Tech Talks Episode 4: Opening an Incognito Window in Chrome so I Do Not Have to Log Out

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.

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.

Tech Talks Episode 3: Speeding Up/Slowing Down a YouTube Demonstration Video

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.

Tech Talks Episode 2: Photo Slideshow for a Google Site

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.

As promised last week, watch for a short episode about how to slow down or speed up a YouTube video as you watch it.

Again, if you need one-on-one assistance, just ask.

Tech Talks Episode 01: Photo Upload to Drive for Website

 

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.

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.

The Right Technology in the Right Place, Right Time

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.

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.

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.

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.

In choosing the right tool for the task, consider the following:

1. Your objectives for your lesson are the focal point.
2. The end product(s) that students create should demonstrate proficiency in those objectives.
3. Are there multiple means of demonstrating proficiency in the objectives? (differentiated instruction/assessment)
4. 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.
5. Don't use a technology tool just because it is the latest fad - make sure it fulfills #4. If not, find the right tool.
6. Feedback should be consistent and productive throughout each step of the lesson. (formative assessments)
7. The pedagogy used to create the lesson and its assessments should allow for a meaningful experience for the students.

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.

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.

Share your successful lessons and the technology tools that you integrated to facilitate the lessons in the comments.

Goals for Improving Technology Professional Development

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.

Teacher professional development training in the teacher leadership models 

Encourage teachers to take ownership in their own professional development and to share ideas with their colleagues  

Teacher professional development training in the tools available in the Edline hosted district website 

Student and parent technology training, including training on the Edline hosted district website as well as any communication tools that the district utilizes.

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.

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.

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.

Creating a 21st Century Skills Team

Integrating technology and 21^st Century Skills (http://www.p21.org) 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^st Century Team of teachers, administrators, and students who will plan the integration of technology and 21^st Century Skills into classrooms. The purpose of the Team will be to integrate technology and 21^st 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.

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^st 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).

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).

In preparing the team members to be knowledge brokers, the team must research and review technology integration for 21^st Century Learners. Lawless and Peligrino (2007); Partnership for 21^st 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

Intense professional development experiences, followed by continued support and community discussions

Opportunities to practice managing technology in the classroom by providing additional help (teacher aides, parents, advanced students, etc.)

Opportunities to share success stories related to using technology to facilitate student learning, at grade-level or discipline based teacher meetings

Opportunities to witness other teachers using technology in the classrooms

Encouragement/expectation of small changes with technology over extended time period

Implementation of a culture that encourages and supports experimentation (Ertmer & Ottenbreit-Leftwich, 2010, p. 260)

Ertmer and Ottenbreit-Leftwich (2010) also recommend that the team hold regular meetings to check on the progress of professional development (266).

            In order to create a culture where students have a voice in their education, the 21^st 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.

            Once the 21^st 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 be encouraged to promote the beliefs as well (Maeroff 1993). Maeroff (1993) identifies ten ways that teams can promote change in their schools:

·         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.

·         Teams can model the kinds of behavior that they would like to elicit from their colleagues.

·         Teams can try to anticipate objections so that the answers are provided before some of the negative reactions are registered.

·         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.

·         Teams can make certain that team members interact with their colleagues.

·         Teams should keep the school community informed about the team’s progress.

·         Teams should be positive whenever possible.

·         And, finally, team members should maintain a sense of humor about the serious work at hand. (Maeroff, 1993)

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.

            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^st 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^st 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.

            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^st 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^st 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).

            Addressing the ideal self is important throughout each step of the process: in developing the 21^st 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^st 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.

            The 21^st 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).

References

Boyatzis, R. & Akrivou, K. (2006). The Ideal Self as the Driver of Intentional Change. The Journal of Management Development, 25(7), 624-642. doi:1079220841

Curtis, R., Humbarger, J., & Mann, T. (2011). Ten Tips for Coaching Adults: An Emotionally Healthy Approach. YC Young Children, 66(1), 50-54. doi:2387291781

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. doi:2212521271

Maeroff, G. (1993). Building Teams to Rebuild Schools. Phi Delta Kappan, 74(7). doi:5004446

Phillippo, K., & Stone, S. (2006). School-Based Collaborative Teams: An Exploratory Study of Tasks and Activities. Children & Schools, 28(4), 229-235. doi:1177685511

Plair, S. (2008). Revamping Professional Development for Technology Integration and Fluency. The Clearing House, 82(2), 70-74. doi:1592650381

How Cool Is That?!

photo by John Langley

Wow! What an amazing experience!

Towards the end of a meeting packed week that also included finalizing senior grades and assisting seniors with their graduation slideshow as well as a successful Student Summit for the NetGenEd 2011 project and a photography/art show at the PPHS Ice Cream Social (a fine arts festival), I was running out of steam. I was so worn out tonight that I was wishing that I could call in sick tomorrow, knowing that I could not because there is too much to do.

What rejuvenated me was a chance look at Facebook where I noticed a post that two English students were working on their Post-Modernism Final Exam Project and were streaming the session live on Ustream with the assistance of one of their friends. How could I resist? Shortly after I started viewing the live stream, they got excited that they had a viewer, and I commented on Facebook that it was me. I watched and commented for a while. The students even discussed setting up a regularly scheduled live show - how cool is that?!

I am so thankful that I was able to be an observer of learning outside the classroom. It fired me up again. I don't feel the weight of everything on my "to do" list now. I feel refreshed and ready to go! I could see that the students were excited that I was watching them work and that I was interacting with them during their live performance. Their creativity and ability to make "work" into "play" made me forget about the work I have been doing. One of my personal goals as a teacher has always been to make learning fun, and another has been to create a culture of creativity and problem-solving. These students hit the mark, and I was priviledged to be able to participate.

I also began to reflect on the "work" of one of my colleagues, who posted a song on Soundcloud this week. Ms. McGovern posted "Words for the Wise" to her seniors and "Rockin Guitar Class" among others. How cool is that?!

What about that Student Summit? Students presented in a web conference of a global project while Flat Classroom Project co-founder Julie Lindsay attended from the other side of the globe - how cool is that?!

Students and parents viewed the award winning photography that was on display during the Ice Cream Social - students were eager to show off their work to their family and friends. The choir and band sounded amazing! I actually got the tingling chills that you get when music is so good that it becomes an emotional experience instead of just an auditory experience. How cool is that?!

How do I cap off this week? I get to present a PPEA scholarship to an amazing student at graduation this weekend. How cool is that?!

How do you avoid burn-out? What keeps you fired up and motivated? Leave comments.

How students want to be taught

I have often throughout my teaching career striven to teach students the way that they learn. I take pride in providing a fun and engaging education for students. While I often guess or ask a select few students for their opinions on projects (and luckily have been correct in the past), this time, after having students read an excerpt from Don Tapscott's Grown Up Digital for their NetGenEd project, I decided to have students blog about it. Students consistently mentioned in their blogs that teachers who teach the way that they were taught should rethink their methods. Following are some passages from student blogs regarding education:

"This topic is something i feel very strongly about. After reading about Tapscott's 8 norms, i really realized teachers I come in contact with every day need to change the way they teach. We are in the 21st century in the year 2011. This is the future! So i have to wonder, why are they still teaching the way they did 20 years ago? School is about the STUDENTS. If that means changing up the way you teach to actually get the students involved and interested, then do it. There shouldn't be a question about it. We are bored in the classes that are still using worksheets from 15 to 20 years ago. Everything is evolving in the way we live, so why isn't our education, the most important thing, not doing the same? Interaction is key."

"The first things that teachers must realize is that instead of being angry for our push for complete freedom in the classroom, teachers should embrace the fact that we enjoy taking charge of our own situations and put that into their classrooms."

"Lessons should be entertaining, fast, and collaborative."

"For several years teachers have been using the same teaching techniques. They stand in front of a classroom and lecture about the given topic. Students are supposed to write down and take notes of what the teacher is saying. They give you heavy books and handout worksheets for you to read a[nd] fill out. What theses teachers need to understand is that although this an effective method, times have changed and students learn in a different way now. I believe that with the use of technology we can improve education greatly. This a more modern and effective way than just the old lecture and book work. Give the students something they are familiar with, and something that they will want to use. . . . If we can get teachers to upgrade their lesson plans and teaching styles we can prepare our students better for the future."

"Teachers should try to use the internet for some topics when they're teaching. If they find a video on YouTube, let's say, then they can show their students the related video and get them involved more."

"The importance of personalizing a students education could be the difference from someone graduating and dropping out."

Having honest discussions about Education with students is critical. We need to keep in touch with How students learn as well as what peeks their interests. Lessons need to prepare students for the 21st Century Skills so they are prepared for the next stage in life.

Trial Run for Global Project

As the speech class approaches the start of the global collaborative NetGenEd Project, they will be prepared.  The class has discussed the digital age, how today's students learn, communicate, etc.  The class watched and discussed PBS Frontline's Digital Nation.  Students blogged about digital communication and learned how to use Diigo to share research bookmarks.  Students then worked on a project that simulates a portion of the NetGenEd Project - working on a wiki.


Students each researched a digital communication tool and contributed to the class's 21st Century Communication Wiki.  The assignment required students to post collaboratively to the Digital Communication page; use class time wisely; post criticisms on the discussion tabs of their peers' wiki pages; and on their individual wiki pages, post definitions and examples about the digital tool researched, show how that digital tool can be used for social/personal use, show how that digital tool can be used for business, and show how the digital tool can be used for education.  Some of the digital tools that students picked to research seemed a stretch, but even those surprisingly had business and education uses.

Students are currently working on the Video Assignment of the wiki.  Just as the NetGenEd Project will ask of them, they are required to request that someone else does one of their video scenes for them.  After they have all scenes of their videos edited together, the videos will be embedded on their respective digital tool page of the wiki.

While my objective was both to enhance the students' understanding of digital communication and its uses for business and education and to expose the students to the tools that they will be using in the NetGenEd Project, it was also a lesson for me.  I found that the fear to post is not isolated to working with someone across the globe - it can also happen when working with someone sitting right in the next seat.  The class has two weeks to tie up the loose ends before we start moving full force into communication on a Global Level.  I am looking forward to helping students overcome those personal barriers and prepare for global communication.

Wiki-Wiki-What? Magic!

"Why isn't this course counted as a computer credit?"

That's a great question . . . I am certified to teach English, but not business/computers.

"Can we ask Mr. Ward [the high school principal] or Mrs. Brandon [the high school guidance counselor] to allow your English class to be counted as computer credit?  We do as much with technology in this class than we do in computer classes."

That's true . . . Mr. Ward checked into that a couple of years ago.  According to the Regional Office of Education, since I am not certified in business or computer technology, I am not regarded as a highly qualified teacher in computer technology.

"But . . ."

Yeah, I know.

While this conversation occurs between students and myself multiple times a year, it doesn't hinder our lessons and projects, nor my style of teaching - geared to prepare students for their futures.  Students just completed the project portion of their semester exam this weekend, analyses of American Romanticism on the PPHS English 332 Wiki.  In striving to create assessments that will realistically test the students over the material and skills that were covered throughout the semester, I decided a continuation of the Wiki created by last year's English students, analyzing American Modernism, was the logical choice for 3/4 of the semester exam grade.  The other 1/4 will be determined from a grammar test on the designated semester exam day.

Perfect!  In the Wiki project, student's will be able to show proficiency in analyzing, evaluating, and writing as well as collaborating and offering constructive criticism.  In the grammar test, students will be able to show proficiency in identifying parts of speech, phrases, clauses, parts of the sentence and in determining words that are being modified by phrases or clauses.

Following are the project expectations:

Project Expectations of American Romanticism Project (3/4 of Semester Exam grade)
Using the Literature Book and additional credible, authoritative sources (no dictionary, encyclopedia, wikipedia-type sites, or spark-note/e-note-type sites), define all Aspects of American Romanticism. Everyone is required to post the Aspects of American Romanticism page. Each student will sign up to analyze one Romanticism short story and one Romanticism poem. Mr. Langley will create pages for each work of literature as students sign up. Students will post their essay assignments and video assignments to the wiki page corresponding to the work of literature they are analyzing.

All work on the wiki is due no later than 12:00 p.m. (noon) on Saturday, December 11, 2010.

Failure to use citations, using citations incorrectly, or claiming another’s work as one’s own is plagiarism and will result in a zero grade for that portion of the assignment.

Reports that are missing components or not formatted properly will not be scored. Be sure to complete all components of the assignment. Late or incomplete reports will not be accepted.
Scoring
The project is worth 300 points of the Semester Exam with the following breakdown (The remaining 100 points of the Semester Exam will come from the Grammar Test on Semester Exam day):

Using Classroom time - up to 25 points (points will be logged each class period)
Posting to the Aspects of American Romanticism page - up to 25 points
Essays:
Each essay (2 essays) - up to 100 points each (Rubric) = 200 possible
Post honest, helpful, and respectful criticisms on the Discussions Tab of 10 of the Romanticism Works pages - up to 50 points



The Following assignment will be on each page created for the work of literature:

---

Create a video presentation summarizing your report on each author and embed it into the page

---

Delete this text and replace it with your embed code for your video - be sure to use MLA parenthetical citations and place your Works Cited list at the bottom of the page



Write an essay discussing the following points:

1. Thoroughly show how the work of literature fits the definition of Romanticism.
2. Show how the writer’s life affected his/her work.
3. Show how the work compares in style, character, theme, etc. to other works by the author and to your other assigned work.

---

Delete this text and replace it with your answer - be sure to use MLA parenthetical citations and place your Works Cited list at the bottom of the page

Once again, the level of writing has made me gush with excitement.  The comments on the discussion tabs have also demonstrated that students are aware of the style rules of formal writing.  The fact that the wiki is a real world product, a research venue for others on the internet with material cited from credible sources, make the learning magic even more powerful.  I love magic!

Writing for a Global Audience - Classroom goes Real World

Students are energized after finding out that their writing is being read globally.

It just got real . . . Real World!  "Canadians love me!" and "Look, Latvia is reading my blog!" and "Wow, they found my blog by searching for Thoreau and Gandhi!" bounced around the classroom.  Today, students were introduced to the Stats tab of their blogs.  It was eye-opening and became a competition for bragging rights for the blog with the most countries viewing it.

Doing their summer reading journals on a blog for their Accelerated English classes (A4 and B1, this group of students have been blogging for me since June.  When school started back up in late August, the blogs evolved into a creative writing journals as well as a means to publish literary analysis assignments.

Students were told from the beginning that having their writing online meant that the world would see their writing.  Writing this year has been much better than in years past when the writing was just between the student and myself.  There are still some minor grammar mistakes and some typos here and there, but the work is considerably more polished than the work that was stuffed in the "in box" organizer of the past.

Now that the students have realized that people are reading their blogs, they are more attentive to their writing.  Some were confused that people were reading their blogs but were not commenting.  They have heard of  "lurkers" before, and we discussed how most people are comfortable reading the blogs, but not so comfortable adding a comment to a blog of someone that they do not know.  I told them that it is a matter of time before they start seeing comments from people that they do not know.

Because the quality of writing and analysis has been increasing, I also announced that I will be choosing a Student Highlight a few days each week.  I will tweet out a student's blog on #edchat and #engchat.  I will announce the blog as a Student Highlight and will ask for comments.  As page views increase, I am confident that the writing will continue to improve.

The audience just went from "public" to "scholars" in a matter of moments.  While they are excited to see their published writing being viewed, I am ecstatic to see them so excited about their writing!  The energy in the classroom is amazing!  Throughout my teaching career I have been striving to bring bits of the Real World into the classroom - now, bits of the classroom are being taken to the Real World.

Hitting a Moving Target

photo by HikingArtist.com

I realized today that students in my classes are analyzing material deeper than in previous years. Students are thinking critically more often and are striving to meet my expectations, expectations that are progressively raising as students approach the bar. What's different? Are the students smarter than previous year's students? No. I, like several of my colleagues, have created a culture of increasing expectations, and most students have accepted that striving for the bar is the right thing to do. Our moment of glory is seeing a student try, and, if unsuccessful, problem solve and keep trying.

Why do my colleagues and myself continuously maintain high expectations? Why do we spend extra time making our lessons more meaningful? Why do we research, collaborate with our PLN, model our ideals? The answer to each: because that's what we do. We put in the time, we give what we can - even when a few of our colleagues are "collecting a paycheck" and others are in it for the pat on the back. We are 21st Century Educators. We prepare students for their futures.

Now, I don't live in a fairyland - I understand that there are students who just don't want to try. I am not naive in understanding that there are those who do, those who can't do, and those who won't do. As educators, we can often make an impact on those who do and can intervene with those who can't do. The won't do group has to make the decision for themselves - sometimes we can reach them, sometimes we cannot - we have to accept that for what it is.

Upon reflection, I have to recognize that today's students are challenged much like students of the past. So, really, what's different? In my classroom the tools are different. Information is readily available in the moment. Research is spontaneously occurring each class because students have the Internet continuously available. Collaboration through backchannel chats are spontaneously taking place in Google Chat. Technology tools have enabled students to complete research, collaborate, create products, etc. much faster than students of previous years. The benefit: we have Time to analyze, dig, explore. Student work is public (posted to websites, blogs, wikis, web videos, etc). Students ensure that their work is of good quality since anyone may see it.

As students' abilities change, the target changes.  21st Century Skills align with this concept. Teachers who push there students for quality work typically are doing all the right things that the "educational gurus" say teachers should be doing. Even so, it's a great affirmation to be able to say, "Yeah, I do that already." So, as long as teachers challenge their students, the target will continue to move.

American Education Week, Professional Development, and Your PLN

This week is American Education Week (November 14-November 20).  Thank you to all Educators who do their best to be the best for our students!


Just as recently as a couple of years ago, Professional Development used to mean going somewhere else to attend a conference.  The teacher(s) and/or administrator(s) who attended the conference would then pass on the knowledge and ideas gained to the rest of the staff.  Professional Development may now be attained without leaving our building.

Online conferences are available for a variety of educational topics.  Several online conferences are a fraction of the price of attending an "away" conference.  A multitude of online conferences are available for free and may either be attended live or viewed as a recording afterward.  Classroom 2.0 and The Educator's PLN are excellent organizations to join to stay in touch with the freshest ideas in education in the United States and around the world.  I am amazed that I am able to sit in on an online session with the greats of education - not as a zombie at a table in a hotel banquet room, but as an active participant.

Professional Development has shifted.  It's time that we shift with it.  Check for online sessions on 21st Century Skills, Core Standards, RtI, PBIS.  Talk to administrators about attending online workshops and conferences.  View recordings of workshops at faculty meetings.  Get in the habit of sharing your ideas with your colleagues.  Give each other choices.  There often is no perfect "right way" in education, but choices often give educators bits and pieces of inspiration to formulate plans that work in their individual classroom.
In addition to talking to the teachers you work with (your close Personal Learning Network), join PLN's for educators.  The best place to start is by joining Classroom 2.0 and The Educator's PLN.  Talk to your colleagues about sitting in on an online session with you or view the archived presentations of past sessions at your leisure.

Thanks to Steve Hargadon, I received the following notice of the 2010 Global Education Conference.

The free, all-online 2010 Global Education Conference takes place this coming week, November 15 - 19, 2010!

We currently have 397 sessions from 62 countries scheduled, as well as 63 keynote speakers--an amazing lineup.  Please take a look at all that is taking place:  http://www.GlobalEducationConference.com.

The conference is a collaborative and world-wide community effort to significantly increase opportunities for globally-connecting education activities. Our goal is to help you make connections with other educators and students, and for this reason the conference is very inclusive and also provides broad opportunities for participating and presenting. While we have an amazing list of expert presenters and keynote speakers, we will also have some number of presenters who either have not presented before or have not presented in Elluminate--please come to encourage and support them, as they are likely to be a little nervous!

There is no formal registration required for the conference, as all the sessions will be open and public, broadcast live using the Elluminate platform, and available in recorded formats afterwards. There is a limit of 500 live attendees for any given session. To verify that your computer system is configured correctly to access Elluminate, please run the self-test at http://www.elluminate.com/support.

Please tell your friends and colleagues about this event, and watch for the Twitter hashtag #globaled10.  See you online!

Steve

Steve Hargadon
Conference Co-Chair
steve@hargadon.com
www.stevehargadon.com

Visit Classroom 2.0 at: http://www.classroom20.com/?xg_source=msg_mes_network

As always, the most important thing we can do as educators is to be the best we can be for our students.

Preparing Students for the "Real World": Social Networking and 21st Century Skills

Wow!  I just found out this past week that the grant my school receives that covers the funding for the T1 line mandates that Social Networking sites are blocked.  With 21st century skills emphasizing collaboration, communication, technology literacy, and social skills, you can imagine my, as well as my administrators', surprise.  Educators are responsible for preparing our students for the future - whether it be the business world or the next level of education.  The discussion of how to catch up with technology and with the business world is, and will, continue to be ongoing.  Obviously, until the issues of education funding is resolved and education is given the attention needed to prepare students (not just adequately prepare, but fully prepare) for life, educators will continue to improvise and "get by."

While there are several alternatives to Social Networking sites (Edmodo, Twiducate, etc.), these are often reduced or "dumbed down" versions of the actual Social Network sites.  It appears that the impetus that drives blocks on Social Networks is both Fear and Ignorance.

Fear historically causes people to lash out at things that they do not understand.  I understand that there is fear of lawsuits for students bullying, intimidating, and disrespecting others.  I understand that there is fear of inappropriate social connections between adults and children.  At the same time, I also believe that it is the responsibility of educators to teach Social Networking skills and etiquette (netiquette) to students so they know how to use those tools appropriately.  Betty Ray makes that point apparent in her blog Making the Case for Social Media in Education.  She emphasizes that educators must model appropriate behavior regarding Social Networking:

 "It is quickly becoming our duty as educators in the 21st century to guide our students towards responsible use of social media. We teach sex ed, we teach healthy living, we teach about drugs, we teach character ed., and on and on. We do these things each and every day, yet we are ignoring the aspect of our students' lives that is larger than all of these things (and completely interconnected with them as well). It is our duty to our students to start modeling responsible use of social media and encouraging them to follow our lead. We can no longer afford the veil."

People who are not taught Social Networking etiquette run the risk of making the mistakes that we often hear of in the news.  People do not consider that information (text, photos, videos) posted online shape the impression others have of them.  By teaching netiquette in elementary schools (and reinforcing netiquette values throughout the educational system) as soon as students begin using computers and the internet, Integrity will be instilled.

Ignorance (not knowing how Social Networking can be used in the classroom) is a further factor that promotes reluctance to allow Social Networking in the classroom.  My personality demands that there must be a purpose for a tool before I use it in my classroom.  I have found countless ways to utilize Twitter, Facebook, etc. with my students.  As with any classroom tools, expectations/rules must be discussed so students use the tools properly, safely, and respectfully.  My yearbook class has a private Facebook group and a public wiki.  My photography classes have online digital portfolios.  My speech class and English classes have public blogs.  With each of these technology tools, the risk of bullying, harrassment, intimidation, etc. is present.  Students are expected to adhere to Mr. Langley's Digital Classroom Expectations.  Social Networking expectations would be no different.

Recently, educators collaboratively came up with The 30 Newest Ways To Use Twitter In The Classroom.  I am continuously amazed at the amount of advise and information that I glean from other educators at the #edchat and #edtech Twitter hashtags (the #edtech link goes to a live feed using Tweetgrid).  I have learned, collaborated, exchanged ideas more this past summer using Twitter than I have in any workshop in the past ten years elsewhere.  With that said, I would love to bring that same experience into the classroom with my students.  Again, as educators, we are used to improvising and adapting to create experiences that will emulate the real world.  I challenge educators and legislatures to accept that the time has come that we need to stop shielding our students from the real world - we need to functionally prepare them for the real world with real experiences.

The next real challenge is to educators themselves:  are you teaching students the same way every year?  Are you allowing yourself to become comfortable?  If so, Why? We got into education to make a positive impact on students lives and education.  It is our responsibility to stay up-to-date with not only learning styles of students, but also with the tools of the real world.  It is our responsibility to create a safe learning environment for students by teaching them the proper etiquette/netiquette of new technology/tools available.

With the dilemma that I am currently in, I will concede to adapt and use technology that simulates the "real thing," but I will also continue to educate educators, administrators, parents, legislatures, etc. about the need to prepare students for the "real world" by using tools that the "real world" is currently using.  I challenge educators, administrators, legislators, and parents to work together to find a realistic solution to prepare students for the real world.

You don't remove all of the electrical outlets in your house because you are afraid your child will be electrocuted; you instead teach your child about safety regarding electricity and the importance of using electric devices responsibly.  Instead of sheltering our students from "real world" tools, let's teach our students the responsible, ethical way to use Social Networking and 21st Century Skills so they are truly prepared for the next level of their lives.

Personal Learning Network and 21st Century Skills

The 21st Century Skills that educators and students alike should strive for:

• Critical Thinking and Problem Solving
• Communication
• Collaboration
• Creativity
• Innovation
• Information Literacy
• Media Literacy
• Information, Communication, and Technology Literacy
• Flexibility and Adaptability
• Initiative and Self-direction
• Social and Cross-cultural Skills
• Productivity and Accountability
• Leadership and Responsibility
• Global Awareness
• Financial, Economic, Business, and Entrepreneurial Literacy
• Civic Literacy
• Health Literacy
• Environmental Literacy

The 21st Century Skills require a rethinking of the way we teach.  In order to be prepared for the workforce and/or college, students need a different skills set than what most schools are currently providing.  Society has evolved, and education is evolving with it.  Throughout past year, the concept of digital learners has been a recurring theme in my classroom.  Students not only learn differently than what we did, the professions that they will be in will require most, if not all, of the 21st Century Skills.  Students need to be able to take tools/concepts that they learn and apply them to new situations.  That's what we as educators need to do to challenge them - present them with situations where they are stretched.  Failure is a result of Trying.  Success is a result of Failing/Trying until you Succeed.

Keeping up on education, your area of expertise, and the 21st Century Skills used to be a challenge.  One of the most important things a teacher can do is start and maintain a Personal Learning Network (PLN).  If you haven't heard that term yet, you will be inundated with it soon.  Your PLN is your link to information, contacts, a network of global colleagues, etc.
 
A good start to a PLN is with iGoogle (TeacherTube Video: iGoogle and Building a Personal Learning Network).  Create an iGoogle page and add an education tab, a technology tab, and even curriculum specific labeled tabs.  iGoogle will automatically add popular gadgets to your tabs, and you can add more to personalize it.

After you get your feet wet, a possible next step is to join teacher networks like Classroom 2.0.  There are a plethora of teachers/organizations who are sharing ideas in education and in technology in education.

Finally, join Twitter.  I used to be avidly anti-Twitter . . . until I found out how teachers are using Twitter to exchange ideas, network, and connect.  If you want the latest, greatest info on education, the best source is from the experts in the field.  Twitter is the tool educators are using to do that.  Joe Dale's blog Twitter for Teachers has some video clips that make the whole Twitter thing clear.

There are several tools available to manage Twitter so you don't get overwhelmed and lose yourself in Geekdom for hours on end.  I highly recommend TweetDeck for your pc/mac - very functional desktop to manage your social networks: Twitter, Facebook, LinkIn, etc.  I use TweetDeck on my iPhone.  TweetDeck allows me to email links to someone I know who doesn't use Twitter.  Once you get really rolling, you can peruse Top 20 Sites to Improve Your Twitter Experience and Your Favorite Education Twitter Hashtags

Just setting up a Twitter account doesn't quite get you where you want to be without knowing what to do and who to get information from.  Shelly Terrell put together an amazing training video: How to Build A PLN Using Twitter.

From there, it's up to you.  Be the model for your students.  Don't expect them to try anything that you aren't willing to try yourselves.  Don't just Talk the Talk - Walk the Walk.  Move into the 21st Century with your students.