I'm Back Again.

So I have been a slacker for a few months. Actually I have posts...I just have neglected to put them here. So what I will do is post one a day until I get caught back up. Then I will keep myself honest by posting at least once everytwo weeks..."fortnightly" for the hoi poloi.

The last few months have been quite busy. Aside from getting my younger daughter ready for college next fall, I had the Fall circuit of conferences (IETC in Springfileld, IL, Tech Forum in New York) then the holidays, now I just finished (almost) the winter circuit...Educon in Philly, METC in St. Louis, and just finished the local ICE conference right here in my back yard. Next week I am fortunate to attend a GTA in San Antonio...really looking forward to that.

Also since then I have upgraded my DST webpage to include a section called: "Digital Storytelling, Not Digital Spectacle," in response to people more concerned with fluff than substance in DST. I presented that at ICE along with "Are your Students Really Collaborating" and "Transform Student Writing. AND performed my first PechaKucha. I will blog about this later. Let me know what you think of it.

OK so i am back.

"The Role of Technology" PLEASE HELP!

This goes out to my PLN:

Tomorrow I have the opportunity to teach a group of HS seniors enrolled in an Introduction to Teaching class. The topic: "The role technology plays (and will play) in education." My main focus with them is that the technology must me inherent, transparent, and ubiquitous, and that LEARNING must come first, and that HOW we allow kids to learn must change.

I will also focus on the importance of collaboration.

That's where you come in.

I am looking for your responses on this topic. Feel free to expound here, back on twitter, post links, pick a specific topic and roll...whatever.

What I am looking for is quality (Which will be a no brainer with all of you!) and quantity; I want to really wow them with the volume that can be created in a working, breathing PLN.

THANK YOU!

Internet Safety: Compliance or Education?

Clearly, one of the most significant issues facing educators today is internet safety for our children. States, through the federal government, are now requiring that cybersafety be taught to all children from grades 3-12. As a result, districts throughout the country are scrambling to devise a cybersafety curriculum. Software programs and sites, both open source and fee-based are popping up on the web like mushrooms, and some forward-thinking districts, like Collinsville in Illinois, who already had a robust system in place are constantly barraged by the rest of us who need to catch up. Doing a Youtube on “cybersafety” can produce more instructional videos on the topic than you could ever use in a lifetime. Some are quite powerful. State governments are producing teen tip sheets, agreement “contracts” and a multitude of text to help protect our children.

The role of developing a curriculum for my district is, in part, my responsibility. I have attended conferences, read countless articles, talked to many experts, and reviewed many, many, software applications. In my research I am encouraged with the depth of information on the topic. However, I am concerned that three elements seem to be missing, or at best, an afterthought in the process.

1. Student-centered activities I have seen many ”lists” of do’s and don’ts, video presentations ranging from cute, to creepy, to downright disturbing, depending on the intended audience, Powerpoints, handouts, and brochures. I even saw one program that billed itself as a content “delivery” system (“delivery”? is this mail?). While these are good starting points, My question is this: What are kids doing? Activities need to be designed that require students to make, create, discuss, write, or speak about something. One idea we had is for older students to make the powerful PSA’s instead of merely watching them.

2. PARENTS Much of the curriculum in these programs is geared toward students. While this is essential, parent education needs to be as important, if not more important than the teaching of children. During school hours, the majority of internet time for students is supervised, many social networking sites are blocked in schools, (for better or worse), and for the most part, teachers possess an awareness of potentially dangerous situations. When students go home, however, the same is not always true. Perhaps the parents work while kids are home, or are not savvy enough to know what to look for. While a tip sheet for parents is helpful, it is not enough. At parent night last month, my role was to speak with parents on cybersafety, and to encourage them to come back in late October. During parent-teacher conferences, we are offering personal cybersafety conferences. Parents can sign up for them just as they would with a teacher. While this is not comprehensive, I believe we are on the right path.

3. How NOT to be the “bad guy” Much of the emphasis on cybersafety seems to be on protection from potentially dangerous situations including predators and cyberbullying. The problem is, we are not addressing the predators or bullies; they come from somewhere, right? Instead, emphasis needs to be placed on teaching students ethical, considerate behavior, in other words “Make sure YOU are not the ‘bad guy.’” I am reminded of what Roger Johnson (As in “Cooperative Learning” Roger Johnson) said about trust: “In order to build trust, you must be first be trustworthy.”

I guess what it all comes down to is what your learning target is. If your goal is to stay in compliance with state and federal mandates, feel free to have an “Internet Safety Day,” (Shouldn’t EVERY day be internet safety day?), hand out the pamphlets, and watch the videos. If your target is to keep your kids safe, do all of the above, plus have kids make something, include the parents, and teach them to be responsible, ethical users of technology.

"Why Technology?" A True Story

The other day I received a request from my Linkedin account from Scott Bolzan, a college football teammate of mine back in the early 80’s at Northern Illinois University. Scott was a friend, a fellow offensive lineman who, I heard, had an accident which resulted in a brain injury that stripped him of all his memories. All 46 years worth. Here was a man, captain of our Conference and California Bowl Championship team, NFL player, pilot, and, most importantly, husband and father, stripped of his past.

I hadn’t talked to Scott in 25 years.

In his contact with me, he had described his situation and hoped that I could help him by sharing some stories about our days playing at NIU. I also found out that it was his wife, Joan had requested that he begin reaching out to former teammates. My heart sank as I thought about what she was going through, too. I remembered when she and Scott met, dated, and then were wed.

Quickly, I began rewinding the years and jotted down snippets from the past…how we got nicknames, memories from other players, games, triumphs and toil, that is college football. He then sent me to his website that includes his tragic story, television interviews, pictures of Scott and Joan and their biographies—all serving as a means to get the word out about this rare unfortunate situation. I noticed that on his site he is also a Twitter user, and immediately logged on and followed @scottbolzan, and then immediately tweeted to my PLN about his story. Then I remembered a wiki I started last year for our team on the 25th anniversary of our championship season called “Cal Bowl ’83.” , which I sent to him as well. He emailed me back saying how much he enjoyed looking at the pictures, then and now, of his teammates.

So why am I writing about this in an educational blog?

Many educators, including myself feverishly write and speak about the digital disconnect between school and home. Kids are connected to all levels of technology outside of class, but are often denied it in school. For those skeptics, who resist the available technologies, I invite them to study the role of technology played Scott’s dilemma. He found me again through Linkedin, we emailed, I sent him digital images from the past from a wiki we made about our bowl appearance, visited his website, (PLEASE visit) and originally heard about his situation from a site called Mallorymen, a social networking site for former players of our coach, Bill Mallory from Miami, Colorado, NIU, and Indiana.

I don’t know if Scott will ever regain his memory. My impression is that instead trying to “remember” he is on a quest to “relearn” through his family and friends. So where does technology fit into this? These sites and tools serve as a conduit for his regaining at least some of his past. Social networking sites, blogs, wikis, twitter, and email all bring us a little closer. They have enabled Scott to reach out for help, and for us to reach back.

Try doing that with paper and pen.

I Hope

As a parent, it is a mixed blessing being a teacher. It’s like the chef who goes to a restaurant; sometimes knowing the workings of the restaurant can inhibit the enjoyment of the meal. So, as a parent of three…and a teacher, I sometimes know “too much” as I am often reminded from time to time by each of my children.

As this school year starts, my youngest begins his high school career. His first day was inauspicious, very “freshman.” He could not open his locker, got lost in the massive building a couple times, and, somehow, lost his lunch. And that’s not a euphemism, he literally, could not find his lunch. As heartbreaking as that may be, I know those things will work out with developing his routine. What concerns me more is the hope I have for the learning experiences he has in front of him. I would like to share those hopes:

I hope his teachers provide clear expectations and constant feedback.

I hope his teachers use grades to measure progress, not to sort, reward, or punish.

I hope his teachers provide opportunities for him to work collaboratively on problems that matter.

I hope he is able to write for authentic, real audiences other than the teacher.

I hope he is encouraged to read a wide variety of literature, and be able to select some of his own readings.

I hope he is permitted to redo and rework projects.

I hope that he is asked to “do” more than he is asked to “listen.”

I hope he is asked to create and express himself in many different modes.

I hope he is asked to develop a position, and then defend it.

I hope he smiles and laughs often.

I hope he is asked to regularly reflect on his work and the work of others.

I hope he is asked to think deeply instead of respond quickly.

I hope he is asked to tell and listen to stories often.

I hope he has opportunities to create, discuss, and solve issues with students across town or across the country.

I hope he is able to teach, and learn from his peers.

I hope his teachers NEVER offer extra credit for behaviors that have nothing to do with his learning.

I hope his teachers use technology to extend learning .

I hope that his homework is purposeful.

I hope he is allowed to make lots and lots of mistakes; that’s how he’ll learn.

I hope he takes responsibility for his own learning.

I hope he values learning over point-gathering.

I hope his teachers spend less time on test prep, more time on life prep.

I hope he never says “school is boring.”

These hopes may seem idealistic to some. That may be. But I am a teacher. Optimism and idealism are givens. As you begin this school year, always remember that every pair of eyes and ears out there belong to someone.

Someone who hopes.

Have a great year.

Digital Storytelling and Animoto are Mutually Exclusive.

I have commented here and there about my opinions of Animoto. It is time that I post an official statement on here. This is a response to a blog I recently wrote. I welcome your comments.

While Animoto is a very slick, flashy tool that creates eye-popping results, it really isn't a suitable tool for Digital Storytelling, in my opinion. I guess the first thing is to define "Digital Storytelling." For many, it has morphed into virtually any movie making, visual and sound project. However, ther term coined by Joe Lambert and the late Dana Atchley refers to a personal sharing experience rooted in narrative. What animoto creates is what Lambert refers to as "Digital Spectacle." The emphasis in animoto is visual effects...not story.

The second thing I question is exactly what kids learn by dumping pictures and music into animoto? Even the intro says, "No two movies WE make are the same." Wouldn't we be better off having kids do the creation?

Here's the thing: I guess it has to do with expectations. If the teacher's goal is to create dazzling visual spectacle, then, yes, animoto is a great choice. However, if the focus is on developing a story with a point, dramatic question, containing emotional content through the fusion of story, carefully-chosen images, voice, and soundtrack, then perhaps another platform might serve better. I use Photostory 3, I have seen great stories done in iMovie, Movie maker, Adobe Premier, Pinnacle Studio, and even Voice thread. The difference is the control of the student.

Academic Integrity: Do You Walk the Walk?

Do you like this picture? I didn't take it. It was shot by flickr contributor "Daviddesign." I did some searching, and I found that it fit the tone of this post. But did I really need to post his name? I mean, it's just a picture.

Image by Flickr Contributor, "Daviddesign"

Every year of teaching English, it seemed that at some time we had a discussion on “hypocrisy.” I liked to use identifiable examples to illustrate for students. “Hypocrisy is the health teacher who smokes, the overweight PE teacher, or the drivers ed teacher who gets a DUI.” While these are blatant examples, there is another realm of hypocrisy a bit more subtle but equally destructive to our children.

That realm relates to how we, as educators approach plagiarism.

Most teachers expend tremendous energy and spend countless hours instructing students on the particulars of summarizing, paraphrasing and appropriately citing material. Programs such as Turnitin and SafeAssign help monitor student work and serve as excellent learning tools to assist students in proper synthesis of material so they can honestly call it their own (I am always puzzled by teachers who use these tools as punishment devices…the “gotcha” strategy is not exactly sound educationally). I applaud those teachers making such efforts. Today, with information so readily available, our method of instruction has drastically changed. Time spent on “searching” has been replaced with evaluating sources as well as emphasizing the importance of honesty and integrity. “Cut and Paste” has become far too easy.

At the same time, we all need to look in the mirror to make sure we are modeling those same behaviors that we so value for our students.

I’m not suggesting our profession is riddled with ne’er-do-wells, instead, I would like to suggest a checklist of common practices by teachers today that need to be scrutinized for their ethics: intentional or otherwise.

Lesson plans or Worksheets: We all have favorite “go-to” websites when we need that one lesson we just don’t have created. A quick search and, “voila,” we have fond an instant lesson. Copy and paste in Word, hit the Xerox machine…and good to go. Question: did you cite the source on the bottom of the page?

Images: We know the power of a thought-provoking image. With Flickr, Cooliris, and other search tools, we have virtually any image we want at the click of a mouse. Have you identified the photographer on the bottom of the picture as you displayed it to your class? Have you selected imageswith the appropriate Creative Commons attribution?

Music: Let’s say you are teaching the role that protest songs played politically in the late sixties. To make it come to life, you put together a montage of images from Life Magazine,from the Google/ Life archive, accompanied by a medley of songs from the time period. You gave credit to Life Photographers, but did you mention John Fogerty, Bob Dylan, and Barry McGwire?

Powerpoint presentations: Slideshare has kept me from reinventing the wheel and I am sure it has saved you as well. For those of you not familiar with slideshare, it is a collection of Powerpoint presentations on hundreds of topics, many of which are free to use. I wonder how many teachers have used one of these presentations and just changed the name. Don’t get me wrong, if somebody did it better, fine…just let your audience know too.

Staff Development: Many of us have had the opportunity to present information, strategies, or techniques to our colleagues. Do we always give credit to those whom we have adapted? Ironically, this mentioning of credits adds validity to your presentation.

Blogging or posting articles: I hope this goes without saying, but if we preach to children about giving due credit on published information, then clearly we need to do the same, especially when we open up to the whole world as audience. Please give credit to those who have inspired and taught you.

Many of you who know me know that I am a Digital Storytelling evangelist. I do workshops, speak at conferences, write articles, and blog on the topic. As much as I have made it my “own” I cannot go more than a couple sentences without mentioning Joe Lambert, the man who created the genre, or people like Bernajean Porter or Jason Ohler who have advanced DST to the realm of education. See? I just did it.

No, the intention of this post is not to discuss the legal details of plagiarism or documentation, although every educator should have as much of a working knowledge of the term “Creative Commons” as they do “Tort Liability.” The point is this: if you present something with only your name on it, you imply that it is yours. I hope that the next time you create a lesson, presentation, or write an article, you just do the same as you would ask your students to do. Remember, they are watching and learning more from your actions than your words.