History and Twitter

I’ve heard many people say they think the subject with which is hardest to integrate technology is history. Nothing could be further from the truth if you have a little imagination! The folks at The History Press proved that yesterday with their live Twitter commemoration of the 100th anniversary of the sinking of Titanic. Followers could read events live from the viewpoints of passengers, Captain Smith, officers, crew members, and nearby ships in real time as the ship approached its doom. This kind of idea would be great for commemorating any historical event. Students could do the research necessary to plan such a Twitter event and select a date (an anniversary would be great, if possible) to hold the event, then drum up interest and build excitement as the event approaches.

A project like this has a built-in authentic audience. Students need to think about the audience who will read their tweets and draft the tweets in advance. They would need to find out, if they can, the exact timeline for the historical event. Students can feel experience history “live.” I know that as an audience member, I felt like a part of the event, almost like I was watching it happen. I was glued to the Twitter feed. Creating a Twitter commemoration would give students intimate knowledge of the historical event and even allow them to take on roles as major players in the event. I can’t think of a better way to learn about history. After all, isn’t that what made Oregon Trail so much fun?

Obviously, this kind of project has other implications. A book’s events could be reenacted for a reading/English class, for instance. More ideas for integrating technology in history to come. Exciting stuff!

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What Makes a Good Technology Integration Specialist?

Sarah Horrigan asked in a recent post on her blog, “What makes a good learning technologist?” I love this question, and it strikes me that I’ve never even really reflected here on what makes a good English teacher (that’s a separate post for another day, though). This year was my first year as a technology integration specialist at my school, and while I am kind of green as far as the role goes, I have some definite ideas about what a good technology integration specialist looks like.

Curious

Sarah and I agree here. I don’t know how to do everything, and since I only have one year’s experience, there is much I haven’t tried. However, one thing I do have is curiosity. I want to learn how to do things, and I’m willing to try, even if I don’t know how. I also want to learn more about how others are integrating technology and keep up with news and trends. I actually like learning in general a great deal, and sometimes, even when I’m frustrated by a problem, I like the challenge of learning how to solve it myself. The other day, for instance, my MacBook’s fan was going nuts, and it looked like Spotlight was the culprit, but I couldn’t figure out what on earth it was trying to index that was taking so long. I tried various solutions until I discovered a command I could input into Terminal to find out what it was indexing, and it turns out my computer was just unhappy that I had not moved the entire Audacity folder into Applications instead of just the application itself after a recent software update (which the installation instructions did, after all, tell me to do). Once I moved the folder, the fans immediately settled down. I was really frustrated by the problem, but I felt great that I figured out how to resolve it (with the help of Google).

Helpful and Approachable

One of the things some old school IT guys get zinged for is how aggravated they get whenever someone wants help. They grab the mouse when someone they are working with doesn’t move fast enough or click the right spot. They sigh and roll their eyes. They don’t listen. As a result, folks just stop asking them for help unless they are forced to do so, and can you blame them? Who wants to feel like they are putting someone out just because they need help learning how to do something? I don’t ever want to be that person. I want teachers to feel they have learned something after working with me, and I want to support them in their learning. Sometimes it is frustrating to work with someone who has very minimal technology skills, but we only perpetuate the problem if we roll our eyes, sigh, grab the mouse and do it ourselves. I have found a little bit of patience goes a long way. I use the same skills I learned working with students when I work with teachers. I haven’t found them to be that different after all (unless perhaps more set in their ways and less willing to try things, but even that varies). If I am approachable and willing to help, people are more likely to seek my help when they want to try a project in class.

Enterprising

Good technology integration specialists seek out opportunities and approach teachers and students with their ideas. It doesn’t do to wait for classroom teachers to come up with their own ideas for using technology, although they do come up with some great ideas. A technology integration specialist, however, is a leader in this area, and teachers and students look to the technology integration specialist to generate ideas. The technology integration specialist shouldn’t feel afraid to approach even reluctant teachers with ideas for integrating technology. Obviously, teachers may resist and even turn you down flat. However, if they can be convinced that your idea is either going to 1) save them time or make something they do easier, or 2) be more engaging for them and for their students than something they already do, then usually you can convince them. When you can’t, you should just keep gently trying. Teachers don’t give up on their students and just decide that it’s not important to teach their students, say, how to solve quadratic equations or how to write a good argumentative essay. We keep plugging away, sometimes feeling frustrated. We hope the students will understand the importance and relevance of what we teach, and we understand it’s our responsibility to sell students on the importance and relevance of learning. Technology integration specialists are no different. They need to help teachers and students they work with understand the importance and relevance of using technology. Why? Because Sheryl Nussbaum-Beach is right when she says, “The truth is that technology will never replace teachers; however, teachers who know how to use technology effectively to help their students connect and collaborate together online will replace those who do not.” It is the technology integration specialist’s job to help teachers learn this important truth and to give teachers they support they need to learn to integrate technology. It is the technology integration specialist’s job to help teachers understand technology is not a fad or an add-on, but an important part of how people today learn and work, and students need to be able to learn how to use it effectively for both work and play.

Connected

Sarah mentioned this trait also. I feel it is critical for technology integration specialists to be active participants in a variety of networks, including Twitter, Facebook, Ning communities, and professional organizations like ISTE. I also think they should be active online. If they don’t have their own blogs, they should be using Facebook or Ning blogs to reflect regularly and think out loud about technology integration. I realize I have a bias toward blogging because it was blogging that introduced me to technology integration in the first place. I was never what I would call a tech savvy teacher until I started blogging, and I taught myself most of what I know now, which leads me to my next point.

Autodidactic

There is nothing, absolutely nothing, wrong with asking for or expecting professional development on tools you plan to integrate, especially if you are a regular classroom teacher and technology is not where you live. However, if it is where you live, I think you need to be willing to teach yourself lots of things. You need to have a willingness to try out a new tool. I taught myself HTML using a variety of online resources (of which, Lissa Explains it All, a website designed by a young girl to teach HTML to kids, was by far the best). I had to do some light coding for a website I used to have, and before long, I was designing my own templates. Next up: I want to learn Java and Photoshop and, well, actually a lot of other stuff, too. I could take classes, but I like the idea of trying to learn these things myself, too, and truthfully, I think figuring out how to do things on your own, finding your own resources (whether those resources are books, people, websites, videos, or other tutorials) is the best way to learn.

Passionate

Sarah mentioned this one also, and at the risk of simply cribbing her entire post, I had to include it. If I am not passionate about the possibilities of technology in education, I probably should be doing something else. If I’m not passionate about technology, I’m not going to seek out opportunities to help teachers learn about it and use it in their classes. I’m not going to continue learning about it myself. I will slog to work every day and not make a difference in the lives of the teachers and students I work with. Passion ties everything else together. It is perhaps the most important quality a technology integration specialist, or any teacher for that matter, should have.

What qualities do you think a good technology integration specialist should have?

photo by: torres21

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Cool Tools: YoruFukurou, The Tweeted Times

Lately Twitter has been my main go-to tool for learning and connecting. It’s not a new tool by any means, but I don’t think I’ve ever made as much use of it as I have lately; even when I haven’t tweeted much, I have followed lots of interesting folks and learned a great deal.

I wanted to share two tools that make using Twitter easier for me. The first is a Mac app called YoruFukurou that I first heard about from Audrey Watters on Twitter. “YoruFukurou” is Japanese for “NightOwl.” Ever since Nambu pretty much gave up the ghost, I had been looking for an app that was as clean as Nambu and also gave me an unread messages count for my lists as well as my main Twitter feed. The unread messages aspect was crucial, and other clients just don’t have it (for some reason). YoruFukurou actually has Nambu beat. As far as I know, the creators still have no plans to develop YoruFukurou for Windows, but if you have a Mac, and you’ve been looking for a good Twitter client, I can’t recommend it highly enough.

The other tool, much newer to me, I found via Danah Boyd on Twitter. Boyd linked to a post on the First Five Tumblr in which she shared the first five websites she visits each day. I had toyed with the idea of creating a Twitter paper before, but I wasn’t sure about it. On a lark, I tried out The Tweeted Times, since it was on Boyd’s list, and I love it. I can set it up to tweet my top stories daily at a time of my choosing. Also, I can set it to tweet my top story whenever it changes. It figures out what my top stories are based on what the people I follow—my “friends”—tweet, and what my “friends of friends” tweet. On one hand, this might be kind of risky because it relies a bit on the wisdom of the crowd, but if you follow smart people, it seems to work. The advantage of having a Tweeted Times is that I don’t miss some stories I previously might have missed. I can also tweet links from the stories within the paper itself. I can subscribe to others’ papers, too. I suppose that Paper.li works much the same way. Can anyone who has used both give me a comparison of features? I’m trying to decide if it’s worthwhile to go ahead and sign up for both (but I don’t want to annoy Twitter followers either).

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Technology Integration for Preservice Teachers

Bethany Smith asked a great question on Twitter this morning:

I don’t remember learning much about technology integration when I was a preservice teacher, but then that was 1996-1997. We thought we were advanced for using email to communicate with each other. I’m not sure what has changed in the intervening years, if much of anything. I have found, contrary to popular belief, that young teachers do not necessarily know as much about technology as older teachers think they do, nor do younger teachers necessarily naturally integrate technology. (For that matter, I don’t think kids know as much about technology as teachers think they do, at least not using it for school or work, but that’s a separate blog post.)

The key word in instituting technology integration as part of a preservice teaching program is integration. Technology shouldn’t be an add-on, or else preservice teachers will only come to think of it as such in their classrooms. Asking preservice teachers to create lesson plans and assignments for their college courses that integrate technology and then reflect on how that technology might be used in their classrooms might be effective. An e-portfolio would be a great start. preservice teachers could share it with prospective employers. It can be hard sometimes to find a job with no experience, and a great portfolio can encourage administrators to take a chance on first-year teachers if the portfolios show the young teacher to be thoughtful, engaging, organized, and involved in their field. That portfolio should include a blog. When I was a preservice teacher, my classmates and I had to write weekly “think pieces” about an issue we were concerned about. We passed these around in class so that our classmates could be exposed to our ideas, and of course, they were graded by our professors, too. A blog would be a natural forum for such thinking aloud.

Other artifacts that might be included in such a portfolio:

  • Evidence of understanding good presentation practices. I have seen some horrible PowerPoints in my day (often created by teachers and administrators), and teachers cannot be expected to teach students how to create good presentations if they themselves don’t know how. Presentation skills are a key part of any preservice teacher’s education.
  • Evidence of having created an online PLN through Twitter or through a group such as the English Companion Ning (or equivalent for subject matter). A link to the Twitter account or biography page should be sufficient.
  • Evidence of having created a wiki, perhaps as part of a group assignment for the course or perhaps as a repository for lesson plans.
  • As more teachers are flipping the classroom, I think an important piece of the portfolio should include a lesson delivered via audio, and a lesson delivered via video (could be a screencast). The topics should be well chosen in that they should be topics easily taught and learned via this method.
  • A link to the preservice teacher’s Diigo profile. I think social shared bookmarking has been one of the most fantastic tools to come along in my fourteen years as a teacher. It’s a quick, useful way to share great resources that can be integrated with both a blog and a Twitter account as well as your browser (depending on which one you use). I happen to prefer Diigo to other bookmarking systems myself, but it’s not the only game in town. Any professors teaching preservice teachers could make that call.

One of the most important things a teacher needs to learn when integrating technology is flexibility. Sometimes things go awry when you’re trying to integrate technology, and it’s important that teachers are able to change course if the technology fails. The Internet sometimes goes down. Sometimes the projector bulb burns out. Lots of things can happen, and it’s important that teachers include, as part of any lesson plan integrating technology, their backup plan for what they will do if the technology fails.

As part of their preservice teaching program, teachers should also learn how to search. Using boolean search strings will save them time and help them find resources they’re looking for quickly. Learning how to use the everyday tools of teaching, including projectors, the Internet, videos, and the like should be an essential part of a preservice teacher’s education.

To steal an idea from Melissa Scott, time to share tools, perhaps a weekly session, would be great. The way I would probably set this up is to ask preservice teachers to sign up for time if they have found a cool tool and then present and demonstrate that tool to their fellow preservice teachers. Before long, teachers would have quite a toolkit to take with them to their first job. Any tools that could more easily be shared via a Diigo group created for the preservice teachers would not necessarily need to be shared via presentation, and there should be an expectation that the preservice teachers will make use of Diigo, contributing shared links and also saving links.

It’s also key that preservice teachers understand the importance of rehearsing technology. Teachers who fiddle with tools they aren’t sure how to use in front of a group of students are wasting time and hurting their credibility. Try out the tools and figure out how they are used before asking students to use them or before using them in front of students. Don’t rely on students to be your tech support when you get stuck, which leads me to my final recommendation: learn basic troubleshooting. Most of the troubleshooting I do for other teachers, they could do themselves if they tried searching for the problem online. That’s the first thing I usually do anyway. I’m happy to help teachers. I don’t mind troubleshooting. However, they could save a lot of time if they learned how to do it themselves. It isn’t the best use of the IT department’s time to restart your computer if it freezes up when that is something teachers themselves could have done much more quickly on their own.

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Why Technology?

A question I have been asked quite a few times lately is why I moved into technology integration after having been a successful English teacher for over a decade. It’s a complicated answer because it was not a planned move. I like teaching English. It’s not like I woke up one day and decided I didn’t like teaching English anymore and was looking for a change in career. When I started down the technology integration path, I didn’t know where it would lead, and I never imagined for a moment that exploring technology integration and teaching English were mutually exclusive (hint: they’re not).

When I began teaching English in 1997, my first classroom was a small room with old desks and a chalkboard. I didn’t have a classroom desktop computer. I had a laptop, but only because it had been given to me as a graduation gift. I can’t really say I did anything to integrate technology. We didn’t have any of the tools one might typically use to integrate technology. We had precious few computers in the school. We did watch VHS tapes of movies. We had one student in my student teaching cohort at UGA who I might have described as tech savvy, and that was because she could answer our questions about how to work email. I never imagined that years later I would be like her. I couldn’t imagine I would ever have any sort of aptitude for technology.

Back when GeoCities was still around, I experimented with creating cheap, garish-looking websites. I liked the creative process of bringing the websites to life, and I gradually taught myself HTML. I decided to start blogging about education in 2005. One thing I noticed was that many of the other education bloggers at that time were educational technologists, and for good reason: they were the “techies” who felt most comfortable with the tools of blogging. They became my models. I began reading about what they were doing. Then I attended EduBloggerCon before ISTE in 2007. Here is what a newbie I was to the whole notion of technology education: I didn’t even realize there was such a thing as an ISTE Conference (back then, it was called NECC). All I knew is the education bloggers were all planning to meet up in Atlanta, where I lived, and I decided to go. Once I got to the conference center, of course, I realized it must be part of some larger conference I knew nothing about.

What? You mean a whole conference devoted to technology in education? I desperately wanted to go, but I found out about it too late to ask my employer to help me pay for it. I enjoyed the time I spent with the other edubloggers. I met Sheryl Nussbaum-Beach, who introduced me to someone as “a great writer.” I still relive that moment. I met Megan Golding, who recognized me by my blog when I introduced myself. I met Vicki Davis and Julie Lindsay. I met Tom Woodward. When I wrote about the experience that evening on my blog, Chris Lehmann left a comment chiding me for not saying “hi.” I had forgotten this, but I was standing right next to Dave Warlick in the big photo someone took.

I’m going to look like a huge geek, but I’ll just say it anyway: I was in awe of these folks. I thought they were so cool, and I really wanted to be in their club. It really wasn’t long after EduBloggerCon 2007 that I began pursuing my instructional technology master’s. In fact, I enrolled at Virginia Tech in August of 2008, so it must have only been a matter of months between going to EduBloggerCon and deciding to get my master’s in instructional technology.

I had already started using technology in my English classroom before I went to EduBloggerCon. I considered a master’s in English, but I admit it didn’t appeal to me much. I had also thought a few times about a degree in library science. At one point in my career, I thought I wanted to be a media specialist. I don’t think that I had a notion there was such a thing as an instructional technology degree.

Around the same time as I attended the first EduBloggerCon, I also started presenting at conferences. I discovered that I liked working with teachers and helping them learn about ways they could use technology in their classes. I also enjoyed sharing ideas face-to-face in addition to on this blog.

My interest in technology integration and working with teachers grew organically into helping teachers integrate technology. Before long, I was the teacher in my building who answered the “techie” questions and helped colleagues.

If you had asked me ten years ago if I would be doing what I’m doing now, I would have called you crazy. In fact, ten years ago, I wasn’t even sure I wanted to teach anymore. After the 2000-2001 school year, I was determined to quit teaching. I wound up teaching pre-K for a year and decided perhaps I didn’t want to quit teaching after all. It is amazing how your life can change trajectory and open up possibilities you never dreamed existed. I’ve been thinking about that a lot lately as I begin a new phase of my life as a technology integration specialist at a new school. But more about that to come later.

photo by: superkimbo

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You (Yes, You!) Need to be on Twitter

I recently encountered this article via Twitter (interestingly enough). The sentence that jumps out me is this one: “One assistant principal who refused to speak on the record said he believed any school personnel using social media were ‘exercising poor judgment.’”

I find that statement to be dangerously short sighted. Are there teachers who use social media in a way that exhibits poor judgment? Sure. Does it then follow that any educator using social media is exercising poor judgment because a few people make bad choices? I really hope this administrator was taken out of context (which happens when folks are interviewed). I couldn’t disagree more. I think it’s important for educators to be on Twitter and to use social media in order to learn, connect to other educators, and share resources. If you haven’t found social media useful for these purposes, then you’re not using it right or you’re not following the right people.

The latest issue of NCTE’s publication Council Chronicle has a great article about how teachers are harnessing social media to develop professional learning communities and quotes the likes of Donalyn Miller, Franki Sibberson, Ryan Goble, and Jim Burke. They and the other teachers quoted in the article all attest to the power social media has had to help them connect with and learn from other teachers. One important aspect of Twitter that the article (surprisingly) left out is the weekly Twitter chat #engchat, led by Meenoo Rami. If you are an English teacher and participate in #engchat, I defy you not to learn something. English teachers are not alone. Other disciplines have scheduled chats, too. Jerry Blumengarten has a great collection of education chat links on his website.

Twitter is my favorite technology tool at the moment. I find that you only really get out of it what you put into it. The more I interact with others on Twitter and the more I share ideas, the more I learn from others. I recently reached the conclusion that educators should be on Twitter, especially administrators. Twitter is a great vehicle for administrators in particular to share the exciting things going on in their schools and be transparent about their thinking. Some great examples of administrators on Twitter whom I admire a great deal are Chris Lehmann and Eric Sheninger. One of the things I like about both Chris and Eric is that Twitter is not just about work for them either. Their personalities shine through in their tweets. I know, for instance, that Chris is an avid sports fan and has really cute sons in addition to being a passionate leader and educator.

I will freely admit that before I joined Twitter and began using it regularly, I didn’t understand the point. At first, I think it’s OK to lurk, but I don’t think you’ll get it, not really, until you start tweeting yourself. At least, I didn’t get it. And here I am, about four years after I wrote that first post about not understanding Twitter, trying to convince you to join Twitter, too.

Another good reason to be on Twitter is to model its effective use for our students. Twitter is a fairly public space. Students look to their teachers to be role models and mentors in the classroom, but we can also do that through social media like Twitter. I recently had a discussion about this issue with a student. On the one hand, he argued that he didn’t feel it was fair to “get in trouble” for things written in online forums like Twitter, but I explained that if he didn’t feel what he said on sites like Twitter couldn’t also be broadcast over the school intercom or plastered on a billboard, then he shouldn’t say it. I know several of my current students are on Twitter, and I admit I don’t follow them. I do follow some former students, and I think they are being very smart about using Twitter to think out loud and share their projects. Think about how effective a teaching tool it would be if your school’s principal or headmaster was a presence on Twitter and that students and parents followed the school’s administration. A smart administrator modeling effective use of Twitter could be a powerful teaching tool.

So what do you think? Should educators be on Twitter? Why? Why not?

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Reluctance and Technology Integration

One of the questions I am often asked in interviews for technology positions is how I would approach dealing with faculty members who are reluctant to embrace or integrate technology in their lessons.

First, I think it’s an excellent question, and my answer to it says a lot about how well I would be able to work with faculty. It is a question to which any good technology integration specialist should have a good answer at the ready. Before I tell you what I think, however, it bears saying that I think a healthy skepticism of technology is not a bad thing. I have seen tools adopted simply because they will add technology to a lesson. If the only reason you’re using technology is to say you’re using technology, then you’re not truly integrating technology. Your faculty and students will see through it. I have been teaching fourteen years, which is long enough to see a few trends come and go. Technology has to be more than just flash. It needs to add something to the lesson (or whatever you are doing with it), and if it doesn’t, perhaps you don’t need to use it.

I personally feel technology has two propositions to answer before it should be adopted for integration in a lesson/class/school/activity:

  1. Will it make it easier to do what I’m trying to do?
  2. Will using it increase engagement?

Having said that, sometimes a learning curve is wrongly interpreted as making something more difficult to do. We need to be willing to invest the time into learning how to use the tools properly sometimes, but just because they are not immediately intuitive does not mean they are making everything more difficult and need to be chucked. One case in point is the evolution of sharing handouts with students. I actually have used one of those blue ditto machines. We still had one at one of my schools, and we had to use it if we did not turn in our photocopying with enough notice for the secretary who did our photocopying (a practice that is looking more and more attractive to me for reasons folks who work with me will understand completely). The ditto machine produced handouts that were serviceable, but damp and blurry. I only used it as a last resort. The photocopier produced nice handouts, but required me to hand in assignments early to the secretary, or, in other schools where I have worked, provide my own paper and assemble the packets and hole-punch and staple them, not to mention the time spent making the copies. Now sharing documents is as easy as creating and sharing a Google Doc or uploading a document to a content management system. The students have the freedom to print or even edit the document as needed, but they can also store it on their device using their personal file management system. Obviously, there is a learning curve involved in switching to Google Docs over a more familiar word processor (not much of one, but still), and users need to learn how to share the documents with others. Learning how to upload documents to a content management system also involves a small learning curve. Initially, learners who have a little more difficulty learning how to use new tools might balk at being asked to use Google Docs or a content management system, but once they learn how to use the tools and have been convinced that the tools are making their jobs easier, they will not be reluctant to adopt the technology and may even be your biggest evangelists.

On the other hand, sometimes using technology is not necessarily going to make our jobs easier, but will increase engagement. A good example of a project that fits this criteria is a recent lesson I did with our social studies department on how to use PowerPoint. I am told that the students were reluctant to come to my lesson because they didn’t think they would learn anything. They had, after all used PowerPoint before. I, like you, have seen many ineffective PowerPoints over the years, and I have actively sought presentation mentors who have taught me about creating more effective PowerPoints. I shared these lessons with the students. In essence, I taught the students:

  • You are essential to the presentation. If you make yourself inessential because you put all of your presentation text on your slides, you have no reason to be standing in front of the room.
  • Your slides are visual aids for your presentation and should therefore be light on text and heavy on images.
  • Go beyond the default fonts and prepackaged themes.
  • Give credit for using images and try to find images licensed under Creative Commons.
  • Practice your presentation in front of your mirror, your dog, your parents. If your teacher lets you, put cues on index cards, but you shouldn’t read from the cards any more than you should read from PowerPoint slides.

The lessons went very well. The students asked great questions. I was impressed by what I saw them creating in class. They shared at the beginning of the lesson when I asked how they feel when they see a PowerPoint on the screen that they associated PowerPoints with boredom.

Creating good PowerPoints definitely does not make your job easier. In fact, it is easier to create a bad PowerPoint with all your speech on the prepacked theme slides and few images (or perhaps the odd clip art image). But these PowerPoints are not engaging for your audience. In order to make your presentation more engaging, you will need to do some work. Most people who have seen a great presentation will say that it was worth the extra work to increase audience engagement.

I was thrilled when I received this feedback from one of the social studies teachers about the students’ presentations:

Just wanted to give thanks to Dana Huff for helping with a very successful technology integration project for 9th grade CP2.  Dana helped to teach my students how to utilize MS Power Point to create a dynamic and interesting visual accompaniment to a presentation.  My students took Dana’s lesson to heart and have come up with some compelling visual aids.

Dana spent two class periods with my students teaching them how to use the Power Point software itself and also reviewing best practices for using Power Point in the context of a 10-15 minute presentation.

Thank you to Dana for all of your help!  The students greatly benefited from the time they spent with you!

Another project that required more work but definitely increased engagement was a QR Code project I helped our art teacher with. Creating and editing student videos was certainly more work for the art teacher, and uploading the videos and creating QR Codes that linked with them was also time-consuming. Hanging up the art and calling it a day would have been easier, but putting the QR Codes next to the art work so that the art displays could be more interactive made the art show more engaging for the participants.

I think the best way to approach a teacher who is reluctant to integrate technology is to share a specific idea and be willing to do some convincing that the idea will either make their jobs easier or make what they do more engaging (for them, their students, whoever). After that, you must be willing to support that teacher’s learning with professional development. The worst thing you can do is give a teacher a tool and tell them to figure out how to use it. It won’t be used because it is much easier to just keep doing things the same way. Which is essentially what Tom Whitby said on Twitter the other day that prompted me to retweet:

So in the interest of learning more about what others thought, I tweeted the question “What do you do at your school to encourage teachers who are reluctant to embrace & integrate technology?” and added the hashtag #edtech in the hopes of attracting answers from folks who don’t follow me, but keep track of that hashtag. Here are some of the responses I received:Gary Anderson

Allison BerryhillAbbey WilsonAbbey WilsonDeej LucasShervette MillerSome definite themes emerge in the responses:

  • Offer extensive professional development.
  • Demonstrate using the technology is really going to make their teaching better.
  • Model technology integration (or provide models).
  • Provide resources and choices.

I would argue that there are simply cases when mandating is required, such as when a school-wide grade reporting system or content management system is rolled out. Inconsistency can cause a lot of headaches for a school, but the important thing is to allow faculty to be part of the decision about which tools to use so that they are more likely to buy into their use.

The worst thing a school can do is mandate use of some new form of technology without any professional development.

Leadership in technology integration comes from the top down, as I have said before, and if administrators are not prepared to support their teachers’ use of technology, their teachers will not use the technology. It’s not because teachers are not willing to change or to do the right thing for their students. It’s because teachers, like everyone else, want to see the relevance behind what they are learning, and they want to know why and how they will use it. In integrating technology, like everything else, you need to begin with the end in mind and determine where you want teachers and students to be, what you want them to learn, and what you want them to be able to do. Then you need to determine how you will get them to that place.

Some additional resources I found as I was thinking about and writing this post (via Twitter):

photo by: purplemattfish

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Technology Goals

In the spirit of setting goals and writing them down somewhere so I will attend to them, I’m sharing some of the career/technology goals I have. My timeline for completion is a little up in the air as I search for a new position.

  1. Become a Google Certified Teacher. Some of my friends have this certification, and as I have become the go-to person for Google Apps at my school, I would like to learn even more about them (even though I am moving on, I think a lot of schools I have spoken with are doing amazing things with Google Apps). I also want to become a Google Apps for Education Certified Trainer. Without knowing where I will be next year, I have elected not to start the application process until things are more settled.
  2. Become an Apple Distinguished Educator. Most of the schools I have spoken to are 1-to-1 Mac schools. I wouldn’t have been able to justify pursuing this program on my current school’s dime, as we are officially a PC school with no 1-to-1 program at the moment, but I can see that in a 1-to-1 Mac environment, this program would prove useful, especially as I would have more opportunities to use what I learn.
  3. Obtain OS X certifications, Certified Mac Technician Certification, and  iWork Certification. Depending on the needs of my future school, I’m willing to pursue Final Cut Pro Certification, but I don’t currently have or know how to use that software. I think most schools use iMovie for their purposes.
  4. Pursue additional SMARTBoard training. Many of the schools I’ve looked at have SMARTBoards, and I haven’t had as much training as I’d like, but there are several self-paced online courses I can take in addition to the ones I’ve already taken.
  5. Participate more often in Twitter chats like #engchat and #edchat. I have always got a lot out of these chat sessions, and my experiences in leading #engchat in the past have been positive, too (and are something I would like to do again). For the record, if you were not able to participate, I moderated chat sessions on integrating technology in English and on authentic assessment.
  6. Become more involved in my field through conference attendance. I’ve been able to attend English conferences, but I have wanted to go to ISTE for about five years and have not been able to do so. I sometimes feel out of the loop, even though I connect with several innovative tech leaders and teachers on Twitter and elsewhere.
photo by: Makena G

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Innovation Takes Good Leadership

LeadershipWhen I was working on my undergrad degree in English Education, one of the texts I was required to read (and which I highly recommend) was Leila Christenbury’s Making the Journey: Being and Becoming a Teacher of English Language Arts. We were asked to write reflection journals as we read, and Christenbury made that very easy because she included journal prompts. I still remember one of the prompts. It asked the reader to think about the relative importance of administration, teachers, and students in a school. At that time, I felt that teachers and students were the keys to a successful school. Outstanding, engaging, dynamic teachers and students eager to learn. I did not see that administration had much importance. I recall that my instructor wrote the comment “Let’s see how you feel about this after you begin teaching.” It stuck in my mind because I knew that the comment meant I was talking about something I didn’t know. She didn’t belittle my opinion. She didn’t tell me how ignorant I was. Her comment was meant to make me remember. I didn’t have to teach for long before I understood what she meant. I do not believe a school can function for long without a good administration. The administration leads from the top. There is no change, no innovation, no organization, no rudder without a good administration.

I have been thinking about the role of administration in innovation, and recently Scott McLeod posted a short blog post that inspired this one. I think some schools invest in technology without offering the professional development teachers need to use it. In addition, some administrators do not change their expectations regarding the use of technologies. If teachers are not expected to adopt new technologies, change and innovation won’t take place. I’m not talking about using tech for the sake of using tech. But I am talking about using tech in ways that make learning easier and more engaging.

One example I’ve been thinking about is Apple’s announcement about iBooks textbooks. I don’t have an iPad, but a colleague demonstrated one of the iBooks textbooks. It’s gorgeous. The color pops off the screen. Embedded content like videos makes the text more interactive. You can take notes and highlight in them. And they cost a fraction of what hardcover textbooks cost at $14.99 or less. Global Equities Research estimates that the production cost for creating an iBooks text is about 80% less than a hardcover text. Let’s say a hardcover book costs $100. Schools often purchase the hardcover books and use them for several years. In Georgia, the textbook adoption cycle is usually seven years. Over seven years, that textbook costs the school between $14 and $15 if the school is on a seven-year adoption cycle. However, the iPad also has a large variety of apps, and iBooks also sells novels. Purchasing iPads is a serious investment for a school to consider, and it should be undertaken after thought and study. Teachers should be supported as they learn to use and to integrate the use of the iPad in the classroom. iPads could potentially transform a school, but in the hands of teachers who don’t know how to use them and aren’t expected to use them, they are nothing more than paperweights.

What I can easily see happening is a school deciding to adopt iPads and then not supporting their use through professional development. If teachers are required to use any tool, and the iPad is just one example, without professional development they will likely take one of two paths: 1) try to learn it on their own the best they can, or 2) give up and not use it. In addition, if there is no expectation regarding the use, the tools become useless as there is little incentive beyond a personal intrinsic motivation to use the tools. Some teachers have a strong motivation to continue learning and improving and using new tools, but others do not. In an ideal world, it wouldn’t matter that the leadership in a school did not expect teachers to grow or didn’t support growth through professional development because the teachers would grow anyway, but what I have learned over time is that teachers need both the support for their growth and the expectation that they will grow as teachers, and that support and expectation needs to come from administrators who have an interest in innovation. Otherwise, it’s just not going to happen.
Creative Commons License photo credit: pedrosimoes7

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Time for This

Transit spatio-temporel (Time & Space Transit)I’ve been thinking about this blog post for a couple of months. I have also had several conversations in that time that led me to believe the issue of what we decide we have time for is an important issue to explore.

A lot of people ask me how I have time to do the things I do. In fact, someone asked me that question just the day before yesterday. I don’t know how to answer that question because I have as much time as everybody else. How I’m choosing to use it may be quite different. I think if something is important to you, you will make time for it, and if it isn’t really that important to you, you won’t.

Case in point: Kirstie Knighton and I were discussing the EC Ning, which is a great resource for English teachers. She mentioned that she has tried to refer several colleagues to the Ning, but many of them claim they don’t have time to participate in the ECN community. Kirstie’s response was, “How do you not have time” for using this fantastic resource to grow and become a better teacher? The answer, of course, is that Kirstie has made that growth and attachment to the ECN community a priority, so she makes time for it.

I participated in NaNoWriMo last month (won, thanks!), and I have averaged about a book a week this year (first time ever!). Why? Those two things, my writing and my reading, are really important to me. I set aside time to do both. I don’t watch a lot of TV. The only show I have to see, aside from a few specials here and there, is Big Bang Theory, and that’s new because I only started watching at Thanksgiving. Sure, I miss out on all the pop culture references, and I don’t get to participate in things like the Lost phenomenon, but I decided for myself several years back that TV wasn’t important to me and that I needed to use my time in other ways, so I let it go. That doesn’t make me better than someone who chooses to watch TV (there is a lot of good TV). It just means I made a different choice regarding my time than someone who watches more TV made. (Interesting side note, there is no correlation between the number of hours of TV someone watches and the number of books in his/her home; I know this because I did a study using a random sample of work colleagues for graduate school and the resulting scatter plot was all over the place.)

Another thing I do is use technology to help me be more efficient. I think people sometimes either don’t use the right tools, or they don’t use the tools they have available to them efficiently. If I want to keep up with certain blogs, for instance, I subscribe to their feeds in my RSS feed reader. Then I check my feed reader and scroll through the updates, reading the ones that seem interesting, and skipping the rest. Dipping in occasionally sometimes makes it seem like I’m doing more than I am. Same goes for Twitter. I put everyone I follow on Twitter on a list. I scroll through the updates to my list in my Twitter client, not necessarily reading every single one, but reading the ones that catch my eye. I join groups that interest me on the EC Ning and the MC Pop Ning and set my email settings so that whenever someone posts to those groups that interest me, I receive an email. If the subject of the new discussion posted is something I think I want to discuss or something I can help with, I post a reply. I don’t necessarily consider myself extremely involved in the worlds of blogging, tweeting, or online discussion. I consider what I do to be dipping in when interested. This is something anyone can do. It’s easier to manage all the online conversations you want if you use free technology tools available to help you do that.

I also multitask. I might be reading RSS feeds or writing a blog post and checking Twitter at the same time. I read while I ride the bus to work (I always take a book with me). I automate certain tasks. For example, I use Diigo for social bookmarking, and I have set up my account to work with my Twitter account and my blog so that every time I favorite a tweet, it is automatically bookmarked, and all of my bookmarks are automatically published to my blog on Sundays. Many weeks, that post may be the only post on my blog, which is why I am always sort of  flabbergasted when anyone suggests they don’t have time to blog. Sure you do. Just don’t make yourself some kind of crazy schedule you can’t handle and otherwise post when you are inspired.

I use Google Calendar to manage my time and create appointment slots for colleagues who need technology assistance. There are all kinds of things that you can do if you make yourself a schedule and stick to it. Like anything else, the things you want to do sometimes take planning, and you need to schedule time for doing them during your day.

Obviously having very small children, going to school, or having long required work hours are going to eat up time, and I don’t think people who have such demands on their time should make themselves feel guilty when they can’t participate in activities they want to participate in, but to be honest, these aren’t the kinds of people who tell me they don’t understand how I have time to do the things I do. Most of the people I hear this from have older or even grown children, are not in school, and work a normal 40-hour week like I do. So what gives?

It isn’t that anyone has or doesn’t have time for this, whatever this is to you. If you are telling yourself you don’t time for something, I would counter that you aren’t making time. I have three kids, too. I work full time, too. There are ways to make time to do the things you want to do. You just have to figure out if whatever it is you think you don’t have time for is actually something you want to make time to do or if that’s an excuse you use for not doing things you’re not actually all that interested in, anyway.

Creative Commons License photo credit: Gilderic (Very very slow internet connection)

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