There is no doubt that technology has its own language. Talk to anyone that works around computers and websites all day (like me on some days) and you may quickly feel lost and confused. Examples of words that come up might include, but definitely aren’t limited to: web 2.0, blog, wiki, RSS, browser, podcast, etc. You might have heard these words, and knew they had to do with technology, but that’s where your knowledge ended. If you’re nodding your head right now I have the resource for you…It’s called Plain English.
I’ve run across their videos on YouTube a fair amount of times and have used it in many trainings as well. All the authors have done is use a video camera, some really simple production work, and some paper and markers to help explain all these new words in “Plain English.” All of the videos are housed on their site, which is called Commoncraft. They say it best when they describe what they do, “We make complex ideas easy to understand using short and simple videos.”
Here’s an example of what really helped set the stage at a podcast training I facilitated at the beginning of this school year:
So check these videos out. Then next time your friends start throwing around those newfangled techie words and ideas you can actually join in the conversation instead of trying to quickly change the subject. And please don’t try to tell me you haven’t ever done that!
I ran across this on one of my new favorite blogs the other day and knew it needed to be shared. The blog is called “Dangerously Irrelevant” and I’m really loving the posts and the comments. I know you’ll love it too, so definitely check it out.
The post that sparked my interest had to do with our students delivering professional development to our teachers. This builds on a previous thought that we’ve heard from Alan November before…always include students in training and conferences. There is absolutely no reason why this idea shouldn’t be a way larger part of what we do. As the posts says, when it quotes Tapscott & Williams’ Wikinomics (2006), “this is the first time in human history when children are authorities on something really important (p. 47).” I don’t care who you are, what you do or teach in your school district, how long you’ve been teaching, or whatever other issue you have with this point…it’s true…period. The post I’m talking about is here.
As the post says as well, getting over the fear/anxiety/denial/etc. that your students may know more about a certain subject (in this case technology) is a tough step as a professional, but it’s a crucial one. As the post says, “All we have to do is walk away from our egos and our fear and embrace our mission statements, the ones that say that we all should be learners and say nothing about from whom we must learn.”
Do the right thing and let the real experts teach. You might just be surprised at what you learn and how that affects your learning environment. Just see where things go from there…
Either me or my wife walk our dog every morning. He needs the exercise so he doesn’t become a freak during the day. Don’t we all need exercise so we can keep from becoming freaks too?
Anyways, there is an APS elementary school near our house and it was time for the first year teachers to report to this particular building for the first time in their careers. I remember that feeling pretty well, it wasn’t that long ago. Every APS school is locked from the outside as well and these teachers were there before the office staff had reported to work, therefore there was no one to “buzz them in.” My wife walked by them, noticed their worry and confusion, and knew this was no way to begin a teaching career. My wife then suggested they try the side door where she had seen teachers enter and exit this building for many years. “There’s a side door?” they exclaimed as they appreciatively said thanks and went in to begin their process of changing the world one student at a time.
Just thought I’d share that story for a few reasons. First, it’s cute. Second, it’s hard to do your job if you can’t get into the building. That’s sort of the first step. And third, and most importantly, don’t be afraid to look for, and use the side door as you go through life. There’s nothing wrong with that and it might just save you some time and effort in the process.
Just got this link from a colleague of mine and had to pass it on. This video displays the hows and the why’s of technology infusion in the classroom. If you watch really closely you can see him become a teacher right in front of your eyes. And I can’t agree more with his observation that it’s about a carefully selected image with a well planned out thought provoking question. If you still think it’s all about the technology you haven’t read enough of my or my hero’s and friend’s blogs! Get to work!
Click here and then press play on the video window, embedding/downloading this video has proven to be kind of a challenge. Just a few more clicks and you’ll be there!
I’m at one of the largest forward-thinking conferences on the planet. There are so many great leaders here describing and inspiring teachers, administrators, etc. to change the world of the classroom as we know it today. It’s awesome and inspiring. People are using Twitter, Ning, Google Earth, blogging, taking virtual notes all over the place, and anything and everything inbetween. Our department has also spent an pretty big chunk of change to buy everyone in Instructional Technology a Microsoft product called One Note. It would be so perfect for a conference that gives out so much relevant information like this one.
And what am I doing? I’m taking notes with a stinking pen on some scratch paper. Very 21st Century. My laptop will hold a charge for about 20 minutes and trying to take notes on my phone just isn’t efficient anymore. My pen and paper method still works just fine, but I’m feeling a little out of place. I guess you need to be confident enough to struggle at times, at least that’s what I always tried to teach my kids when I was in the classroom.
It’s still fun, but typing it over again later isn’t so great. At least I’ll be able to go over my notes again. I’ll need to because there are plenty of them. More to come soon!
I’ve known this for a while, but with my new job I realize it on a whole new level. We need more time.
Time for training,
professional development,
exposure to curriculum,
planning,
organizing data,
and plenty of other stuff that just plain needs to be taken care of before we can move on to the smaller things that are just as important as the large ones.
Last school year our district-wide in service days were cut from four to two. Not quite sure where this idea started, who thought it was a good idea, and exactly why we would do this, but we did. Now our schools and teachers are pretty much drowning because of that choice. The best way I’ve heard it explained in the past is that our professional development is best compared to a river that’s a mile wide and an inch deep. By the time things really get going and people feel comfortable with what they’re doing, it is decided that particular resource isn’t as valuable as it was once thought and now it’s time to learn a new one. That’s simply how it’s always been in education. And to add to this, educators and the system are really, really good at adding things, and they practically never take anything away.
There will come a day when the planning time that everyone needs in order to be effective will be there, and I hope that day comes soon. Until then, we’ll just do the best with what we’re given. I guess that’s all we can do.
Great article from The Denver Post that caught my eye a few weekends ago. You can find it here. I think it’s about time we change how the kids learn in our schools, especially our high schools. What we’re doing obviously isn’t working as well as it should.
I always enjoy reading the responses and perspectives that get posted after a news story like this becomes available online. You can always count on that old, “Well, I graduated in 1962 and I turned out fine, why are we changing things?” You can also hear from people that “get it” as well.
Check it out…I like where this is going. No need to change the content, but it’s definitely time to remix how it’s presented and experienced by our students.
I am an instructional technology coach, with the key word there being instructional. I can help make otherwise boring and direct teaching lessons come alive through the use of various instructional technology tools which include, but aren’t limited to: interactive white boards, digital visualizers, laptop computers, LCD projectors, personal response devices, and web-based resources that we have district licenses for as well as the many that are available free of charge. To people that don’t “get it”, I tell them I train teachers to use technology in their classrooms; for people that “get it”, I tell them I help teachers make classroom and school 2.0 possibilities a reality in their classrooms.
A colleague and I recently walked into an elementary school classroom and the kids asked, “Who are they?” The teacher, without hesitation, responded, “They are the people who fix things!” I can’t get a, “They’re here to help make the Promethean board work better” or “They’re here to help maximize the powerful potential of instructional technology”?!? That’s really all we are to some teachers and buildings, people who fix things. Someday this will change, but until then, I’ll just need to hang on for the ride. I guess, kind of like the potential with the use of all these great learning tools, it’s going to take a little while for people to realize that our department can do plenty more than just “fix things.”
Until they realize that, I’ll just fix things, and darn well. Welcome to my world…
I always enjoy browsing around the comments to the videos too. So many different perspectives. So many people blame the kids for what I judge as adult deficiencies. How long are we going to be able to use that excuse? Why do you think students would choose to be on Facebook rather than listen to their teacher during class? It’s pretty evident that some things that used to work well aren’t working in today’s classrooms with today’s kids. What changes need to be made? How can we approach this differently so more kids are successful in school and in life? How long are we going to stay with this design, approach, and belief set knowing that it’s failing so many of our kids?
And most importantly, how long can you continue to call yourself an educator (and call our schools schools) when so many of the kids aren’t learning or are not in the least bit interested in learning?
Please think about it… for the sake of your students.
As I’ve said before, my wife works in a nearby school district. We worked in the same district for 6 years prior to her move. I’ve loved being able to talk about the similarities and differences between the two. It leads to really cool conversations about what we do.
One of her instructional leaders recently mentioned that a big downfall for many educators is the amount of attention and energy that is invested into creating and manifesting “roadblocks and detours.” The more I listen and observe, the more I realize that she is totally right. They come up in so many of our meetings. It especially happens all of the time with technology. Administrators and teachers see a tool with all kinds of potential and power and the first thing they bring up is “What is someone steals it or breaks it?” or “My kids won’t be able to use this well.” Roadblocks and detours…
I do my best to make sure I set up conversations and professional development that limit this type of thinking and appreciate that I’m now more aware of this type of approach in our schools.
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Posted by Jay Vean
