. eye-jot - introduced to me by Alec Courosa - just something fun that teachers can do. It is amazing how you can get teachers using things just for fun.

3. Audacity - recording using the computer lab instead of tape-recorder. Students like wearing headphones and having a microphone!

4. Zoho business - introduction to online desktop. Slowly beginning to look at using online document sharing.

5. Google Earth - there’s just so much to do with this program.

Okay, I now pass this on to the following three: Julie Lindsay, Mrs.Durff, David Truss

They can choose to participate or this will die a quick and sudden death.