Feeds:
Posts
Comments

Archive for the ‘Truth’ Category

Reposted from the Blog of Mark Barnes, Brilliant or Insane: Education and other intriguing topics.

8 EDUCATION BOOKS FOR THE DIGITAL AGE:

CONNECTED EDUCATORS SERIES

via: Corwin.com/connectededucatorsAsk any of the thousands of teachers who regularly use Twitter, Pinterest, or Facebook about connected education, and you may get an earful about using digital tools as a means to connect with educators and students worldwide.

But if you ask teachers who have never used a social network, blog, or mobile device for learning in their classrooms to discuss connected education, you are likely to be met with blank stares, furrowed eyebrows and shrugged shoulders.

Enter Corwin Press and the Connected Educators Series.

In an effort to connect all teachers, EdWeek author and Corwin editor Peter DeWitt enlisted the help of his professional learning network (PLN) in order to launch a series of books on digital learning, digital leadership, mobile learning, digital citizenship, and everything else that is connected education.

“It is our hope and intent to meet you where you are in your digital journey, and elevate you as educators to the next level.” Peter DeWitt, Connected Educators Series Editor

Corwin’s Connected Educators Series features short books, about 70 pages, in both paperback and electronic formats, aimed at helping educators improve classroom practice and educational leadership in the digital world, something that has been sorely missing in the education book world.

The first books in the series will be published in August and September.

Corwin Connected Educators Series

The Relevant Educator: How Connectedness Empowers Learning, by Tom Whitby and Steven Anderson: Two of the profession’s most connected educators explain how to effectively use social media to build a professional learning network.

Flipped Leadership Doesn’t Mean Reinventing the Wheel, by Peter DeWitt: If we can flip the classroom, why can’t we flip faculty meetings and other kinds of communication with parents and teachers? According to DeWitt, we can.

Connected Educator Series

The Edcamp Model: Powering Up Professional Learning, by The Edcamp Foundation: Professional development has never been so simple than when teachers create it. The Edcamp model connects educators to PD like never before.

Teaching the iStudent: A Quick Guide to Using Mobile Devices and Social Media in the K-12 Classroom, by Mark Barnes: Knowledge is in the palm of learners’ hands, making them iStudents. This book helps teachers understand how to maximize this incredible power.

The Corwin Connected Educators series is your key to unlocking the greatest resource available to all educators: other educators.

Connected Leadership: It’s Just a Click Away, by Spike Cook: In the 21st-century, it’s critical that principals create a transparent school for all stakeholders. Principal Cook shows school leaders how to author blogs, PLNs and more, in order to open up a digital window to your school for parents and community.

All Hands on Deck: Tools for Connecting Educators, Parents, and Communities, by Brad Currie: The connected educator doesn’t just connect with students and colleagues. He connects with parents and community, using 21st-century tools. Currie shows readers how this is done.

Empowered Schools, Empowered Students: Creating Connected and Invested Learners, by Pernille Ripp: Connecting also means empowering. Ripp shares a variety of methods for teachers and school leaders to empower colleagues and students to help each other build a strong learning community.

The Power of Branding: Telling Your School’s Story, by Tony Sinanis and Joseph Sanfelippo: Connected educators must teach students about digital citizenship, and what better way to teach this lesson, according to administrators Sinanis and Sanfelippo, than by showing students how to brand their own schools?

These eight books are the first in Corwin’s ongoing Connected Educators Series. Several more are currently in production and scheduled for publication in early 2015.

For updates, author biographies and other valuable information, visit the Corwin Connected Educators Series website here.

You can order Any books in the Connected Educators Series here. Let us know what you think and what you’d like to see next.

Read Full Post »

I just read a post by my friend, Tony Sinanis, #EdCamp: What’s The Point? Tony had an unconnected colleague attend an Edcamp. The colleague was most impressed with the ever-present passion. According to Tony’s friend:

This whole experience seems to be one of the best examples I have ever seen about the power and importance of self-directed learning…

The organic way this whole day unfolded blew me away… 

All seemed to be going well in winning a convert to the connected side and then it came.

The only thing I am wondering about is the heavy emphasis on technology and sometimes I think the technology tool or tip became the focus as opposed to the conversation or overarching topic… is that always the way?

For too many educators the second statement wipes out all of the wonderment that the first statement brought to the table. It always comes down to the requirement of educators having a need to know or have some perspective on technology in today’s world. That however, is the very least we must prepare our children for. How can we prepare them for their future when so many educators have yet to learn about the needs of learning today in the present?

Let’s place two classrooms side by side and instruct each teacher to use collaborative learning to explore a given subject. One teacher will be limited to 20th Century methodology, pair share or group work at their seats using chart paper, posters and the always-present overhead projector. The second teacher may use 21st Century methodology and tools: Skype, Google hangout, Google Documents, Social Media, PowerPoint, and Prezi. Both classes will learn stuff, but which class will take with them presentation and collaboration skills that are career ready in a tech driven society?

Using that same two-classroom scenario let us teach a writing class on voice in writing. Again one class will do compositions and hand them in to the teacher to grade. Of course 20th century methodology is fine. Peer editing should be employed. The second class will teach Blogging. Students will create blogs, comment on blogs and respond to comments on their own blogs. Again, which class is getting real world authentic experience in the 21st Century? Which class will get a deeper understanding of voice, the class with an audience of one, or the class with an unlimited audience that interacts, comments critiques, criticizes and praises?

Too often educators view new methodology and tools with a 20th century mindset. It is their own educational experience that is driving their teaching. A big problem is that we are no longer in that time period. Many educators are losing relevance. It is not something that we can point out without creating friction, and most people refrain from doing so for that reason. Educators like to be fair and let people learn for themselves when it comes to their colleagues. Of course students and parents assume that they are getting the biggest bang for their buck for an education that will provide a path to, at the very least, a safe and competent ability to make a living in a world that will be using technology that advances further even that which we are using today.

Teaching is not easy. It is a profession that requires educators to be relevant. Being relevant doesn’t come with age. Just the opposite occurs, and it requires work to keep up. Teaching is not a profession that enables one to stop learning after the degree is earned and the job is secured. Technology is moving us all too fast for anyone to sit back relying on old methods and tools. With a Masters degree in Educational technology I can assure you that not one piece of hardware, or software that I studied with and used so much to get that degree exists today.

The pedagogy should always be the focus of education discussions, but the technology will always continue to be the accelerant of the pedagogy. Educators no longer get to decide whether or not to use tech as a tool. If they are scared to learn about it, that creates a problem. Technology is not going away as many expect that mythological pendulum to swing back. Educators have been programmed to believe that, if one waits long enough, the worst things will eventually go away. Barring apocalyptic disaster, technology is here to stay and it is a tool for learning, as well as curation, collaboration, communication, and creation, which include many of the things that we need to teach Again, to better educate our kids, we need to first better educate their educators. Edcamps do just that, and most will be dominated by technology discussions, because that is the very discussion educators need to engage in to maintain relevance. As an educator if you are just standing still in your personal development, you are falling behind.

Read Full Post »

Being connected as an educator offers a unique perspective. It is almost as if there are two different world’s in education, and a connected educator must travel within both. Technology in our computer-driven society has enabled collaboration to occur at a level and pace never before available in the 19th and 20th century versions of education. For the modern educators who have embraced the idea of connectedness, the world of education looks very different from it has been in previous centuries.

Regardless of technology, many educators express a curiosity about what it would be like to talk to and engage people from history. How often have we heard the expression “ I wish I could pick his/her brain for ten minutes”? The whole idea would be to collaborate with individuals who in some way have made a mark on history or education. We could all benefit from discussing and reflecting on the successes and failures of valued individuals who have proven their worth in their profession. That is what is done everyday in the connected world of education. It does not involve picking the brains of historical people, but those of education practitioners.

It is social media in the 21st Century that has boosted collaboration to a scale never before experienced. It enables educators the ability to collaborate beyond their own borders and way beyond their local connections to a global reach. Such collaboration forces transparency. Pedagogy, methodology and policy are all topics of discussion amongst educators worldwide. Education is being analyzed and scrutinized under a huge magnifying glass with the results, blemishes and all, being shared globally.

The overall result is that educators are beginning to adopt that which shows promise in education and they are turning away from that which is not effective. The one sticking point however, to this entire picture of progressive education evolution, which I have just painted with words, is that not all educators are so connected.

I have had the good fortune to attend many education conferences worldwide. Some of the most sought-after speakers, keynoters, and authors at these conferences are connected educators. They are the thought leaders in education moving education from its past to its future.

The result of all of this is the separation of education into two different places, the world of connected educators, and the world of the disconnected. The best example of the difference would be in the group’s discussions. The discussions online with connected educators are very different in tone and content when compared to the discussions in most faculty rooms and department meetings. Ideas such as the flipped classroom or BYOD were discussions in the connected world long before the mainstream media began writing about them to alert the unconnected.

There is one irony of all of this two-worlds discussion that upsets me most. When I talk to many of the thought leaders in the connected world of education, who are still practicing educators, I ask a simple question. Are you recognized in your school or district for the value you bring to the connected community of educators? Most, if not all, tell me that their district has little or no idea of who they are or what they bring to the world of education. How is it possible that the value of these educators, and their contribution to education, are not recognized within their own unconnected education world?

It is that lack of appreciation or even a failure to validate an educator’s success that is costing us the brightest and best in education. We have long been losing our newest teachers at a rate of 50% in the first five years of service. Obvious fixes would include more support with effective mentorship programs, as well as a salary more in line with the requirements and demands of the job.

Now, because of the growing world of connected education, we are seeing educators at the top end being lured into the business side of education because they are being recognized as valuable assets to education. That recognition however is coming from private industry and not their own education leaders. The private sector is luring away many of the education thought leaders by doing in the connected world what the unconnected world fails to do, recognize, validate, and reward leadership and innovation. Complacency is not considered an asset in this new connected world of education.

In a world that is being driven by technology at an ever-increasing rate that has never before been experienced, educators cannot be standing still. If educators do stand still, they will rapidly fall behind and become irrelevant. It is not a question of being a good or bad educator at that point. One can have great skills, but without being relevant to the students, how is that educator to be effective? Gone are the days when all learning took place in the rows of the classroom. Self-directed learning is now a way of the world. Educators will be needed more than ever, but the 19th and 20th Century models of educators are not relevant in our latest century. There is a pressing need to get more educators to be connected, self-directed, reflective, inspired, and relevant. We also need administrators to include themselves in this shift. Administrators need to maintain relevance as well. The longer it takes for our two worlds of educators to merge into one, the longer it will take us to reform our own culture and the education system overall.

Read Full Post »

This year ISTE put on what appeared to me to be the biggest education extravaganza to date. The number of participants was said to be somewhere between 20 and 22 thousand educators. I never verified that number but based on the food lines it seemed likely to be true.

Of course there was apparently a huge number of connected educators in attendance. I say apparently, because in reality I don’t believe it was so many. Many connected educators volunteer to do sessions. Many are also bloggers. A natural gathering place for them to gather, interact, and network is at the Bloggers Café, or the PLN Lounge. Twitter has added a whole new dimension to these education conferences where educators connected to other educators through various Social Media can meet up face to face. This enables real-time collaboration with people who have had a virtual relationship with each other for a while. Even if there were a thousand connected educators meeting at the Bloggers Café all at once (and there weren’t), It would seem to those gathered that the entire conference was connected. Of course this ignores the 21,000 other educators who were not connected.

I guess my take away for this is that being connected networks you with more people to have a good time with, as well as extend collaboration, but a majority of educators have yet to discover this. One would think that would be a lure for more educators to connect, but of course the only people who recognize these benefits are those who are connected. I imagine most of the people reading this blog are connected as well, so I am probably and again spinning my wheels on this subject.

I found this year’s conference to be a bit overwhelming. To me it seemed that many of the events and some sessions were trying very hard to create an atmosphere that was experienced with smaller numbers from previous conferences. That intimacy however, was lost with the numbers of participants this year. There were some invitation only sessions, as well as paid sessions with smaller numbers that I did find more enjoyable, but again, I attend many conferences and do not view them through the eyes of a new attendee. I might be too critical here.

I loved the fact that connected educators were actively backchanneling sessions and events. Tweets were flying over the Twitterstream as the #ISTE2014 hashtag trended on Twitter. Photos were much more prevalent in tweets than in past years, because that process has been simplified. That picture process has both good and bad aspects attached to it. It is great to see the session engagement. The pictures from some of the social gatherings however, may paint a slightly distorted view of conferencing by educators. It may give an impression that the social events outweighed the collaboration and interaction. The social events were fun, but it was as much a part of networking as any of the conference.

The vendor floor was beyond huge this year. It was quite the carnival atmosphere at times. If anyone would benefit from collaboration at these conferences it would be the vendors. There is a great deal of redundancy in education products. I wish more vendors would take a pass on the bells and whistles of their product and talk more about pedagogy and how their products fit in, as well as how they don’t. That requires an educator’s perspective, and not every product designer seeks that out. Those that do seek that perspective however seem to attract me more than the others.

One vendor had a closed booth with dollar bills being blown around inside. People lined up for a chance to step inside to beat the airflow for the dollars. The attraction was obviously the lure to get folks in, but who paid attention to the product? There were some products that I will address in a subsequent post, which I rarely do. These products were exceptional and should be recognized.

As ISTE came to a close this year, my reflection was that bigger is not always better. I was also mystified by the choices in keynotes. If one was to judge by the tweets about the keynotes, one was somewhat of a miss, one was on the mark, and one left many wondering why it was a keynote at all. I must admit that I did not view the keynotes in the lecture hall, but on screens in the gathering places in the conference. I enjoy the keynotes better when I can openly comment and yell at the screen if I have to. It would seem that I was not alone in these endeavors.

It should be noted that ISTE this year did have people’s Twitter handles on their name tags, an innovation. Of course mine was messed up, but who am I to complain? Now I wish they would take another suggestion and do an unconference, or Edcamp segment in the middle of the conference. This would allow educators to further explore those subjects that they learned about in earlier more conventional sessions. It would also break up the “sit and get” mentality of a conference. It would take as little as an hours worth of sessions.

For as much as we hear that we need and want innovation in education, I would expect to see it first in Education conferences. They are hyped to be conferences led by the innovators in education, but there is little that changes in conferences from year to year. We are still sitting through lectures and presentations with limited audience engagement. We are not yet directing our learning, but attending sessions devised and approved a year in advance. I realize that change is hard and takes time, but our society is demanding that we as educators do it more readily and now. We need to change in order stay relevant. How does an irrelevant education system prepare kids for their future?

Read Full Post »

About a year ago Adam Bellow and I were discussing the possibility and the benefits of doing an Edcamp at the site of the United States Department of Education. Adam had just met with some members of the Department and I was in touch with many of them from the connected educator month committee on which I was serving. Our thought was to have an Edcamp take place in the Department of Ed and have all of the policy makers attend sessions with real, in-the-classroom educators to see, and feel their concerns as educators in regard to what is important in the classroom. We were thinking in terms of #Edcampwhitehouse.

For those of you who may not be familiar with the Edcamp model of professional development, a brief explanation may be in order. The Edcamp model is a grassroots movement for professional development. Educators assemble at a location with no set agenda for PD sessions. The day starts early with a provided breakfast while everyone collaborates. There is usually a large board with session times and room assignments for each session, but there are no session descriptions. That is what the breakfast collaboration is for. As educators’ discussions emerge and develop there are usually two types of participants, those who know about a subject, and those who want to know about a subject. Either type may put up that subject in a session slot. Both the experts and the novices then will have an opportunity to discuss the topic. Edcamps are more about discussion than presentations. The discussions involve classroom experiences both successful and unsuccessful. Each session provides a safe discussion for educators to explore their understanding of any education topic.

Both Adam and I thought that this is what the policy makers within the Department of Education need to hear. This is a great way to put educators into the national discussion of education, that so many educators feel has been hijacked by business people and politicians. So, with the help of some key members of the Department of Education, we got the go ahead. The DOE was willing to provide a space and coordination, but the bulk of the organization and planning were to be up to the educators to complete. To me, that meant The Edcamp Foundation under the leadership of Kristen Swanson. The Edcamp Foundation is a volunteer group that helps organize and support Edcamps around the world. This US DOE Edcamp was a perfect opportunity for their leadership. They took on the project without hesitation.

Since the space at the DOE would have a limited capacity, the attendees needed to be limited as a result. The invitations to all went out on social media to enlist interested educators to enter a lottery for the Edcamp attendance. There was a huge response considering it is on June 6, a weekday. The DOE is closed on weekends. Edcamps are usually a Saturday event. The lottery was held and invitations to attend went out. Many educators at their own expense will be making the pilgrimage.

The Edcamp will take place this Friday. I truly hope that the people or surroundings that educators will encounter at this event will not intimidate them in any way.

We are hopeful that most of the participants will be tweeting out their experience. This entire project came as a result of social media and connected educators. It will be that connectedness that gets the experience and feelings of the event participants out to all educators. I look forward to thousands of tweets and many blog posts coming from this event on Friday. It is a once in a lifetime opportunity to make a statement with what educators do, and who educators are to possibly affect change. It is doubtful the President will show up, but at the very least Arne Duncan, The Secretary of Education, should have some level of engagement.

I often say: To better educate our students, we must first better educate their educators. Friday I will say to better affect change in education, we need first to better affect change in our policy makers.

Read Full Post »

After five decades of being an educator, I am growing weary of the constant discussion over the divide between education and technology. When will we reach a point where we will discuss Education, teaching and learning without having to debate technology? The idea of learning hasn’t changed since the beginning of time. We learn to survive and improve. Much like breathing, it is what we do naturally. Unlike breathing, some learn better than others, but the concept is the same for everyone. It is the degree of learning that is the variable.

Education addresses learning and teaching for specific goals. Of course what those specific goals are, is a point of contention among many people, both educators and non-educators alike. I think we can agree that education teaches many skills, which people can use to exist, thrive, compete, and create in society. This should hold true for whatever skills are taught in whatever society they are taught in, be it primitive, or advanced. Obviously, the more complicated the society is, the more sophisticated the skills that must be taught.

If we analyze and list all the skills that we deem essential to teach, I think there would be a great deal of commonality without regard to any country. The languages may vary, but the skills would be the same. Discussions of education in these terms would sound similar no matter what country in which these discussions took place. For the sake of this discussion, we could break down all education to its basic elements of reading, writing, and speaking.  I am sure that there are some educators who remember education being just as simple as that from back in their day. Actually, it wasn’t all that long ago.

What has changed in education since the late seventies is not the specific skills we teach, but how they will be used. Technology has crept into our society in both obvious, and subtle ways. It has changed the way many of us do things, but for our children it is the only way they can or ever knew how do things. We old folks grew up watching TV. It was part of our culture. Kids today do not view it the same way. We used to dress up as an occasion to travel on a plane. Today, never a second thought is given to jumping on a plane dressed in any manner to get anywhere. A second phone in a household was once a luxury, and today each member of a family carries their own phone. The world has changed and continues to do so at a frightening pace. It is not something we control. IT has become part of the infrastructure. It is as important as roads, rails, planes and power grids.

The very skills that we as educators are charged to teach our kids will be used in a technology-driven society. The skills remain the same, but their application has drastically changed over the last decades. We can discuss education as education without technology, but at some point we must address how kids will be using that which they have learned. If the application of their learned skills will be technology driven than the very tools they should be learning with should also be technology-driven.

The biggest problem with technology is the pace at which it evolves. It moves faster than folks can catch up to it. Because of that, it becomes a burden on educators to learn what they need to know in order to teach skills in an environment close to what kids will be expected to live in. Many educators are running as fast as they can to catch up, but too many others are reluctant.

Some believe that just teaching the skills is enough. They feel kids will adapt, after all they are digital natives.  I don’t feel that way. I have come to see that kids are great at exploring the Internet, Google searching, downloading music and movies, and texting at lightening speed with two thumbs. Beyond that, kids need to be shown how the skills that they have learned fit into the world in which they will live. This requires using tech in education as a tool and not a skill. We need not teach tech, to use it. It should be a tool for curating data, collaborating, communicating, and creating. This requires an application of their learned skills to produce and create stuff in a format that society recognizes as relevant.

I think the point that I am painstakingly trying to make is that technology needs not to be in discussions of education, but rather in how will the education of any kid be applied in an ever-evolving, technology-driven world in which tour kids will be required to live. We need to recognize what it is we are educating kids for. Where will they apply their education? If it is a world void of technology, than technology is less important in education. If not, than we need to better prepare them for what they will need.

In order to accomplish that, we need to better prepare ourselves as educators to deal with that. Educators need to be digitally literate and that doesn’t happen on its own. It takes an effort. The excuse of “too much on the plate already” doesn’t hold up against the argument of professional responsibility. The argument of education for the sake of education and the hell with technology doesn’t hold up in light of the technological world in which these kids will live. Yes, we need to do more, and it isn’t always easy. If we are to better educate our children, we need to better educate our educators. It is not an easy job. Isn’t that what we tell people all the time?

Read Full Post »

I was very fortunate to recently to meet Richard Peritz at FETC. Richard is a television producer for the EduTech Foundation. Rather than write about my interview conducted by Dr. Cindy Burfield. Much of the interview refers to transferring from 20th century learning to the 21st. It will be like going from Reading, Riting, and Rithmatic to Communicating, Collaborating, and Creation. Here is the interview.

Read Full Post »

Older Posts »

Follow

Get every new post delivered to your Inbox.

Join 921 other followers

%d bloggers like this: