Educon Reflections

Sometimes you need to beat me over the head.
Two years ago, I met Chris Lehmann at our Chicago area Edtech Conference. I was impressed with his fresh vision and his undying desire to do what’s really best for kids.He said I should come to Educon 2.1 held at the Science Leadership Academy in Philadelphia. I didn’t go. Then, last January, it seemed that the only hashtag I saw on Twitter was #Educon. Maybe I missed something. Oh well, there’s always next year. I saw Chris again at Techforum in New York. Again, he said “Jon, you should come to Educon.” I still didn’t sign up. Then while talking to my predecessor, Dave Jakes , he looked me square in the eye and said, “you need to go.” So I finally signed up.
I am so glad I did.
Educon breaks the mold of all “conferences” at so many levels. First there are the Axioms of the conference:
1. Our schools must be inquiry-driven, thoughtful and empowering for all members
2. Our schools must be about co-creating — together with our students — the 21st Century Citizen
3. Technology must serve pedagogy, not the other way around
4. Technology must enable students to research, create, communicate and collaborate
5. Learning can — and must — be networked
It doesn’t take a Wordle to figure out something is very different. Notice the conspicuous absence of the words: “Tools,” “Integration,” “Web 2.0,” and while it mentions “21st Century,” it’s referring to Citizens, not skills. The emphasis is on education, not technology. But the uniqueness does not end there.
Browse through the session descriptions (notice I didn’t say “presentations”) and two points jump out. First, the quality of presenters is jaw dropping. Usually, you get one, maybe two of these people delivering a keynote address to hundreds of people…and good luck talking to them afterwards. But here you get ALL of them in a classroom setting of twenty or thirty participants. Oh, and by the way, the “participants” are all really, really smart people. I was lucky to sit in a session on teacher training presented by Alec Couros and Dean Shareski that was informational, inspiring, and thought provoking. If those two weren’t enough, who else was in the “audience” but Jon Becker, Will Richardson, Jenny Luca, David Warlick, and yes, my pal Dave Jakes was there too to engage in the conversation. I guess what struck me the most was that THESE people were as eager to learn from us, as we were from them. And I guess that's what makes Educon different: the "us" and "them" just becomes "us."
Did I mention these are conversations? “Presenters” are very careful to make the sessions completely interactive, they are truly “conversations” not “presentations.” During the two days, there are several 9o minute sessions with 30 minute breaks (equally valuable for networking). The best thing is that no one feels intimidated to bring up questions and points. It was refreshing and encouraging to have these people talk “with” me and not “at” me.
Then there’s the school. The SLA is smack in the heart of Philly (my first time, and I thoroughly enjoyed the history, restaurants, and hospitality in the City of Brotherly Love) and is a “magnet” public school of about 475 students. So much of what is “wrong” with education is extinct here. Students focus on all problem-based projects as opposed to memorizing meaningless facts. Kids are in the hallways working with each other and their provided Mac laptops, and seem to be working “with” teachers. There is a comfortable, casual respect for this bright, innovative staff, as they create and discover together. Hmmm seems like the axioms of Educon are also present at the SLA. Students here have a large, genuine role in the Educon experience. From giving tours, to planning meals, to checking your luggage on Sunday to take to the Philly airport, kids are trusted with adult responsibility. And love it. And you read correctly, on Saturday and Sunday, there were many, many, SLA students in white lab coats there to help.
Time prohibits me to elaborate on everything I learned. Bet here are the recurring messages I heard again and again:
· The importance of building relationships with students
· The need for teachers to have an online presence in order to help our kids connect with others
· The critical need to evaluate the value and purpose of student assessments
· The power of tinkering to learn as opposed to a “scientific” approach
The final note is that I came home with zero papers. No handouts, yes is quite green, but also supported the notion of “conversations.” I mean, how many of you bring handouts to a conversation.
Educon was the most valuable conference I have ever attended. I highly recommend it.
Wait, strike that. If you all sign up for Educon 2.3, I might get nosed out. It wasn’t that great.

Are these Two Forbidden? Think again

On more than one occasion, I have heard these phrases spoken by teachers:


“Do not use Google when searching.”
“Do not look at Wikipedia.”

Hmm. My first reaction is usually, “What are you afraid of?” But the bottom line is teachers are not afraid, they have their own concept of research and communication. Also, they see some of these tools and applications as distracting from learning. True, a quick, single word search in Google will return meager results at best, and Wikipedia is not always the best source, but instead of shunning these tools, teachers need to better leverage them to not just improve, but to transform learning. Here are five tools and ways that they can be utilized in the transformation.

Google: True, most kids type in a couple words or a phrase, hit search, and roll the dice. Instead, we need to educate students on how to get the most out of searching. First, as in any search tool, teach kids to use the advanced search feature to limit results. Also, teach them the purpose of quotation marks. A search for Chicago Bears may show results of a recent bear cub born at Lincoln Park Zoo, while “Chicago Bears” will result in information from my team that, yet again, did not make the playoffs. There’s also the “site:” search tool that can really help. Using this followed by a particular code can limit your search to a particular domain (“site:.org”) or results from a particular country (“site:uk” for results from Great Britain) Then there’s the Google options that enable the “Timeline,” “Wonder Wheel,” and other tools. (See my previous post on Google options). And then there’s the custom RSS feeds, Reader, Docs, and…well, you get the idea. The point is that we need to teach kids how to maximize their searching through this powerful search tool.

Wikipedia: Do kids rely too heavily on Wikipedia? Maybe. Do some teachers prohibit Wikipedia because of a perceived lack of credibility? Definitely. To some people, an online encyclopedia edited by the whole world is considered les reliable than a bound book. Here’s what I would suggest: challenge a teacher to find an error in Wikipedia. I have tried this several times, and I have yet to have a teacher find an error that Wikipedia had not already discovered. You will see the warning plastered on the top of a page. Conversely, students need to be aware that while Wikipedia can be a great place to get started, it is by no means the only source on the topic. I tell kids that they can cite Wikipedia once, the same way it would be for any other source. For those of you who really want to transform learning, I challenge you to have kids write a Wikipedia article on, perhaps a local notable. Now THAT”S writing for an audience.

It all goes back to LEARNING first. Neither of these resources is a panacea nor pariah. Teaching kids how to use these tools just gives them more ammunition.

Transform Student Writing

I have heard from some teachers lately that “technology gets in the way of writing.” When you think about it, technology and writing are inextricable. Without a chisel, or pen and paper, printing press, or typewriter, or word processor writing cannot take place. Fittingly, with every new advancement in technology, we are also privy to new opportunities for writing, and more importantly, the teaching of writing.

So why have many not embraced the new opportunities available vie Web 2.0?

The National Council of Teachers of English in its “21st Century Literacies point out that student writers need to “Design and share information for global communities,” and “Build relationships with others to pose and solve problems collaboratively and cross-culturally.” Clive Thompson stresses “that students today almost always write for an audience.” In The Stanford Study, Andrea Lunsford stated that "I think we're in the midst of a literacy revolution the likes of which we haven't seen since Greek civilization."

Clearly, with such a paradigm shift in writing imminent, the teaching of writing also needs to change. We must create authentic audiences and purposes in virtually all student writing. Now this notion may sound old, but have we really done this across the board? More often then not, the REAL audience of a writing assignment is only the teacher. And although a “simulation” may take place (“Students, in this assignment, pretend you are a lawyer and I am a judge.”) the audience is not real, nor is the purpose, which, in reality, is nothing more than proving to the teacher that the student can write in a particular manner.

To create authentic writing experiences, students must write for a real audience, with a purpose in mind that is valuable to the writer. These experiences can be divided into, what I call, “School-Bound Authentic” and “World Authentic.”

“School-Bound Authentic” refers to writing experiences within the school community that have genuine audiences and purposes within the school. Here are some examples:
· Book reviews by students that can be published on the school library page
· A student-generated textbook wiki for the purpose of assisting others (and one’s self) to learn material.
· Creating a collaborative “jigsaw” project where students research and become “expert” in a particular area of a unit, and share findings with peers.
· Student-generated screencasts that teach peers processes.
· Designating a daily “scribe” to take class notes and post them (Thank you Allan November).

“World Authentic” consists of writing experiences with an audience outside of school that have a genuine purpose for the writer; in other words, the writer hopes to accomplish something with the writing…other than a grade. Here are some examples:

· Twenty-five Days to Make a Difference What started as a young girl’s tribute to her grandfather, turned into a viral phenomenon.
· Write a Wikipedia article. Some teachers bristle at the mention of the word “Wikipedia.” So why not pick a local historical figure and create an article to add to the largest encyclopedia in the world.
· “Hire Me” Have students beginning a work-study program create a “digital resume” where they explain their qualifications on a video.
· “Convince Your Parents” Senior writers can research why a particular college is the best choice, and present findings to those who will foot the bill.
· “Dear Michelle” Students in Texas write the First Lady to share their stories and express genuine concerns.

Most of us are faced with writing opportunities every day. I know that if there is some outcome, other than the writing itself, I tend to write more carefully, and with much more purpose; as a result, my writing is better. If we want our kids to excel, shouldn’t we afford them the same opportunities?

Trading Places: Classwork and Homework

Last summer at NECC I heard Allan November speak on the importance of students “owning” their education, and how teachers can structure writing experiences and lessons to make school more “purposeful” for students. One suggestion he had was that school work and homework should be switched. Traditionally, students receive instruction at school, and complete practice on the topic at home. Several problems are inherent with this model. First, if the student misses something from the classroom instruction, or needs clarification, there are no resources. Second, during the practice time, the student is on his own, and receives no feedback on his work. Finally, there is such a lag time between completion of the practice and subsequent feedback, that the payback is minimal.

This concept made sense to me, and with today’s technology, screen casts, IWB software and content management systems could make this a reality.

When I returned to school in August, I was excited to share this “concept” with colleagues. My counterpart at our sister school informed me of an initiative where a handful of math and science teachers were going to use Vodcasting to create lessons for viewing at home, and the practice or “homework” would be done at school. Talk about stealing my thunder! They had taken the “new” concept I had learned and were going to put it into practice.

Here’s how it works. Using a tablet PC ,SMART software, a microphone, and Camtasia video editing software, a math teacher records a mini lesson of direct instruction on a topic. He can go back and edit, rerecord, include a screen capture of a calculator, and talk through the topic while writing directly on to the “board” via his tablet pc. When the “Vodcast” is complete, he can download it to our content management system (we use Blackboard) which creates a SCORM file that automatically generates a short assessment on the topic that students complete after viewing the podcast at home. When they return to school the next day, they spend time “practicing” what they learned the night before in cooperative groups with the teacher right there to assist.

Several advantages become apparent. First, students can replay difficult segments of the direct instruction (Didn’t you ever wish you had a remote with a replay button when you were in a class?). Second, the feedback from the SCORM test is immediate. The student knows right away what needs to be improved in class the next day. When students complete the practice in class, they are able to discuss and teach each other subtleties in the lesson, and if stumped, the teacher can assist right away.

One question pops up: “what if students do not view the Vodcast?” For the most part, compliance has been outstanding since the students see the homework as purposeful: they need to complete it in order to succeed in class the next day. However, in the event of an absence or an, “oops,” the student may view the short lesson in class on the classroom computer, and then return to his group.

The teacher has noticed how this has changed his practice as well. He becomes more of a “facilitator” and remarked that on days like this (no, this is not done EVERY day, students are actually spending fifty minutes, reading, writing, and talking math.

Try doing that at home.

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.