tag:blogger.com,1999:blog-71873191730415297792024-02-02T01:21:19.199-06:0021st Century EducatorJohn Langley <br>
This is a place where I can explore my ideas for various tools, plans, etc. I am using or considering using in the classroom. I will also periodically post discussions about ideas of other teachers that I know. While this blog was previously used as a reflection of my pedagogy as a high school English and Photography teacher, it now includes my experiences as the Instructional Technology Coordinator for Pleasant Plains schools.John Langleyhttp://www.blogger.com/profile/14433692087376973463noreply@blogger.comBlogger70125tag:blogger.com,1999:blog-7187319173041529779.post-78674257276438316552020-07-28T21:50:00.000-05:002020-07-31T00:28:36.804-05:00Open Letter to School Board Members and Parents:<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">After last night’s Board meeting, the best words to describe my thoughts are frustrated, disappointed, and somewhat angry. Last night a school re-opening plan was submitted to the School Board.
I did not expect one of my former students to disrespect the Board and administrators by saying if they didn’t do the right thing (what he wanted), then they should be fired - he was not disrespectful in my class, so it saddened me to see that behavior. He runs a business where threatening someone’s job may be okay (I can’t see that being a good work environment, however), but schools are not a business. Yes, we have a business office, but we are not a business. Our purpose is the education and safety of our children. Putting politics before the safety of our children is a shame. His inconvenience does not outweigh the safety of all.
I did not expect to see a parent imply that he was a medical doctor (his doctorate is not an M.D.) as he professed that medical professionals all want kids to be in school. Our district medical professional, a nurse, has been in online meetings all summer with other nurses and medical professionals as well as in constant communication with the Illinois Department of Public Health and the Sangamon County Department of Public Health to ensure that the re-opening plan would follow the not only the everchanging guidelines of the CDC and the State Board of Education, but also IDPH and SCDPH. Assuming that district professionals did not present the plan with the medical facts and research to back it up is disappointing.
I did not expect parents to express that it was more important for their children to be in school so they can socialize. What socialization are they going to get?? Students will be in desks in rows separated from each other (ideally 6ft apart, but at least 3 ft according to guidelines), facing the front, wearing masks. The teacher will be in the front of the room wearing a mask - asked to remain in his/her 9ft bubble away from the students in case one gets COVID-19, then the teacher is not counted as a contact by IDPH and possibly may be able to continue teaching the rest of the class without quarantining (subject again to the everchanging guidelines by CDC and IDPH). Thus, the teacher will not be able to work one-on-one in person with a student because that will violate the physical distancing guidelines. Students will not have any social interaction during passing periods as they are required to stay physically distanced from each other while hallways are to be marked as one way if possible. Students will not be eating lunch together. P.E., if it is able to occur, will likely only consist of calisthenics and agility exercises physically distanced away from each other. Mask breaks can occur outside - physically distanced - pending the weather. Again, what socialization will students get?? Students will receive more socialization in one-on-one remote sessions with teachers and in the online discussions that will happen.
I did not expect to hear implications that teachers will get off easy doing Remote Learning. I will speak for all teachers in saying that it is more work to prepare and deliver any remote learning lesson than it is to prepare and deliver an in person lesson. In addition, assessing students’ understanding of the lesson is definitely more difficult via remote learning. Yes, in school learning is the best way to learn for most people. However, when the safety of everyone is considered, the inconvenience of remote learning for the teacher and the student is a non-issue.
I did not expect the inconvenience of COVID-19 to imply that Choice is more important than the overall safety of our school family (students, teachers, administrators, staff). Yes, COVID-19 is an inconvenience. It doesn’t matter if you believe whether COVID-19 is real or not, the virus is in our community. It doesn’t matter if you believe masks are effective or not, ISBE and IDPH requires them to be worn in a school building. It was disappointing to see Board members and parents refuse to wear a mask. Remote Learning is an inconvenience. Is our school family’s health and safety an inconvenience??? I would have liked to believe not, but was proven wrong at the Board meeting.
I did not expect School Board members to disregard a plan, which education professionals researched and created with the overall safety of students, staff, teachers and administrators in mind. I did not expect Board members to express in their votes that the only reason that they wavered was because of taxpayers/voters. The only time taxpayer is mentioned in the School Board Member Oath of Office is
</span></span><br />
<blockquote class="tr_bq">
<span style="font-family: arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">“I shall respect taxpayer interests by serving as a faithful <b>protector</b> of the school district’s <b>assets</b>;”</span></span></blockquote>
<span style="font-family: arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">More importantly, the Oath of Office says
</span></span><blockquote class="tr_bq">
<span style="font-family: arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">“I shall serve as education’s key <b>advocate </b>on behalf of the <b>students</b> and our community’s school.”</span></span></blockquote>
<span style="font-family: arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">The School Board did not advocate on behalf of the safety of the students and our community’s school.
I am disappointed in myself for not speaking last night. I felt it was a time for parents to voice their concerns, and that my concerns were already known by the Board members. I was wrong.
If all that is disconcerting, I was encouraged by the lone Board member who voted with integrity rather than politics. I was encouraged by the parents who respectfully asked what would happen with students with IEPs and 504s. I was encouraged by parents who respectfully asked what happens with families who either do not have reliable internet service or cannot afford internet service. I was encouraged by the parents who admitted that we are all inconvenienced, but thanked us for putting safety first.
Moving forward, I do not know what to ask of our school community other than for our community to advocate on the behalf of the students and our community’s schools and their overall safety. We collectively can do better. This inconvenience, while it may be with us for a while, is not permanent. How we deal with it demonstrates whether or not we really do have Pride in our schools.
Respectfully,
John Langley
Teacher
</span></span><br />
<div>
<br /></div>
</div>
John Langleyhttp://www.blogger.com/profile/14433692087376973463noreply@blogger.com0tag:blogger.com,1999:blog-7187319173041529779.post-68002596454923434702017-09-30T21:34:00.001-05:002017-09-30T21:34:33.492-05:00Tech Talks Episode #8: Team Drives<div class="separator" style="clear: both; text-align: left;">
<iframe width="320" height="266" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/W9kviRMmJps/0.jpg" src="https://www.youtube.com/embed/W9kviRMmJps?feature=player_embedded" frameborder="0" allowfullscreen></iframe></div>
<br />
In this episode of Tech Talks, Team Drives of Google Drives is demonstrated. Also, some articles are presented for additional resources:<br />
<br />
“<a href="https://gsuite.google.com/learning-center/products/drive/get-started-team-drive/#section-1" target="_blank">G Suite Learning Center Set up a Team Drive</a>”<br /><br />“<a href="http://usingtechnologybetter.com/how-team-drives-solve-one-of-g-suites-biggest-problems/" target="_blank">How Team Drives solve one of G Suite’s biggest problems</a>” by Samantha Vardanega<br /><br />“<a href="https://indianajen.com/2016/11/30/3-ways-for-educators-to-use-g-suite-team-drives/" target="_blank">3 Ways for Educators to use G-Suite Team Drives</a>” by Indiana Jen<br /><br />“<a href="http://talktechwithme.com/2017/04/20/google-team-drives-educators/" target="_blank">Google Team Drives for Educators</a>” by Katie SiemerJohn Langleyhttp://www.blogger.com/profile/14433692087376973463noreply@blogger.com0tag:blogger.com,1999:blog-7187319173041529779.post-14012700549468039882017-09-30T21:28:00.000-05:002017-09-30T21:28:03.627-05:00Tech Talks Episode #7: Google Calendar Tips for PPCUSD8<div class="separator" style="clear: both; text-align: left;">
<iframe width="320" height="266" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/ct_dkH7_QTI/0.jpg" src="https://www.youtube.com/embed/ct_dkH7_QTI?feature=player_embedded" frameborder="0" allowfullscreen></iframe></div>
<br />
In episode #7 of Tech Talks, an overview of Google Calendar is demonstrated as well as how to add the A/B schedule calendar, the school building calendar, the district calendar, and extra curricular calendar to your personal Google Calendar. Students and teachers are encouraged to use Google Calendar with the added calendars to stay organized.John Langleyhttp://www.blogger.com/profile/14433692087376973463noreply@blogger.com0tag:blogger.com,1999:blog-7187319173041529779.post-60145520336397698332017-09-30T21:05:00.003-05:002017-09-30T21:05:48.681-05:00Tech Talks Episode #6: Google Keep<div class="separator" style="clear: both; text-align: left;">
<iframe width="320" height="266" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/tU763VhWtC0/0.jpg" src="https://www.youtube.com/embed/tU763VhWtC0?feature=player_embedded" frameborder="0" allowfullscreen></iframe></div>
<br />
Episode 06 of Tech Talks reviews Google Keep (an online post-it note and reminder tool) and possible uses. Teachers are encouraged to consider how they can use Google Keep to assist with organization and collaboration for themselves and how their students can use Google Keep.John Langleyhttp://www.blogger.com/profile/14433692087376973463noreply@blogger.com0tag:blogger.com,1999:blog-7187319173041529779.post-1127106412727423562015-10-20T23:01:00.000-05:002015-10-20T23:08:28.312-05:00Tech Talks Episode 05: Creating Tutorials with Snagit<div class="separator" style="clear: both; text-align: left;">
<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/Eg7J2x_7bzU/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/Eg7J2x_7bzU?feature=player_embedded" width="320"></iframe></div>
<div class="separator" style="clear: both; text-align: left;">
<br /></div>
<div class="separator" style="clear: both; text-align: left;">
Episode 05 of Tech Talks explores that dilemma we face when trying to explain something better. Sometimes textual instructions just aren't enough. That's where using a screenshot and/or screencasting tool comes in handy. The online tool that I have grown fond of is Snagit. While I have been using Snagit to make the episodes of Tech Talks, I did have to use a different screencasting program for a portion of this episode in order to demonstrate Snagit.</div>
<div class="separator" style="clear: both; text-align: left;">
<br /></div>
<div class="separator" style="clear: both; text-align: left;">
The cool thing about Snagit is that it connects with Google Drive to save your screenshots and screencasts in a folder in Drive. The screenshot images can be added to Google Docs or Slides (or emailed) to demonstrate a task, or the screencast video can be shared from a Drive folder, embedded on a website, or uploaded to YouTube. Not only is making visual tutorials handy for teachers, but making tutorials is an excellent demonstration tool for students. Outside of school projects, the tool is also a great way to capture or explain an error that is occurring on your computer so tech support better understands your issue. A win-win all around.</div>
<br />John Langleyhttp://www.blogger.com/profile/14433692087376973463noreply@blogger.com0tag:blogger.com,1999:blog-7187319173041529779.post-41081251455108219912015-09-21T17:33:00.001-05:002015-09-21T17:34:36.928-05:00Tech Talks Episode 4: Opening an Incognito Window in Chrome so I Do Not Have to Log Out<div class="separator" style="clear: both; text-align: left;">
<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/D5JQS5hhz0w/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/D5JQS5hhz0w?feature=player_embedded" width="320"></iframe></div>
<div class="separator" style="clear: both; text-align: left;">
This Tech Talk discusses opening an Incognito Window in a Google Chrome browser. This feature of Chrome enables you to stay logged in while a student uses your computer to access his/her email or TeacherEase without forcing you to log off. Since the incognito window functions separately from the Chrome browsers you are logged into, you can stay logged in without being affected.</div>
<div class="separator" style="clear: both; text-align: left;">
<br /></div>
<div class="separator" style="clear: both; text-align: left;">
The incognito feature is also really helpful if you have multiple students presenting from your laptop. You will not have to worry about multiple users clogging up your login page if you have them use an incognito window. If you have any questions, let me know.</div>
<br />John Langleyhttp://www.blogger.com/profile/14433692087376973463noreply@blogger.com0tag:blogger.com,1999:blog-7187319173041529779.post-55959006978942381992015-09-04T15:48:00.000-05:002015-09-04T15:48:39.953-05:00Tech Talks Episode 3: Speeding Up/Slowing Down a YouTube Demonstration Video<div class="separator" style="clear: both; text-align: left;">
<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/ooMSImbnYmw/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/ooMSImbnYmw?feature=player_embedded" width="320"></iframe></div>
<div class="separator" style="clear: both; text-align: left;">
This Tech Talks episode shows how you can speed up and slow down the playing speed of a YouTube video. There are times when the demonstration is going too fast for you, and there are times when the demonstration is going to slow because you may just need a refresher. Any time you need one-on-one assistance, schedule time with me.</div>
John Langleyhttp://www.blogger.com/profile/14433692087376973463noreply@blogger.com0tag:blogger.com,1999:blog-7187319173041529779.post-26435802328673229452015-08-30T21:24:00.002-05:002015-08-30T21:24:56.337-05:00Tech Talks Episode 2: Photo Slideshow for a Google Site<div class="separator" style="clear: both; text-align: left;">
<iframe width="320" height="266" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/gJ1Im-Jc2Js/0.jpg" src="https://www.youtube.com/embed/gJ1Im-Jc2Js?feature=player_embedded" frameborder="0" allowfullscreen></iframe></div>
This week's episode shows teachers how to create a Google Slideshow for photos so they can have a photo slideshow on their website. Remember to check in with the office to make sure that all students in the photos have parent permission to be represented on your classroom website.<br />
<br />
As promised last week, watch for a short episode about how to slow down or speed up a YouTube video as you watch it.<br />
<br />
Again, if you need one-on-one assistance, just ask.John Langleyhttp://www.blogger.com/profile/14433692087376973463noreply@blogger.com0tag:blogger.com,1999:blog-7187319173041529779.post-12507677371009638862015-08-23T14:45:00.002-05:002015-08-23T14:47:31.747-05:00Tech Talks Episode 01: Photo Upload to Drive for Website<div class="separator" style="clear: both; text-align: left;">
<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/vnJn7Im6Q08/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/vnJn7Im6Q08?feature=player_embedded" width="320"></iframe> </div>
<div class="separator" style="clear: both; text-align: left;">
As a way to give quick lessons and advice about instructional technology, I will be doing short Tech Talk videos. Some of the videos will be talking points, but most will be step-by-step "how to" videos. The great thing about video lessons is that you can pause, rewind, slow down/speed up the YouTube video as you like (sounds like a 60 second or less lesson that I can post next week). As I always say, if you need one-on-one assistance after viewing a lesson, let me know.</div>
<div class="separator" style="clear: both; text-align: left;">
<br /></div>
<div class="separator" style="clear: both; text-align: left;">
Episode 01 is a follow-up to the creation of our classroom websites. Some teachers are ready to start adding photos to their sites. Next week I will add a lesson on creating a photo slideshow of students for the classroom sites.</div>
<br />John Langleyhttp://www.blogger.com/profile/14433692087376973463noreply@blogger.com0tag:blogger.com,1999:blog-7187319173041529779.post-63663550537449154632014-05-06T23:27:00.000-05:002014-05-06T23:27:57.239-05:00The Right Technology in the Right Place, Right Time<div dir="ltr">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6PmyeOVel0c1FoN0_DIRcVWrAkx6ZaUo1UUmrnNTaAJtoL-t5ZILPW9hyphenhyphen8sMp37wqc-0XSzO7pjY1wiVycUJBJyfZjqqxHf-AkkethikVrSAg9kITsQOuHLgNwMc7S_BDE2QPVY54FUE/s1600/IMG_1105.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6PmyeOVel0c1FoN0_DIRcVWrAkx6ZaUo1UUmrnNTaAJtoL-t5ZILPW9hyphenhyphen8sMp37wqc-0XSzO7pjY1wiVycUJBJyfZjqqxHf-AkkethikVrSAg9kITsQOuHLgNwMc7S_BDE2QPVY54FUE/s1600/IMG_1105.JPG" height="240" title="Grandpa's Lawnmower" width="320" /></a>I have put a lot of thought into why I still use Grandpa Young's old riding mower to mow my lawn. I could very easily upgrade to a new mower that is more efficient, cutting a better swath and in much less time. Most of the attachment to that old mower is nostalgia - it has sentimental value: I think of Grandpa and the good times while I mow. It makes me feel comfortable.</div>
<div dir="ltr">
<br /></div>
<div dir="ltr">
When I think back on some of my best lessons in my classroom, I consider the tools that I had available to facilitate those lessons. I fondly remember feeling cutting edge while I used a dry erase marker directly on an overhead projector for grammar lessons. I also enjoy thinking back on the audio clips from cassette tapes that were played during English class to make Shakespeare easier to understand.</div>
<div dir="ltr">
<br /></div>
<div dir="ltr">
I also recognize that those old, nostalgic tools have their place in the past, but new tools have come along that do a better job of improving student learning and understanding.</div>
<div dir="ltr">
<br /></div>
<div dir="ltr">
While we didn't used to have very many tools available to us in the past, we do have a wealth of tools to choose from today. We have so many tools available that sometimes it gets overwhelming about which tool to use for a group of students at a particular moment.</div>
<div dir="ltr">
<br /></div>
<div dir="ltr">
In choosing the right tool for the task, consider the following:</div>
<div dir="ltr">
</div>
<ol>
<li>Your objectives for your lesson are the focal point.</li>
<li>The end product(s) that students create should demonstrate proficiency in those objectives.</li>
<li>Are there multiple means of demonstrating proficiency in the objectives? (differentiated instruction/assessment)</li>
<li>Technology is a tool that A) makes it easier for the teacher to teach the lesson, B) improves learning and understanding for the student, and (C) makes it easier for the student to demonstrate proficiency in the learning objectives.</li>
<li>Don't use a technology tool just because it is the latest fad - make sure it fulfills #4. If not, find the right tool.</li>
<li>Feedback should be consistent and productive throughout each step of the lesson. (formative assessments)</li>
<li>The pedagogy used to create the lesson and its assessments should allow for a meaningful experience for the students.</li>
</ol>
<br />
<div dir="ltr">
One of our greatest Pleasant Plains toolkits is our Google Apps for Education, which provide multiple means for students and teachers to collaborate, create, and produce their ideas. The summer professional development training sessions for Pleasant Plains CUSD8 have been designed around the pedagogy for 21st Century learning as well as integration of technology to facilitate that learning.</div>
<div dir="ltr">
<br /></div>
<div dir="ltr">
Grandpa's old lawn mower has its place in my heart and home, but new tools for a new generation are a necessity for education. Better tools are out there to help better prepare this generation of students. We'll find them together and share our successes and setbacks with each other along the way.</div>
<div dir="ltr">
<br /></div>
<div dir="ltr">
Share your successful lessons and the technology tools that you integrated to facilitate the lessons in the comments.</div>
John Langleyhttp://www.blogger.com/profile/14433692087376973463noreply@blogger.com0tag:blogger.com,1999:blog-7187319173041529779.post-89120655035780651762013-09-19T23:25:00.000-05:002013-09-19T23:25:00.846-05:00Communication & Two Other Keys<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://farm5.staticflickr.com/4013/4407416750_878ec38e96.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="133" src="http://farm5.staticflickr.com/4013/4407416750_878ec38e96.jpg" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">photo by <a href="http://www.flickr.com/photos/brenda-starr" target="_blank">Brenda Clarke</a></td></tr>
</tbody></table>
<b>
Communication</b> is at the core of educational partnerships. Communication between students and teachers, between teachers and parents, and between teachers and administrators.<br />
<br />
Throughout the past couple of weeks, I have heard from teachers, parents, administrators and students about the TeacherEase system. While some of the comments have been frustrations about the getting the setup of the new system right, most of the comments have been excitement about the communication of the new system. Using TeacherEase for announcements has been a great convenience on the building level as well as the classroom level. Some teachers have also looked into alternative ways to text parents and students. Modeling good communication skills is imperative for educators. The following has always been a good guide to follow in electronic communications:<br />
<div>
<br />
<ul>
<li>Typing in all caps looks like yelling and is not received in a positive manner. If you woulld like to emphasize a word, bold or italicize it.</li>
<li>Emotion and tone of voice are lost in written communication. Reread what you wrote before sending - polite wording and precise text are important in effective communication.</li>
<li>Sarcasm in emails and text messages may be interpreted negatively and may be detrimental to your message. Be professional in written communication and save attempts at humor for face-to-face communication.</li>
<li>Grammar and spelling are important in written communication - your message is better received if it is professional.</li>
<li>Communicate in a timely manner, but consider that multiple messages in a short time frame confuse/irritate the reader - be sure to get it right the first time. Keep in mind that mistakes happen, but double-checking communication before sending makes rare mistakes forgivable.</li>
</ul>
</div>
<div>
<b>Time Management</b> is important for teachers, students, and administrators. Modeling good time management skills is important for leaders (whether they be teachers or administrators). Everyone involved in the educational process is busy.</div>
<div>
<br /></div>
<div>
Administrators are stretched thin with student meetings, teacher meetings, business meetings, and parent meetings - and somewhere in there they strive to connect with both teachers and students to ensure that the school is running smoothly and the educational process is functioning properly.</div>
<div>
<br /></div>
<div>
Teachers are stretched thin with student/parent meetings, professional development, school improvement meetings, state mandated requirements/standards alignments, and somewhere in there they teach not only academic lessons to students, but also promote character development and teach social skills that will benefit students in their futures.</div>
<div>
<br /></div>
<div>
Students are stretched thin with academic lessons, homework, extracurricular events (school related, church related, and youth group related), and somewhere in there they are preparing themselves for a future career in a field that may or may not yet be created.</div>
<div>
<br /></div>
<div>
In each case time management skills are essential. Tips for time management and managing tasks are</div>
<div>
<br />
<ul>
<li>Maintain a calendar that holds you accountable for meetings, due dates, etc. by providing notifications of upcoming events or deadlines. I use iCalendar and share it with my family. We have categories that include Home, Work (mine), Allie (my oldest daughter's activities), Willa (my youngest daughter's activities), PirateDJ (my disc jockey business meetings and events), and Jr. Blues (our season ticket NAHL games - fun time is important, too).</li>
<li>Have a system for a "to do" list. I use <a href="http://www.trello.com/" target="_blank">Trello</a> to determine what I need to do and to prioritize those activities. I am also able to use <a href="http://www.trello.com/" target="_blank">Trello</a> to collaborate with groups of people on activities that I am working on. Find a system that works for you and adapt it to your needs.</li>
<li>Finally, in your hectic daily routine, schedule blocks of time that will include both spiritual and family time. If other activities are affecting either of these areas, consider ways to reorganize your schedule to allot more time to spiritual time and family time.</li>
</ul>
</div>
<div>
<b>Student Involvement </b>in the educational process is just common sense. Even though some students and teachers joke about Mr. Ward's motto for the year, "Own it," as being cheesy, those same students and teachers generally are taking charge of the educational process.</div>
<div>
<br /></div>
<div>
In creating a high school Student Tech Team, I have watched the students take pride in the condition and functionality of the school's technology. Student tech team members have cleaned up the operating systems of four of the computer labs at the high school and are taking pride in the school's devices. Students are becoming protective of the hardware owned by the school - helping ensure that the hardware is treated appropriately and with respect.</div>
<div>
<br /></div>
<div>
Students run the high school website and students need to ensure that classroom devices are cared for. Students need to be responsible for properly storing devices in mobile carts and ensuring they are treated with care. Providing students with the expectations and reminding them through regular reminders of those expectations will ensure that the students will continue to respect the devices that they are using. As we move forward, lessons in Digital Citizenship will become a priority as we move forward with 21st Century Education.<br />
<br />
<b>Next Steps</b> for each building will include<br />
<br />
<ul>
<li>finalizing the setup of educational software in each building</li>
<li>the continuation of the roll-out of teacher laptops to replace antiquated devices</li>
<li>assistance with technology needs as they arise</li>
</ul>
<div>
The District Technology Committee is meeting on Monday, September 23. The committee will explore the needs of the district, including wireless internet access for each building, a Bring Your Own Technology Policy, Digital Citizenship education, and the outlook of preparing the district for a program that provides a device for each student.</div>
</div>
John Langleyhttp://www.blogger.com/profile/14433692087376973463noreply@blogger.com0tag:blogger.com,1999:blog-7187319173041529779.post-79522873045242113722013-08-28T00:28:00.002-05:002013-08-28T00:40:12.661-05:00Stepping Outside Your Comfort Zone<div class="separator" style="clear: both; text-align: center;">
<a href="http://lh5.ggpht.com/-HRx6s4WyWZ0/Uh2HWcjOvJI/AAAAAAAABxQ/2_v-FYsvNaY/s1600/1377666732755.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="http://lh5.ggpht.com/-HRx6s4WyWZ0/Uh2HWcjOvJI/AAAAAAAABxQ/2_v-FYsvNaY/s320/1377666732755.jpg" width="320" /></a></div>
<div dir="ltr">
My past week has been filled with staff, teachers, counselors, administrators, and myself stepping outside of our Comfort Zones. We all know that when we stay in our Comfort Zone, we generally don't grow - we generally don't do anything amazing.<br />
<br />
While I took a major leap outside my Comfort Zone this year in my new role, I have seen several others who have also ventured outside their Comfort Zones to try something new/different that is better for the students. Teachers are diving head first into the technology tools provided and exploring options to improve student learning. The secretaries are mastering the new Teacher Ease student management system, the lunch staff is owning and adapting the Teacher Ease lunch program to make it work for our district, and administrators and parents are exploring the instant notification features built in to the Teacher Ease system regarding student grades, discipline, attendance, and lunch balance.</div>
<div dir="ltr">
<br /></div>
<div dir="ltr">
Today I was bludgeoned with the Comfort Zone concept. In addition to working with a teacher who is committed to making some overhauls to the way the courses are taught and hearing about a teacher who is taking on the challenge of creating a course from online lessons combined with classroom activities, I also stumbled upon Tom Whitby's article "<a href="http://tomwhitby.wordpress.com/2013/08/13/comfortable-baby-steps/">Comfortable Baby Steps?</a>" As I began reflecting on how I have seen several people in the district step outside their Comfort Zones, the episode of Covert Affairs that I was watching with my wife was based on stepping outside your Comfort Zone for the greater good.</div>
<div dir="ltr">
<br /></div>
<div dir="ltr">
Part of my commitment to you was to also provide technology tools that will make it easier for you to succeed. This week I am promoting <a href="http://www.trello.com/">Trello</a>. Even though I have been stepping outside my comfort zone, I needed something to keep me organized and grounded. <a href="http://www.trello.com/">Trello</a> is a wonderful productivity tool that can be used by an individual or by a collaborative group to organize "to do" lists, assign tasks, check off completed tasks, and discuss options to complete tasks.</div>
<div dir="ltr">
<br /></div>
<div dir="ltr">
For the past two years I have been loosely using the free tool <a href="http://www.trello.com/">Trello</a> with my yearbook staff to collaborate on tasks <u>to</u> meet publishing deadlines as well as with the teachers leading the global Flat Classroom project <a href="http://www.netgened.org/">NetGenEd</a>. In the past two weeks, I have been heavily relying on <a href="http://www.trello.com/">Trello</a> as a daily "to do" list, a reminder of ongoing tasks, and completed tasks. I access <a href="http://www.trello.com/">Trello</a> frequently using my iPhone and iPad, but may access it also from a web browser on my laptop or through the app in my android tablet. Last night I let my new yearbook staff know that we will use <a href="http://www.trello.com/">Trello</a> as a collaborative tool to keep us on track in the production of the yearbook. My favorite side note of <a href="http://www.trello.com/">Trello</a> is that you can sign up for it using your Google account or just use your email address to sign up. Today, I showed a colleague how I use <a href="http://www.trello.com/">Trello</a> to stay on track so I make sure I prioritize tasks and complete all the tasks I need to complete.</div>
<div dir="ltr">
<br /></div>
<div dir="ltr">
While <a href="http://www.trello.com/">Trello</a> is a cool productivity tool, there are others out there that have various appealing functions. Please add a comment about your favorite productivity tool. Stepping outside your Comfort Zone to improve student learning is awesome, <u>and</u> finding a productivity tool that helps maintain sanity is also essential.</div>
<div dir="ltr">
<br /></div>
<div dir="ltr">
One of the areas that I have forced myself to step outside of my Comfort Zone is the area of sharing. I, like many other educators, feel uncomfortable sharing my lessons, pedagogy, expertise, and favorite tools because I fear that I will be perceived as pompous or pretentious. However, since I have joined several global communities of educators, I have found that sharing my information is just as important to others as the information that I glean from them. I am amazed at the down-to-earth nature of the "famous" educators. We are all on the same team and have the same goal of doing what is best for our students. We appreciate tips from others, and they deserve to benefit from our expertise as well. In future posts I will discuss ways to share your expertise with your immediate colleagues as well as other educators.</div>
<div dir="ltr">
<br /></div>
<div dir="ltr">
What are you doing to step outside your Comfort Zone? What tools are you using to maintain or increase your productivity? Share in the comments below.</div>
<div class="separator" style="clear: both; text-align: center;">
</div>
John Langleyhttp://www.blogger.com/profile/14433692087376973463noreply@blogger.com0tag:blogger.com,1999:blog-7187319173041529779.post-3602736925695374432013-08-19T23:58:00.000-05:002013-08-19T23:58:58.635-05:00Taking on a New Role in Education<div class="separator" style="clear: both;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigOtoMGD188wllu1ELACA8pZi0zfBIN3e_yeDmf9jUtL7KTOTepSNmMAvZ_rPhP6amVAFMkexz3c71uH4X6klPEjRM8Et3SMNryzHhoUiaacvh7ckbt53rh7tsRhdKzeSOBTnR0ccfg2E/s640/blogger-image--1171392814.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigOtoMGD188wllu1ELACA8pZi0zfBIN3e_yeDmf9jUtL7KTOTepSNmMAvZ_rPhP6amVAFMkexz3c71uH4X6klPEjRM8Et3SMNryzHhoUiaacvh7ckbt53rh7tsRhdKzeSOBTnR0ccfg2E/s400/blogger-image--1171392814.jpg" width="400" /></a></div>
<div>
<br /></div>
Each of the toughest decisions that I have had to make involved going outside of my comfort zone. My most recent decision has been not only a life changing decision, but a career changing decision. While my passion for being a teacher in the classroom has been the driving force in my life, I have taken on a new role in education - that of Instructional Technology Coordinator for Pleasant Plains schools. As school started this past week, I missed preparing my classroom, greeting students as they entered my classroom, and (quite honestly) having a classroom.<br />
<br />
A lot of people have asked me why I decided on the role change, some hypothesizing that I didn't like teaching any more. On the contrary, I love teaching. I also want to make the biggest impact that I can make. As a 21st Century Educator, I continually strive for self-improvement. I continually strive to prepare students to be successful after high school. I can help the greatest number of students by helping other teachers to provide a 21st Century education. While I will not have a specific set of "my kids," I have realized that I am going to now share all of the teachers' students with them.<br />
<br />
The next question that I typically get asked is "what does an Integration Technology Coordinator do?" Our district Technology Director, Mike Squires, will continue to maintain the network and take care of hardware needs. I will work with teachers and students to integrate technology into the lesson to improve student learning and understanding. I will be part of the support system that teachers need in order to be risk-takers in their classrooms, to try new technology tools with the understanding that they are not alone. I will team up with teachers to implement new ways of teaching that aligns with our students' ways of learning.<br />
<div>
<br /></div>
<div>
While part of my role is to team up with teachers, another part of my role is to team up with students. Students use various forms of technology to socialize, inform themselves, and learn outside of school. We need to find ways for students to continue these skills in their formal learning and to become responsible digital citizens - aware of the impression their posts make and pride in the reflection of themselves represented in their online work and personas.</div>
<div>
<br /></div>
<div>
I look forward to teaming up with teachers, students, parents, administrators, and the community to better prepare our students for the 21st Century.</div>
John Langleyhttp://www.blogger.com/profile/14433692087376973463noreply@blogger.com2tag:blogger.com,1999:blog-7187319173041529779.post-20293970418832743102013-08-17T23:42:00.000-05:002013-08-17T23:42:35.988-05:00Evolving EducationWhile it has been a while since I have collected my thoughts and reflected on the status of education in my classrooms, I saw some amazing things happening in my classroom this past year. As seen in my previous posts, I strive to prepare students for their post high school future by promoting 21st Century Skills and focusing on the Common Core Standards. Both of these stress the importance of technology integration, problem solving, critical thinking, and supporting thoughts and ideas.<br>
<br>
English students have been entering the classroom, going straight to the laptops, opening the classroom website and beginning the classroom activities before the bell to begin class even rings. Some students even complete the introductory creative writing blog post earlier in the day because they got caught up in their previous classes. Students have progressed from using Blogger to post their classroom assignments to the learning management system (LMS), Canvas (<a href="http://canvas.instructure.com/">http://canvas.instructure.com</a>) where they post literary analyses to discussion boards and reply to the posts of their peers and post literary analysis essays to Canvas for online review.<br>
<div>
<br></div>
<div>
In a recent blog post, students reflected on the progress of their writing from the beginning of the year to their latest literary analysis, and their responses are enlightening:<br>
<blockquote class="tr_bq">
"<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">I can now elaborate my thoughts in a more detailed fashion, accurately portraying my ideas among the facts I gathered from whatever we were analyzing and the literary criticisms online. Thankfully, my writing in general - the actual sound of my sentences - has improved a lot more."</span></blockquote>
<blockquote class="tr_bq">
<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">"I seem to have a system going on now that I never had before. I will go and find my sources first, then when I find something interesting, I add it to what I'm writing and it makes citing things much easier. I feel stupid for ever trying to do it any other way. I used to just babble and go find credible sources that were nearly always irrelevant to what I was saying. Its sad that I stressed myself so much over doing that before I learned that writing can actually be enjoyable."</span></blockquote>
<blockquote class="tr_bq">
<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">"I feel as if I have grown as writer and have [exceeded] my expectations. I think that looking back is a good thing. Seeing improvements in oneself gives needed confidence and satisfactory in moving forward with harder and more detailed writings."</span></blockquote>
<blockquote class="tr_bq">
<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">"I feel like my language in my more recent discussion posts has become more scholarly and concise than when I started out the year. . . . I also think that I have gotten much better at fitting my support into my posts more naturally, so that it doesn't disrupt the flow of my writing."</span></blockquote>
<blockquote class="tr_bq">
<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">"I find myself putting all of my ideas down and being able to connect them all without making it choppy. In past writings, I was a boring writer and I got bored coming up with ideas. When I would put my ideas down in my blog, they were all mixed together and would leave things hanging. I am glad that my writing has evolved and I hope it keeps on evolving."</span></blockquote>
<blockquote class="tr_bq">
<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">"Now I use literary criticisms more, which uses the thoughts of experts. Since I am using the thoughts of experts, this supports what I am trying to say. This has really helped me improve my writing. I also think that I have gotten better at citing my sources than I used to be. I am much more comfortable with using parenthetical citations because I now have to use them in every single thing that I write about."</span></blockquote>
<blockquote class="tr_bq">
<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">"I can now elaborate my thoughts in a more detailed fashion, accurately portraying my ideas among the facts I gathered from whatever we were analyzing and the literary criticisms online. Thankfully, my writing in general - the actual sound of my sentences - has improved a lot more."</span></blockquote>
<blockquote class="tr_bq">
<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">"</span><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); text-align: justify;">Overall I think I am a way better writer than I was at the beginning of the year. As much as I dislike writing these essays I believe that they have benefited me and improved my skills as a writer."</span></blockquote>
<blockquote class="tr_bq" style="text-align: -webkit-auto;">
<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); text-align: justify;">"</span><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">After reading my reflection blog from back in September, I can definitely see improvement in my writing. At the beginning of the year, I kind of had an idea of how to write in this more formal style with support, but I still had much to learn. . . . It is encouraging to see how my writing has improved over the months and I hope to continue to do so."</span></blockquote>
<blockquote class="tr_bq" style="text-align: -webkit-auto;">
<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">"I do not just skim the surface of a topic, but I can now actually make arguments about poems, and essays that I was not previously able to do. My analyzing while reading skills have also gotten better too. I am more confident in understanding what I am reading now, then I was in the beginning of the year. All in all, I believe that I am a better writer, and that my skills will continue to improve."</span></blockquote>
<blockquote class="tr_bq" style="text-align: -webkit-auto;">
<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">"By looking back on my writing just a few months ago, I have realized just how much I have changed as a writer. I think the biggest difference is that I can write a lot faster and good information seems easier to put into words. I guess that a lot of practice can really make a big difference."</span></blockquote>
<blockquote class="tr_bq" style="text-align: -webkit-auto;">
<span style="-webkit-text-size-adjust: auto;">I, myself, used these student posts as a means of self-reflection. Instead of assuming that they "got it," I was reassured that they all recognized what they were accomplishing and respected the process that I guided them through to improve their writing. My reflections have also prompted me to assess the process and tools that I had used throughout the school year. Synchronous discussions in Today's Meet chat allowed everyone to have a simultaneous voice and led to amazing discussions. Discussion posts in Canvas led to incredible academic discussions worthy of collegiate study. Using Facts on File databases as a reference tool for students to incorporate as support for their ideas in their essays, led to improved scholarly writing and better expression of ideas.</span></blockquote>
While teachers typically assume that we are "doing it right," reflecting on the tools and pedagogy that we used in our lessons is just as important as reflecting on the multiple assessments that we give along the way. Teaching comes with successes and failures, and finding what works is an evolving process in itself. I have not taught the same way every year - while there are similarities, there is always something different about the pedagogy and/or tools used that fits better with the students in the classroom. Reflection is key to making the right decisions to make the educational process more successful for the students.
</div>
John Langleyhttp://www.blogger.com/profile/14433692087376973463noreply@blogger.com0tag:blogger.com,1999:blog-7187319173041529779.post-43097101188257647302013-03-06T19:17:00.002-06:002013-03-07T00:22:21.883-06:00Getting Excited About CodingAllie, my daughter who is in 8th grade, got excited about coding after watching the following video from <a href="http://code.org/" target="_blank">Code.org</a>:<br />
<div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/nKIu9yen5nc?feature=player_embedded' frameborder='0'></iframe></div><br />
I had downloaded <a href="http://scratch.mit.edu/" target="_blank">Scratch</a> for her several months ago, telling her that she might be interested in it. However, she had not really looked at it until after she watched the video from Code.org. With her newfound drive to create, she created a video game that evening and tweaked it over the next few days. This is her completed first game:<br />
<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="http://scratch.mit.edu/projects/angeldog12/3155953" style="margin-left: auto; margin-right: auto;"><img alt="Scratch Project" height="319" src="http://scratch.mit.edu/static/projects/angeldog12/3155953_med.png" title="Allie's First Video: Hit the Button" width="425" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Click the image to jump to Allie's first game: "Hit the Button"</td></tr></tbody></table><br />
She has been so excited about creating the game and using logic to produce the outcomes that she desired that she had me load Scratch onto a flashdrive so she could run it at school and show her teachers the project as she worked on it. Her next goal is to look into <a href="http://www.alice.org/" target="_blank">Alice</a>, and then <a href="http://unity3d.com/" target="_blank">Unity3D</a> - if she is that excited, I can only imagine how many other students would be just as excited to see coding integrated back into the curriculum, and I hope to instill that energy in district teachers as well. Just as luck would have it, the PPHS guidance counselor sent me a link to the Code.org video this week. It seems the coding fever is coming alive again!<br />
<br />
Give comments of advice, etc. below for Allie - she's eager for feedback.John Langleyhttp://www.blogger.com/profile/14433692087376973463noreply@blogger.com0tag:blogger.com,1999:blog-7187319173041529779.post-32682722924178950972012-09-12T19:42:00.002-05:002012-09-12T19:42:22.499-05:00Peer Review Sounds Like Magic<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEig4lc4yW6dcqKA4wOVUlc3KiZyn4n41rFkRCrjiXcVzmQCRPzsCvcraAtfheLMJ2Dra3VeBRk3eTd1odqlacxPDQ-6wiE2nY2rp8E1MNve-X9MZ_5dIsSf76rUpphczj2nudxE93z12M8/s1600/bee1.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEig4lc4yW6dcqKA4wOVUlc3KiZyn4n41rFkRCrjiXcVzmQCRPzsCvcraAtfheLMJ2Dra3VeBRk3eTd1odqlacxPDQ-6wiE2nY2rp8E1MNve-X9MZ_5dIsSf76rUpphczj2nudxE93z12M8/s320/bee1.jpg" width="254" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">A revision of one of my photographs that I edited<br />in Picasa Creative Kit for my photography students.</td></tr>
</tbody></table>
I love hearing students think out loud. In fact, I love hearing discussions where students use textual evidence to support their analyses of literature. Today, I was able to enjoy another auditory pleasure: listening to students assess each other's writing according to the literary analysis essay rubric and give advice to their partners for improvement. I asked them to be overly critical with each other's essays so after revisions they will be able to earn the highest score possible when I review the essays. As I walked around the room offering advice and checking progress, I heard students give advice on organization, word choice, support, citations, and grammar usage and mechanics. Some students noticed, much like when I have someone review my writing, that mistakes they made glare at them, and they tend to catch them before the person reviewing the writing.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
Revisions have been made, and I am excited that the peer review discussions have made the students more reflective on their writing processes. My hope is that students will begin laying the rubric beside them as they write so they will give attention to the categories. My eventual hope is that students will no longer need the rubric for writing or review, but will have high expectations for their own writing and automatically work the review and revision steps into the process.John Langleyhttp://www.blogger.com/profile/14433692087376973463noreply@blogger.com0tag:blogger.com,1999:blog-7187319173041529779.post-71939834945149066352012-09-11T20:39:00.000-05:002012-09-11T20:39:11.093-05:00Introduction of Speech Class Reflection Video Blogging<div class="separator" style="clear: both; text-align: left;">
<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/wpILaspcWIQ?feature=player_embedded' frameborder='0'></iframe> As I contemplate the use of 21st Century Tools and the Speech class using these tools to communicate, I continue to ask how eager students are to try using tools that others may shy away from. For some, video speeches are just as intense as speaking in front of a crowd. For others, it seems to be a natural form of progression for expressing thoughts. I am intrigued at how naturally some students have transitioned to vlogging from blogging. Some created their first vlog in one take, while others took clips from multiple takes and edited them together to create a cohesive thought.</div>
<div class="separator" style="clear: both; text-align: left;">
<br /></div>
<div class="separator" style="clear: both; text-align: left;">
As you view the video, bear with me as my voice is raspy from some asthma symptoms. On a side note, I think all of my future videos will be created using my iPad instead of my laptop cam - I like the quality on the iPad much better.</div>
<br />John Langleyhttp://www.blogger.com/profile/14433692087376973463noreply@blogger.com0tag:blogger.com,1999:blog-7187319173041529779.post-10295651541578259282012-08-19T22:23:00.003-05:002012-08-19T22:23:43.449-05:00Welcome to Mr. Langley's Classroom<iframe frameborder="0" height="480" marginheight="0" marginwidth="0" src="http://www.haikudeck.com/e/IujoH9VENG" width="640"></iframe>John Langleyhttp://www.blogger.com/profile/14433692087376973463noreply@blogger.com0tag:blogger.com,1999:blog-7187319173041529779.post-47403144964448919532012-08-11T13:32:00.000-05:002012-08-11T13:32:24.788-05:00You Have an iPad for Your Classroom - Now What?<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-A4dczWFXXxs/UCakbasnuRI/AAAAAAAABhY/M_nrvyWiTMM/s1600/photo.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img alt="" border="0" height="200" src="http://3.bp.blogspot.com/-A4dczWFXXxs/UCakbasnuRI/AAAAAAAABhY/M_nrvyWiTMM/s200/photo.JPG" title="How can I use my iPad to improve student learning?" width="158" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">How can I use my iPad<br />to improve student learning?</td></tr>
</tbody></table>
<br />
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
The first consideration is how many iPads you will have - is it one for the classroom, or is it one per student. That will drive the way you use the tool. The second consideration is to keep in mind that the iPad is a tool - make sure the lesson is your focus and the iPad is used as a tool to improve student understanding and learning on that lesson.</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
<br /></div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
The iPad is a great tool for research, collaboration, video production, etc. Following are two sites that will get you started:</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
<br /></div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
50 resources for iPad use in the classroom by Charlie Osborne <a href="http://www.zdnet.com/blog/igeneration/50-resources-for-ipad-use-in-the-classroom/16126" style="color: #1155cc;" target="_blank">http://www.zdnet.com/blog/<wbr></wbr>igeneration/50-resources-for-<wbr></wbr>ipad-use-in-the-classroom/<wbr></wbr>16126</a> </div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
<br /></div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
iPads in the Classroom by Kathy Schrock <a href="http://www.schrockguide.net/ipads-in-the-classroom.html" style="color: #1155cc;" target="_blank">http://www.schrockguide.net/<wbr></wbr>ipads-in-the-classroom.html</a> </div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
<br /></div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
While both are great resources, following is a list of the apps that I use for education:</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
<br /></div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Productivity:</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Box - my cloud file storage app of choice - allows sharing and commenting on files and shows the version of the file if changes have been made</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Evernote - a great notebook app that can be shared with others</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
DocsToGo - an office app that is compatible with Microsoft Word, Excel, and Powerpoint - also syncs with Google Docs, Box.net, Dropbox, iDisk, Public iDisk, and SugarSync</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
QRReader - reads and creates QR codes. (Vicki recommended you check out QR codes as well)</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Drop Box - cloud file storage and sharing</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Prezi Viewer - view and edit Prezis</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
lino - post-it note style brainstorming app</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
CommonCore - the Common Core Standards</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
SugarSync - cloud file storage and sharing</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
EasyBib - bibliography citation creator</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Save2PDF - create a pdf file from a document or web page</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
neu.Annotate - a pdf viewer that allows you to mark up and take notes on the pages</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Noterize - a notetaking app (text, freehand, highlighter, and post-its)</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Total Recall - a brainstorming app (create context maps)</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Mikogo - screen sharing app</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
LiveBinders - excellent app that brings your LiveBinders pages to the iPad. Collect web sites on a topic/lesson in one convenient binder for students to view</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Trello - organization and project management app (I use this with my yearbook class, and the Flatclassroom leaders use it to manage the projects)</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Blogger - post blogs from the iPad</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Rover - the only iPad browser that enables flash</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Google Drive - access your Google Docs</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Adobe Reader - great pdf viewer that allows for highlighting and freehand notes on the pages</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Flipboard - excellent information access. Will house your news, social media, education research, etc feeds all in one book-like app</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Kindle - access your Kindle books</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Nook - access your Barnes and Noble books</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Play Books - Google's ebook reader</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Kobo - ebook reader</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Mirriam-Webster Dictionary</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Dictionary.com</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Currents - similar to Flipboard (more tech oriented)</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
iTunes U - great lessons that may be used for the classroom or professional development</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Stanza - ebook reader</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Teacher - socrative app that allows you to use i devices as clickers for formative feedback</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Flashcards - flashcard app that can be synced to your web account</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
TeacherPal - classroom app for attendance, gradebook, planning, etc.</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Knowmia Teach - create video lessons for your students</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
ShowMe - create video whiteboard lessons for your students</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
iBrainstorm - great brainstorming app</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
VoiceThread - access your VoiceThread account and create/edit your VoiceThreads</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Bamboo Paper - great notebook app</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
SimpleMind+ - great mind mapping app</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
iMovie - video editing and production</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
<br /></div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Social Networking:</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Skype - video chat</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
LinkedIn - professional networking</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Bump - transfer files from one i device to another</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
FaceTime - video chat with another i device</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Twitter - stay in touch with educators around the globe using hash tags (#edchat, #edtech, #flatclass)</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Diigo - social bookmarking - share bookmarks of sites and highlight and post notes on websites</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
Pin++ - Pinterest app</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
TED - access TED videos (organized by category)</div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
<br /></div>
<div style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">
While that is an extensive list of great apps, I have many more but only included the ones that sounded like they might be of use to you. Most of the apps are free - I think DocsToGo and iMovie are the only paid apps above. iPads are great tools when used as tools. </div>John Langleyhttp://www.blogger.com/profile/14433692087376973463noreply@blogger.com0tag:blogger.com,1999:blog-7187319173041529779.post-88402596265863636782012-02-26T20:32:00.000-06:002012-02-26T20:32:46.355-06:00Goals for Improving Technology Professional Development<div class="separator" style="clear: both; text-align: center;">
As I reflect on the goals that I have established for improving technology at Pleasant Plains School District, I have found that there are five goals that require continuous attention. The full size view of each chart may be seen by clicking on the respective chart.</div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div style="text-align: left;">
</div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQkwupRuh5jm5ciuncJEsNs0h05DoDffKN9rgHTFNJnsOnr1CLs1yu153fB_pAjbHAOdBqQ1S6SbFbGmzs7Ozl0TZdVb2k6KO2CkQV1FH5fihHL2KiE0Dd5WdoEMBwY5lPT4EX348ZGn8/s1600/ET-506-Teacher+Leadership+PD.png" imageanchor="1" style="margin-left: auto; margin-right: auto; text-align: center;"><img border="0" height="298" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQkwupRuh5jm5ciuncJEsNs0h05DoDffKN9rgHTFNJnsOnr1CLs1yu153fB_pAjbHAOdBqQ1S6SbFbGmzs7Ozl0TZdVb2k6KO2CkQV1FH5fihHL2KiE0Dd5WdoEMBwY5lPT4EX348ZGn8/s400/ET-506-Teacher+Leadership+PD.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: small; text-align: -webkit-auto;">Teacher professional development training in the teacher leadership models</span> </td></tr>
</tbody></table>
<br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnt1dpDQzSmaYOS50vVT7YBeBUt5x5G3ThUNw6WlsoNDNkHsTz-ruB_Fsf5koGCSd68fsfLJQdPSGTdmRhy45f8E0MorwPxWmro_OwVLePR4T-8UzNgRLsdSHK2nyxz44Xo2CBlmfmOoI/s1600/ET-506-Encourage+Leadership.png" imageanchor="1" style="margin-left: auto; margin-right: auto; text-align: center;"><img border="0" height="315" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnt1dpDQzSmaYOS50vVT7YBeBUt5x5G3ThUNw6WlsoNDNkHsTz-ruB_Fsf5koGCSd68fsfLJQdPSGTdmRhy45f8E0MorwPxWmro_OwVLePR4T-8UzNgRLsdSHK2nyxz44Xo2CBlmfmOoI/s400/ET-506-Encourage+Leadership.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: small; text-align: -webkit-auto;">Encourage teachers to take ownership in their own professional development and to share ideas with their colleagues </span> </td></tr>
</tbody></table>
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCFMd5A66xjO76l4qNPJaMYJ4YsVrMQ6cJKGiBPDQ9zadFjI8p8ZNBPeZSD6W4xSRA1K0xO-5Pqthj1t4JsrP-kPe5t1cXKlL7zvg-zILqYaLZPpELSZpL9q2AjL16x2CRHoI3qrpbBH4/s1600/ET-506-Edline-PD.png" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="296" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCFMd5A66xjO76l4qNPJaMYJ4YsVrMQ6cJKGiBPDQ9zadFjI8p8ZNBPeZSD6W4xSRA1K0xO-5Pqthj1t4JsrP-kPe5t1cXKlL7zvg-zILqYaLZPpELSZpL9q2AjL16x2CRHoI3qrpbBH4/s400/ET-506-Edline-PD.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: small; text-align: -webkit-auto;">Teacher professional development training in the tools available in the Edline hosted district website</span> </td></tr>
</tbody></table>
<br />
<br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsCH1Y-UOWQFrFEYzfkE_o3KVQSx7jVphVdYwHosAdQTEV7nL5jyEUbvMF_92pvuQYL4EjTXCCQXMH3q-vTKdtdkzP0Sf7fCAjlzMYegs-5eXn9ydPDjIcT2auhg75zFLUv0Q0qkzRAuk/s1600/ET-506-Student+and+Parent+Training.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="301" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsCH1Y-UOWQFrFEYzfkE_o3KVQSx7jVphVdYwHosAdQTEV7nL5jyEUbvMF_92pvuQYL4EjTXCCQXMH3q-vTKdtdkzP0Sf7fCAjlzMYegs-5eXn9ydPDjIcT2auhg75zFLUv0Q0qkzRAuk/s400/ET-506-Student+and+Parent+Training.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: small; text-align: -webkit-auto;">Student and parent technology training, including training on the Edline hosted district website as well as any communication tools that the district utilizes.</span></td></tr>
</tbody></table>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgitKv0gAJnoKRDi8DMycti1njqKbX-m7zsa2OBidmlchUQaClxLSAmAA2hh_MtUV1Vbib-r0posGZrYJ5GZtSDcuJ8HkzmlIv_8tAOMSdHx552fBZQ3LzwL2XTUXovDkrEu6TkGYS5Cs/s1600/ET-506-Personalized+PD.png" imageanchor="1" style="margin-left: auto; margin-right: auto; text-align: center;"><img border="0" height="285" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgitKv0gAJnoKRDi8DMycti1njqKbX-m7zsa2OBidmlchUQaClxLSAmAA2hh_MtUV1Vbib-r0posGZrYJ5GZtSDcuJ8HkzmlIv_8tAOMSdHx552fBZQ3LzwL2XTUXovDkrEu6TkGYS5Cs/s400/ET-506-Personalized+PD.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: small; text-align: -webkit-auto;">Ongoing technology integration professional development for teachers. This model would be used for any technology tool that teachers would like to integrate into their lessons to improve student learning and understanding.<br /></span>
</td></tr>
</tbody></table>
As noted, each goal is based on a cycle of training, evaluation, reflection, and needs. Both student/parent training and teacher professional development tend to occur based on immediate need. There is often little or no evaluation, reflection, or needs assessment completed to determine further needs. Education tends to be flooded with reforms that require administrators to hold professional development workshops on changes in legislation or in standards. Therefore, it is important to follow the process which includes a preliminary needs assessment; multiple learning venues for the learners; a method of evaluating not only what was learned, but also the effectiveness of the training; reflection on the training by both the trainer and the participant to make necessary adjustments to be successful; and a needs assessment that will drive the content of the next training sessions. If any of the steps are missing, training will continue to follow the course it currently has been following, a system based on immediate needs and not on long term improvement.<div>
<br /></div>
<div>
The area that I need to focus on the most is the importance of the cycle for each of the training goals. I, like most educators, tend to get caught up in the training - the immediate needs. I do typically make it through an abbreviated evaluation process and a personal reflection phase of any training that I have led, but tend to bypass the evaluation process of the entire training and fall short of a needs assessment that will lead to a reboot of the cycle. As I move forward with the training goals for the district, I need to ensure that the administrators are on board with the cycle as well as the teacher leaders leading the training.<br /><br /><br /><br /></div>John Langleyhttp://www.blogger.com/profile/14433692087376973463noreply@blogger.com1tag:blogger.com,1999:blog-7187319173041529779.post-14050450102022004602011-09-29T21:11:00.003-05:002011-09-29T21:11:56.453-05:00Bob, the Three-Legged Goat Gets a New Leg<div class="separator" style="clear: both; text-align: center;">
Today in Speech class the students were practicing their stories for storytelling at the elementary school. Since we finished so early in the period, the students asked me to tell a story. Even though I didn't have a story prepared, I agreed to tell a story about a character who has gone through many evolutions as it has journeys have been told throughout the years to my daughters as a bedtime story. It was funny to see the cell phones pop out to record me in storytelling mode, and since I had just recorded them telling stories, it was only fair. It was fun to relax for a bit and share a story about a character created for my daughters. I don't know what it is about the Three-Legged Goat, but he sure is popular with little kids at bedtime!</div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/sLcI2AKWIHA?feature=player_embedded' frameborder='0'></iframe></div>
<br />John Langleyhttp://www.blogger.com/profile/14433692087376973463noreply@blogger.com0tag:blogger.com,1999:blog-7187319173041529779.post-24050649657115954862011-09-05T01:08:00.002-05:002011-09-05T01:08:53.849-05:00Reflections on Teacher Leadership and Creating a 21st Century Team<br />
<div class="WordSection1">
<div class="APAHeadingLevel2">
</div>
<div class="WordSection1">
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://farm4.static.flickr.com/3362/3205277810_83f86047d8_o.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="133" src="http://farm4.static.flickr.com/3362/3205277810_83f86047d8_o.jpg" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span class="Apple-style-span" style="background-color: #fefefe; color: #666666; font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 14px;"><strong class="username" id="yui_3_4_0_3_1315202782076_944" style="color: #222222; display: block; font-size: 13px; font-style: normal; line-height: 13px; margin-top: 0px;">Photo By <a href="http://www.flickr.com/photos/jakecaptive/" style="color: #0063dc; text-decoration: none;">@boetter</a></strong><span class="realname" id="yui_3_4_0_3_1315202782076_947" style="-webkit-transition-delay: initial; -webkit-transition-duration: 1s; -webkit-transition-property: background-color; -webkit-transition-timing-function: ease-out; background-color: rgba(200, 254, 207, 0); color: #666666; display: block; float: left; font-size: 11px; line-height: 12px; margin-right: 10px; margin-top: 1px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span class="photo_navi_contact" id="yui_3_4_0_3_1315202782076_946" style="-webkit-transition-delay: initial; -webkit-transition-duration: 1s; -webkit-transition-property: background-color; -webkit-transition-timing-function: ease-out; background-color: rgba(200, 254, 207, 0); color: #666666;"><a href="http://www.flickr.com/people/jakecaptive/" style="color: #666666; text-decoration: none;">Jacob Bøtter</a></span></span></span></td></tr>
</tbody></table>
<div class="APAHeadingLevel2" style="line-height: normal;">
<b>Reflection on Becoming a
Teacher Leader</b></div>
<div class="MsoNormal" style="line-height: normal;">
<span><span> </span>Learning
about various leadership models and frameworks has been an advantage when
deciding how to create and organize people to work together for a cause. In
forming the framework for the <a href="http://mrlangleyclassroom.blogspot.com/2011/07/creating-21st-century-skills-team.html">21<sup>st</sup> Century Skills Team</a> to integrate
both technology and 21<sup>st</sup> Century Skills (</span><a href="http://www.p21.org/"><span>http://www.p21.org</span></a><span>) into classrooms in order to
improve student learning and understanding, to differentiate instruction, and
to better prepare students for college and career readiness, I have been able
to review leadership models and ascertain that the appropriate leadership model
for that project is a Personal Learning Community (PLC). As Ertmer and
Ottenbreit-Leftwich (2010, p. 266) and Hord (2009, p. 42) advise, regular
meetings are crucial to the success of the Team. Because the Team will also be
planning ongoing Professional Development (PD), Hord’s (2009, p. 42-43)
conditions for success, especially the support and participation of the
principal, are necessary components. Having an explicit purpose for the Team
allows for the focus of the PLC on both student learning and teacher learning.
Time and a place for regular meetings will give the Team the opportunity for
members to discuss research, technology tools, and instructional strategies. It
will also give the Team members the opportunity to learn and use the technology
tools and instructional strategies so they can model them to the rest of the
educational system.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal;">
<span><span> </span>Hord
(2009) identifies six research-based aspects of PLCs which include a shared
mission, a distributive leadership, support with resources as well as time and
place, an atmosphere of mutual respect among members of the PLC, a focus on
educator learning that addresses student needs and increases the effectiveness
of the educators, and peer sharing for improvement (p. 41-42). Setting up norms
and protocols to ensure that collaborative meetings run smoothly is imperative.
Continuing efforts I started last spring in promoting Personal Learning
Networks (PLNs) with the teaching staff must continue in order to allow for
both collaboration of ideas and strategies within the Pleasant Plains High
School (PPHS) educational system and collaboration of ideas and strategies with
a global network of teachers through various tools such as Twitter, Google+, The
Educator PLN, and Classroom 2.0.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal;">
<span><span> </span>The
progress of the team can be monitored by giving surveys, interviewing teachers
and students, observing classrooms, and reviewing artifacts. Free survey tools
and protocols can be used from State Educational Technology Directors
Association (SETDA), which are made available on their website (</span><a href="http://www.setda.org/web/guest/PETItools"><span>http://www.setda.org/web/guest/PETItools</span></a><span>).
SETDA’s tools are designed to evaluate educational technology effectiveness. A
survey can be given prior to PD for integration of both 21<sup>st</sup> Century
Skills and technology tools. The data from the initial survey can be compared
to later surveys, interviews, artifacts, etc to determine the progress and
effectiveness of integration.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal;">
<span><span> </span>Some
barriers and obstacles that might make it difficult for me to involve myself in
teacher initiatives are my schedule, teacher self-efficacy, and my
responsibility to my family. Because administrators and leaders tend to overuse
the teacher-leaders who are the most successful, I am often volunteered for
several committees. In addition to time consuming teaching responsibilities
such as yearbook advisor and web advisor, I usually end up a member of several
school improvement committees simultaneously, such as the RtI Committee, the
Bargaining Team, the Technology Committee, the Teacher Evaluation Committee,
and the Freshman Orientation Committee. I have been asked to be on other
committees, but have had to decline because of my current commitments. Teacher
self-efficacy in technology is a continuous obstacle to overcome. Low
self-efficacy slows the process of down since ongoing PD is needed to teach
technology integration strategies and to allow teachers time to develop those
strategies. Finally, my family responsibility, which I sometimes neglect for my
profession, may become an obstacle. I struggle to develop a “family first”
mentality, but often compromise too many times. I need to be sure to build my
professional time around my family time as much as possible.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal;">
<span class="Apple-style-span" style="font-family: 'Times New Roman', serif;"><br /></span></div>
<div class="APAHeadingLevel2" style="line-height: normal;">
<b>Reflection on
Communication and Collaboration</b></div>
<div class="MsoNormal" style="line-height: normal;">
<span><span> </span>Encouraging
and supporting teacher-leadership at PPHS has been a steady process.
Administrators and teachers at PPHS have been holding PD on new pedagogies as
well as on differentiated instruction. This practice has born impromptu
Critical Friends groups throughout the last couple of years. Some teachers participate
in Communities of Practice (COP) and have PLNs through Twitter, Google+, the
Educators PLN, Classroom 2.0, and more. These efforts are being modeled for the
rest of the educational system and are gaining popularity. This practice has also
promoted the forward thinking of administrators and teacher-leaders that PD
needs to be more individualized. The question currently centers on how to personalize
the PD since that culture, with the exception of a couple of CFGs and
individual teacher-leaders, does not and has not existed at PPHS.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal;">
<span><span> </span>The
creation of a PD Team is a possible solution that will not only build
consensus, but will also develop a collaborative approach to PD. Lee (2010)
states that it is necessary to establish a shared vision with all stakeholders
involved in the creating the PD and working toward that shared vision (p. 29),
which is what a PD team could do. Lee (2010) further states that “PD should
incorporate opportunities for small groups of teachers to learn
collaboratively” (p. 29). A culture that accepts the use of mentors based on
skill needs rather than based on years of service is also required. In
mentoring teachers, supportive communication must be used. Crippen (2005)
states that “educators are great communicators and must be good listeners, to
themselves (through their inner voice), as well as to others” (p. 6).
Therefore, listening becomes one of the most important communication skills
that teachers can use to enhance relationships. Listening to objections can
lead to the “real” reasons involved and make solutions easier to discover.
Listening to small successes without criticism, but in asking more in depth
questions regarding the parts that the teacher is most excited about can lead
to self-reflection on the part of the teacher. Follow up questions can be asked
about what the teacher would recommend changing if another teacher would like
to use the same strategy.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal;">
<span><span> </span>Continuing
to promote CFGs, PLCs, and COPs at PPHS will bring teachers out of isolation and
will lead to the accomplishment of the goals of teacher self-leadership and
life-long learning. Providing teachers with a safe, supportive environment
(Curtis, Humbarger, & Mann, 2011, p. 51) to share their ideas and student
work will build a culture of trust that enables objective peer observations
where true self-reflection can be an outcome.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal;">
<span class="Apple-style-span" style="font-family: 'Times New Roman', serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal;">
<span><b>Reflection
on Leadership for Student Learning</b></span><span><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal;">
<span><span> </span>Determining
how leadership affects student learning first requires defining instructional
leadership.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: 0.5in;">
<span>According to Brewer, the instructional leader is
defined as follows:<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: 0.5in;">
<span>One
that requires focusing on instruction; building a community of learners;
sharing decision making; sustaining the basics; leveraging time; supporting
ongoing professional development for all staff members; redirecting resources
to support a multifaceted school plan; and creating a climate of integrity,
inquiry, and continuous improvement. (as cited in Doyle and Rice, 2002, p. 49)<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal;">
<span>Brewer’s definition of an
instructional leader identifies components that implicitly focus on improving
student learning. Because the Illinois Common Core Standards emphasize both 21<sup>st</sup>
Century Skills and the integration of technology into the classroom to improve
student understanding and achievement, the creation of both the 21<sup>st</sup>
Century Skills Team and a PD Team at PPHS will directly benefit student
learning. In general, teacher leadership strategies are perfect models for the
skills of collaboration, cooperative learning, communication, and
research-driven solutions that academic standards require of students.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal;">
<span><span> </span>The
21<sup>st</sup> Century Team that will be created this school year at Pleasant
Plains High School will follow the PLC model and will utilize Hord’s (2009)
conditions for success, which include principal support, a distributed
leadership, time made available for educator learning, and data use support (p.
42-43). State Educational Technology Directors Association (SETDA) tools (</span><a href="http://www.setda.org/web/guest/PETItools"><span>http://www.setda.org/web/guest/PETItools</span></a><span>) to
survey and measure the integration of 21<sup>st</sup> Century Skills and
technology tools into classrooms will not only be a great resource for the 21<sup>st</sup>
Century Skills Team, but will be a great asset for any team of the district.
Creating a PLC that is successful in integrating 21<sup>st</sup> Century Skills
and in integrating technology into the classroom will increase student
achievement as the structure of the PLC promotes a focused outcome and
reflective discussions on the progress of the work. The SETDA tools will enable
the team to monitor student learning and identify what is working and what
needs modified to increase achievement.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal;">
<span><span> </span>In
creating a collective purpose and vision for PPHS, creating a PD team who would
provide a structure for individualized PD would be appropriate. The PD team
would find out what each department PD needs are, then offer 3-4 (initially) PD
choices that are “hands-on” each PD day in order to create the habit of
teachers taking charge of their own PD. The ultimate goal would be to create a
culture where ongoing PD is individually pursued by each teacher. If teachers
are motivated to continually learn new pedagogies and tools to improve student
learning, then that collective purpose and vision will be solidified as
teachers share those strategies and tools with their colleagues.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal;">
<span><span> </span>In
allowing teachers input into their PD and in demonstrating that 21<sup>st</sup>
Century Skills and technology integration are part of state learning standards,
teachers will be motivated to integrate these into their lessons. PD that is
meaningful and specific to teacher needs is half of the requirement for
motivation. The other half is allocating ongoing learning time for the teachers
to practice strategies and share ideas/strategies with their peers. Seeing and
sharing successes and providing a system for supportive feedback to improve
strategies will also increase the motivation of teachers to integrate these
strategies into their own classrooms. Buy in for any effort is based on models
of success. As more models of classroom success are produced, the teachers who
are hesitant to move forward will be motivated to buy into the efforts.
Data/artifacts from improved student learning and evidence from SETDA surveys
will be used to demonstrate the effect on the initiatives and to inform
modifications needed to the initiatives.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal;">
<br /></div>
</div>
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;"><br clear="all" style="mso-break-type: section-break; page-break-before: always;" />
</span>
<div align="center" class="MsoNormal" style="line-height: normal; text-align: center;">
<span><b>References</b><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: 0.5in; text-indent: -0.5in;">
<span>Crippen, C.
(2005). The Democratic School: First to Serve, Then to Lead. <i>Canadian Journal of Educational
Administration and Policy</i>, 131, 1-17. doi:EJ846732<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: 0.5in; text-indent: -0.5in;">
<span>Curtis,
R., Humbarger, J., & Mann, T. (2011). Ten Tips for Coaching Adults: An
Emotionally Healthy Approach. <i>YC Young
Children</i>, 66(1), 50-54. Retrieved from ProQuest Education Journals. doi:2387291781<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: 0.5in; text-indent: -0.5in;">
<span>Doyle,
M. & Rice, D. (2002). A Model for Instructional Leadership. <i>Principal Leadership</i>, <span>3</span>(3), 49-52. Retrieved from ProQuest
Education Journals. doi:236822521<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: 0.5in; text-indent: -0.5in;">
<span>Ertmer,
P., & Ottenbreit-Leftwich, A. (2010). Teacher Technology Change: How
Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on
Technology in Education, 42(3), 255-284. Retrieved from ProQuest Education
Journals. doi:2212521271<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: 0.5in; text-indent: -0.5in;">
<span>Hord,
S. (2009). Professional Learning Communities. Journal of Staff Development,
30(1), 40-43, 78. Retrieved from ProQuest Education Journals. doi:1611220721<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: 0.5in; text-indent: -0.5in;">
Lee,
M. (2010). 7 Principles of Highly Collaborative PD. <i>Science and Children</i>, 47(9), 28-31. Retrieved from ProQuest
Education Journals. doi: 2067104121<b><o:p></o:p></b></div>
</div>
John Langleyhttp://www.blogger.com/profile/14433692087376973463noreply@blogger.com0tag:blogger.com,1999:blog-7187319173041529779.post-72336444109668906162011-07-28T15:49:00.000-05:002011-07-28T15:49:49.089-05:00Creating a 21st Century Skills Team<div class="WordSection1"> <div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJOPDHVrafK1Ql_LG-r_HwHSXlAYJT9pPFeI-gq72ckAgluDSO1p6KmGp8OpVOe4_7gJo6k2_0O9CPTJjxSDbFUG_Hy0GV2IKGcmaM-XupSDDOdiTTJhyZcScY4NPQ9pw0Ki9Bc1_bHt4/s1600/21st+Century+Skills.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJOPDHVrafK1Ql_LG-r_HwHSXlAYJT9pPFeI-gq72ckAgluDSO1p6KmGp8OpVOe4_7gJo6k2_0O9CPTJjxSDbFUG_Hy0GV2IKGcmaM-XupSDDOdiTTJhyZcScY4NPQ9pw0Ki9Bc1_bHt4/s200/21st+Century+Skills.png" width="200" /></a></div><div class="MsoNormal" style="line-height: normal; text-indent: .5in;"><span>Integrating technology and 21<sup>st</sup> Century Skills (</span><a href="http://www.p21.org/">http://www.p21.org</a>) <span>into teachers' classrooms is a challenge that is currently facing Pleasant Plains High School. In order to facilitate the change, I have been speaking with the principal about creating a 21<sup>st</sup> Century Team of teachers, administrators, and students who will plan the integration of technology and 21<sup>st</sup> Century Skills into classrooms. The purpose of the Team will be to integrate technology and 21<sup>st</sup> Century Skills into classrooms in order improve student learning and understanding, to differentiate instruction, and to better prepare students for college and career readiness. The goals of the Team will be to 1) create a culture in the educational system that reflects the learning styles of current students, 2) plan ongoing professional development for teachers to build self-efficacy in technology tools, 3) plan ongoing professional development for teachers regarding new pedagogies, 4) create a culture where both students and teachers are life-long learners, 5) provide a means for teachers to build Learning Communities and utilize Personal Learning Networks, and 6) create a culture where students have a way to collaborate with teachers about their education. In order to accomplish these goals, the Team must create a culture of teacher leadership as well as plan for roadblocks to the success of this project.<o:p></o:p></span></div><div class="MsoNormal" style="line-height: normal; text-indent: .5in;">Creating a team for this project “means creating a phalanx – including the principal – of true believers who assume ownership of new ideas and learn strategies for implementing them and winning adherents among their colleagues in the school community” (Maeroff, 1993). Maeroff (1993) notes the importance of including the principal in the team in order to reduce possible resistance. Thousand and Villa (1992) and Villa and Thousand (2000) note that “collaborative teams are hypothesized to function optimally when team members pursue shared goals, hold mutual levels of respect for the unique areas of expertise and input of members, engage in distributive leadership, and hold members accountable” (as cited in Phillipo & Stone, 2006, p. 230). With this in mind, the 21<sup>st </sup>Century Team members will need to know and agree to pursue the purpose and goals outlined for the project. Larson and LaFasto identify eight characteristics that successful teams must have: “1.) a clear, elevating goal; 2.) a results-driven structure; 3) competent members; 4) a unified commitment; 5.) a collaborative environment; 6.) standards of excellence; 7.) external support and recognition; and 8.) principled leadership” (Maeroff, 1993).</div><div class="MsoNormal" style="line-height: normal; text-indent: .5in;">With the purpose and goals clearly outlined, the next step is to work on team building concepts with the team. Curtis, Humbarger, and Mann (2011) identify ten tips for effective coaching of adults that also make good ground rules for team interaction during meetings: “1. start with a safe, supportive environment” (51), “2. build [positive] relationships” (52), “3. consider staff [and student team members] capable” (52), “4. observe with an open mind” (52), “5. ask and actively listen” (52), “6. highlight strengths first” (52), “7. help staff connect behavior with results” (53), “8. investigate alternatives” (53). “9. nurture work on the goal” (54), and “10. grow your skills – build your strengths” (54). The team must then be trained on integrating technology into the classroom so they can become knowledge brokers. Plair (2008) states that “knowledge of educational or instructional technology is a commodity to be shared, exchanged, valued, sought, and purchased, and the concept of a broker, or go-between, fits what teachers need and want when integrating technology” (72).</div><div class="MsoNormal" style="line-height: normal; text-indent: .5in;">In preparing the team members to be knowledge brokers, the team must research and review technology integration for 21<sup>st</sup> Century Learners. Lawless and Peligrino (2007); Partnership for 21<sup>st</sup> Century Skills (2007); and Zemelman, Daniels, and Hyde (2005) all note that “using technology simply to support lecture-based instruction falls far short of recommended best practice” (as cited in Ertmer & Ottenbreit-Leftwich, 2010, p. 257). Ertmer and Ottenbreit-Leftwich (2010) continue that “we need to help teachers understand how to use technology to facilitate meaningful learning, defined as that which enables students to construct deep and connected knowledge, which can be applied to real situations” (p. 257). Because the first step is to provide teachers with the knowledge of the technology available (Ertmer & Ottenbreit-Leftwich, 2010, p. 259), the team will need to identify ways to provide professional development to the faculty on basic technology tools so they will be able to transfer that knowledge to technology tools that better fit their own classrooms. Next, the team needs to identify professional development in “pedagogical methods that facilitate student learning, and the specific ways in which technology can support those methods” (Ertmer & Ottenbreit-Leftwich, 2010, p. 260). Professional development will also need to be planned to build technology self-efficacy by providing teachers with </div><div class="MsoNormal" style="line-height: normal; margin-left: .5in;">Intense professional development experiences, followed by continued support and community discussions</div><div class="MsoNormal" style="line-height: normal; margin-left: .5in;">Opportunities to practice managing technology in the classroom by providing additional help (teacher aides, parents, advanced students, etc.)</div><div class="MsoNormal" style="line-height: normal; margin-left: .5in;">Opportunities to share success stories related to using technology to facilitate student learning, at grade-level or discipline based teacher meetings</div><div class="MsoNormal" style="line-height: normal; margin-left: .5in;">Opportunities to witness other teachers using technology in the classrooms</div><div class="MsoNormal" style="line-height: normal; margin-left: .5in;">Encouragement/expectation of small changes with technology over extended time period</div><div class="MsoNormal" style="line-height: normal; margin-left: .5in;">Implementation of a culture that encourages and supports experimentation (Ertmer & Ottenbreit-Leftwich, 2010, p. 260)</div><div class="MsoNormal" style="line-height: normal;">Ertmer and Ottenbreit-Leftwich (2010) also recommend that the team hold regular meetings to check on the progress of professional development (266).</div><div class="MsoNormal" style="line-height: normal;"><span> </span>In order to create a culture where students have a voice in their education, the 21<sup>st</sup> Century Skills Team should consider the creation of a technology team of students as well. Students generally know what their learning style is and which technology tools they might use in various instances. A team of advanced students who are knowledgeable about various technology tools can fulfill the need that Plair (2008) says that teachers have for on-the-spot professional development (p. 73). By arranging for a team of students trained to assist teachers with technology tools as issues arise, the school will adapt a culture where it is acceptable for teachers to learn from students in addition to students learning from both students and teachers. The process will not only empower the student trainers, but will also provide them with real world, relevant experiences.</div><div class="MsoNormal" style="line-height: normal;"><span> </span>Once the 21<sup>st</sup> Century Skills Team is trained and has a plan in place, the Team will need to prepare for the implementation with the understanding that “change is then thwarted by [teachers’] tendency to change as little as possible” (Fullan & Stiegelbauer as cited in Maeroff, 1993). Maeroff (1993) advises that the team begin the conversation with the rest of the school as conversations that spread until they become schoolwide. He also says that at first the team members should do most of the talking, but other people who take up the team’s beliefs should <span>be encouraged to promote the beliefs as well (Maeroff 1993). Maeroff (1993) identifies ten ways that teams can promote change in their schools:<o:p></o:p></span></div><div class="MsoListParagraphCxSpFirst" style="line-height: normal; margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span>·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Teams can set priorities so that all of the team’s ideas are not just dumped on the school with no sense of what is important.<o:p></o:p></span></div><div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span>·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Teams can model the kinds of behavior that they would like to elicit from their colleagues.<o:p></o:p></span></div><div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span>·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Teams can try to anticipate objections so that the answers are provided before some of the negative reactions are registered.<o:p></o:p></span></div><div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span>·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Teams should remember that each member is only part of the team and does not speak for the entire group unless delegated to do so.<o:p></o:p></span></div><div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span>·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Teams can make certain that team members interact with their colleagues.<o:p></o:p></span></div><div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span>·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Teams should keep the school community informed about the team’s progress.<o:p></o:p></span></div><div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span>·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Teams should be positive whenever possible.<o:p></o:p></span></div><div class="MsoListParagraphCxSpLast" style="line-height: normal; margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span>·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">And, finally, team members should maintain a sense of humor about the serious work at hand. (Maeroff, 1993)<o:p></o:p></span></div><div class="MsoNormal" style="line-height: normal;"><span>Using these strategies, the team can formulate a plan for both implementing and promoting the shift to integrating technology into the classrooms. The strategies will also help with the introduction of the concept of students as technology tool trainers.<o:p></o:p></span></div><div class="MsoNormal" style="line-height: normal;"><span><span> </span>Maeroff (1993) mentions some other barriers to change, such as societal barriers, budgets, unions, teachers’ knowledge, team functioning, school schedules, and continuity of staffing. In addressing these barriers, it is notable that budgets and unions will likely not be issues. The leaders of the Pleasant Plains Education Association have been promoting 21<sup>st</sup> Century Skills and technology integration to the faculty of the district for the last two years. Since most of the technology tools are free web tools, there will be little to no expense for implementation. The purpose statement of the 21<sup>st</sup> Century Skills Team aligns with the district technology plan as well. School schedules will need to checked to determine which students are in classes where they can be utilized as technology trainers as well as which students can work with teachers and students during the PACE (student assistance) period.<o:p></o:p></span></div><div class="MsoNormal" style="line-height: normal;"><span><span> </span>As one of the goals of the project is to provide a means for teachers to build Learning Communities and utilize Personal Learning Networks, it is hopeful that an outcome of the project will also be the creating of teacher-leaders. A healthy ideal self of both the 21<sup>st</sup> Century Skills Team and the teacher-leaders will need to be created. Boyatzis and Akrivou (2006) identify the ideal self as “the core mechanism for self-regulation and intrinsic motivation” (p. 625). It is “an evolving, motivational core within the self, focusing a person’s desires and hope, aspirations and dreams, purpose and calling” (Boyatzis & Akrivou, 2006, p. 625). Intrinsic motivation is key in the success of the both the project and in the success of teacher-leaders. Boyatzis and Akrivou (2006) identify three paths leading to a healthy ideal self that the 21<sup>st</sup> Century Skills Team should address (p. 634). The first is to assess if the ideal self has been articulated – if it is explicit. This path requires an increase of mindfulness concerning the ideal self. If the ideal self is low, then “the person is mindless or in denial of a desired future” (Boyatzis & Akrivou, 2006, p. 634). The second path is to determine the importance of the ideal self in terms of desire for its components. A low ideal self would result “in superficial commitments to change” ((Boyatzis & Akriou, 2006, p. 634). The third path is to determine if all of the components fit in with the person’s desire for the future. A low ideal self in this pathway may result in “unintended consequences in other parts of their life” (Boyatzis & Akriou, 2006, p. 634). In defining the ideal self, Boyatzis and Akriou (2006) state that “optimism and efficacy are seen as the main determinants and generators of hope, and therefore, key determinants of the ideal self” (p. 630). They blatantly state that “people who are relatively lower in self-efficacy and optimism experience less hope” (Boyayzis & Akriou, 2006, p. 632).<o:p></o:p></span></div><div class="MsoNormal" style="line-height: normal;"><span><span> </span>Addressing the ideal self is important throughout each step of the process: in developing the 21<sup>st</sup> Century Skills Team, in preparing the Team, in planning professional development for the staff, discussing the project with others schoolwide, and in implementing the project. Building teacher self-efficacy in instructional technology and maintaining an optimistic attitude with the Team will provide the hope that teachers need to successfully integrate technology into classrooms. Teachers all share the ideal of preparing students for their futures. Developing this ideal to include the component of ensuring that students receive the 21<sup>st</sup> Century Skills required for their futures is imperative. In doing so, teachers are likely to achieve the healthy ideal self that enables each of them to be effective teacher-leaders in their schools.<o:p></o:p></span></div><div class="MsoNormal" style="line-height: normal;"><span> </span>The 21<sup>st</sup> Century Skills Team will need to meet throughout the project to maintain the collaboration between teachers, administration, and students. The Team will need to continue to assess the needs of both students and teachers as it plans professional development activities. The Team will also need to plan for the turnover of team members as student members of the team change and as new teacher-leaders rotate into the Team. The Team, however, needs to strive for continuity by maintaining focus on the original purpose and goals. If that focus is maintained, then the Team will be able to create a culture of success in the school. Curtis, Humbarger, and Mann (2011) state that “when people feel they are making a difference in the classroom, they become more involved in their work and their job performance improves. They reconnect with the excitement of being an integral part of a dynamic team” (p. 54).</div></div><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"><br clear="all" style="mso-break-type: section-break; page-break-before: always;" /> </span> <div align="center" class="MsoNormal" style="line-height: normal; text-align: center;"><span>References<o:p></o:p></span></div><div class="MsoNormal" style="line-height: normal; margin-left: .5in; text-indent: -.5in;"><span>Boyatzis, R. & Akrivou, K. (2006). The Ideal Self as the Driver of Intentional Change. <i>The Journal of Management Development</i>, 25(7), 624-642. doi:1079220841<o:p></o:p></span></div><div class="MsoNormal" style="line-height: normal; margin-left: .5in; text-indent: -.5in;"><span>Curtis, R., Humbarger, J., & Mann, T. (2011). Ten Tips for Coaching Adults: An Emotionally Healthy Approach. <i>YC Young Children</i>, 66(1), 50-54. doi:2387291781<o:p></o:p></span></div><div class="MsoNormal" style="line-height: normal; margin-left: .5in; text-indent: -.5in;"><span>Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. <i>Journal of Research on Technology in Education</i>, 42(3), 255-284. doi:2212521271<o:p></o:p></span></div><div class="MsoNormal" style="line-height: normal; margin-left: .5in; text-indent: -.5in;"><span>Maeroff, G. (1993). Building Teams to Rebuild Schools. <i>Phi Delta Kappan</i>, 74(7). doi:5004446<o:p></o:p></span></div><div class="MsoNormal" style="line-height: normal; margin-left: .5in; text-indent: -.5in;"><span>Phillippo, K., & Stone, S. (2006). School-Based Collaborative Teams: An Exploratory Study of Tasks and Activities. <i>Children & Schools</i>, 28(4), 229-235. doi:1177685511<o:p></o:p></span></div><div class="MsoNormal" style="line-height: normal; margin-left: .5in; text-indent: -.5in;"><span>Plair, S. (2008). Revamping Professional Development for Technology Integration and Fluency. <i>The Clearing House</i>, 82(2), 70-74. doi:1592650381<o:p></o:p></span></div>John Langleyhttp://www.blogger.com/profile/14433692087376973463noreply@blogger.com1tag:blogger.com,1999:blog-7187319173041529779.post-62675568701724188572011-07-17T17:23:00.000-05:002011-07-17T17:23:25.058-05:00Making Customer Service Come to Life in Education<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilofX7YN0zIphn4czb6f-rXURpRzdDYrReWkHCHLGFLJwN148pgNA3yyG2qrdcWrPtz8ZqsBCnT9ipZgH9LeSxw5yHWfAuY-7OhchVcMjHdRc4E841yvNmNOT_JcX25V1JFoTiMU5m8Lk/s1600/langleynametag.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="195" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilofX7YN0zIphn4czb6f-rXURpRzdDYrReWkHCHLGFLJwN148pgNA3yyG2qrdcWrPtz8ZqsBCnT9ipZgH9LeSxw5yHWfAuY-7OhchVcMjHdRc4E841yvNmNOT_JcX25V1JFoTiMU5m8Lk/s320/langleynametag.png" width="320" /></a>I can remember working at Osco Drug as a teen in a time when Customer Service was extremely important. It was a matter of esteem to have your voice announce the "Thank you" over the intercom to designate that you had the customer service call covered, whether it be a phone call or a question in one of the store aisles. Every time a call came over the intercom, it was a race to be the one to answer the call. If you didn't know the answer to the customer's question, it was also customary to find out or find someone who might know. Helping a customer locate an item meant walking the customer to the item on the shelf. If there was a price check, any questionable signage in price went in favor of the customer.<br />
<br />
That same great customer service experience continued for me as I began my career in banking. At the teller windows, it was customary to greet the customer, refer to the customer by name (Mr., Mrs. or Ms. Doe). The transaction was verbally detailed to the customer as it was processed, and a "thank you, have a nice day" was given as the transaction was completed. The drive-up window tellers commanded the same service. As soon as a vehicle pulled up to the tubes, it was customary for a teller to greet the customer and let the customer know that someone will be with him/her as soon as possible. When grabbing a transaction from the tube, the teller followed the same service routine as the window tellers.<br />
<br />
Incidentally, customer service has been important to me throughout my life. As a customer, if I get good customer service, I feel good. If I get bad or apathetic service, it makes me want to teach a customer service workshop for that business. I also try to subtly lead the employee into good customer service. The results of good customer service are <br />
<br />
<ul><li>customer feels good/happy</li>
<li>customer loyalty</li>
<li>employee feels good/happy</li>
</ul><br />
<br />
It's funny to think that as customers we all know what we expect for good customer service, but as employees do we give that good service that we expect? It seems so common sense.<br />
<br />
<br />
How does this all apply to Education? That same customer service does apply to Education. How? Educators create the same feelings of satisfaction with regards to students and parents. A culture of good customer service begins at the top. Employers/administrators must treat their employees with respect - respected employees are good employees. Teachers/employees must be trained in what good service looks like. The goals of good customer service in Education remain the same. We want the students to feel good about their education. We want parents to be happy with their students' progress and achievement. We want both students and parents to be loyal to the academic mission and vision of the school. It's common knowledge that if someone has a good experience, that person will tell a few friends. We want our students and parents to be able to brag about the academic experiences at our schools.<br />
<br />
<b>Good Education customer service:</b><br />
<br />
<br />
<ul><li>smile and greet students (by name if possible) as they enter the building and/or walk down the hall</li>
<li>smile and greet students by name as they enter your room</li>
<li>be knowledgable about your content</li>
<li>be knowledgable about pedagogy</li>
<li>be knowledgable about student interest - know your students</li>
<li>be professional and respectful to students/parents</li>
<li>respond to questions promptly</li>
<li>listen to students and parents</li>
<li>if you don't know the answer, find out and/or show the students/parents where to find the answer</li>
<li>respond to phone calls and email messages promptly</li>
<li>hold the students to high expectations that are realistic</li>
<li>clearly communicate expectations</li>
<li>make learning resources easily available to students and parents</li>
<li>clearly and promptly communicate concerns to students and parents</li>
<li>provide feedback in a timely manner</li>
<li>make sure staff is trained</li>
<li>make yourself available to students and parents</li>
<li>know that the impact of your teaching may not be realized until much later</li>
<li>avoid letting negative people bring you or the people around you down - battle them with kindness, respect, and procedure</li>
</ul><br />
<br />
While this is a good start, I welcome you to add more Education customer service tips in the comments.John Langleyhttp://www.blogger.com/profile/14433692087376973463noreply@blogger.com1tag:blogger.com,1999:blog-7187319173041529779.post-55981845487883351222011-07-06T17:11:00.001-05:002011-07-09T17:34:51.987-05:00Educational Technology Goals and Adapting to the Digital Natives<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdE2I9bIQaMYTv-VfZTzNb_cCuwPV04X5zjIDHbGYohf9tMvxzPQuMSjUpSaNKJzIjQqdfdpuclOrEhqnp3KDo4Qh1kpllFMGEEhkblIi-PsfJyo8DTcCit192BTRQwLHw9WY-5dFCxtc/s1600/digital+native+word+cloud+3.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdE2I9bIQaMYTv-VfZTzNb_cCuwPV04X5zjIDHbGYohf9tMvxzPQuMSjUpSaNKJzIjQqdfdpuclOrEhqnp3KDo4Qh1kpllFMGEEhkblIi-PsfJyo8DTcCit192BTRQwLHw9WY-5dFCxtc/s200/digital+native+word+cloud+3.png" width="137" /></a></div><i>Based on The ISTE National Educational Technology Standards (NETS) and Performance Indicators for Administrators, Teachers, and Students, following is a list of short-term goals and long-term goals that I would like to achieve as an educational technology leader.</i><br />
<br />
<b><i>Short term goals</i></b><br />
I plan to<br />
• In regards to inspiring student learning, more consistently model communication of my thoughts and analyses of literature and classroom activities on my classroom blog.<br />
• Create and publish video lessons for various lessons such as copyright, Creative Commons, and netiquette as well as more how-to videos for writing, speech organization, Photoshop techniques, beginning photography concepts, lighting concepts, etc., which will serve as a means of both differentiated instruction for learners as well as reference tutorials for students.<br />
• Communicate regularly and consistently with administrators from each building regarding technology professional development needs required by teachers and training needs required by students and/or parents.<br />
• Facilitate the installation of and transition to the Edline site that is replacing the current district websites. The system is similar to Blackboard, and I will be on the team of trainers who will train staff regarding site management and classroom applications.<br />
• Facilitate in the training of parents and students in Edline applications that will improve student learning and parent communication in the district.<br />
<br />
<b><i>Long term goals</i></b><br />
I plan to<br />
• Lead Personal Learning Network groups at each building of the district by promoting the Teacher Share websites that were created for each.<br />
• Participate in twitter #edchat’s as well as Educator’s PLN and Classroom 2.0 webinars to explore technology trends and applications that will improve student learning.<br />
• Infuse technology into my classroom as a means to differentiate instruction while providing students with college and career readiness skills. I also plan on using the Edline tools to improve student learning.<br />
• Continue to participate in flatclassroom projects such as NetGenEd that engage student in collaborative communications with students from other cultures, creating global awareness<br />
• Create a student Geek Squad at the high school and middle school. The squad will be comprised of students who will train teachers, administrators, and other students in using technology tools and in problem solving technology issues.<br />
<br />
It is imperative that education systems change in response to digital natives. The first time I heard about digital natives was three summers ago when <a href="http://www.leighzeitz.com/">Dr. Leigh Zeitz</a> from Northern Iowa University presented, for the lack of better term, a technology workshop for the district (personal communication, 2008). Dr. Z opened up the possibilities of technology as a tool for improving student learning. At that time, Pleasant Plains School District was in the process of re-evaluating the learning styles of current learners.<br />
<br />
Milman says that educators must shift the focus of education onto students and their educational needs, “making thoughtful, informed decisions about how to engage learners in the process of learning, accepting learners for who they are, understanding learners’ strengths and weaknesses, and capitalizing on their [learning styles]” (2009, p. 60). It doesn’t matter what generation a student is from or what label educators stick on a student or group of students. The pedagogical philosophy must remain the same: adapt the teaching methods to the learning style of the learners.<br />
<br />
21st Century Skills and Common Core Standards are also designed to guide educators in preparing today’s learners for their futures. This generation has educational needs that differ from previous generations as those generations had needs that differed from their predecessors. It is the responsibility of educators to change “instruction to meet the diverse needs of one’s target audience – and not blaming individuals for being different than students one might have had 20 years ago” (Milliman, 2009, p. 60). It is also our responsibility to promote this philosophy to our colleagues. As times change, learners change, methods must evolve and adapt to the needs of the learners.<br />
<br />
<div style="text-align: center;">Reference</div>Milman, N.. (2009). Are Students Today Really Different? Distance Learning, 6(2), 59-61. Retrieved July 6, 2011, from ProQuest Education Journals. (Document ID: 1903519841).John Langleyhttp://www.blogger.com/profile/14433692087376973463noreply@blogger.com0