TEACHING THE NEW LITERACY: A SCHOOL WIDE CODING EVENT

Thinking about planning a celebration for the HOUR OF CODE this week or just wondering how coding fits into your classroom? Then this post is for you...

THE NEW LITERACY

Every day around the world, teachers are educating and engaging their students using the new literacy: coding. According to Stephen Hawking, Bill Gates and Steve Jobs "whether you want to uncover the secrets of the universe or pursue a career in the 21st century, basic computer programming is an essential skill to learn." And they are all pretty smart guys right?  So why hasn't the rest of the world fully adopted this mentality when it comes to constructing curriculum in our education system.  Through computational thinking coding is uniquely suited to not only promote problem solving skills, but gives a voice to our students by providing the ability of a new language through which to express oneself. From Mathematics to a second language, coding is a uniquely

versatile skill and your students are already programmed to use it. Which is why we decided to find coding in the curriculum for our kids and celebrate their hard work.

COMPUTERS4CHANGE

Earlier this year, I attended the OTRK 12 conference, where I was inspired by the keynote to provide better access for my students to technology.  After a little research, I started with a crowd funding site on GOFUNDME. While this type of crowd funding in education is extremely popular in the United States, I was advised that it may be in conflict with certain union regulations here in Canada. Not being one to give up easily, I then contacted the Education Foundation of Niagara.  Soon after our initial meeting my initiative was picked up as a pilot for schools to raise funds through the board by the amazing EFN team.  

COMPUTERS4CHANGE seeks to provide the students of Central Public School with greater access to technology. Using a blended learning model in a maker style environment, this initiative would support student learning in both English, French languages. Our students are already becoming proficient in two languages, COMPUTERS4CHANGE seeks to empower our students further with the most globally sought after language today: coding. This new language will not only inspire them now, but provide them with skills for jobs that do not even exist yet. 

Furthermore, through our after school programs we would be able to support students struggling in mathematics through a flipped classroom capacity, develop enrichment clubs to push students further, and to further facilitate a coding/robotics club to inspire girls in this field. Through this initiative, Central School and Grimsby would become a centre for innovation in education. With the help of our donors, it is our goal to change the world of tomorrow, by empowering the students we teach today. It is this very mindset, which is at the heart of our C3 Event this week

THE EVENT PLAN

The key to any great initiative in education has two parts; it benefits students and it has support from colleagues and administration.  We have been very fortunate in our planning of this event to have both. I am blessed to work with a great staff and to continually have the support of my TECH FORCE 3 team members Julie and Ted. Each of us working in separate divisions allows us to support the school and bring OUR divisions unique perspective to any challenge.  They are legends...find these people at your school or in your board...they're there...just gotta find them.  I have also been fortunate to have earned the trust and support of my administration.  You can't just invite the world to your school and have 500+ kids from grades K-8 running around unless your administration is on board. I have also had continued support from our board's IT department, they are the unsung heroes who make our schools hum.

The day will be broken down into 3 blocks and each division is assigned one of those blocks to explore coding.  Through the six stations students, staff, parents and members of our community will interact and collaborate using a variety of technology and non-tech alternatives to increase competency and inspire an interest in coding.  The amazing challenges available on code.org for their Hour of Code initiative will be used throughout the week and on the day.  We will also use the fantastic MIT app Scratch and Scratchjr as well as the awesome Tickle app.  Robotics (Spheros and Parrot Drones) from our COMPUTERS4CHANGE initiative and our Lego Robotics club will also play a big role.  We have also created dry erase coding blocks for HPE to be used for students to design warm-ups for the partners.  The blocks are the same design as found in Scratch, which enables us to keep the language common across the learning. Each station will include a critical challenge that integrates a number of curriculum expectations in it.  I will post our more concrete plans in an update this week.

We are a French Immersion school and we have recognized the benefit a second language gives to enriching our students lives.  We are very excited to empower them further with exposure to the most sought after language worldwide and look forward to how they make the future. 

See you all this Friday!

Here are some helpful links that have supported us in this day:

Code.org
iHub Niagara

Scratchjr

Scratch

Tickle

Sphero

Parrot

Lego Mindstorm

PRIMARY EXPECTATIONS THAT CAN BE EXPLORED THROUGH CODING

Ma Bell, They've Got The Ill Communications

"Ma Bell, I've got the ill communications"

"Ma Bell, I've got the ill communications"

"Ma Bell, I've got the ill communications"

                                              -Beastie Boys

Legendary New York hip hop group The Beastie Boys, chanted the above lyrics in their hit Get It Together.  This popular phrase refers to the outdated name for the whole of Bell Telephone Network.  After careful consideration, I respectfully posit that it is the opponents of mobile devices in the classroom that need to "Get It Together," and desist their "ill communication" on why we should ban the use of this technology at school.   

The Argument 

According to anti-device supports like Louis-Philippe Beland and Richard Murphy, "Mobile phones can be a source of great disruption in workplaces and classrooms, as they provide individuals with access to texting, games, social media and the Internet. Given these features, mobile phones have the potential to reduce the attention students pay to classes, and can therefore be detrimental to learning." 

The Rebuttal

I would argue that these devices are supportive to learning because "they provide individuals with access to texting, games, social media and the Internet." The argument of Beland and Murphy (as well as many others) derives its fuel from a learning environment where the students are disengaged and the teachers are not using the technology effectively or at all.  It is convenient to say that "cellphones are a distraction" in an environment where they are not able to be used for anything else. Perhaps we should ban pencils for the students may doodle, or books because they may read while the lesson is being taught.  If the lesson is not engaging, a window with the blinds drawn can offer the same disruption.  The problem is not the device, but the learning environment in which they are being used.  Providing students with authentic and engaging tasks in which the success of the process is supported through use of their device and you not only have the students invested in their learning, but you have them using their devices properly.

I remember my first year of teaching, BYOD was still a new concept at our school and teachers using technology for assessment was in it's infancy.  I taught Core French à la carte and would take anecdotal notes on my phone and use a markbook app to log evaluations.  During one of these moments of me taking a note on my device, a senior administrator, who I have a great deal of respect for, entered my class on their visit to our school.  There was a fair bit of alarm to see a teacher "texting" during instructional time.  After it was explained what I was doing, tensions calmed, but it was sign of just how new this all was.  I now have a BYOD policy in my Grade 3 (yes Grade 3) homeroom and have never had a problem once.  My kids use the "access to texting, games, social media and the Internet" to solve real world problems, communicate with students from other countries, work collaboratively, code and build 21st century fluencies like critical thinking.

We should not forget that several decades ago, teachers and schools were hesitant to another innovative technology in the classroom. Many teachers were convinced that it prevented students from learning valuable skills and test scores would plummet.The tool was a calculator that is now used in math classrooms around the world. Years from now, after teachers have become accustomed to mobile devices in our classrooms, the questions won’t center around whether we should use these tools in the learning process, but how we can use them effectively to promote student success.

Why Ronda Rousey Will Be Part of Our Grade 3 Learning This Year

I had never been a huge fan of MMA, but in retrospect I think it was more to do with misconceptions than understanding the sport itself. However, I always recognized and respected the discipline and training such a sport requires. Like many over the last few days, I was captivated by the incredible display by World Champion Ronda Rousey during her very brief fight against Bethe Correia.  This powerful woman is at the top of her game and an example of hard work, perseverance and dedication to young girls everywhere, with a personal story I appreciate.  Which reminded me of a lesson from last year.

Last year in my Grade 3 class, a number of the girls regularly came to me upset that the boys would not let them play soccer at recess.  Those that would not listen and tried to play anyways never received the ball and left the game quite upset.  Earlier that week, one of the students attempted to insult another by saying they threw "like a girl" during a gym class.

I try to instill in my students to Choose Kind and that we are a family of equal individuals, but like any concept, reinforcement is always necessary.  I showed them the #likeagirl campaign ad and discussed with them what equality meant and how we all do things our own way.  Stressing that this was important to Monsieur always seemed to make it more important to them. I could see they were starting to get it, but we weren't there yet.

The next day I had them join me on the carpet and we listened to the audio intro of Enter Sandman as covered by The Warning.  You probably remember these three talented young ladies rocking out Metallica on Youtube.  I then asked the students to describe what the musicians looked like, their ideas were as I expected.

I then turned the projector on and watched as their eyes bulged out of their head to see three young women, one of which was their age, belting out such a powerful song.  The discussion led to everyone sharing something they wished others new they were good at and how we shouldn't listen to that word stereotype.  I told them of my brief stint as a high school wrestler and how future Olympian and fellow teacher Tonya Verbeek used to toss me around like a rag doll.  

Seeing Tonya and other world class female athletes doing what they do best really hit home for these kids.  The were used to me going on about all of the contributions females had made to mathematics and science (all my students leave knowing they are mathematicians), but this was new territory for many of them. Witnessing the sports they loved, being professionally played by women.  The following recess something changed...

I peered out the window to see how second break was going, and there before me was the lesson I had just taught being realized.  A number of the girls from class had joined the game.  As the break ended, I was greeted by a giant hug..."Merci Monsieur! I scored a goal and everyone cheered."  Even if just in some small way, perhaps they were getting it.

So this year, aside from the mathematicians, the scientists, authors and rockers...perhaps Ms. Rousey will inspire a student of mine, girl or boy, to work hard and dedicate themselves to greatness. Respect one another, together we are stronger.  

Support Ronda's charity CLICK HERE

This post is dedicated to my daughter Sydney, who has always been her own person and proud of "breaking the mold."

The Proof is in The Process: Problem-, Project-, and Inquiry-based Learning

Over the last decade, there has been significant research into the merits of problem-based learning, project-based learning and inquiry-based learning in education. Is there a difference? Is one more successful over another? When do I use them and for which subjects are they most effective?  

While each of these methods vary in some form, they all place an emphasis on process, not just content. They require students to make discoveries from authentic situations and purposes. The utilisation of this process to explore the curriculum, will not only develop the necessary knowledge and understanding in our students, but will empower them to become independent thinkers who can collect information apply this knowledge for real-world tasks. The model for this process can be broken down into key stages.  

Collaboratively Designed Learning Goals

During this stage, students and teachers work to recognize and flush out the problem/area of inquiry, develop questions and focus them into specific learning goals. These learning goals may directly or indirectly incorporate key areas of content knowledge and conceptual understanding. However, knowledge and understanding is not enough, these goals should seek to elicit higher level application skills as well.  The goals of each approach should seek to draw out critical thinking/problem solving, collaboration, and self-management through the acquisition of content knowledge and understanding. The realization of these goals may also help build other skills, habits of mind and work, and character qualities such as perseverance or creativity.  The involvement of student voice in this stage is of great importance. In order to make the entire process meaningful, students need to have ownership and use their judgment when solving a problem and answering a driving question. Otherwise it simply becomes a matter of following directions outlined by us.

Process Elements

A Question and A Problem

At the heart of these approaches is a problem to investigate and solve, or a question to explore and answer. It could be concrete (the school needs to reduce its use of paper) or abstract (deciding if and when violence is justified). An engaging problem or question makes learning more meaningful for students. This will ensure they are not just retaining knowledge; they are learning because they have a real need to know something, so they can apply this knowledge to find a solution or answer a question that is mearningful.

Cyclical Investigation

The process must force students to ask questions, research information, make connections between new information and prior knowledge and then collaborate to generate new questions until a satisfactory solution is found through exploration.  This is an area where 21st Century fluencies play a significant role in student centered learning.  With the proper technological knowledge, students can research using online journals and communicate via Skype or Google Hangouts with professionals and their peers. They can collaborate using shared docs on developing a plan and recording their findings.  They can create surveys using Google forms and develop a way to present their findings using the myriad of Web 2.0 presentation tools.

Communicate, Reflect and Connect

During the final  students use information and observations to answer questions and test their hypotheses. At this time, students will draw conclusions about questions and hypotheses, compare, sort, classify and interpret information. Reflection is the true teacher from experience and students will now use this tool to solidify all they have learned.  The culmination of this process will usually involve the creation of a product or method of sharing their findings.  

 

Describe these learning experiences in your classroom? Comment to support all our learning.

Is Edtech Killing Our Ability to Collaborate With Students?

There is a lot of debate on whether technology is helping or hurting our students and as the tech wave further infiltrates our schools I am sure the number of studies will continue to grow as well. I think this is a good conversation, an important one. We should always be evaluating what we do, how we do it and with what it is done. Are we fostering an environment that, as Liza Zarka posits, is "crippling our children's social skills" or are we collaborating with our students and empowering them in ways never before possible?

Classroom Community

Creating community in our classrooms is the foundation for good learning.  The way in which we layout our room, provide access to resources and create spaces to share are all keys to a successful learning environment.  This holds just as true to our digital classroom space as well, our class websites.  Regardless of the platform (Google Classroom, Desire2Learn, Edmodo etc.) a well designed class website that is utilised as an integral piece of collaboration can support students access to information, extend support beyond the classroom, and provide countless opportunities for teacher and student to interact with a global community as well.  

These platforms provide teachers with opportunities to designed a student centered learning environment.  We can deliver to our students challenges via Google docs, in game directions, or posts on the class site.  Together we can recognise the problem to be solved, develop goals and success criteria and then the students are able to develop their action plan for finding a solution.  We, as facilitator, provide students with clarification and support when needed.  In the virtual worlds of Minecraftedu, we can work together as Makers to problem solve.  Their self-efficacy with the technology actually invigorates them to share with their peers and teachers. It also provides a voice for students who need the support of this technology or come alive through using it. We are collaborating with our students, but they are the ones driving their learning.  Furthermore, as students are able to guide themselves with greater ease, the teacher is then able to work with small groups to ensure mastery. The technology has enabled us to work with our students and further enabled our students to be in control of how they learn.

Home/School Community

In her piece for PC Magazine, Stephanie Mlot explains many teachers in lower income areas find the access to technology as "a major challenge." However in areas where access at home is prevalent, a truly collaborative relationship can be fostered, adding home to the classroom community as well. We are able to provide flipped opportunities or create mini-lessons that provide students with the opportunity to solidify their understanding. These pieces can then be used by students who are absent to experience the learning they missed.  Furthermore, it empowers our student's family to be active members in our community.  Some of the greatest learning experience for my students last year came from conversations and resources from parents.  They are truly able to be a part of what is going on in the class and work with us to support their child.

This collaboration doesn't necessarily stop after the school year ends either.  To this day, I still have former students using our learning platform to ask for support, share their successes and even collaborate with my current classroom.  This continuity of collaboration is also evident in the social media available to be used. A class Twitter account is a place where we can interact with our students, parents, other teachers/students and the global community.  Skype allows us to collaborate and learn with are specific professionals, and can be used to support oral language use in lieu of pen pals.  We are no longer the lone educators of our students.  Through the use of technology, they are able to be students of the world.

So I will leave this decision to you the reader (I know where I stand), is educational technology hurting or helping our kids?

ARE YOU TEACHING THE CURRICULUM?

The integration of technology into instruction is at the forefront of many teacher's professional learning, School Improvement Plans and an area of necessary improvement for many Faculties of Education. The strange thing about this is that the use of Information and Communication Technology has been part of the curriculum for well over a decade.  As one of the oldest curriculum documents, the Mathematics Grades 1-8 (2005) includes a number of explicit ways that ICT is encouraged to be utilized to promote student success.

The Role of Technology in Mathematics provide a range of tools that can significantly extend and enrich teachers’ instructional strategies and support students’ learning in mathematics. Teachers can use ICT tools and resources both for whole class instruction and to design programs that meet diverse student needs. Technology can help to reduce the time spent on routine mathematical tasks and to promote thinking and concept development. Powerful assistive and enabling computer and handheld technologies can be used seamlessly in teaching, learning, and assessment. These tools include simulations, multimedia resources, databases, access to large amounts of statistical data, and computer-assisted learning modules. Information and communications technologies can also be used in the classroom to connect students to other schools, at home and abroad, and to bring the global community into the local classroom. 

How is it then that the use of technology in elementary Mathematics instruction is still in a nearly pioneering stage?  While I realise that the variety of technology was not as abundant as it is now (the first iPad came out in 2010) the shift to effectively using technology as outlined in the curriculum documents has been extremely slow to implement.  As the revised editions of each curriculum document become more recent, there is a significant increase in the scope for technology integration.

We see in the 2009 edition of the Ontario Arts curriculum document an example of this increase in scope as the document outlines in detail the variety of tools available.  Below is a brief selection from that section:

Integrating technology into Arts instruction can provide a range of tools that can significantly extend and enrich teachers’ instructional strategies and support students’ learning in the arts. These tools include multimedia resources; databases; Internet websites; digital cameras; notation, sequencing, and accompaniment software; and software for animation, image/video editing, and graphic design. 

This section continues on and outlines a number of ways in which technology can be used in Music, Drama, Dance and Visual Arts.  Yet walk into an average elementary school art room, music class or drama presentation and many of these strategies and tools are absent.  Why? It has been in the Arts document for nearly ten years.

In the most recent edition I use, the French as a Second Language document (2013) builds on an intent developed in the Arts document, utilising language like "natural extension" or "students should be encouraged to use ICT."  The inclusion of language like this illuminates a stronger importance placed on technology integration from optional to nearly an expectation.

The integration of information and communications technologies into the FSL program represents a natural extension of the learning expectations. Whenever appropriate, therefore, students should be encouraged to use ICT to support and communicate their learning. Current technologies are useful both as research tools and as creative media. 

There is also an effort made to address the greater focus of the new document on supporting the significant cultural piece added to FSL.  Furthermore, we also acknowledge the explicit directive to teach about Digital Citizenship and Netiquette. 

Teachers and students may also be able to access authentic texts by French-speaking people from a variety of cultures through ICT. Although the Internet is a powerful learning tool, there are potential risks attached to its use. All students must be made aware of issues related to Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred. 

This marks a significant shift from instructors using ICT to support content delivery towards a necessary Technological/Pedagogical/Content Knowledge (TPACK) based facilitator.

MATHEMATICS 
Follow @mburnsmath  @ddmeyer  @marian_small @NCTM 

VISUAL ART
Follow @margotroi

FRENCH AS A SECOND LANGUAGE
Follow @sylviaduckworth  @jen_jinks

So then, why after over a decade are we still only beginning to witness an overall infusion of technology into educating?

Admittedly I am younger to being a teacher, than perhaps I am given credit for at times.  Perhaps this is the nature of the beast that is education. After all, the "new math" has been around for decades and the shift in this pedagogical approach has yet to be fully realized.  Maybe like any great change, it does not happen overnight, but rather through tiny gains over a period of time.  Regardless, the integration of ICT is explicit in every curriculum document and is seen to "significantly extend and enrich teachers’ instructional strategies and support students’ learning."  Therefore it is our responsibility to become TPACK based facilitators and the responsibility of our administration to provide effective professional development that enables us to do so.  

You Are Affecting The System

Whenever a system is affected by an outside agent, its total energy changes. In general, a force is anything that causes a change. When a force causes a change in the energy of a system, physicists say that work has been done.  It is this work, this change in energy that has most recently caught my attention.  For it is my own work, my own energy that has changed and the outside agent that has caused this transformation is you.  You, the members of Twitter.

Yes you have changed me, my energy and my work for being a teacher.  You, this outside agent, have affected my energy for teaching like little other before you.  Admittedly, as I lay here thinking about how best to describe the influence people like you have had on my professional learning, this seemed like a pretty intellectual metaphor, an original thought.  But it turns out, as I searched further into the role change plays in various systems, I found another man for whom I have a great respect, had used a similar metaphor first.

Division Principal, Leadership Consultant, Ed Blogger and "change agent" to many of us, George Couros wrote eloquently in his blog The Principal of Change on the opportunity change gives and how our students can benefit from it (side note: while writing this post his brother and ed leader Alec Couros just followed me...crazy).  While our outside agents may have a different focus within our posts, the reality is that both our systems had changed as a cause of them.  While this area is of great interest to me, I will say thank you to George and get back to You now.

You are my Tribe, my educational army, you are my outside agents.  Why you?  Well as we indirectly share and support each other randomly through in a 140 characters or less, or directly through inspiring #edchats you are changing me.  You energize and inspire me to new and innovative ways of approaching education.  You provide guidance and I can turn to you for support at any time.  You showed me that there are others who care as I do and want to push the envelope.  You value and accept my passions and opinions.  Through you not only has my Technological competency grown, but so has my Pedagogical and Content Knowledge as well.   You are my Professional Learning Network and I thank you.

I remember when we first met, not at a school or some seedy bar, but on Twitter.  I was at a conference and these two great guys Tom Whitby and Steven W Anderson told me about you. I was naive to the power this platform held, but they were speaking my language and so I listened to them. It was a pretty overwhelming place with roughly 350,000 tweets sent every minute.  But then I started to find you, my Sherpas, and I followed you and began to learn.  I had begun to change.  After following you for a while, I felt confident enough to share my voice and soon you began to follow me too.  

I have driven my family to the brink of insanity with my regular sharings of new strategies and ideas I am learning.  The phrase "did you know?" or "this year I NEED to" escape my lips regularly.  You have really ignited what was already a pretty significant fire in me.  

The power of our network is evident, when #edchats are regularly trending and according to Twitter's number over 1% of all tweets are education related.    

While researching the Characteristics of Effective Professional Development, collaboration and self-directed learning were of great importance in all the articles I read.  The feedback on this topic I received seemed to support this as well as the advent of apps like Tweechme supporting #edchats and teacher involvement on Twitter.  This growing community we are all a part of is something special and has become an integral part of self-directed learning for hundreds of thousands of teachers around the world.  We are a global community affecting change on our systems and the systems of those we are connected to.

You are my 297 members and growing PLN.  You are my professional learning and inspiration.  You are my Sherpas and followers.  You are the change.

THE ALTERCATION OF COMMUNICATION: PROFESSIONAL BLOG VS CLASS WEBSITE

As a fulltime teacher, elearning specialist for a university, a student, a coach, a tutor, a Twitter junkie, and a father it doesn't leave a lot of time left for things like sleeping, let alone the upkeep of multiple forms of social media. Initially the thought of this responsibility seemed daunting and repetitive. Fortunately, I don't sleep much and I recognize the necessity of a professional blog and a class website to help support my school community and my own professional growth.  So why do I blog and how do I use my class website?

The Necessity of Designing Effective Professional Learning For Teachers

As my thoughts turn to next year and I begin to think about the areas of personal growth I would like to set goals for, I am reminded of a conversation that I was part of and that to this day still troubles me. In a discussion once with a teacher concerning PD(professional development), they made very clear that "they did not need to do anymore professional learning as they never get anything out of it." This alarmed me, and was followed by my awkward smile and nod of the head.  Was it in fact that this teacher really knew all that was needed to be an effective teacher or had they just not been part of an effective PD experience that left them wanting more?

According the Ontario College of Teachers, "The Standards of Practise for the Teaching Profession provide a framework of principles that describes the knowledge, skills, and values inherent in Ontario's teaching profession." Furthermore,these standards convey a collective vision of professionalism that guides the daily practises of members of the Ontario College of Teachers.  The College dictates,

"members recognise that a commitment to ongoing professional learning is integral to effective practise and to student learning. Professional practise and self-directed learning are informed by experience, research, collaboration and knowledge."

So then if we are mandated as Ontario educators to "ongoing professional learning, what was it that lead this teacher to feel otherwise?  If it was in fact a lack of experiencing effective professional development, what then are the characteristics of effective PD so that to ensure an intrinsic need in all teachers to be lifelong learners?

After doing a considerable amount of reading on the subject, talking to other educators and reflecting on my own experiences, I have found four common characteristics that seem necessary to make professional learning effective.  Effective professional learning is:

Collaboration: Teachers who work together have a team to discuss concepts, skills, and problems that arise during their professional development experiences over time. Second, teachers who are from the same school or grade are likely to share common curriculum materials, school/Area focus and assessment requirements. Finally, teachers who share the same students can discuss students' needs across classes and grade levels and By collaborating integrate what they learn with other aspects of their instructional context.

Data Informed: From most of the writing on the subject, there appears to be two main types of data to consider, Professional Research and Student.  Opportunities to collaboratively explore, implement and debrief on the findings and strategies of professional resources and research is an integral part of professional learning. Teachers are able to draw the skills of area specific experts into their own practise and increase student success through these strategies. Secondly, student data informs our programming, our pedagogical approach and the success of current practises.  Teachers must be given an opportunity to actively learn using student data to influence further professional learning and instructional practise.

Sustained Commitment: The research shows that one day PD event has little overall influence on a teacher's effectiveness in the classroom. Designing professional learning around the Continuous Improvement model, illuminates the necessity for supported long-term professional learning.  Collaboration with with peers, access to modelling and coaching, reflection and debriefing are all attributes of this cycle and known to promote student success through better instructive practises.

Adult Learning Theory: At the heart of all all of these characteristics is Knowles' Adult Learning Theory.  According to Knowles, Adults are more likely to invest in their learning if four key principles are involved.  Adults need to have a voice in the decision making around their professional learning.  Meaningful self-guided learning in the digital age is becoming more and more possible and educators are able to access greater resources online than ever before. Adults are able to design their learning to fit their specific needs. Adults prefer problem based learning and react better with goal setting than content retention.  Through exploring exemplars of successes and failures and actively experiencing these trials, adults are more likely to become actively involved in their learning.

Final Thoughts...
With the advent of Twitter and other platforms for creating worldwide PLNs that support professional growth and understanding, perhaps we are entering an age where professional development will become more self-guided and more meaningful, which may sway the opinions and practise of teachers like the one I mentioned earlier. The data is showing that this kind of professional development not only makes teachers have a greater investment in their practise, but it also promotes greater success for students.  Creating a profession of teaching in which teachers are the designers of their learning and are provided with the opportunity for meaningful continual collaboration is the likeliest way to achieve student success together.

ASSISTIVE TECHNOLOGY: An Interview on Programming for All Students

CASSANDRA AHMED
Learning Resource Teacher
Prince Philip Public School, DSBN
Dual Track - English and French Immersion
Grades 3-8



Discuss Your Approach To Teaching and Supporting Students in Your Role as LRT?
Having worked with a variety of special needs children prior to becoming an educator, the importance of DI(differentiated instruction) and UDL(universal design for learning) are a big part of my planning.  While I realize these approaches support all students, having experienced environments where these were not principles of practice, I am aware of how important a role they play for my students.

What Role Does Technology Play in Supporting Your Students? 
It has been my experience that there are many ways in which technology benefits identified students. My students, like their classmates are drawn to technology and it motivates them to engage in their learning. With the aid of technology, it allows our teachers to work with more students at one time, it provides an equal playing field in education for special needs students and perhaps most importantly it helps build confidence and helps these kids find success.

How Does Tech Support Specific Needs of The Students You Support?
My students with mild cognitive disabilities in Reading, use reading skill support software, text-to-speech programs, interactive storybooks, etc. For those with mild impairments in Writing, use voice recognition and word prediction software. For students with physical disabilities provide alternate methods of access and train the students so they are able to work independently.  For students with sensory disabilities such as hearing impaired students, use assistive listening devices like FM amplification systems.

For students at-risk of learning, I've used software and websites that provide motivating opportunities to engage in learning activities and electronic quizzes that provide immediate feedback on performance.  Games with badges, points and tasks seem to really get these kids to buy in.  Some days, our goal is to simply participate other days we set the bar higher.  Self-efficacy plays a big role in the success of this group.

Outside of their additional programming off-site, for my students who are identified gifted, I try to find real world problems in areas of interest to launch them into content with appropriate challenges online. I also provide tools for engaging in self-directed research and tools such as multimedia presentations, web page design, and electronic portfolios to document learning experiences using Desire2Learn.  This is a large group in our school, which I believe is fairly unique.  It is an area of special education that isn't as often considered, but the demands of our population make this a significant part of my role.

What Is In Your Teaching Toolbox?

• Kurzweil
• Dragon Naturally Speaking
• Word Q
• Audacity
• Educreations
• read&write for Google

What Role Does Technology Play in Supporting Your Teachers? 
This is an area that I feel I have really integrated technology effectively. To begin, all our teachers have a shared schedule of mine in which they have scheduled times for support, but can also schedule me to come in for a specific class as well.  This has really given our time together purpose as they are planning with me in mind.  I then created shared profiles and learning documents on each student that I share with their teacher using GAFE.  It allows the teachers and I to collaborate, share information and update on how things are going in class or what I am working on with the student.  It has enabled me to really get a good perspective of the student and the teachers and I work in tandem to support them.

The first four are pretty standard in the toolbox of most learning resource teachers.  They work and with a little training are student friendly as well.  The last two are my most recent areas of growth over the last year.  Using Educreations, I have been designing lessons and sharing the videos with the students via D2L.  This enables them to review the learning and reinforces the strategies they developed.  It also provides home with the specific focus of the day, so to further their child using the same techniques used at school.  The read&write extension is also becoming a real interest of mine as well.  It is not only integrated directly into the programs and browser we have the students using at school, but it is available for access anywhere and it is free.  This has the potential to be a game changer for supporting students who aren't identified, but benefit from the support provide by this tool. 

That is the thing about many of the supports we develop for our identified students, they benefit all students and that is good programming for success. -Cassandra Ahmed

At A Glance: Universal Design For Learning

Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn.  UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.
Individuals bring a huge variety of skills, needs, and interests to learning. Neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints.

As stated, UDL acts as a blueprint for educators to create all that goes on in the classroom including the design of the classroom itself.  Furthermore, as the digital classroom becomes more and more popular, UDL as a guide for planning our blended and elearning approach as well.  Below is a detailed graphic on how educators can ensure that these principles are integrated throughout their program.

To clarify what this may look like in your classroom, I have outlined the following examples below of each of the three principles of UDL:

Provide Multiple Means of Representation

• Offer alternatives for auditory and visual information
• Offer ways of customizing information
• Provide options for language, expression of information and symbols
• Illustrate using a variety of media
• Guide information processing 

Multiple Means of Action and Expression

• Variety of response methods
• Optimize access to assistive technology and tools
• Variety of media types available for communication and composition
• Build fluency with graduated levels of support
• Support and guide student goal setting, planning and strategy development
• Facilitate management of resources and information

Multiple Means of Engagement (we at engagementEDU are partial to this one :) )

• Foster collaboration through community and minimize threat and fear
• Vary demands and resources to optimize challenge
• Promote a community that optimizes motivation
• Facilitate personal coping skills
• Timely and meaning feedback to develop self-assessment and reflection
• Optimize individual choice

The wonderful thing about UDL is not just that supports our identified students, but that it supports all students.  It is a blueprint to create the most optimal environment and program for our students to achieve success.

Assistive Tech in The Primary French Immersion Classroom: Student Success with read&write for Google

To Listen to This Blog Post Follow The Directions Below:

When the Read&Write for Google extension is installed and you open a web page, you will see the Read&Write for Google icon next to the Bookmark star on the Google address bar (see image below). 

Click on the icon and the Read&Write for Google floating toolbar (see Image below) will appear. Click the tab again to hide the toolbar.

Click on the Hover Speech button that looks like a speech bubble with a cursor and then click beside the start of the next paragraph.

Assistive Technology(AT) can address many types of learning difficulties. A student who has difficulty writing can compose a school report by dictating it and having it converted to text. A student with dyslexia may benefit from AT that will read aloud instructions for an assignment.  An FSL or ELL student could access a story in the language they are learning with visual and audio support. There is a myriad of "text to speech" assistive technology available to our students nowadays, but  is so much more than that.  With this program our French Immersion students can:

Listening
Read&write for Google can help people who have difficulty processing and remembering spoken language. Such devices can be used in various settings (e.g., a class lecture, or a meeting with multiple speakers).

• Hear text read aloud with dual color highlighting (consider online books or pdfs for read along in French Canadian accents)
• Have words explained with text and picture dictionaries and translated into other languages (french vocabulary building within a contextual piece)

Reading
Read&write for Google help individuals who struggle with reading. While each type of tool works a little differently, all of these tools help by presenting text as speech. These tools help facilitate decoding, reading fluency, and comprehension.

• Simplify and summarize text on web pages (reduce the subject matter/language level problem by enabling age appropriate content to become accessible) 
• Have words explained with text and picture dictionaries and translated into other languages (french vocabulary building within a contextual piece)

Writing
Read&write for Google help students who struggle with writing. Some of these tools help students circumvent the actual physical task of writing, while others facilitate proper spelling, punctuation, grammar, word usage, and organization.

• Get suggestions for the current or next word as you type with Word Prediction (developing grammar and written second language skills) 
• Turn speech to text in Google Docs (enabling students to share their understanding in French) 
• Highlight and collect text; build vocabulary lists (vocabulary development and home to school support)

While this post was written from a Primary French Immersion lens, the applications for read&write for Google support all students and all student abilities.  This extension is more than just another great tool in the GAFE toolbox.  It is an opportunity for teachers and parents to provide children with accessibility to information, a method for sharing their voice and vehicle to promote self confidence.  

IT TAKES A VILLAGE: Communication From A .COMmunity

The term "lifelong learner" has become such commonplace in education that it had lost it's impact for me.  However, the clarity of mind that Summer can lend, has really reminded me of how inevitable for me being a lifelong learner really is.  The more time I spend interacting with my ever growing digital PLN on Twitter, the more I realise how much I still need to learn.

The mass wealth of knowledge and experience, #edchats that take place across the world and the willingness of the community to support those looking to learn is overwhelming...but in a good way, no scratch that, in a GREAT way!

So when seeking to support for my colleagues, fellow lifelong learners and those new to the profession, I reached out to my PLN and asked for their advice.  I built a simple questionnaire in Google Forms, designed to elicit targeted responses on edtech, professional learning, and leadership.  I then set to sharing it with people who I felt were educational innovators, the kind of people I get pumped from just listening to.  The kind that when you come away from a conference with them, you feel invigorated and ready to do great things.  It didn't take long, and those kind of people started to respond.  The following is their shared wisdom.

Meet Our AMAZING Panel of Educators

Pernille Ripp @Pernilleripp
Intermediate Teacher, Creator of the
Global Read Aloud, Author and Speaker

Marylee Ang-Sadecki @MaryleeAng
Instructional Media and Edtech Consultant for
The Calgary Catholic School District

Connie Hamilton @ConnieHamilton
Principal, Classroom Questioning Trainer/Consultant
and Curriculum Director at Saranac Community Schools

Tom D'Amico @TDOttawa
Teacher, Administrator and Associate Director of Education of
Ottawa Catholic School Board

Please tell me a little bit about your experience in Education?

Pernille: It has been one of incredible highs and lows. From teaching 4th grade and taking risks in the way I taught to teaching 7th graders and having to re-think everything, there has not been a dull moment.

Marylee: I have been an educator since 2006. I have taught various subjects: Social Studies, English Language Arts, Computers and Art in Junior High and High School. I recently completed my Masters in Educational Technology which transitioned my teaching position to a consultancy in Instructional Media Educational Technology.

Connie: I have taught early elementary, 8th grade ELA, and Title I. As an administrator, I've been MS asst. principal, MS principal, Elementary principal, and curriculum director.

Tom: I have been with the Ottawa Catholic School Board for 25 years. I began as a physical education teacher and then became the department head of business and computer studies. I was a vice-principal, principal, superintendent of learning technology, superintendent of human resources, and am currently the Associate Director of Education.

How do you view the role of technology in education?

Pernille: As something that can bring our students' voices and thoughts into the world. It should be used to deepen a lesson, not as an add-on

Marylee: I think it is important to embrace the role that technology can bring in education. It has the power to transform learning with teachers and students. However, I also believe it is even more important to put pedagogy before the tool. It needs to be meaningful, and move from consumption to creation.

Connie: Technology is a tool that educators can use to provide innovative ways to support student learning

Tom: I view technology as an important tool that can be leveraged to help engage students and to provide opportunities for deeper learning and global connections.

What is one edtech tool you would always want in your toolbox and why?

Pernille: Twitter, because it keeps me connected and in tune with what is happening in the (ed) world

Marylee: I have always been a fan of Twitter. For educators especially, it allows a more personalised approach to personalising their professional development.

Connie: Google Apps. Google Apps provide a variety communication/organisation tools for both students and adults.

Tom: The suite of Google Apps for Education has had a major impact on teaching and learning in our school Board. Our District supports over 40,000 students and the introduction of Google Apps for Education in 2010 has fostered collaboration and creativity throughout our district. The use of real-time collaboration features, along with google communities, google hangouts, and the many other tools in the Google Suite has opened up our classrooms to a much larger community for learning and teaching.

What is an important lesson you have learned through utilising technology in educating?

Pernille: That it is not about quantity of tools but rather what you choose to use.

Marylee: I have always used instructional design when incorporating technology in lessons. Understanding what the objective is, and working backwards. If the technology fits, then that is a bonus. Lessons should never be around technology, rather needs to be engaging, personal and relevant to students.

Connie: It doesn't always work the first time and there's always someone else who knows how to do it... just ask.

Tom: The most important lesson that I have learned is that good teachers and good pedagogy are the key to implementing successful technology initiatives. If a teacher uses a SmartBoard/LCD projector to project static notes and students use their iPads or Chromebooks to copy notes, we have not had any impact in the use of technology. We promote the SAMR model to look at leveraging technology to create new knowledge that was not possible without the current technological innovations.

How has technology influenced your professional learning?

Pernille: Immensely so, everything is at my fingertips and I can learn when I want to rather than wait for opportunities in my district

Marylee: Especially with Twitter, and attending many conferences, the backchannel has broadened my professional and personal learning. I learn best by what other educators are sharing and how it can better my practise.

Connie: Without tech I wouldn't be a connected educator. I wouldn't be able to share/collaborate with the ease I have now.

Tom: Technology has allowed me to participate in global learning communities and to learn and share with a broad range of educators. Examples include: @TDOttawa twitter account to share resources and to follow other; iGeneration Scoop-IT account to curate resources, and many webinars via organizations such as EdWeb.

What advice do you have for aspiring leaders in education?

Pernille: To ask the students how you can be a better teacher.

Marylee: Find your passion in education and never lose sight. At the heart of it - it is always about the students and that should never be forgotten.

Connie: Be connected. Your PLN is critical. It's a matter of not only what you know, but who you know.

Tom: Focus on pedagogy first and then leverage technology to engage your students and make global connections. Use technology for assessment for learning so that you continually monitor and modify your teaching strategies to meet the unique needs of each learner in your class. Have fun, make mistakes, learn from your mistakes, and realise the impact you are having on a great generation of learners.

In Conclusion...

Firstly, I feel so very thankful to have received the responses that I did.  The kindness of the contributors was overwhelming and we are fortunate to be learning from their experience.  The Panel was created from various areas within education and their different roles came through in their fantastic responses.  While varied in their position and experience within education, there were some powerful commonalities amongst their responses.

• Engaging and supporting students to achieve success is our greatest priority
• Pedagogy before Technology  
• Community is one of our greatest gifts.  Get connected.

Thank you again to the contributors, those who messaged me and to my PLN.  Through our supportive community, great things are happening.

Part of the transaction between writer and reader is the pleasure of building a community and encouraging people to play along.  -John Hodgman

   

A Word of Thanks

I was the kid who hated learning math in school. You know the one drawing pictures in his notebook, staring out the window and asking to go to the bathroom an abnormal amount of times.  For a long time, the drills, the worksheets and the repetition pushed me further and further away.  Years later, a strange thing happened, I ended up becoming a teacher WHO LOVES TO TEACH MATH.

I really do Love inspiring my mini-mathématiciens. So much so that I infuse math into every Visual Art lesson that I teach as well. The kids call it MART class. Walk into my room and the first thing you see is a big banner that says in French "We Are Mathematicians!" I make videos to inspire, wear costumes to engage and attempt to show my kids that MATH IS EVERYWHERE. I will soon have my Math Specialist certification and I am using this experience to create a Love of math in my colleagues. There is no greater influence on student learning in a classroom than a teacher who really connects with a subject. My kids LOVE learning math because I LOVE teaching it.

But I didn't magically go from a kid that hated learning Math to a teacher who is smiling while writing this blog post about it. A giant protractor didn't fall from the sky and hit me on the head. I had help, albeit indirectly, from some pretty amazing people who I have never met but Love math even more than I do. I am writing this post to say thank you to them and to connect you the reader with some pretty amazing teachers.

MARILYN BURNS @mburnsmath Marilyn's Blog
One of today’s most highly respected mathematics educators, Marilyn Burns is the creator and founder of Math Solutions Professional Development, dedicated to supporting elementary school level math instruction. For more than 40 years, Ms. Burns has taught children, led workshops, written professional development publications for teachers and administrators, created staff development videos, and even written a number of amazing children's books.

I was first introduced to Marilyn's work in her book
50 Problem-Solving Lessons: Grades 1-6 which I guarded for most of Teachers College.  It illuminated for me a way to look at math through problem solving and the pedagogy to teach my kids to think critically.  Her children's books such as The Greedy Triangle  has become a mainstay in my go to math books.  The writer of a fantastic blog, Marilyn is also a fellow contributor to #mathphoto15 Summer Math Challenge. Thank you Marilyn for teaching me to share my Love of math and mathematics instruction.

DAN MEYER @ddmeyer 

Dan's Blog

Named one of Tech & Learning’s 30 Leaders of the Future, Dan Meyer earned his doctorate from Stanford University in math education and is currently the Chief Academic Officer at Desmos where he explores and develop the future of math textbooks. He has advocated for better math instruction on CNN, Good Morning America, Everyday With Rachel Ray, and TED.com.  

What has always impressed me about Dan is his way to engage us in thinking about math in the real world through his amazing videos and blog. Taking the simplest of daily scenarios and then compelling the viewer to ask questions is Dan's gift.  Thank you Dan for helping me to engage "students who didn't like math" and seeing the world in a way that I connect with.

MARIAN SMALL @mariansmall

Marian's Blog

A fellow Canucker, Marian Small is a Canadian mathematics educator and regular speaker on K-12 mathematics throughout Canada and the US. Marian is the former Dean of Education at the University of New Brunswick, and has been a classroom teacher and professor of mathematics education for over 30 years.

When I set my sights on improving student understanding of mathematics, Marilyn's books Making Math Meaningful to Canadian Students K-8 and Big Ideas from Dr. Small became extremely pivotal in my growth and understanding of effective math instruction and how kids learn.  These are books I received when I first started teaching and they are the ones that are open on my desk still to this day.  Thank you Marian for your continuing guidance and support in understanding math for my students.

I would also like to give one last recognition to Shirley Scott, the high school math teacher who never gave up on me.  Thank you.