My Major Project is posted…the end is near!

For my final blog post, I decided to give you a glimpse into what creating my final project was like!  As soon as I received the syllabus, for this course, I began to get my hamster wheel running.   Fortunately, I work with two other classmates from this course, so we began to

brainstorm and come up with a project idea.  Though we worked together, our projects were somewhat independent.  As you know from my previous posts, I decided to focus on students and how we can build them into Digital Leaders.  This idea sparked for me when I heard Jennifer Casa-Todd speak to our Connected Educator group during a skype session.  For those of you that have not heard of her, she is a Canadian teacher, author, and presenter who spreads the message of empowering students through social media.  She believes in teaching students how to use social media appropriately and for learning, rather than the many inappropriate uses.  I have used her book, Social LEADia to help guide me and encourage me toward the goal of teaching my own students how to be Digital Leaders not only within our school, but also online!  I dove right in!  I highly recommend this book as it will change the way you look at not only social media in the classroom, but also how you use technology in the classroom.  I am psyched as I will be able to meet Jennifer Casa-Todd at an upcoming Connected Educator meeting in May!  I cannot wait to pick her brain and come out with some new ideas and motivations to encourage me to keep moving forward!

Once I narrowed down my focus, I met again with my team to decide if my focus aligned with their focus.  We met several times throughout

this semester to just check-in, swap ideas, brainstorm, or ask for help.  I really am grateful for having them in such close proximity as it helped to keep me motivated and focussed on my goals.  We actually recorded one of our meetings, to give you an insight into what our discussions sounded like…this was only a little rehearsed!

One driving factor in this assignment was the idea of changing, or re-working, our existing “Acceptable Use Policy” to include characteristics of a “Responsible Use Policy”.  Everything I have read suggests this is the way to go as it empowers students by outlining what they should be doing online and with technology rather than telling them everything they should not be doing online and listing all the consequences that will ensue if they make a mistake.  School should be a place to learn, grow, and make mistakes.  That should include with technology.  Again, Jennifer Casa-Todd created a great, and short, Youtube video outlining the differences between these two policies.  I included it in this post for your viewing pleasure.

I have to say, I was pretty impressed with my end-product.  Today I submitted a rationale for my project, a 5-day unit plan I created on PowerPoint jam–packed with digital integration and engagement, and a sample Responsible Use Agreement. I liked the word “agreement” better than “policy” because it should be something our students and teachers/administrators are agreeing to.  I plan to work this project into my teaching practice and am pretty excited to see how it all plays out!

Thank you so much for joining me on this journey.  As always, I look forward to your comments, questions, or insights!

Before I leave you for this term, I thought I would leave you with one last video.  I thought it was pretty great, though it did not make my presentation, sadly.  Enjoy!

 

Good Evening fellow Tech. Leaders!

While I am plowing my way through this final project, I have come to the point where I am developing my very own “Responsible Use Policy”. Now, you may recall we have discussed the difference between an “Acceptable Use Policy” (AUP) and a “Responsible Use Policy” (RUP) in an earlier blog post from Unit 5.  I shared the image from the Government of Saskatchewan document “Digital Citizenship in Saskatchewan Schools”.  The main difference between the two documents is that one states everything you can NOT do, while the other outlines what you CAN do.  I am sure you can see how the second is    much more beneficial to our students, particularly when we think about developing students who feel empowered and trusted to make positive choices when they are using technology or working online.

While I was researching this topic, I decided to check out a variety of examples of both AUP and RUP.  Some divisions who claim to have RUP have actually developed AUP’s in disguise.  The document is quite limiting and outlines the consequences should students break the rules.  Please do not get me wrong, I am a firm believer of consequences, but when we are striving to develop digital leaders, we cannot shut them down for making a mistake.  Rather, we need to use the mistake as an opportunity to educate and redirect students toward more positive choices.

I came across one fantastic example of a RUP when searching through the vast number that came across my online search.  Renton School District created a RUP that is student centered, written in language that is easily understood, and focuses on student learning opportunities. I found this to be aligned with the recommendations of a beneficial RUP as outlined in the “Digital Citizenship in Saskatchewan Schools” document.

I have to note, that it is recommended that an RUP be written with students to ensure they have input into what is expected of them.  I came across this image while reading the book Social LEADia by Jennifer Casa-Todd.

Students will complete this graphic organizer differently depending on the age at which you are using it with.  Students may interpret “Respect Others” very differently.  For example, students in grade 3 may look at it to mean asking permission before posting pictures of their peers, where as students in high school may interpret it to mean not sharing or posting discriminatory images or jokes.  This document allows for students and teachers to have a conversation about what it means to responsibly use technology, social media, or internet-based tools.

For the purpose of this Final Project, I have written an example of a RUP with the guidance and recommendations from my own class of grade 5 students.  I discussed with them what it would mean to be a responsible user and consumer of the technology we use at school.  I am quite thrilled with what I came up with and I cannot wait to share it with you once it is completely finished!

If you were to create a RUP with your students, what would be one thing you would want to ensure was included?

How would you frame this conversation with your students to ensure you get open and honest responses?

I love getting your feedback and look forward to hearing from you!

 

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Teaching in the 21st Century has never been more exciting.  We are constantly adding new opportunities for our students, reimagining what learning looks like, and exposing ourselves and our students to new skills that have been previously unheard of.  The fact that I am teaching my students to code, having them create websites, or create videos utilizing green screen technologies demonstrates just how much education has changed in the last ten years.  The article entitled Future Work Skills 2020 outlines six drivers of change that will have the greatest impact on our future.  In addition, this article also describes the ten skills students require to be suc

cessful in the future.  While skimming through this article, I became intrigued and decided to focus the content of my blog on these drivers and skills as they pertain to education.

The Six Drivers of Change: 

• Extreme Longevity: So many times I have heard teachers comment that they are not interested in taking on technology in their classroom because they are “too old” or close to retirement.  Judging from this article, people will be working longer and avoidance to learn something new because of age, is not excuse.  We are teachers and leaders in our schools and therefore need to continually learning and improving our teaching practice.  It is my opinion that this includes flattening our walls by including technology within our classrooms.
• Rise of Smart Machines and Systems: This point cannot help but make me think of the Jetsons! Watching that show so many years ago I saw so many tasks previously performed by humans being performed by robots or “smart machines”.  I actually came across a great video discussing how the Jetson’s somewhat predicted our future and discussed how artificial intelligence (AI), or smart machines are not as far from our future as we may have originally thought!As for how this technology will impact education, it is hard to tell. Could these smart machines someday replace teachers?  I have discussed in previous posts how technology has changed how I have taught my classroom and has already changed a lot of my pedagogy surrounding how students learn best.  Technology has allowed me to take virtual field trips, bring specialists into my classroom via Skype, interact with classrooms around the globe, and even get PD in my pj’s!  I believe these machines will continue to aid and support my teaching practice to allow me to offer my students the best opportunities while allowing students the exposure and experience they will require to use these same devices and technologies in the future.
• Computational World: The ability to collect, interpret, and manipulate data is increasingly important as we move into the digital
  

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  age.  So much of what we do on a daily basis is catalogued and used to dictate what we see and what we are exposed to.  The skill of reading data and analyzing it will continue to be relevant long into the future.  How are we going to use this to prepare our students for their futures?  What does this have to do with education?  As teachers we are already collecting, interpreting, and analyzing data on a daily basis.  We are then using that data to dictate how we proceed in our classrooms, how we adjust our teaching strategies, and how we reach our students.  Students are already working on skills in collecting data when they are setting personal learning goals, tracking their progress, and making conclusions all based on their personal data.  Taking these skills and applying them to the computational world is quite impressive.  It would be quite interesting to create software to assist students in coding their goals and cataloguing their progress.

• New Media Ecology: Being media literate is a skill I am already teaching my students.  The ability to identify and spot legitimate sources from illegitimate sources (aka Fake News) is a skill that students will continue to practice throughout their education.  As I previously mentioned, new media is enhancing student experiences and exposing them to so many more opportunities previously unattainable or imaginable.  We are flattening the walls of our classroom and enriching our students learning outcomes.  This exposure, however, means it is increasingly important students are prepared and educated in all matters pertaining to digital citizenship and digital safety.
• Superstructured Organizations: Education has been evolving and changing over the past decade as a result of the integration of technology and many new innovative ways to teach.  Today we see so many options when it comes to education that include flipping the classroom, offering distance or open education, and even assistive technology tools.  These advancements have allowed education to continue to grow and keep up with the demands of the 21st century.  How are we going to see the education industry continue to change as the years progress?  What new structures or tools will be introduced to further enhance our students learning opportunities?
  

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  I cannot wait to see!

• Globally Connected World: This is true not only in the business industry, but within education as well.  Within the 21st century, our students are more connected to the global world than ever before.  Students are able to reach out to and learn from anyone, regardless of their physical location.  We are able to consult and collaborate with professionals around the world and learn from each other to better enhance our own teaching practices.  Being connected globally means we are bridging the gaps and allowing for better access to information and therefore more opportunities for our students.

These drivers are not only enriching our the world around us, but they are also changing the face of education.  Our classrooms today are completely different from those we would have found 20 years ago (for the most case).  Students are being exposed to new opportunities and learning in so many different ways.  When we reflect on all of this, it is important for us to also reflect on the skills that will be important for our students to develop in order for them to continue to find success once their educational career is through.

10 Skills for the Future Workforce

Though I am not an advocate of using education as a factory to merely produce pupils for the workforce, I do have to admit part of the purpose of schooling is to help foster and develop skills students will require to be successful individuals once they graduate.  I believe the skills discussed in this article are far more than the “cookie cutter” skills previously focussed on in the last century because they are not training students for a given field, but equipping them will skills to encourage them to be well-rounded and prepared for their future, regardless of where that leads them.

1. Sense-Making: “The ability to determine the deeper meaning or significance of what is being expressed.”  As discussed in the drivers above, some of the factors of the future include the advancement of smart machines.  We need to ensure our students are able to use their critical and creative thinking skills.  These are skills that distinguish us from the robots. This is also a skill that is the hardest for students to build.  We need to expose our students to opportunities to think outside the box, invent, evaluate, question, and conclude on their own.  Encouraging our students to make sense of the world around them through observations and experiences will help them to build this skill with confidence.
2. Social Intelligence: “The ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions.”  Exposing students to experiences where they are building social skills and are able to not only read others emotions, but are able to react and modify their behaviours based on those emotions.  Students begin working on this early on in their education.  When students collaborate, or work in team situations, they are practicing their social intelligence and thereby building skills in empathy and understanding.  They are learning how to work with different people in different social settings.  They are problem solving and adjusting their behaviours to accommodate others.  Again, in age of smart machines, this is something that will never be able to be duplicated or synthesized.  To help you better understand what I find to be one of the most important of these skills, I have found a great video to better describe this intelligence.  
3. Novel and Adaptive Thinking: “The proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based.”  Being able to think of your feet and adapt as the situation changes are both important skills.  Students need to be exposed to opportunities that encourage this form of skill development.  Many times in education we want to prepare our students by setting them up with predictable situations that encourage planning but do not really challenge them to think of their feet.  Encouraging students to come up with new plans or options when previous outcomes fail is a great way to build this skill with our students.  Many times technology fails and we are asked to come up with a “plan B” quickly.  Encouraging students to not panic, but to look at these “failures” as new opportunities and sometimes the best results come from this adaptive thinking.
4. Cross-Cultural Competency: “The ability to operate in different cultural settings.”  Living in a multicultural world means we need to be able to work with and understand many different cultures.  We also need to adapt to many different working situations and styles.  In addition the insurgence of diversity in the work force has brought with it the insurgence of innovation.  Successful teams are those that are made up of members with varying backgrounds, ages and abilities.  It is my opinion that students need to work in group settings with classmates of varying backgrounds and abilities to allow them the opportunities to understand how everyone’s differences make for better ideas to form.  We need to encourage students to explore situations where they are required to problem solve, collaborate, and compromise in order for true innovation and growth to occur.
5. Computational Thinking: “The ability to translate vast amounts of data into abstract concepts and to understand
   

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   data-based reasoning.”  Mathematical thinking has always been an important skill since the emergence of education.  In recent years we have seen mathematical thinking evolve to include computational thinking.  The concept of coding is relatively new to education.  The idea of taking a series of directions, or codes, and building them into something that moves a character across the screen, or causes a player to complete a maze, is simply astonishing. Students now have the opportunity to build software and learn the basics of coding in a safe and engaging manner.  Websites such as code.org and Scratch are free and offer great opportunities for students to develop these computational skills while creating something new.  In the coming years it will be interesting to see how just how much we continue to work this form of thinking into our core curriculum studies.

6. New Media Literacy: “The ability to critically assess and develop content that uses new media forms, and to leverage these media               for persuasive communication.” In prior years, students have been expected to read articles and text and decipher what is being said while making predictions, inferences and connections. The 21st century learner also needs to learn to view media, such as videos, while still completing the same strategies practices with print media.  The skills associated with not only viewing, but also creating this form of digital media are not entirely different from previously learned skills; however, they are used in a different manner.  Ensuring we are giving our students opportunities to showcase their learning in a variety of forms, not just written text, ensuring we are building these new media skills and encouraging them to explore a variety of platforms.  Previously, students learned to format a proper essay, today students need to learn how to utilize graphic design and format their presentations and videos in a manner that informs while still captivates the audience.  This will mean taking risks and “playing” with a variety of software and programs.
7. Transdisciplinary: “Literacy in and ability to understand concepts across multiple disciplines.”  The 20th century
   

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   education emphasized the importance of choosing a specialty and specializing in that field.  However, the 21st century emphasizes the importance of being more well-rounded or well-versed in several different fields.  This allows for a person to bring many different perspectives or outlooks forward rather than relying on several different “specialists” working on a singular project. Encouraging students to branch out and link additional curricular concepts into their educational exploration will assist in the development of this way of thinking. For instance, students may be learning about advancements in a historic civilization and while doing so, they make connections to their study of “simply machines”, particularly the pulley system, while determining how this civilization completed some of their more complex tasks.  Bringing in their transdisciplinary skills means they are making predictions, inferences, and connections which allows for more critical and creative thinking.  The emergence of STEM (or STEAM) is also a fantastic example of this transdisciplinary way of solving problems and applying learning.

8. Design Mindset: “The ability to represent and develop tasks and work processes for desired outcomes.”   Being able to think through projects, or design products are both great skills for learners to develop to help prepare them for a growing need in the 21st century.  The ability to not only think through projects, but to also come up with innovative new ways of sharing knowledge while still meeting expectations is a skill that is increasingly important.  Contemplating new and different options, while also working through and solving problems will help students to think outside the proverbial box and come up with new insightful ideas.
9. Cognitive and Load Management: “The  ability to discriminate and filter information for importance, and to understand how to maximize cognitive functioning using a variety of tools and techniques.” There is so much information around us and we are constantly trying to learn and cram our minds with new knowledge daily.  This overload of information causes some of us to hit a wall resulting in an information overload.  This can be quite dangerous resulting in cognitive shut-down or stress induced melt-downs.  Teaching students effective ways to deal with all the information they are learning so that they can recall and process that information in a timely manner will be increasingly important.  It is important to teach students to filter their information and determine what is important, while still learning new things.  This can be a struggle as students tend to get overwhelmed when learning new facts.  One strategy that works is to chunk the information, or utilize flow-charts to help group information thereby focussing on the key details rather than larger picture.
10. Virtual Collaboration: “The ability to work productively, drive engagement, and demonstrate presence as a
    

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    member of a virtual team.”  Virtual learning and the global virtual world are going to continue to grow well past the 21st century.  Students now have the ability to take virtual field trips without leaving their desks.  They can meet and collaborate on book clubs with students around the world.  These learning opportunities are important for students because they are a reality of the workforce today.  Meeting with clients who reside across the globe, or working the a global team on a project are all real expectations.  Working with others while meeting digitally requires a different set of skills.  We do not always have the privilege of sitting in a board room discussing a project for hours, so we need to plan ahead our talking points, keep our meetings concise, and communicate effectively to ensure we are making the most of the time spent in this virtual world.  We need to ensure students experience these opportunities so they are prepared for this once they reach the workforce.

The workforce is constantly changing.  These skills demonstrate how we need to also be changing how we are educating our students to best prepare them for their futures.  We cannot be stagnant while teaching young people.  We need to constantly be changing our teaching strategies to meet the growing expectations in this 21st century.  I know this article certain kept me thinking and re-evaluating what I am doing in my classroom.  I am assessing my teaching practice to ensure I am giving my students opportunities to practice and building competence in these skills to ensure they are prepared for whatever lies ahead.

Digital Citizenship is a hot topic right now, particularly when we look at more and more schools  integrating technology.  I know recently my school division has made a point of ensuring all teachers are integrating some Digital Citizenship Curriculum into their long-range plans.  I make it a priority to start my year with an in depth unit around Digital Citizenship.  This unit includes what Digital Citizenship means, what it looks like, and how to be an active Digital Citizen.  This is all great, but being a Digital Citizen does not mean that we are creating students who are necessarily empowered to become digital leaders, because I believe there is a difference.

As I mentioned in my last post, the intention for my final project is to create a Responsible-Use Policy unique to parents, students, and teachers.  In conjunction with two other teachers in this course, our hope is to train, empower, and educate all of the stakeholders involved in this project.  My portion is specific to students.  Currently our school division has students, or parents, sign an Acceptable Use Policy at the beginning of each school year.  Teachers are then tasked with delivering this curriculum.  Our division has done a great job of developing a program entitled “Digital Samaritans” where we take some of our religion education program and team it with some digital citizenship teachings.  I feel these units do a good job, but not a great job at preparing our students for the digital world.  As mentioned before, my goal is not only only educate my students on Digital Citizenship, but to also empower them to make positive choices when working online and in the digital world.  I hope to accomplish this by giving students real-world experience utilizing digital tools and social media outlets.  Students need the opportunity to practice in a safe monitored environment where they can make mistakes and learn from them safely.  This allows students to gain confidence and an understanding of why their behaviour is so important in the digital world.  Students are bound to make mistakes, and we need give them an environment where their mistakes are opportunities to grow.

This is certainly no small feat!

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I am actually feeling a little overwhelmed by my undertaking, however I believe it will be incredibly useful and important!  I am looking for some input:

• What are some of your ideas on how best to encourage students to become digital leaders, rather than simply being consumers of digital tools? 
• How have you empowered your students to make positive choices and set an example for others online? 
• Have you come across any tools to help support your venture?  

I am always looking for new ideas and tools that can best support my students in their digital learning experience!  I look forward to hearing your ideas and hoping to include them into my proposed Digital Leadership Student Learning Program!  Wish me luck!

How many of you have looked at the “Acceptable Use Policy” your school division has in place?  How closely have you read the policy to see what it includes?  Prior to this course, I admit I did a brief skim to see what I was signing off on, and I signed my name on the line.  Once I was prompted to come up with a proposal to make a change, I decided to take a look at the Regina Catholic School Division’s policy.

Upon review it became apparent that this policy is used as an umbrella to address not only student’s acceptable use, but parents are asked to sign off, and teachers are also asked to sign this same policy.  How is it that each have the same stipulations?  Each should have their own policy to not only empower them, but also to outline the requirements for each should each party choose to partake in technology-based activities.

You may be wondering how I came up with this idea.  In January I was lucky to partake in a skype meeting where Jennifer Casa-Todd was our special guest.  She narrowed in on not shying away from technology, despite the risks, but rather teaching students to become Digital Leaders.  She emphasizes empowering students and allowing them to be responsible for their actions online.  Recently you may have seen schools, and even school divisions claim they are “banning devices” from their schools because of the risks and potential of dangerous situations.  Why are we running from technology integration?  Are we not responsible for teaching and preparing our students with skills and training they require to be successful?  Well, ensuring they are responsible Digital Citizens will not only prepare them for life after graduation, but it is giving them the skills they need to succeed in the digital age now!

The focus of my particular assignment in this project is developing a “Responsible-Use” policy for students.  I was incredibly excited to see the resources and readings offered to us in Unit 5 of this course.  It was mentioned we can “vet” these resources for our project and I am thrilled to have these available as they will be incredibly useful to ensure my ideas align with the Ministry of Education and our STF guidelines.

Besides simply coming up with a page or two of policy, I also intend to create a program that will support empowering students to be responsible citizens online and make responsible choices.  Digital Citizenship is great, but creating students who are Digital Leaders who encourage others to follow their leadership will create a school community who follows the guidelines of a good digital citizen not because they fear the consequences, but because they understand that it makes for a better digital world!  We want to empower our students to make good choices not because they HAVE to but because they WANT to.  This is the difference between fear-driven decision, and power-driven decisions.

Well, that is my starting point.  I am going to continue to consult Jennifer Casa-Todd and her model, while referring to Alec Couros’ Digital Citizenship recommendations and aligning it all with the STF and the Framework outlined by the Ministry of Education.  Finally I am going to check out some Acceptable-Use and Responsible-Use policies that have already been created to help me form my proposed model.  I will continue to update you as my plan continues to take shape!

As always, I am completely open to your ideas and suggestions!  Please feel free to drop me a comment and let me know any thoughts or feedback you have that could help me out!

Educational Technology is still relatively new and the concepts surrounding the documents we were asked to read and review this week are still foreign to so many educators and administrators today.  I have to say I am happy to read these documents as I was not aware these even existed!  For the past few years I have been immersed in integrating technology into my classroom.  I have been teaching my students Digital Citizenship lessons; however, I had no idea there was a framework created by the ministry that outlined the responsibilities of the ministry, school division, and advisory groups.  I was also interested to read the outcomes and indicators presented in the framework.  Why is it educators are not made aware of these documents?

As a teacher I have been interested to see when technology integrated outcomes would make their way into our curricular learning outcomes.  This document suggests they are not too far away.  I have often wanted to introduce my students to new learning opportunities and teach them some technological skills, such as coding, and I struggle to find where I can integrate it into our existing curriculum.  I know best practice dictates a teacher is to look at outcomes and choose activities or learning opportunities to support those outcomes.  However, there are times where learning opportunities arise and, as a teacher, I know my students would learn from these opportunities but they are not justified as they do not fit into the neat box that is our Curriculum.  Teachers are encouraged to teach students 21st century skills, but even my Digital Citizenship program is grasping at fitting into the pre-existing curricular outcomes.  How long do you think it will take until we see some of these edtech outcomes integrated into our current cross-curricular learning outcomes?

“Digital citizenship education is not intended to be a stand-alone unit, course or lesson, rather it is best learned and understood when taught in context through supported online practice and real-life examples and experiences.” 

Government of Saskatchewan: Digital Citizenship in Saskatchewan Schools

The Digital Citizenship Policy Planning Document will serve as a terrific resource for my final assignment in this course.  I am working on revamping the existing acceptable use policy outlined by my current school division to include more of a responsible use policy.  The Digital Citizenship Policy Planning Document provides suggestions for not only how to teach digital citizenship to students in Kindergarten through grade 12, but also provides ideas for creating a digital citizenship policy, which differs from many existing Acceptable-Use Policies (AUPs).  The differences between these two documents are outlined in the graphic provided on page 13.

It is my intent to provide a document where students are empowered to become digital leaders where they see opportunities to grow and develop their digital literacy and citizenship skills.  We need to create an environment where our students take responsibilities for their actions and behaviours online and are held accountable for their actions.  We are preparing our students for the real world and students need to understand they will not always have someone ‘policing’ their behaviours online, so they need to learn to be responsible and these habits can begin at school.

The final document we were asked to read was the STF Social Justice document.  This document outlines the definitions and beliefs surrounding social justice, social inclusion, equity, and systemic barriers.  When considering issues surround Edtech, we need to always consider the “Digital Divide” in that not all of our students have access to these technologies at home and therefore the expectation that all students will be able to work on technology-rooted assignments as homework, needs to be taken into consideration.  Some of us are incredibly privileged and tend to take that for granted when we assume that all of our students can afford, have access, or have experience with these different technologies.  Reflecting on this document, I believe it is important for educators to regularly check-in and consider some of the barriers our students and families may be facing and how we can advocate and provide opportunities to overcome these obstacles.

In creating a student Responsible-Use Policy I hope to not only empower students to be stronger digital citizens and leaders, but to also help them to be aware of the inequity that exists in our global technological world.  In doing so, it is hoped students will be less likely to take their technological advancements for granted and treat it with respect.  Being a digital citizen is more than just learning how to behave properly online, it is about acknowledging the opportunities is also allows you.

Being a Connected Educator…Technology within a Division

I was enthused to see you interviewed Bart Cote this week.  I have discussed how being a Connected Educator has impacted my teaching pedagogy and the integration of technology within my classroom in many of my blog posts this term.  The Connected Educator program has completely revolutionized my educational teaching experience.  Learning about why we use technology and how to implement it in a meaningful way has enhanced my own beliefs surrounding education.

Because I was part of the original Connected Educator group, I have taken on several different mentorship roles and also the Tech. leadership role within the school and the division because of my experience with the program.  I have encouraged reluctant teachers to “dip their toes” into the SAMR pool and try some new tools to enhance their student learning.  Our division has done so many great things and taken on so many initiatives that focus on pedagogy and providing a variety of teacher professional development opportunities to train educators on how to best utilize technology within their classroom.

As Bart mentioned, the application process to get into the Connected Educator program is not an easy one.  A teacher is expected to review and reflect on their current practice and pedagogy as it relates to technology in the classroom.  We are asked to complete several self-evaluations including evidence of our attempts (both successful and not) to integrate technology into the classroom.  This process can be quite daunting and intimidating for teachers, however it ensures those who are dedicated to this process are those who apply.  I remember when I first had to evaluate myself on the SAMR model!  I was completely overwhelmed and needed a lot of reassurance and encouragement from my “Tech Coach”.  A Tech coach is an individual who is assigned to your school to support teacher’s tech integration.  These people are amazing and super supportive.  It was through her initial mentorship that I began to build confidence and recognize how my current teaching strategies align with those within the SAMR model.  Though I appreciated the SAMR video provided in this week’s lecture, the following video was the made the most sense to me in the beginning.

The swimming pool analogy that Bart was mentioning in his discussion makes the most sense to me.  When a person is swimming, you cannot alway stay in the deep end, or else you will tire out.  We need to take advantage of the entire swimming pool.  This will ensure students are getting the most out of their technological experience.  SAMR is not about ensuring we are always Redefining what we are doing,

but rather that we are taking advantage of it when it makes sense in our classroom.  Just the other day I was working with a teacher that was new to the Connected Educator program.  I assured her that we would certainly be diving into the deep end together, however I would be her floatie and keep her head above water!  The pool analogy definitely makes sense!

But, what does this have to do with technological leadership in the division level?  Well being familiar with not only the SAMR model, but also the ISTE standards has ensured  that I am using technology in a meaningful way.  Being a Connected Educator has ensured I am well-versed in these areas and therefore can support my fellow staff members as well.  For those of you that are not familiar with them, the ISTE standards provide guidelines for integrating technology within the 21st century classroom.  They challenge the teacher to re-think her teaching practices and re-work her own teaching pedagogy to include more global ways to teaching students.  There are also ISTE standards for students that can be used to empower students and create an environment that is student-driven.

This short video will give you a good insight into what the standards and and how they can be used in your classroom.

The video and discussion surrounding what the Sun West School Division is doing is absolutely remarkable and ties nicely into the ISTE standards.  The Sun West School Division, however, uses their own acronym: PeBL.  This model is impressive.  Seeing the students take their learning into their own hands and a division taking the concept of personalized learning and marrying it with digital integration just makes sense.  The problem so many teachers face with personalized learning is how to get around to all the different groups and monitor student

 

progress.  From what I can see from these resources, it appears a lot is put onto the students to track, mentor each other, and follow their learning outcomes independently.  I do not doubt there is a lot of scaffolding that takes place, however the learning outcomes and student engagement improvement would be well worth it!  Students take great pride in learning for themselves and taking their learning into their own hands.  I know from the few inquiry-based assignments I have attempted, the pride and effort students showcase through their work is proof enough to demonstrate the importance of these types of learning opportunities.  I would love to visit this school division and see first-hand how these strategies are implemented and how the students manage it all.

During the podcast with Dr. Guy Tetrault, he mentioned an elderly lady finally completing her grade twelve through his online distance learning program.  Previously this would not have been attainable, however technology has granted this to happen.  I have experienced students reaching learning goals with the aid of technology.  Students creating stories with dictation software or reading grade level texts with reading software allows students the opportunity to overcome obstacles that previously held them back.  We are now able to use technology to narrow the learning gap of so many people, because of the advancements it offers.

After looking at the images from this week’s assignment, I was drawn to Image 1.  I remember seeing this graphic when I read George Couros’ “Innovator’s Mindset“.  Being in a classroom with technology does not mean that you suddenly have a very expensive pencil.  It is not about using tools to replace the previous tools you were using.  Technology is about flattening the walls and bringing new opportunities to your students.  As this table clearly illustrates, it is about empowering students, just like the Sun West School Division does.  Sure the tools can make learning a lot of fun and can add new aspects to your teaching and learning, however you need to take your technology integration to a level where students are not only creating, but collaborating and connecting with the world around them.

How can you use technology to enhance your students’ learning outcomes?  How can technology aid your students critical and creative thinking skills?

Technology and the integration of technology has been a huge discussion at the school I work at over the past few years.  As I mentioned in my introduction, I am part of a technology initiative called Connected Educator.  This program brings technology into the classroom.  As a teacher in the program, I have been allotted 1:1 laptops for my students to use.  This has greatly impacted the access to technology within the school.  Students utilize technology in almost all subject areas.  The point of the program is not to have kids using technology for the sake of technology.  The point is to use technology to break down the walls and open the educational opportunities that technology allows.  Of course we do not allow for free-reign, but rather scaffold and teach students responsible technology use.  We teach them digital citizenship strategies and consistently model these strategies with our students on almost a daily basis.  Students are able to see the benefits of using technology as a tool to enrich their education and engage their creative and critical thinking skills.

Because we have teachers in grades 4 through 8 who are all Connected Educators, we do not have a need for BYOT at our school.  Every student is assigned a laptop to use throughout their time at school.  Students do not need to use personal devices.  We have a policy that personal devices are to be kept away while in school.  This has helped with on-task time greatly.  I do not agree with banning them and not replacing that technology with something else.  Simply removing technology is not only closing several doors, but it is also turning it into a desired and much more sought after gadget.    I believe students need to gain skills that are necessary for 21st century learners to be successful.  Skills like to research using search engines and online data bases, word processing skills, digital design tools, and more.  Students also need to learn to be safe online.  They need to learn to discriminate fake news.  Limiting their use is not providing them with the skills they need.  I fear that in removing devices from students in schools is not benefiting students at all.  In doing so, you are missing out on great teaching and learning opportunities.

 

The digital divide is not a new phenomenon.  This has been an issue for as long as technology has become somewhat affordable.  Knowing technology and access is not always available or affordable should not hold a student back from being successful.  Being in my Connected Educator classroom means I do not assign much homework.  I do not want my students dependent on technology at home.  There are times a student may need to finish up a task, however my deadlines are lenient.  I know some of my students do not have home access and that many times even if they do have a device at home, their connection may not be reliable.  Depending on technology to complete an assignment would be irresponsible of me as an educator.  Assuming every one of my students has access is also naive.  I have included a statement in my classroom procedures that allows students to come early to work if they struggle for access or to have a conversation if they are late because they could not complete a task due to this digital divide.  As educators in the 21st century we need to be aware that our students do not all have access and therefore may not be able to complete homework like they would have without the use of technology.

Recently I had the privilege of listening to a short lecture by author Jennifer Casa-Todd, who wrote the book Social LEADia.  In her discussion she discussed changing the “Acceptable Use Policy” so many of our schools have to the “Responsible Use Policy”.  In doing so, we are encouraging our students to take responsibility for their time online and to make more responsible choices with what they do while online.  Of course, students need to be taught, reminded, and modelled how to do so, but changing the language and the way we approach student technology use can often change they way it is used and respected.  Another suggestion made in this lecture was the change the term “Digital Citizenship” to”Digital Leadership”.  This helps to show students, particularly some of our senior students, they can be leaders and set a positive example for how to behave online.

Recently I have found myself having to defend my technological classroom from those who read articles or rather headlines that state technology is more harmful to our youth than it is useful.  I agree, technology has side-effects.  However Zhao (2017) outlines that much of what we do in education has side effects.  In her article “What works may hurt: Side effects in education”, Zhao discusses how the medical industry is required to research and publish side effects before any treatment is considered to be acceptable.  In education, however, new and “revolutionary” educational trends come and go without stating the side effects behind using such tools, teaching procedures, or resources.  Teaching with technology is no different.  This seems to be the new trend that has made its’ way into our schools and classrooms.  To state there are no side-effects to having students increase their screen time, having them type rather than write, or being stimulated by videos or learning applications, would be naive.  The question one needs to ask herself is:

• 

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   What are the benefits?

• Is what I am doing in the classroom aligning with “good teaching practice”?

• Does technology enhance what students are doing, or rather am I simply replacing the pencil?

As professionals it is up to us to weigh out the options, consult “best practice” and decide what teaching strategy to implement to fulfill my students’ learning outcomes.  I sincerely believe students are more engaged and are producing a better representation of their learning through the use of technology within my classroom.  I do not have educational studies to back my claim though.  All I have is what I have experienced first hand after teaching in an integrated classroom for the past three years.  Yes possible side effects are present, such as more classroom management issues and possibility for students to get distracted, however, I am prepared to deal with those and I do not believe they are deal breakers.  As we continue to work with educational technology and become technological leaders within our classrooms, we need to acknowledge not only the benefits, but also the possible side effects of this newer educational tool.

To close, I am going to leave you with this TEDx Talk by Jason Brown where he outlines the outlines how the integration of technology is redefining student learning experiences and thereby creating a whole new culture within our classrooms.

 

 

“[W]e must distinguish more consistently between the notions of a leader as an individual who occupies a formal role, and leadership as a communicative process that produces leader-follower categories, identities and relationships.”(Tourish, D. pg.5)

Reading through this week’s required readings, I was interested to see many of the different opinions surrounding leadership.  Because leadership impacts virtually every industry there are so many different ideas about what or who makes an effect leader.  The above quote really jumped out to me because so many times we use the terms leader and leadership to mean the same thing.  This quote caused me to stop and evaluate what those terms actually mean to me and how I have used these terms in my career.

Tourish (2014) discusses how “[t]here needs to be more emphasis on the role of followership as opposed to an infatuation with leadership”(pg. 27).  When we look and consider those who are supporting (or not) the leader, we tend to see a better representation of who the leader is.  A good leader does not necessarily need their followership to be subservient and “yes men”, but rather not be afraid to

disagree with the leader and share an honest and open opinion.  This creates a climate that is much more effective and a group that functions as a team that is always looking out for each other.

Similarly, when discussing the characteristics and varieties of  Functional Stupidity, Alvesson and Spicer (2016) state “[f]ollowers willingly let their leaders do the thinking for them”(pg. 2).  This quote resonated with me because I have never believed in being this type of follower.  Yes one needs to remain respectful and follow the leader, but one also needs to ensure not to do so blindly.  Asking questions, challenging opinions, and thinking for oneself are all important and ensure the leader has considered everything when making decisions that impact the entire group.

 

Edwards et al. (2013) states when describing Elisabeth Kelan’s article “a number of students commented on the relationship

between sexual attractiveness and women’s professionalism, alluding to what they regarded as the opposition between sexual attraction and being a professional woman” (pg. 7).  This quote resonated with me as a professional female because it has always been a struggle being both a leader and female.  Typically qualities associated with leadership have not been categorized with the qualities associated with being female.  When a female takes on a leadership role she has often been criticized for being bossy or too emotional when delegating or making decisions.  These comments have less to do with the job the female is doing and more to do with the stereotypes that have been assigned to females in power.  Women are also expected to present themselves in a certain manner, which the quote and the study outlined.  Why can women (and men, for that matter) be looked at for the skills they possess and less on the clothes they wear or the stereotypes associated with their gender?

Abrahamson (2004) begins his article Avoiding Repetitive Change Syndrome introducing a commonly held piece of management advice that reads “change is good and more change is better”(pg. 1).  This adage seems senseless but it is something that is ever-present in the field of education.  I am sure many of you have heard the rumour about teachers and administration being moved after working at a given school for x number of years.  These forced moves not only disrupt the balance in a school community but they greatly impact the way the school is run.  When a player is removed from a successful team environment, that team is disrupted and it takes time to re-establish and find the team’s rhythm once again.  When the leader within the school is uprooted, that causes even more disruption and some pains are definitely observed during the time of re-organization.  Don’t get me wrong, change is definitely warranted, however change for the sake of change only cause disruption and is not warranted.

When exploring the different understanding in leadership between American and Native Americans, Miles T. Bryant (1998) outlines that American “leadership is seen as vital and the success of an enterprise rests and falls according to the quality of leadership.  The leader shoulders responsibility for the work and behaviour of others and is expected to motivate others to do their work.  A lack of success on the part of an organization is, rightly or wrongly, attributed to a shortcoming in the leadership of the organisation”(pg. 2).  This quote resonated with me because this describes the exact type of stress and expectation many in leadership positions experience.  I know when I have been in positions of leadership, I have experienced the stress associated with success within the team.  Though working in team situations requires a number of individuals to be involved working toward a common goal, the one person who is leading the group takes on the responsibility for the whole.  This stress can sometimes overshadow the goal of the team and can take away from the leader’s ability to guide and support the other members.  Success and failure should of a team is not determined by the leader, however we see it all the time.  If a professional sports team is not performing well, often the team’s coach, or leader, is let go.  Leadership responsibilities are not easy. Being a leader takes a lot out of a person, however the rewards to seeing your team succeed or accomplish great feats, certainly make it worth it!

This video was introduced to me recently at a Leadership session I attended.  Though it is intended for a business model, I think it speaks volumes to being an effective leader.

There are many challenges that leaders face while pursuing leadership roles.  These articles brought up a few and I found they definitely caused me to stop and evaluate what they meant to me and my own leadership philosophy.  I believe I am still developing as a leader and, in doing so, I am increasingly interested in what other people are saying about leadership, what makes an effective leader, and how I can improve in my own leadership skills.  I know as I continue to take on leadership roles in my personal and professional life, I will continue to evolve as I experience new opportunities.

 

“Leadership is a choice, not a position”. (Stephen Covey)

Leadership is one of those qualities everyone has the ability to develop as long as they are willing to listen, adapt, and work at it.  It requires one to give of herself in a selfless manner while demonstrating strong, decisive problem solving skills.  Leadership is not easy, nor is it something everyone attains to be.  Leadership cannot be thrust upon a person, but rather needs to be a conscious decision to take on the added responsibility that comes with guiding others in the right direction.

I have been working on my leadership skills for a number of years.  Early in my educational career I have learned that I enjoy being a leader.  I enjoy planning, directing, and getting involved with others on projects as we work together to bring a concept to fruition.  It has taken a lot of practice to refine and manage my leadership skills.  In the beginning, I was not so good at leading by example.  I would ask others to do things, however I was not respected because I was not getting my hands dirty and getting involved as well.  I was overseeing, rather than being an active participant.  I have learned a great deal through a lot of practice and I have learned what is best for me is to model through example.  If I am leading a group and asking others to help out, I need to also help out and do my part.  This creates more of a team environment and less of a dictator-minded situation.

I have learned over the years that a leader needs to possess a thick skin.  It is not easy being a leader because though you are congratulated when you succeed, you are criticized when you fail.  If someone is not satisfied with a decision you have made, the feedback received can often be taken personally, and I can be quite hard on myself!  As a result I often second-guess myself and appear to be indecisive at times.  I have also learned that I am a pleaser.  I hate to disappoint so I often take on several roles while leading to ensure everyone is happy with what needs to be done.  The result of this is often an exhausted leader!

While reading this week’s information, one quote particularly stood out to me: “effective leadership is a product of the heart and an effective leader must be visionary, passionate, creative, flexible, inspiring, innovative, courageous, imaginative, experimental, and initiates change”.  These qualities are everything I strive to be as a strong and confident leader.  The root of this message, for me, is that being a leader requires heart.  A leader is not a leader without wanting to be a leader.  You need to enter a leadership position with your heart invested and not just your head, or else it is easy to lose sight of why you are doing this.

I have gained experience and refined my own leadership techniques over the years.  I have been given many different opportunities in my career to take on leadership responsibilities and each time I take it on, I seem to learn something new.  I have learned how best to approach people, I have learned how to delegate without appearing to be “bossy”, I have learned how to remain positive and optimistic when others are down and near quitting.  All of these lessons have only helped to make me stronger and a more confident leader.

After completing the reading for this week I appreciate the statement “leadership is not a ‘one size fits all’ phenomenon”.  I completely agree a person should not require a checklist to determine what type of leader he/she is.  Leadership looks differently depending on who the leader is.  Yes, there are leadership styles, however those styles look completely different when they are mixed with each individual’s personality traits.  When perusing YouTube this past week, I came across an entertaining video that uses video clips to describe six leadership styles that somewhat align with those discussed in this article.

After reading over the leadership styles outlined in our reading this week, I am naturally drawn to the Democratic/Participative Leadership Style because I believe it is the closest to resemble my beliefs surrounding leadership.  As mentioned above, I believe a leader needs to be involved in the project and needs to count on the ideas and opinions of the team to assist in making decisions and providing feedback.  I believe being a leader is less about telling people what to do and more about working within a team to guide and support each other.

The next leadership style that catches my eye is the Creative Leadership Style.  This leader is a visionary who looks forward and not just in

the moment.  This leader does not dwell on failure, but rather looks to the future for new possibilities.  This leader also empowers others and makes everyone feel like they are part of the team.  A creative leader is one who believes there is not a hierarchy within the team, but rather a group of people all working toward a common goal.  This style aligns with my core belief that a leader should not be at the top of the ladder looking down, but rather be on the same level working together.

Unfortunately, I have experienced many of the less attractive leadership styles in my years.  I have worked with many Autocratic Leaders who have lead by telling others what to do and have not been open to hearing other’s ideas or suggestions.  These leaders tend to come across as being rather intimidating and unapproachable.  Though I know these leaders exist out there, I believe they are a reminder of what what not to do.  I do not function well with someone who possesses this leadership style because I like to be involved in a project and do not appreciate being left out.  I like to discuss and share ideas, as I believe this is how the best solutions are achieved.

To close, I am going to leave you with another YouTube video demonstrating some leadership styles found in Disney films.  I am a bit of a Disney dork, so I found it easy to relate to these personalities demonstrated here.  I am sure many of us have encountered leaders similar to Mufasa, the Evil Queen, and even Elsa.  Can you think of any other leaders from Disney films that match some of the styles we have discussed this week?  I would love to hear your ideas in my comments!