This post is what I would call my ‘road-to-recovery’ first post! Yes, I have been so busy that I have neglected my blogging. I’m not sure who my audience is – perhaps it is an audience of one – however, if I don’t blog, how will I learn more about blogging?
We are almost done in Grade 12 IB ITGS class and as always I save the worst ’til last. I needed to get Expert Systems taught this week. It’s a topic that I’m flaky on and struggle with.
However, thank goodness for some lucid moments that I had some years ago…
Here’s what happened – my prep time got eaten up with other tasks. I decided that I needed a diagram – something visual – and would then ‘wing it’ – after all, the Grade 12s are so stressed out with their IB internal assessments that I’m not sure how engaged (or awake) they will be anyway. A few (very few) minutes before my class was about to start (or had it started?), I fired up google – yes, accessible that day in Beijing – went to images and then added the terms ‘expert system medical’. And behold – the ‘perfect’ (and somewhat familar) diagram appeared. In my haste I clicked through to the originating website and to my amazement & amusement, I found that not only was it the diagram that I used, there was a complete set of notes to go with it! And the author of the site? Me!
It was plain sailing after that! I think the lesson went well (well, better than expected). So, ‘thank you’ Wikispaces for preserving my space and not deleting it – and thank you ‘Google’ for being so intuitive!
Have you played the ‘Six Degrees of Kevin Bacon’ game? It was a favourite with our IT team when sitting in traffic on our way back from technology get-togethers in Bangkok. To quote Wikipedia:
[It] is a trivia game based on the concept of the small world phenomenon and rests on the assumption that any individual can be linked through his or her film roles to actor Kevin Bacon within six steps. The name of the game is a play on the “six degrees of separation” concept.
So what’s this to do with Technology Integration? For an integrator, what is the best use of time to make the biggest impact on student learning? How many degrees of separation from the students is the ideal measure?
If you work directly with the students such as team-teaching or providing in-class technical support, that means that you can only work with one high school class at a time. No degrees of separation but time consuming if you multiply this for each teacher delivering the same course – which at my school could be 6 different teachers for one subject as we have 6 classes per year group. OK – so the students benefit from your expertise but how does this support the teacher for future, dynamic, seamless infusion of technology?
However, if you work with the whole team of teachers and use your time to co-plan, prepare materials, provide training and set up the systems and provide limited in-class support, that means that you are generally one degree of separation from the students as it is the teacher that is the one on the front line and promoting technology in the classroom – and in doing so, that teacher gains experience in using the technology, becomes more confident in using technology in the classroom and, mostly importantly, is to seek out future opportunities in which to use technology in the learning process.
What about 2 degrees of separation? Well, we think of this as any tool that indirectly impacts students learning, for example, training teachers to use their email or set up contact groups to use Powerschool or setting up Turnitin accounts.
3 degrees of separation could be working with Heads of Department or Grade Level Leaders to set up communication systems (for example, a wiki), for planning within their department or grade level. As an integrator, is this too far removed from the students? Would it be better to set up the wiki and then ‘train’ the teachers on how it is used, i.e. go back to to 2 degrees?
Anything more than 3 degrees and you may as well join the Kevin Bacon fan club or visit the Bacon Brothers website!
Ideally, for now, I am trying for the ‘1 degree model‘ – that does mean less direct contact with students but more time to work with teachers and build bespoke resources; however, I balance my time with two classes of my own – IB ITGS – which allows me to sandbox and trial new ideas and addressing the technical and logistical issues before ‘going public’.
Questions to ponder:
How often are you or your integrators closer to Kevin Bacon than your students?
What is the ideal degree of separation?
What is the ideal integration model?
Should integrators have their own classes?
When writing this entry, I stumbled upon SixDegrees.org, which is a charitable initiative of Kevin Bacon. SixDegrees.org is about using this idea to accomplish something good – it’s social networking with a social conscience. It was started with the nonprofit Network for Good in January 2007, more than 10 years after the game, “Six Degrees of Kevin Bacon” made the rounds of college campuses and lived on to be a shorthand term for the small world phenomenon.
Being an Apple Distinguished Educator (ADE) has opened a huge number of doors for me: I am part of a great network of educators; ADE’s are enthusiastic and keen to share – I have learned so much. In addition, being an ADE has given me the opportunity to present at the Apple Leadership Conference in Hong Kong and consult for Apple in other schools in Beijing and beyond. I have been fortunate to be asked to be the ADE Asia coordinator for Beijing and now serve on the ADE Asia board. Apple also provides training and networking experiences for ADE’s, at the local level, for example, Apple helped us bring a fabulous photographic storyteller/educator/Aperature expert Joseph Linsachke, over to Beijing. I’ve also been invited along with a few other ADE’s to participate in the Flat Classroom Conference at BISS in February.
Since becoming an ADE, my personal learning network has expanded to the point where I was invited to be a cohort leader at Shanghai Learning 2.010 and I am now on the organising committee for Learning 2.011, as the co chair. The Beijing Learning Summit (BLS) 2009 was an initiative of 5 ADE’s with more coming on board for BLS 2010.
In a nutshell, being an ADE means that you can tap into a great pool of talent and get great people to present and attend conferences as well as spend online time with like-mined peers who are willing to share, coach, mentor and don’t mind having those ‘geeky’ conversations!
The Asia ADE Institute 2011 will be held in Bali, Indonesia. It is a 4-and-a-half-day residential Institute and begins the evening of Friday April 8 and ends on the night of Tuesday April 12. Some key dates are:
Application Deadline: 31 Jan 2011
Committee Selection: 1 Feb –19 Feb 2011
Acceptance Announcement: 21 Feb 2011
Can you help? Are you an expert in one of the following or know one?
My current grade 12 IB ITGS students at the Western Academy of Beijing need ‘experts’ to interview online or via email for their portfolio extension. They are 17-18 years old and have been (individually) investigating issues arising from the use of IT. Each student has produced a portfolio paper on their topic which is based on secondary research and now need to interview an ‘expert’ for further opinions for their extension. (The experts must be over the age of 18 and have first-hand experience of the topic.) Please, please would you think about your contacts and let me know if you are able to help? We are aiming to get these interviews done in the next couple of weeks (by Dec 17) – if possible! You can email me directly (firstname.lastname@example.org) or leave a comment here.
Here is the list of what we need (in the words of the individual students):
Topic: The effect of SMS on language of high school students Issue: The degradation of written language
Who you want to interview: a high school English teacher where the primary teaching language is English, a linguistic expert on spoken and written English.
Topic: Biometric Identification System in schools Issue: Privacy issue
Who you want to interview: The organiser of the biometric system in a school. Principal of school which has the biometric system.
Topic: The use of remote Webcam technology to spy on kids Issue: Privacy
Interviewers: A LANrev employee, and someone who opposes to use of technology to spy on kids
Topic: Health issues arising from the use of eBay to purchase medicine Issue: Health
1. Manager or better working for an online auction/shopping website that allows medicine/drugs-shopping
2. Medic/Doctor/GP who knows auction/shopping websites
Topic: E-book piracy Issue: The impact that E-book piracy is having on the publishing industry
People that I want to interview:
– Someone working in the publishing industry that is being affected by E-book piracy.
– An E-book pirate or uploader.
Topic: Google Earth Privacy issue Issue: Privacy invasion ranging from personal to country
Who you want to interview: I have a secondary interviewee but I need the actual government person who might be censoring Google Earth or any kind of official people who might be doing this job in an organization censoring Google Earth for some reason.
Topic: A “iPhone Program” implemented in UK schools for students to rate teachers Issue: Students abuse this power and teachers feel they have become slaves to student’s needs rather than how they should be doing their own method to teach.
Who you want to interview: An expert who knows a lot about how schools use technology to rate teachers.
The Beijing Learning Summit 2010 certainly delivered what was offered: ‘authentic, just-in-time PD that is both effective and affordable.’ We had over thirty presenters from eight different schools – the vast majority were classroom teachers who came to share ideas on how to enhance the teaching and learning in the classroom, and beyond, through the effective use of technology. We were joined by a diverse range of educators: over 170 participants from over 20 local and international educational institutions from Beijing, Tianjin, Nanjing, Shanghai and Bangkok, Thailand.
Our theme this year was ‘Ideas for tomorrow, tools for today‘ which was explored by our two
keynote speakers, both of which are parents of WAB students: John Ball from Microsoft and WAB board member, Ian Stewart. John presented a number of exciting future technologies such as the way we will communicate and interact and with technology through developments in avatar technology. His suggested that the student’s ability to succeed and excel will directly correspond to the skills and knowledge acquired whilst they are obtaining their education. Ian’s provocative ‘TEDtalk-type’ close challenged the relevance and purpose of today’s curriculum: to what extent are we preparing our students for tomorrow’s world?
The lunchtime student panel was insightful. For me, a HS integrator, this Q&A session was an anecdotal measure of the extent to which technology is an integral part of their learning. The panel comprised a handful of articulate and engaging grade 11 and 12 students; students who will graduate from WAB with a ticket to the next step in their journey. Some students believed that technology limited their capacity to retain knowledge and preferred to use more traditional ‘pen and paper’ tools for
note-taking and writing essays. It became clear to me that until the tools for assessment catch up with technological advances, (for example, the majority of these students will hand-write their exit examinations), we have a challenge on our hands trying to finding the right balance in the use of technology. I cannot help but wonder if we are effectively employing or applying the tools we currently have in order to enhance the learning of these students? And in the longer term, does and should the curriculum address the opportunities that are presented by the technological developments as described by John and Ian? Is it the curriculum itself or the delivery of the curriculum that may hinder our students’ digital development and hence limit their future prospects? Is the tension increasing between curriculum and technological advances? Can I detect an emerging digital divide? And if so, what as an educators are we doing to bridge this gap?
This summit certainly helped narrow this gap for me and I hope for many of the participants. Although it will take time to synthesize and make sense of the big ideas in order to effect change for the long term, I took away a huge number of diverse, practical and ‘just-in-time’ tools and ideas that I can use now in my teaching. One idea learned in the morning solved my problem of simultaneous voice recording; how to get a clear narration with 20 students in a small room all trying to do record their ‘sound bytes’ on individual laptops? Who would have thought that a paper cup with a tiny hole in it’s base placed over microphone would make such a difference?
So thank you to the 170 busy front-line educators who came together on a busy weekend to learn and share and continue the conversations. Although exhausted – I am looking forward to Beijing Learning Summit 2011. Who wants to join me?
The first Beijing Learning Summit (2009) was a grass-roots initiative led by five Apple Distinguished
Educators (ADE): Rob Cormack (ISB), Jeff Plaman and Thomas Galvez (formally ISB), Sheldon Bradshaw (WAB) and myself. This year, the core team (Rob, Sheldon and Madeleine) were were joined by Julie Lindsay (BISS) and Jeff Holte, Beth Gourley, Tom Adamick and Muhammed Azeem (all from WAB) along with major contributions from the ADE network in Beijing. This summit could not have happened without the support of the school representatives, the student geek force and discussion panel, the WAB student Fan Club (who provided hot cookies straight from the oven throughout the day), along with the sponsors to keep the costs down, Bitepita (for lunch) and Fish (beverages) the large number of behind-the-scenes staff, and the overall support of WAB.
This academic year I have been actively shifting towards online collaborations and communications. Being based here in China adds an interesting perspective due to a number of Web 2.0 services not always being available. However challenging this may be at times, for me, it is extremely important to prepare for “tomorrow’s ideas” using “today’s tools” and to be part of a global community; how else can I help prepare students for tomorrow’s world? With the Shanghai Learning 2.010 done and dusted, I now look towards four conferences (two f2f and two online) that I am involved with.
The 2010 K-12 Online Conference is now underway. It is a conference for educators interested in innovative ways that Web 2.0 tools and technologies can be used to improve learning. Julie Lindsay and I will be presenting presenting our experiences six weeks into our InsideITGS project: “Cyber-Students Share their Connected Learning”. The presentation video is scheduled for October 21st. Our teaser promotional video is here.
InsideITGS a collaboration that started between our two schools in China, Western Academy of Beijing and Beijing (BISS) International School. The aim of Inside ITGS is to join IB Diploma Information Technology in a Global Society (ITGS) students together in a flattened virtual learning environment thereby providing enhanced opportunities for cultural awareness and global collaboration as well as explore and evaluate IT tools and systems in an authentic and social context.
After the success of our first Beijing Learning Summit last year, we are busy organising the Beijing Learning Summit 2010, a technology conference hosted at WAB for teachers by teachers on Saturday November 13th. This year’s theme was inspired by one of our presenters ‘Ideas for tomorrow, tools for today’. The idea is to give teachers practical ideas to use in their classrooms straightaway whilst also thinking about the classrooms of the future. To keep up the conversations flowing, we are having ‘lunch-on-the-run’ where participants will pick up their packed lunch and join ‘unconferenced’ conversations.
The week after, from November 15 -20 is the online Global Education Conference. Held in multiple time zones and multiple languages over the five days, the conference is a collaborative and world-wide community effort to significantly increase opportunities for globally-connecting education activities and initiatives. My role as one of the mentor chairs has been to collaborate with our team of five to develop a mentoring program, the aims of which are to provide conference participants the best possible experience by helping participants choose and get into Elluminate sessions in addition to assisting participants who are interested in taking part in collaborative global education projects or beginning a project. More details about this program is here.
Finally, I will be joining the Flat Classroom Conference in an official capacity as an ADE and co-leader of a cohort. The Flat Classroom Conference will be held at Beijing (BISS) International School from February 25-27, 2011.
Points to ponder:
What does it mean to participate effectively in an online conference?
What will your classroom look like in 10 years time?
In what ways are you preparing your students to be online learners?
What does it mean to be part of a global community? What are the challenges?
At Learning 2.010, the more you put in, the more you get out. It is a place where you make connections and develop your personal learning network. It’s about you finding out what you want to learn and then how and where to learn it.
In the First Steps cohort, our aim was for participants to walk out with a digital shared space which contained:
1. A vision for how they want to change their classroom/community
2. A practical action plan/road map on how they might get there
3. An expanded Personal Learning Network which may include a mentor for guidance
My cohort was a very diverse range – as is always that case with any group of educators – ranging from low to high technology skills; high school to kindergarten, arts to science, tech integrators to tech beginners…all highly professional and all experts in their own fields. Wow – what a bunch!
Did we achieve the goals? Absolutely, the majority of the cohort not only developed (collaboratively) their road maps, but also published online and linked up with a co-mentor. Here is the amazing array of goals, each one leading to a unique road map/action plan:
Address NETS.S standards through digital portfolios (Paul Welsh, SAS Singapore)
Incorporate blogs into both 7th and 8th grade classes to encourage more on-line participation (Peter Dratz, HKIS)
Producing student digital portfolios for regular reflection (Helen Douglas, CIS-HK)
To become more aware of the issues of wikis and digital citizenships (Janice Dwyer, CIS – HK)
Rearranging the room for constructivist use of technology (Kent Peterson, SAS Singapore)
Introduce to students the web based note taking tool “Evernote” (Steve Early – SAS Singapore)
Updating a weekly blog; getting kids excited about blog and adding to it (Jamie Clayton – SAS Singapore)
Identify a variety of tools and activities that teachers could use with their students (James Shin-Gay, SAS Singapore)
For me, it was a huge learning experience and one of the best professional development experiences I have ever had. From the onset, being invited to be one of the cohort facilitators was a major achievement but also one of the most daunting and terrifying experiences. Two days before the conference, we came together from places near and far. For 48 hours, we talked, discussed, planned and bonded and become a community of cohort facilitators. The second 48 hours, we then formed a community of learners with our cohorts. In 4 days, 450+ people came together as the Learning 2.010 Community.
Thank you to my cohort team: Amanda DeCardy (SAS), Michael Boll (Concordia) and David Elliott (ex-HKIS) the First Steps team. We planned, we discussed, we bonded and it was an awesome ride!
In my classroom today I find that the more students use technology, the poorer their note-taking skills have become. The majority of resources I present to my students are in electronic format. When asked to make notes, I find that the students tend to copy and paste sentences and phrases without little thought for layout and organization. When asked later to recall, students tend to just read from their notes without any deep understanding of what they have jotted down. Technology is not a substitute for thinking and I need to correct this; not only is the thinking time reduced but also the very act of writing the notes has been removed; and most worrying, the problem of plagiarism creeps in.
So how to we ensure that students develop good note-taking skills effectively using laptops? Luckily for me I get in-class support from the ESOL department from Pat Bradley. I see this as a great partnership; Pat is able to offer a wide range of great strategies and I find ways to implement these in our 21st Century classroom. Here is an outline of a model we used in class with our new set of Grade 11 ITGS students – we were discussing keypads at ATMs:
We tend to use web-based or electronic resources. By viewing the web-page in Safari, or a PDF document in Apple’s Preview, you can right-click on any work and the dictionary definition will appear. A great tool not just for our ESOL learners.
We have students read a section at a time. Some students read ahead giving the others times to read. Once all had read the section, we close, yes – close, our laptops. We suspend those ‘micro-moments’ to actually think!
Using the IWB (or lots of colored whiteboard pens) we brainstorm the key words and main ideas of each section. As our class is about the use of Information Technology, we tend to discuss technical terms, and this allows students to to add their own information so that the key points are expanded and become more detailed as well as give the students a sense of ownership.
Students then discuss the key points in small groups; this is very important for ESOL students as it helps with fluency and prevents regurgitation of meaningless set of words and phrases.
Finally, students open their laptops, fire up Evernote and type up their notes using the prompts on the board.
Points to ponder:
What technology tools do you use to help students in note-taking?
Do you think that technology erodes thinking time?
I have been teaching the IB diploma Information Technology in a Global Society (ITGS) course for almost ten years now. It is probably one of the most demanding IB diploma courses in terms of lesson preparation and delivery as technology moves so fast giving rise to new ethical issues and social challenges. Each year the range of online resources and tools become more powerful and sophisticated and I rarely delivery the same lesson twice. For example, this year the ethical discussions focus more on the pirating of eBooks, the introduction of the newspaper pay-wall to ensure high-quality news and the controversial airport security weapon – the body scanner. These replace the ‘so-last year’ issues of music piracy, gaming addiction, the wonders of citizen journalism and biometric information embedded in RFID chips in passports. In our ITGS classes, we are constantly connecting to new tools and resources to extend our learning and this year we are taking the next step by connecting with other ITGS students. I will working alongside my friend and colleague, Julie Lindsay from BISS, as we team up our two Grade 11 classes. Our intention is to work together to develop and co-deliver the course, have our students communicate and collaborate with each other, encourage participation from ITGS schools around the world, as well as documenting our journey along the way. Our journey has begun! It is a journey that will explore the challenges of learning in the 21st century. Our vision is for our students will become ‘connected learners’; students who can seamlessly move between our physical classrooms and our evolving ITGS cyber-school and beyond.
If you would like to learn more about our ITGS cyber-class, please visit:
“The Challenge with Connecting is finding the right tools to facilitate efficient connections AND adopting behaviors for connected learning. Participants in online learning communities need to realize that the learning and therefore the connecting does not stop once the face-to-face class has ended.”
Some questions to ponder:
Are your students ‘connected learners’?
What online learning communities do you participate in?
We’ve just had the annual MacBook rollout with 150 Middle and High school students picking up new laptops – the majority of which are new to WAB and more importantly, new to Mac. As usual, all the students wanted to do was to get the MacBook home and start to play. Our goal was to persuade them to stay for an additional 20+ minutes of instructional orientation so that they can hit the ground running on the first day back.
This is my third annual rollout and we pretty much know what we need to impart. Here is our essential list:
Getting connected to the Internet at home. After all, our students really want to get connected to Facebook 24/7 and even though it’s blocked here, we are pretty sure they’ll find a way to get through!
WAB Online resources, specifically WAB online email and Moodle which is our virtual learning environment. Students need to know the lingo such as ‘enrollment key’ as many teacher will have the Moodle courses ready to go from lesson 1.
Mac 101 – a crash course on how to use the Mac – a quick tour of the dock, finder and spotlight – and for the PC users, how to ‘right-click’. Organisation – not always a strong point with students – however as a 1:1 school with very few paper resources, students need to learn from day 1 how to make folders and store files appropriately so we feel 5 minutes investment of time to demonstrate is crucial.
Backup – we encourage all students to buy external hard drives and use Time Machine. We also use the mantra ‘Back up before your pack-up’ using Dropbox, a USB memory stick or the very least, email the document to themselves!
And finally and new this year, the introduction of Evernote, which takes the pain out of backing up as it automatically syncs to the cloud and helps with organisation with notebooks (folders) and tagging.
All this in 20 minutes….
We also added a word of warning to parents about losing their child to the world of cyberspace. Last year our advice was to remove the power cable – after two hours the battery would be empty and there would be a good chance of some sleep! This year, this is not the case as the battery life is probably longer than a night’s sleep – so our advice to parents is to have all communication devices out of the bedroom and on the dining room table overnight! Good luck with that one….