Creating digital content has been racing through my mind the last couple weeks.  It has been a hot topic as schools begin looking at replacing textbooks.  As schools think about what is best for their situation, it is critical we take a closer look at what is best for students.  The process in which to create digital content also needs to be addressed.

 

I have been reading Curriculum 21 by Heidi Hayes Jacobs, and it has been a great resource as I further my knowledge of the subject.  As I my mind is not fully wrapped around the concept of digital content, Jacobs offers some great advice on how to make the process work.  Through her work and the work of others, I have formulated my own process.

 

First and foremost, we must always keep our state standards in the forefront.  If a teacher is ready to give up the textbook and go digital, a clear understanding of the standards is essential.  How do you know what to create if you don't know what you should be teaching?

 

Second, scope and sequencing needs to be addressed.  Scope and sequence should go hand-in-hand with understanding the standards.  If we know what should be taught where, and to what cognitive level, then we can proceed with creating our content.  A clear and concise curriculum map is essential.

 

Once we understand when, where, and what to teach, then we can address the how.  I think we often forget the groundwork that needs to be laid before diving in.  You wouldn't go on a trip around the world without a map, would you?  You would be completely lost without direction.   Lay your map out, look at the cognitive level of the standards, then proceed with finding the tools and resources that will help you create your digital content.

 

I am truly excited about this next wave of educational technology and can't wait to fully grasp the concept of creating digital content.  Stay tuned for my progress :) 

I had an enlightening experience this past week.  The bulb still does light up above my head from time to time :)  

 

I had been thinking a lot about how to conduct iPad training for our schools, and was getting tired of just presenting apps that do this or that.  The audience goes "ohhh" and "ahhh".  They all install the app, and there it sits.  It's a cool app, but never gets used in the classroom.

 

The light bulb came on when I was introduced to Dr. Ruben R. Puentedura's SAMR model.  Another acronym in education!  Substitute, Augmentation, Modification, Redefinition.  I was so deep in thought about what this all means, that I missed 1/2 the presentation I was at after this was introduced.  The SAMR model basically says this:

 

1. Are we using tech as a Substitute for what we are already doing?  (It doesn't enhance anything, it sometimes hinders.)

2. Are we using tech as Augmentation?  (Things are a little different, tech has enhanced the task.)

3. Has technology Modified anything? (Tech has changed the task, although not greatly.)

4. Has technology Redefined what I am doing? (Technology has transformed what I am doing.) 

 

This is nothing new, it rather puts my thoughts into a nice little package.  I have talked about using tech as a "transformation" tool for awhile now, but have never seen it displayed in this way.

 

I take it as this:  If we are using tech (in this instance, an iPad), as a substitute for another activity in our classroom, have we really enhanced the learning.  The answer is no.  If I give you a 1 dollar bill, and you give me 4 quarters, I have gained nothing.  You have merely substituted the 4 quarters for my dollar bill, and actually made my pockets heavier.

 

If we are using tech (iPad) to augment what we are doing, it's really not a transformation of teaching.  It's, I have Microsoft Word with Spell Check now.  Yeah, it makes what I am doing better and easier, but we have not transformed anything.

 

It isn't until we start to modify our lessons to meet the tech that transformation has started to occur.  It's taking the word processing, and using it online to collaborate with other classmates easily and in real-time.  Feedback is almost instant.

 

Redefining what you are doing is true transformation.  Your kids are using blogs and posting things to a worldwide audience to correct and critique.  Feedback comes in all forms.

 

If we continue on the path of using the iPad for substitution and augmentation, we are going to continue to tread water.  We will never start to swim, if we don't try to transform our teaching.  If we are looking for substitution and augmentation we need to examine what tool we want to use, rather than have the tool first, and then look at how we can use it in our classroom.

 

The substitution model is the easy route.  Example: I am going to continue to have my students type a 5 page paper, but they are going to do it on their iPads.  There is no transformation, this is barely substitution because it takes longer to type a paper on an iPad than it would on a computer.

 

Bottom line is, we need to do things differently if we really want the iPads to make a difference. 

 

 

 

 Image By ginnerobot From Flickr

 

 

 

 

 

 

 

 

 

Beth Jahn had emailed me this.

 

Appsfire is a neat way to share the apps that you have on your iPad. Click here are the apps I currently have on my iPad.  The image  will load, just give it time.  There are over 200 apps here!

 

 I can see this being used as a way to share apps between teachers.  People are constantly asking me what I have on my iPad.  Well, here ya go!

 

Goals are an essential part to anyone's life, especially those of an educator.  District goals, class goals, personal goals, staff development goals, etc...  Where would we be without these goals?  Who is going to hold us accountable to our goals?  I've been helping teachers reflect on technology goals, as well as reflecting on my own goals and a couple things have really come to light for me.

1. Create goals that are attainable, yet challenging.

I think to my own personal technology goal I created when I started at MRVED.  My goal was to grow my personal learning network and become more established in my own learning network.  I was not terribly specific in my goal, and my goal was too attainable and not nearly challenging enough.  I am going to rework my goal in the next couple weeks and create something that is a bit more challenging and push myself out of my comfort zone.

 

Comfort...it's such a..ah...ah...comforting word.  As I have helped teachers reflect, I see too many that are unwilling to put even one toe outside of their comfort zone.  I know it's a difficult thing to do, but we can't be afraid of the unknown or failure.  You don't have to jump totally out of your comfort circle, but put a couple toes in the water.  You will be surprised at your growth when you are out of your comfort zone!

 

2. Create a goal that means something to you

Too often I see goals created for something that means nothing (does that make sense).  If what you are doing doesn't mean anything to you at the time of making the goal, what makes you think it will 2 weeks from now?  Take it to heart...think about your goal!

 

3. Celebrate your success & learn from your failure

It's OK to toot your own horn every so often.   Tell people about the progress you are making on your goal, and celebrate when you have attained that goal!  It should feel good to reach your goal, let other people know how it feels.

 

Don't be discouraged if you failed to meet your goal.  We are not all perfect.  A successful hitter in baseball fails 7 out of 10 times at the plate.  You will not get it right every time.  You will not achieve 100% of your goal every time.  You will fail...accept it and learn from it.

 

4. Reflect

You HAVE to look back at your progress and recognize what went well and what barriers you have encountered.  Reflect Reflect Reflect. 

 

I am going to step out of my comfort zone and Tweet my blog post and hope someone reads it and can reply to me on Twitter that they read it.  Then I can toot my own horn....or learn from my failure. 

These past couple weeks I have been looking at the importance of explicitly teaching academic vocabulary in the classroom.  During this time, I have had a couple eye-opening experiences.  Shoulda, Coulda, Woulda!

 

I Shoulda...

Don't get me wrong, my students learned in my class and we had some fun doing it.  I don't consider myself a failure of a teacher, but rather realize how uninformed and "green" I really was.  Wow, it is very hard to admit that I didn't do what I "coulda" and "shoulda" been doing.  But what I can do now, is help people see the true importance of curriculum work.

 

If I could travel back in time, I woulda...

Where did January go!!

 

MRVED has joined Twitter!!  You can follow MRVED by searching @MNRVED.  Please notice the extra "N" as MRVED was already taken.  We are extremely excited about our Twitter adventure and are constantly looking for articles or bits of information to retweet.  The MRVED Twitter could be a great resource for any teacher as tools and great finds can be instantly shared with hundreds of educators in a nonintrusive manner.

 

If I have not convinced you to join Twitter yet (ahem...Mary!).  Open an account today and find @MNRVED to get a taste of what Twitter is.  The MRVED promises not to give you Twitter-overload.  Expand your professional and personal learning networks and see what it is all about.  If you join and don't like it...stop using it, what do you have to lose?

 

Other People to Follow on Twitter

@braymo22 (Brandon Raymo)

@KAKjacobson (Karen Jacobson) 

The MELT has concluded and we are breathing now at the MRVED.  With almost 400 educators in attendance, it turned out to be a larger task than anticipated.  As I am reading through the evaluations of the day, I am constantly reminded of 2 things.

 

1. There is a huge need for technology training.

 

2. You can't please everyone. 

 

At the MRVED we strive to meet the needs of all our teachers at some point throughout the year.  The MELT may, or may not meet a teachers needs, but we tried to include something for everyone.  MRVED...more specifically Mary, thought about every little part of the MELT to ensure teachers needs were going to be met.  Speaking of Mary, she is a real miracle worker, and the MELT would not have gone off without her.  She really made sure she hit all her bases.  Mary knocked one out of the park :)

 

It is very obvious by the remarks on the evaluations that there is a huge need for technology training in our schools.  Teachers are hungry for it.  Many of the technology sessions were "how to" sessions rather than actual integration sessions.  This is OK for now, but my vision is more integration based trainings in the future.  If you can teach someone how to properly integrate technology as a tool into the classroom, it does not matter what technology/tool they use they will be successful.  It's like the old proverb, "Give a man a fish, he eats for a day.  Teach a man to fish, he eats for a lifetime".  I can teach you Google Docs, but if I teach you the concept and pedagogy behind integrating technology, you won't need me for tech training anymore.  I was happy to see on the evaluations for the MELT that some teachers are ready to take this next step and complained about too much "how to".  We're getting there, little by little, step by step.

 

Again, a huge thank you to Yellow Medicine East for being a gracious host for the MELT.  Also the woman that kept me in check, Mary Brown, must be recognized for all her hard work in making things run very smoothly.  Thank you MRVED educators for participating in a great day of professional learning. 

I have already broken my New Year's Resolution.  I was going to try to blog more, and have utterly failed as it is January 11 already, and this is my first post of the new year!

 

One of my Christmas presents this year was the Steve Jobs biography written by Walter Isaacson.  I have been enthralled by this book.  It is a bit lengthy, but well worth the read if you are at all remotely interested in technology, or interesting people.  I find it simply amazing that a college dropout, who at many times in his early years enjoyed the occasional choice of drug of the 70's, accomplished so much.  So much of what he accomplished was due to his attitude and personality.  He was probably the type of kid that most teachers saw as someone who would maybe graduate from high school, and become employed somewhere and the community and really never amount to anything.  How many kids in your classroom are labeled that way?

 

On a side note:  I heard a story recently about a classmate of mine. This classmate moved to town in upper elementary, he didn't speak much English, his family struggled to get by and school was not one of his top priorities.  He's one of the kids that was probably labeled as let's just try to get this kid through school, he'll become employed, and we'll never hear of him again.  Well, fast forward 10 years, and he is finishing up either his Masters degree or possibly his Doctorate.  Amazing!!

 

Back to Steve Jobs.  I have been so inspired by the way he demanded perfection from the people that worked for him.  He might not have been the easiest guy to work for, but his company has turned out some AMAZING products that have changed the world.  Would we have iPods or tablet computers without him...eventually they would have came, but I don't think they would be as big today if it weren't for him.  When he was hired back as CEO of Apple after being kicked out the first time, he told the workers of Apple that they were doing some amazing work, but it was the wrong work.

 

I think of many teachers in the classroom that haven't aligned curriculum to current standards.  I have no doubt in my mind they are doing some awesome work, but is it the correct work?  Are we teaching old standards because we have never taken the time to really dissect the newer ones?  As a teacher fresh out of the classroom, I wish I would have taken more time on curriculum alignment because I was teaching things that didn't need to be taught.  I thought I was teaching the correct stuff.  Knowledge is a large piece of the puzzle.  If I would have known, I would have changed.  So here's your knowledge piece...take time to explore and align your curriculum.  Your district will thank you, and more importantly, your kids will thank you.  Are you doing the correct work?

As I was browsing through Twitter this morning looking for some inspiration to write, I came across a Tweet from a major contributor to the Ed Tech Twitterverse.  She was asked to put away her laptop at a meeting because it was distracting to the presenter.  REALLY!!!  Who is the meeting for?  The presenter or the audience?  I think one could argue the only reason the presenter is there in the first place, is because the audience has shown up!  Don't tell me to put away my laptop, iPad, cell phone, iPod Touch, etc... 

 

I get worked up when I read Tweets like this.  It is sad that this happens every day at meetings and conferences all around the world.  I challenge people who think laptops, iPads, iPods, cell phones, etc... are distracting to attend a "technology" conference and watch the audience.  The audience might have 2-4 devices on their lap, but they aren't "distracted".  They are "actively" engaged in the information.  They are on Google searching the presenters name and topic to learn more, they are Tweeting quotes and links about the topic, they are blogging about their experiences!  If you are telling them to put away their devices, then you better actively engage them/me!

 

Apply this same concept to the classroom.  Are we asking our kids to do the same thing?  Do you think they want to be actively engaged in their learning?  Are we meeting those needs?

 

Don't get me wrong, there are times when the devices should be away or closed.  We need to educate our young people on when those times are appropriate.  Is total banning or outlawing the answer?  Did it work during prohibition?  Wait...now I am comparing the electronic device policies of our schools to prohibition!!  Ok, that might be a little stretch!  Think about it!  What are we teaching our kids by telling them they CAN'T use these devices during their learning?  We are teaching them that it is NOT ok to be actively engaged in learning, all because "we" (teachers and administration) are too scared about what the students "might" do when given the opportunity to use devices with their learning.  We are teaching them that the only way to learn is to sit, listen, and regurgitate the information I just told you.  Extend/expand their learning!  Actively engage them in the learning process!

---

 

Think about this example.  A student is caught texting in your classroom during your "exciting" lecture; you scold them, take their phone away.  Later in the hour, you receive a text from one of your family members.  Do you check it while the students are independently working on their worksheet?..........  I bet you do!  Why is it ok for you to check your text, but not the students?  Is it because your use was appropriate and the timing was appropriate?  Or better yet, do you check your texts during inservice days while listening to a speaker?  I know the answer is yes for some of you!  Why is it OK for you to do the same thing you scold students for in your classroom?  Who is going to teach them appropriate use?

 

Teach appropriate use and how to properly use the "tool" in your classroom.  Set CLEAR expectations for your students.  If a student uses his/her pencil to write a nasty note to a friend, do you take their paper and pencil away?  What will you do if a student uses the device inappropriately?  Will the consequence fit the crime? (Wow! This paragraph is a whole blog post in and of itself!)

 

Some of your students are like the woman at the beginning of this post that was told to put her laptop away.  They are active learners who can multitask and take in just as much information as the person sitting next to them.  Teach appropriate use, and SHOW/MODEL appropriate use.