A New Era in Staff Development
Synergy Necessary for Change:

So often, when a district attempts to utilize staff development as a platform to introduce an element of change, it does so often with a single facilitator. This poor individual is usually perceived as an interloper, who has no individual equity within the district. Often times, a staff is subjected to hours of a presentation, on subjects such as differentiated instruction (I find the lecture method a little ironic) or classroom management. I can remember one time we had an individual come in to discuss the use of humor as a means of engaging students. I liked the guy and could relate; however, several of my colleagues complained about the perceived waist of time.

Yesterday, I participated in a staff development day in our district that represented everything truly dynamic within our profession. While other schools within the district graded assessments, the high school was spending the day on building initiatives, or rather "building initiatives". These initiatives included introducing blogging, podcasts, and online tools of collaboration to our entire staff. The district hit a home run! The collective talents of many individuals, nine teachers and three administrators in all, offered an open invitation to the staff. The key phrase was invitation, not mandate. Over the course of 4 1/2 hours, teachers moved from one module to another, engaging teams of teachers in discussion, best practices, and a truly open sharing of information. The collective talents and the manner in which these ideas of change were presented, may very well become a trigger that engages more teachers.

A veteran teacher of 33 years, shared with me how he utilized the new technology of blogging last night in an undergrad class he teaches. Another individual took the concept of blogging and problem solved an issue that befuddled many of us. I explained to her how she should look to become a presenter at our next staff day. Another teacher commented on how easy podcasting is (a tribute to the manner in which Rico Ruffino presented the information) and how she could not wait to begin to utilize them in her class.

Yesterday it all became apparent to me. As difficult as change is to many individuals, offering individuals ownership in the manner and pace of change, will often become changes greatest facilitator. The more we allow for individual teachers to become engaged in the process of change, the more likely it will for change to become a part of our educational culture.

Calling All Bloggers:
Understanding Current Events through Global Collaboration

After reading a comment left by Clay Burrell on a recent post of mine, I thought it was time to share an idea with the educators of the world. I have the luxury of teaching a group of highly motivated students who have embraced the tools of collaboration beyond my wildest expectations. They have become a ball of energy, spending week nights, as well as portions of their weekends, working online together in ways I could not imagine when the school year began this fall. Looking to stoke their intellectual fires, I am looking to go global. Here is my proposal.

As a history teacher in the United States, I feel a great opportunity awaits my students with current events. The study of current events, the media that reports these events, and the opportunity to conjoin multi-global points of view, allows a truly unique opportunity to study history in the making, while exposing students to a dynamic global perspective.

I would like to construct a super community that utilizes a common set of websites, such as daylife (thanks Will Richardson, again), and have students blog these stories and comment on each others blogs, discussing points of view and literary analysis. Students could develop a sub-community using their delicious accounts, allowing social networking that reaches beyond their individual classrooms. Students could utilize skype and online white boards like vyew, to develop inter-continental collaborative blogs on particular topics. Students can develop their own extensive library of thought using diigo and clip notes. It is a simple project in design, with truly a limitless opportunity to develop a global perspective of real-time historical events.

Imagine, constructing an intellectual community that offers its participants a wider audience then ever before. The community would expose students a truly multi-cultural perspective of an event. The community would utilize the potential development of thought that blogs were meant to develop. Students, aware of the global audience, would become motivated to cultivate insightful analysis on political, economic, social, artistic, religious, and intellectual movements occurring in their lifetime. This maybe limitless.

Anyone interested?

Remember to leave an email.

Technology Portfolios:
The Next Exit Outcome


Now, I know there is never truly a new idea. I also realize that if educational change is going to occur, or we are going to expedite change, we may have to alter, increase, or simply redefine the exit outcomes, high school seniors will be required to fulfill before graduation. Why not then create some portfolio that illustrates the student's growth of technology and literacy. Imagine, every single student, in every single class, would have to construct a collection, illustrating literacy utilizing the web. This collection, transferring from year to year, would become a representation of that student's literary and technological growth.

For example, students exiting my A.P. European History class, would have to develop a blog and personal wiki, utilizing information gathered from their delicious account and that account's subscriptions, interject quotes from other blogs, wikis, articles, or sources, using diigo. They would also have to assist in the construction of a class wiki, leaving comments on a class blog, while collaborating online using vyew (online whiteboard), and sharing their delicious account with all their classmates. Talk about higher order thinking with a literary focus, in a dynamic and engaging environment.

Building Initiatives, or Building Initiatives?
Nobody Ever Washes a Rental

Have I mentioned that I am part of a district wide initiative to introduce web-based technologies to enhance student literacy? I was recently asked to discuss these building initiatives with my fellow teachers in an upcoming professional development day at the end of January, thus the title. I am never as secure discussing ideas of change amongst a group of my peers as I am amongst my students, or even the parents of my students. Probably because of the false perception often associated with any form of change, especially when the concept of change is presented by a peer. I thought I would share some observations and thoughts with you as I prepare for this session. Models of professional organization often operate with a stigma of poor communication of vision and objectives between administration and teacher, a structured framework that pigeon holes individuals into a set of guidelines that constricts creativity and ownership, a litany of false perceptions that construct the mount Everest of roadblocks, and the inherent failure most often associated with the principles of change, recognizing past practices (best-past practices) continue to have value, and may only need to evolve with the times. We have all been there, sitting usually in some auditorium environment with industrial colors, having individuals, usually with a power point, discuss some new idea of change, exclaiming "if you are not onboard the train, you will be left behind." Talk about the art of de-motivation. The sad thing is, when first told that I would lead a portion of the upcoming staff development day, I began to prepare a 28 slide power point presentation. What is the problem with presenters, why do we often forget how it feels to sit in as the audience? Scratch the power point.Recently, I was traveling back from New Jersey, driving a rented brand new 2007 Toyota Sienna mini-van, listening to Bob Seager's "Roll Me Away", this was sadly cool to me (mind you I have four kids). While driving, I could not help but think how I would treat such an outstanding piece of Japanese technology if it were mine. I would bath it once a week, wax it seasonally, and even place carpets inside, during the winter months, to preserve the beige carpets. However, for the time being, I was beating on this fine piece of machinery, realizing it is a rental and nobody ever washes a rental. The same holds true for change, especially in education. How can education overcome stigmas and preconceived notions, which have rendered educational change ineffective, initiative after initiative? How can educational administrators motivate teachers to thirst for innovation? How can professionals, many of which have been teaching as long as I, if not longer, am expected to buy into any form of change? Maybe it's as simple as ownership and I am talking real ownership.

Ownership that throws out traditional frameworks and planning structures allowing for individual learning styles, learning curves, and creativity. Staff development that is planned and exercised by the staff. Staff development that constructs open forum discussions, supported by best practice sharing, along with tutorial guidance, and information sharing. Professionals whose involvement will give them value and equity in the direction of education.

I'll let you know how it goes.

Learning Manifesto

Christian Long brings me back to my immigrant roots.

think:lab: "The Future of Learning" Manifesto

It Ain't About the Technology. It's About the Story.

Laptops? (Yawn)

Blogging? (Yawn)

PowerPoint? (Snore)

Multi-Media Center with a Starbucks 'coffee house' espresso shot in the backside? (Daring? 21st century school? Yawn.)

How about we stop talking all giddy-like about the technology. For us, it's not about the box. Not even about the iPod in pink or black. And it's definitely not about the email (psst: we don't email 'cept when old people need help).

It's about the conversation. The ricochet of words. The energy. The fact that its happening right here right now and it ain't coming back.

You tell me to turn off the game. Because you're staring at the box. I can't turn off the game. Because the game ain't in the box.

So, stop making technology such a big deal. You want laptops. I got a cell phone. And you still don't get it.

'cause no matter what you spend your money and professional development time on, for us it's about being inside the game, inside the story, in real-time.

Everything else is over-priced and ready for recycling.

Whats in a Name?

If you have time, go to Jeff Utecht's blog The Thinking Stick, Jeff nails what I believe may be the biggest challenge educators face in changing the view of technology and instruction within our schools.

"Where technology just replaces the things that we do. This isn’t a new school, this is an updated school. A new school starts with a new pedagogy a new theory and even a new taxonomy of learning. School 2.0 is not an upgrade to School 1.0…it’s a whole new school. An upgrade to School 1.0 is word processing instead of hand writing or PowerPoints instead of posters. These are upgrades to an old system. School 2.0 needs to be new from the ground up…starting with the foundation in which we build our teaching practices on. . . "

I often times find myself having a conversation in my head. I am taking part in a discussion with a group of teachers about the ideas being developed in the district's Technology Action Planning Committee, when without fail, I am being bombarded by a statement (not even a question), "this sounds like the next flavor-of-the-month," or "how does this differ from anything else we have been told is the future? "

The cultural change within education cannot overlook the importance of bringing awareness to the staff within a district. Easy for any card carrying techno-geek, to recognize how technology has created an unprecedented access to a global community, and how that global community has changed the learning environment. However, individuals who have limited exposure to technology in their individual or professional life, may not actually comprehend the educational potential of the global community. Presenting the idea of educational change in the form of technology, may actually create a major distraction to the goals of educational change in the 21st century. Maybe, our districts committee name, the Technology Action Planning Committee, should look to re-design itself into a 21st Century Action Planning Committee.

Breaking the Chains of the Past:

The Flexible Future of Education

I came across an article by Sharon Kopyc . The title of Sharon's article captured the ultimate question many of us are wrestling with in today's movement to change the face of education. Entitled Enhancing Teaching with Technology: Are We There Yet? Sharon addresses many of the institutional challenges both K -12 and college academics face in this ever changing educational environment.

As a member of a Technology Action Planning Committee (TACP) in the Iroquois Central School District, I found many of her observations a reaffirmation of the struggles we will all face, as we try to recognize the value of technology in changing the instructional environment within today's classroom.

In her article, Sharon references

"Faculty claim that a lack of time, a lack of skills, and a general discomfort with the educational technology culture impede their use of it (Gustafson 2003-2004) "

We must begin to ask ourselves how the institution of education can overcome these impediments. As an active member of the educational profession, trying to implement these new technologies, we can no longer simply qualify an individuals discomfort with these technologies as a lack of professionalism. These technologies take an large amount of time to effectively master and implement. Furthermore, there is such a large number of technologies that compliment each other. How can an educator, working within the realm of the traditional institutionalized educational system of standards based education, be expected to effectively achieve those standards, while practicing non-traditional modes of technology based instruction? It may be safe to assume that political pressures will not afford the academic freedom to develop a truly dynamic educational environment in the near future, so we must develop some plan that affords educators and students the necessary opportunities to develop intellectually in this current academic environment.

What complicates this problem is something Sharon points out as a troubling gap between the promise and reality of technology-related innovative instructional and learning practices in much of higher education (2004).

She points out that this gap is partially caused by the simple fact that the technological cart was put before the academic horse, and a strong shift to flip this around is desperately needed. In other words, pushing technology on academics, the drivers of education, will not get technology into the classroom unless academics first understand the technology and its relevance in the classroom.

So what does this all mean for education? I believe that the technological revolution in education is well underway. I also believe that a system must be devised that will promote the use of these new technologies in meaningful ways, that have a productive impact on curriculum, while enhancing student engagement. To avoid the famous educational stigma of calling technology the favor of the month, districts must construct within their school systems, a flexible partnership that allows the teacher to become instrumental in developing these technologies. These technologies cannot be pigeon-holed into a rigid framework that constructs a false formula for success. Technologies must be married to instructional pedagogy, giving value and relevancy to their usage. In the past, instructional reform, whether instituted on a state or district level, seems to have been a top-down initiative. Such a program will promote uncertainty amongst the educators, and create reluctance on the part of the teacher due to historical stigma. Rather, teacher initiative should drive technologies development. These initiative should take the form of professional development groups, that include a flexible group of teachers, administrators, technologists, and most importantly, students.

The professional development group will look different from place to place, due in part to the many different types of individuals participating. For example, at Iroquois, we currently have a group of teachers who have begun to initiate the infusion of technology into our daily instruction. The meetings and in-service being held, take on more of the look of a best practice sharing session. As new technologies are learned, they are modified to the individual curriculum, then shared amongst the staff. Staff members are offered several different opportunities, and the atmosphere is designed to bring awareness of the potential of the technology. Administration is also providing a tremendous amount of support, supplying the growing demand with new technologies, and continuously stressing the focus of all progress toward instructional pedagogy. The next step for our professional development would be to introduce the technologist element. Here, we can begin to re-engineer the design of traditional tech-support. No longer should tech-support be simply the programmer, rather, there should be the introduction of both the curriculum expert with technological experience. Finally, the student element completes the group. Students must begin to become a part of both the planning and learning of these technologies. Students should sit in on the planning process, giving insight into the characteristics of student engagement. Students should also become a part of the educational process, taking on a role as a peer-learner with the teacher. This portion of the group has truly an unlimited potential for expansion.

Sharon Kopyc in her article attributes the modern educational environment as a lab. I like that analogy the best. Education should become a continuous learning lab, where student, teacher, administrator, and technologist, continuously strive to better the academics within the educational environment, without traditional stereotypes, without traditional roles, and without traditional limitations.

What will 2007 Have in Store?

I have taken a break from my blog these past several weeks to spend time with the family, enjoy the holidays, and contemplate what I have experienced as a classroom teacher over the past six months. I can state without a doubt, these past several months have been the most energizing period of time in my fifteen year career as a public school educator. I have become a disciple of the new technologies and the ways in which they can transform the students. I have embraced these ideas, and have done my best to apply these technologies to engage my students in some very creative and innovative ways. I have developed a greater understanding of student needs, and realize that adopting these strategies is truly the way to become a meaningful part of a young person's intellectual development.

That being said, and forgive me for the cliche, I have decided share with you several of my New Year's Resolutions. Forget weight lose and getting back into shape, there is too much pressure associated with them, plus, I am only 39, I figure I can focus on those hurdles when I reach that great milestone of 40. I have decided that my professional goals will take center stage.

1. I will look to forge ahead with adopting these technologies in my classroom. However, I will move beyond the initial phase of adoption, and strive to create some good examples of student-directed learning.
2. I will look to develop an online blogging community with my students that truly taps into their individual interests, and allows them to take full advantage of the read/write platform that these tools afford everyone.
3. I will look to take this message to the local media in the Buffalo, metropolitan area.
4. I will look to construct an educational opportunity that will educate the parents within our district, and allow parents to become a greater part of their child's educational experience.
5. I will look to construct an international network that reaches across the world, and allows the students within our district, to develop an opportunity for international collaboration.
6. I will look to expand the technological opportunities within our district.
7. I will look to become a truly self-directed technological Uber learner of the 21st century.

Only time will tell whether I am able to achieve these resolutions. However, knowing my track record with weight loss, and attempting to recover past physical glories, I am confident that I have a better chance of achieving these goals more than the traditional resolutions of years past.