Teacher Feature #38 – Pupils, Photos & Privacy

Food for Thought, Social Networking, Teacher Feature, Tip 2 Comments »

My older son shared the following photograph with me recently. It was shared as a entry on “theCHIVE” entitled “Little known facts that you likely never knew” on April 18, 2014.

bizarre-facts-7

Admittedly, I was not sure how accurate this information might be. However, in researching this quotation, I was amazed at how the number of photos taken is estimated and more importantly delighted with the wealth of powerful photos that have been captured over the years and shared through the following sites:

  1. How Many Photos Have Been Taken Ever?
  2. 40 Of The Most Powerful Photographs Ever Taken
  3. How many photos have ever been taken

However, the following quotation, from the third site, got me thinking about our pupils and their privacy.

… but this year people will upload over 70 billion photos to Facebook, suggesting around 20% of all photos this year will end up there[7]. Already Facebook’s photo collection has a staggering 140 billion photos, that’s over 10,000 times larger than the Library of Congress.[8]

If today’s students are actively using social media and apps such as Facebook, Flickr, Instagram and YouTube, they are indeed socializing and sharing photos. We need to help our pupils understand that once the door to one’s private world is opened, it may be difficult to close.

This idea prompted this month’s Teacher Feature remix.

Teacher Feature 38 - Alan Dershowitz - 400x300

Teacher Feature #38 – Alan Dershowitzi – April, 2014

Once again my older son shared the following stats from yesterday’s “theCHIVE” post entitled, “Mind blowing stats popular websites pull each minute”:

  • YouTube users upload 72 hours of new video every minute
  • Facebook users share 2,460,000 pieces of content every minute
  • WhatsApp users share 347,222 photos every minute
  • Instagram users posts 216,000 new photos every minute
  • Vine users share 8,333 videos every minute

True, I realize that many photos can be shared or uploaded that do not reveal any private matters. In fact, our younger son use Instagram to showcase only his best digital photos. He tends to use this social networking application as a digital portfolio to display his creativity.

However, these questions need to be discussed with our students to help them protect their privacy:

  • What is privacy?
  • What is your digital footprint & what does it look like?
  • As an employer, would I hire/fire you after Googling your name?
  • Are your sharing information that you consider private?
  • Are you sharing information that others may consider private?
  • What steps would you go through to have a picture or comment removed from the web?

In closing, I will leave you with two quotations from MediaSmarts – Canada’s Centre for Digital & Media Literacy. In the article entitled “Online Privacy, Online Publicity: Youth do more to protect their reputation than their information”, Matthew Johnson states:

… young people may not care that much about what we think of as privacy, but they care very much about control – control over who can see what they post, over who can track them digitally and, most especially, over how other people see them.

and …

Canadian youth do care about privacy, and are willing to learn and use tools for managing it. Their poor understanding of data privacy, however, leaves them vulnerable to privacy invasions that they may not even be aware of.

As educators, we do, indeed have an important role to play.

Take care & keep smiling :-)

Larger Image: Brian Metcalfe’s Teacher Feature “photostream”
http://www.flickr.com/photos/life-long-learners/

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Teacher Feature #37 – Video Viewpoints

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How can we move students from being passive consumers to active producers? One way is to provide students with the opportunity to create videos. Students, that I have worked with, are eager to demonstrate their creativity through digital storytelling and the power of pictures.

This month’s Teacher Feature remix was inspired, by the following tweet, shared by Dean Shareski.

Teacher Feature # 37 - Dean Shareski

Teacher Feature #37 – Dean Shareski – March, 2014

As a teacher and technology consultant for the Prairie South School Division in Moose Jaw, Saskatchewan, Dean was always about sharing and connecting. Currently Dean is the Community Manager for Discovery Education Canada.

Dean has motivated me, and many other educators world-wide, with his willingness to share resources and educational insights through his Ideas and Thoughts blog. In the Videos section of his blog, Dean feels that “as teachers we have become text prejudice. We focus so much on reading and writing and forget that most of what our students take is in the form of video”.

I have maintained that educators learn best when they first explore software or create a digital story for their own personal needs. Regardless of whether one creates their first Excel spreadsheet to record game data in their child’s soccer league, or a PowerPoint presentation for a wedding reception, or a digital story to share at the passing of a loved one, the learning effort invested in this meaningful,  personal task will eventually move to one’s classroom to engage and benefit students.

This personal approach is evident when one peruses Dean’s approach to digital storytelling or creating videos. Many of his video adventures are created outside the educational arena. Whether it is was the Happy Birthday Alec Couros lipdub or a I Have Cancer (as a series of cancer victim videos), or a Mother’s Day Tribute, Dean practices what he preaches through creating and sharing his amazing videos. In addition, to creating powerful, educational videos like Sharing: The Moral Imperative as a keynote presentation for the K12 Online conference, Dean often creates informative “behind the scenes” videos. For example, The Making of Sharing: A Moral Imperative gives viewers many important tips and strategies that can be used to improve their own video creation techniques.

I must admit that I was inspired to  choose Dean’s quotation as part of this month’s Teacher Feature remix because yesterday I had an opportunity to read Dean’s latest blog entry. For Dean’s 50th birthday, Alec Couros and Diana Williams decided to utilize social media to play a prank entitled “Let’s Sock It To Dean Shareski”. Recipients were encouraged to send, via snail mail, a pair of socks to Dean’s home address. At last count, Dean received 86 pair of socks from all across North America and even, as far away as, Australia.

I wasn’t surprised at all to see how Dean acknowledged receipt of the various pairs of socks in his #Socks4Dean post. True to form, he created a Google Map showing where his various “sock senders” live, a time lapse video with Dean and his dogs opening all 52 packages, and a SlideFlickr presentation showing Dean together with each pair of socks.

In closing, I encourage you to allow your students, like Dean, to express their passion and creativity through digital storytelling and the making of videos.

Take care & keep smiling :-)

Larger Image: Brian Metcalfe’s Teacher Feature “photostream”
http://www.flickr.com/photos/life-long-learners/

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Teacher Feature #36 – A love of reading

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February is “I love to read” month. As an experienced educator, I realize just how important a skill reading can be. In fact, one of the greatest gifts teachers can share with their students is a love of reading.

To pay tribute to this important idea, I chose to create the following remix. The two youngsters below are not only sharing a book but are also sharing B. F. Skinner’s important message.

Teacher Feature #36 - 400x332

Teacher Feature #36 – B. F. Skinner – February, 2014

I admit that I enjoy reading. I often delay visiting a theater to take in a popular show until I have read the book which inspired that particular movie. My reason for this approach is that I like to form my own mental images while reading the book, rather than be initially influenced by the movie director’s interpretation.

Yes, I do enjoy a good book. However I must admit that, this was not always the case. As a rather naive junior high student, I remember in English class being forced to read a “great book” of which I had little interest. In frustration, I remarked to a friend, “When I finally graduate from Grade 12, I will never have to open or read another book!” Thankfully, my outlook changed as I enrolled in university and later graduate courses where research and reading were definitely required. However, because I had some choice in the direction of my research, I soon appreciated how important reading was as part of my overall knowledge acquisition. In fact, I began to appreciate reading more and more as I grew older.

As Francis Bacon stated, “Age appears to be best in four things; old wood best to burn, old wine to drink, old friends to trust, and old authors to read.”

Take care & keep smiling :-)

Larger Image: Brian Metcalfe’s Teacher Feature “photostream”
http://www.flickr.com/photos/life-long-learners/

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Teacher Feature #35 – Curiosity

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“Information at your fingertips” can be a detriment to teaching. Don’t get me wrong. As an educator, I appreciate the ease at which Google, and other search engines, serve up results to the inquiring minds of today’s students. However, I believe there are times when students, who are engaged in a problem-solving task, should have to struggle to find the answer. Too often, students who need to hone their problem solving skills are too ready to give-up and search for the answer on-line.

Some of my fondest memories of classroom teaching involved activities where students struggled to find a solution to a problem and explored a variety of paths before selecting a final outcome. I still remember the glint in their eye as curiosity motivated students to seek out a solution.

Teacher Feature-35-Curiosity-400x300

Teacher Feature #35 – William Arthur Ward – January, 2014

Over the next few weeks, I hope to be able to share with you some problem solving activities which I believe will engage your students. Undoubtedly, you will have to insist that all your students turn-off their cell phones and refrain from going on-line in an attempt to solve these challenges. However, it is my hope that you, too, will ignite the flame of curiosity in the eyes of your students.

Take care & keep smiling :-)

Larger Image: Brian Metcalfe’s Teacher Feature “photostream”
http://www.flickr.com/photos/life-long-learners/

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Professional Development with Puentedura

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The Manitoba Association of Educational Technology Leaders (MAETL) is bringing Ruben Puentedura to Winnipeg for a morning session on February 4th.  Ruben’s work with the SAMR Model is highly regarded for the impact it can have on the meaningful infusion of technology across the curriculum.

A limited number of seats are available for teachers and administrators throughout Manitoba to participate. Even if you’re not able to make it to Winnipeg for this February 4th event, you can assemble a team to participate virtually from within your own school or division. Please visit http://rubenp.eventbrite.ca for details and registration.

Ruben Puentedura Keynote
Those who wish to learn more about Ruben Puentedura and the SAMR model are invited to explore the following resources:

Take care & keep smiling :-)

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Connecting to Make A Difference

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As the 2014 year begins, tradition suggests that one should consider making a “New Year’s Resolution”. True, I have made many over the years that have unfortunately fallen by the wayside as the year progressed. However, one resolution of which I am proud, is the one I made in January, 2010.  Four years ago, I decided I would adopt a new “lifestyle change” and create my Life-Long-Learners blog to “provide you with professional development ideas, educational tips, classroom resources, strategies, ‘freebies’, and humour to help infuse technology, to enhance lessons, and to help engage your students as 21st century learners.”

This year, I need a new focus. Thanks to serendipity, I chanced upon Victoria Olson’s “Blogging for Sunshine” post. Victoria described a process to foster connectivity and understanding between different PLN members by sharing information about themselves through 11 random questions.

Question #4 really resonated with me and I encourage you to consider it:

What needs to happen in 2014 for you to be reflecting on a successful year 52 weeks from now?

So often in education, we look back wondering if we could have changed a current outcome through the past introduction of a different process or action. This question, on the other hand, looks at the opportunity to make a change, so that when we reflect on outcomes, a year from now, they will be primarily positive and uplifting.

Thanks to this powerful question, I was prompted to make the following New Year’s resolution:

During 2014, I want to improve my connectivity to help make a difference in education.

Undoubtedly, this decision was influenced by the following free, educational poster from Krissy Venosdale:

Social Media

Without a doubt, Twitter has helped me connect with some amazing educators. In fact, it was through Twitter that Vicki Davis (@coolcatteacher) alerted me to Victoria Olson (@MsVictoriaOlson) and her innovative Twitter resources. For example, educators will find Victoria’s “Twitter for Teachers” video to be both extremely informative as well as professionally crafted using a variety of innovative tools. Not content to just share her amazing video resource, she took it a step further. To help other educators, Victoria shared her “behind the scenes” magic, by identifying the steps and software used in her post “How I made my Twitter Video”.

“Behind the Scenes”

Teachable Moments

Kudos to all educators who showcase how video projects are created or reveal tips and strategies “behind the scenes” of their educational activities. Admittedly, it does take extra time, but on behalf of all those individuals who have learned so much by analyzing their “magic”, I say “Thank You!”. To help other educators learn about the “behind the scenes” magic, and to encourage others to share in a similar fashion, I plan to maintain a list of these “difference makers”. Not only will I identify their original activity/project, but I will also link to their “behind the scenes” (BTS) revelations. To date, I’m aware of these creative educators and their related endeavours:

Difference Makers

– Video: “Re-Imagine Your P.D. Experience with Twitter”
- BTS Magic: “How I Made My Twitter Video …”

– Video: K-12 Online Pre-Conference Keynote
“Sharing: The Moral Imperative”
– BTS Magic: “The Making of Sharing: A Moral Imperative”
– Video: “Happy Birthday Alec Couros”
– BTS Magic: “So I started this Google doc ..”

I encourage readers to share with me the online activity/projects of other educators, together with their “behind the scenes” insights, so that I may add them to this list of “Difference Makers”.

As a complementary resource to her “Twitter for Teachers” video, Victoria also shared a “Weekly Twitter Chat Schedule”.  This Google spreadsheet lists educational chats by names, hashtags, days, and times of sharing. One of the first things I did was scan to see if the Manitoba Educational Chat (#mbedchat) was listed on the schedule for Wednesdays from 9:00 pm to 10:00 pm (CST). I was so delighted to see it listed along with other Twitter chat sharing and learning opportunities.

As one who has recently connected with other Manitoba educators through the #mbedchat Twitter chat mechanism, I realize how powerful this learning vehicle can be. Zoe Bettess, the creator and co-moderator, shares the importance of connecting in her post “The Power of Twitter Chat and My Journey to Starting #mbedchat”.

At the start of 2014, the talented trio of Zoe, her #mbedchat co-moderator Georgette Nairn, and archivist, Tanis Thiessen decided to foster educational connections in a new and exciting fashion. They created the 2014 Manitoba Ed Chat Blog Challenge. Manitoba educators, who maintain a professional or classroom blog, are challenged to write one post per month and share it with others by using the Twitter hashtag #mbedchatblog. In addition, they invited participating educators, as well as non-participating  ones, to list their respective blogs on the MB Ed Chat blogroll. If you are a Manitoba educator, who is responsible for a personal or classroom blog, I encourage you to submit your blog information. Better yet, if one of your New Year’s resolutions was to investigate creating an educational blog, I encourage you to share it using this process. Not only will others benefit but you, and ultimately your students, will gain from the connections fostered through this endeavour. As of today, there are links to 40 educational blogs and I’m sure this list will continue to grow as we share and use this powerful resource.

“Hats Off” to all these dedicated educators and students who are so willing to share their creativity, ideas, resources, and reflections on their educational journey.

I am so lucky to be connected with educators who are, indeed, making a difference.

Take care & keep smiling :-)

Endnote: Those interested in additional free posters created by Krissy Venosdale, are invited to explore my earlier post entitled “Free Motivational Educational Posters”.

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Teacher Feature #34 – Holiday Thoughts

Application or Web App, Bits and Bytes, Food for Thought, LwICT, Teacher Feature No Comments »

Today, K-12 students are on their winter break in Manitoba. Tomorrow, many of our students’ families will celebrate Christmas. As a result, a good number of our youngsters will return to school, in the new year, having received gifts which employ the latest technology.

What impact does such technologically-enhanced gifts have on our students and, more importantly, what impact will it have on our teaching?

Teacher Feature #34 - Marc Prensky - 400x300
Teacher Feature #34 – Marc Prensky – December, 2013

I suggest that there are two actions that all teachers can take.

First, we reduce asking factual questions that can easily be found through a simple Google search. Rather we must challenge our students to use higher order thinking skills (HOTS) and, where possible, encourage them to complete activities and projects in a collaborative manner.

Secondly, we must focus on teaching students digital citizenship and how to protect their digital footprint.

For example, one of my favourite research activities demonstrates how creative teachers can challenge students in new ways. Gretchen Offutt, a grade 5 teacher in Bellingham, Washington, designed this innovative research project for her students. I contacted Gretchen and asked for her permission to share her creative activity in the December 2001 issue of my “Bits and Bytes” online newsletter.  The article was entitled “HOW TO … engage your students in meaningful research”.  Twelve years later, this innovative project still has extreme relevance for today’s teacher.

Rather than ask her students purely factual questions such as:

  • “In what year did Ferdinand Magellan sail though the “Straits of Magellan?”
  • “Off what continent is this passageway located?”; and
  • “What were the names of Christopher Columbus’ three ships?”

Gretchen challenged each student to use higher order thinking skills and teamwork to research and defend:

  • “Under which captain, be it Christopher Columbus, Ferdinand Magellan, or Sir Francis Drake, would you have preferred to serve and why?”

Thankfully Gretchen shared this amazing resource with her students and other educators by creating an Internet web page called “Explorers Homeport”. Although these links might be rather slow, I can assure you that they are well-worth any delay for readers to experience this well-crafted and thought-out research activity.

The fact that my “Bits and Bytes” online newsletter and Gretchen Offutt’s “Explorers Homeport” are no longer available for perusal from our respective school district’s servers, leads us into the second action of teaching students “digital citizenship”.

Many Manitoba educators, who are infusing “Literacy with ICT” into their classrooms, find it easier to focus on the five “Big Ideas” within the Cognitive Domain. For example, “Plan and Question”, “Gather and Make Sense”, Produce to Show Understanding”, “Communicate”, and “Reflect” are all steps that teachers employ when teaching using the Inquiry process.

However, it is my feeling, that teachers find it more difficult to deal with the four “Big Ideas” within the Affective Domain. True, “Collaboration”, and “Motivation and Confidence” can be introduced and practiced in most classrooms. However, “Social Implication” and, in particular, “Ethics and Responsibility” are two areas that may not be dealt with sufficiently.

Yet, with the increased access to technology that students have outside school, they need to be taught how to use it in a responsible way. Although Flickr, Facebook, Instagram, Twitter, and YouTube are blocked in many of our schools, students need to be taught or modeled on how to use such social media in responsible ways. I feel that students need to know how to maintain their privacy and how to protect and preserve a positive digital footprint.  After all, once a photo or login name, which is associated with one of our students, is shared or created on the Internet, it is there forever!

As I wrote this month’s “Teacher Feature”, I certainly learned first-hand how this “publishing forever” concept could damage one’s reputation.  Although I’m sure both Gretchen and I are proud to share what we have uploaded or created on the Internet, this may not be true of all our students. For example, it has been 12 years since Gretchen created her “Explorers Homeport” and my last issue of “Bits and Bytes” was uploaded to the world-wide-web in June, 2007. However, if today one was to attempt to link to either of the original Internet addresses (URL), one would get an error message stating “The page you requested no longer exists” or “Server not found”. For a student who may have uploaded an inappropriate photo or had perhaps made some caustic remarks online, s/he might be extremely happy if the original indiscretion could no longer be located where it was shared online. However, more than likely that picture or comment has been transferred or shared on other servers and it cannot be totally removed. Even if it has been deleted from the original site, and has not been replicated elsewhere, the Internet archiving “Wayback Machine” may bring it “back to life”.

For me, the “Wayback Machine” is a useful tool to retrieve information that I may have published several years ago. For example, in my last post, I couldn’t remember when Rod Brown and I first came up with the idea to create a “Let’s Get Connected” contest. However, each June, I created an index of the topics and information shared in my newsletter during the previous school year. So I simply entered the following URL, for a specific June issue, into the “WayBack Machine”:

http://www.wsd1.org/bitsbytes/0203/bbjun03/default.htm

The “Wayback Machine”, without my knowledge, archived “snapshots” of my newsletter “12 times between January 1, 2003 and October 4, 2006.” I simply had to click on a black bar on the timeline (e.g. the last bar in 2003) and click on any blue circled date (e.g. August 3, 2003) to view much of my newsletter contents together with links to additional resources.

Students need to be taught that there exists applications like the “Wayback Machine” that can use to highlight indiscretions that one may have thought were deleted.

In summary, teachers need to create authentic learning activities which engage students using technology to which they have access. In addition, such learning must better prepare students to be responsible online digital citizens.

Take care & keep smiling :-)

Larger Image: Brian Metcalfe’s Teacher Feature “photostream”
http://www.flickr.com/photos/life-long-learners/

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Educating With Technology: Changes for the Better

Food for Thought, Info, Professional Development, Reflection 7 Comments »

After 60 years in the classroom as a student, teacher, and K-12 Educational Technology Consultant, I have seen many changes. I maintain that the changes, particularly as they relate to the infusion of technology into K-12 classrooms, have improved the lives of both students and teachers.

I plan to address how technology has changed and improved education over the years. First, I want to make sure that the reader is aware of what drives educators. Regardless of whether a teacher uses the latest technology or the more traditional blackboard, I believe that what matters most, can best be described in Kathy Davis’ quotation:

Teacher Feature #3 - Kathy Davis 300 x 225

Since the child is the most important ingredient in the educational process, I thought that I would use the letters in the word “child” as an acrostic technique to frame my thoughts regarding educational change.

C is for: Computer Science & Change

I began my teaching career in 1967 teaching Grade 7 & 8 students Mathematics. In those days, my only form of technology was a spirit duplicator, a hand-cranked calculator, and my slide rule that I used to determine report card marks. I must admit that when I taught Mathematics, I assumed that all students solved problems using the same strategies and algorithms that I used and taught.

A few years later, I proposed teaching Computer Science to Grade 11 & 12 students. In those days, my Grade 11 & 12 students either used a school keypunch or pencil-marked optical cards to create a program on a deck of cards. I maintain that they were better programmers than today’s student because they only had “one run per day”. In other words, they flow-charted, traced their code extremely thoroughly, and assembled their program(s) into elastic-enclosed decks of cards which I drove out to the university each evening and ran through the U of M mainframe. The next day my Computer Science students would be waiting eagerly at my classroom door at 8:00 a.m. when I arrived. I would distribute their print-outs wrapped around each program deck of cards. There would be those who whooped with delight if their program ran successfully and printed out the correct answers. Others would frown as they carefully searched their print-out for the easy-to-spot syntax errors or the more challenging coding flaws in logic. It was while teaching programming to high school students that I had a real epiphany or change.

Teaching students Computer Science ... brought about four important changes in my teaching:

I remember reviewing an assignment and noting that while most students solved this one particular problem using the same logic that I would use, there was one student who tried a different approach. Although his print-out provided the correct answer, he took a rather unique approach in his logic. Perhaps it wasn’t the most efficient program because he used more lines of code but the important thing was that his coding showcased for me that not everyone thinks the same. In teaching junior high Mathematics, I had always assumed that all of my students would problem solve using the same algorithms or steps that I demonstrated and taught. Furthermore, I was quite proud that no Mathematics students could ever stump me and that I could solve every problem in the textbook to arrive at the correct result displayed in the answer key.

Teaching students Computer Science, and how to program computers, brought about four important changes in my teaching:

  1. The revelation that not everyone solved problems using the same methods or steps that I used;
  2. No longer did I feel as confident in always being able to solve all programming problems using the framework or existing coding proposed by each, and every student;
  3. Teaching programming helped me realize that I was no longer the “gatekeeper of knowledge” and that students often learned so much from their friends; and
  4. I learned how important it was for me to be able to say “I don’t know …”, but I always quickly followed this remark by stating “… but, when you figure it out, please show me.”

I have to agree with Steve Jobs who stated “Everybody should learn how to program a computer because it teaches you how to think”.

 

H is for: Help, Hand-outs & Hardware

Teaching a brand-new school initiated Computer Science course in the early 1970’s had its challenges. Unfortunately there was no one from your own school to mentor you in computer-related problems. Rather, you had to search out others who were, like you, introducing Computer Science to their Grade 11 and 12 students. Long before the Internet, we had to phone one another or meet face-to-face to gain help and share resources. Whenever I used the school’s ditto machine to duplicate Computer Science hand-outs, tests, or resource pages, I always ran off 10 extra copies. Each of these copies was carefully filed into a large manila envelope addressed to another educator in our city or province that was also teaching Computer Science. When the envelopes were filled, I would “snail mail” my resources out to my 10 Computer Science colleagues. I eagerly looked forward to the arrival of similar “hard copy” resources that I could modify and share with my students. Long before the acronym “PLN” became popular, we thrived and survived thanks to a willingness to support and share with one another.

In the late 70’s, the Apple II, Commodore PET, and Radio Shack TRS-80 microcomputers entered the market place. I bought my own Commodore PET 4032 with its cassette tape drive on which I stored programs. Within a year, I purchased a Commodore dual floppy disk drive to speed up access and to improve reliability. Undoubtedly, lower prices and increased storage capacity have dramatically changed over the past 30 years. For example, my first package of 10 Dysan 5.25” diskettes cost me $70. In other words, in those days, I had to pay $7 for a mere 170 KB of diskette storage space. Today by comparison, one can buy an 8 GB USB flash drive for the same $7 which can store the equivalent of 49,344 of my old Dysan floppy diskettes. Furthermore, today’s cloud storage has become very inexpensive with Flickr, for example, offering new users one free terrabyte of data storage. To put this in perspective, this free offer of storage capacity compares to the equivalent of 6,316,128 of my Commodore PET diskettes. Storage capacity and hardware improvements have definitely improved immeasurably over the past 30 years and with it improved ease of use for today’s educators and students.

 

I is for: Internet, Initiatives & Innovation

During the 80’s and early 90’s, my home and work computers were used in isolation. During those years, most of my computer use consisted of exploring computer assisted learning software, creating word-processed documents, managing databases, and manipulating spreadsheets. With the Internet came connection to other like-minded individuals and the excitement in education exploded as we learned and shared electronically. As access speeds increased, so did our capabilities.

When I first became the Educational Technology Consultant for the Winnipeg School Division in September 1981, I realized that I would be challenged to keep current with this technological explosion and to inform educators and students in our 80+ schools. To facilitate such sharing, in October 1984, I created a monthly educational newsletter called Bits and Bytes. In October 95, I started sharing my newsletter on the Internet as well as continuing to distribute it to each school through a limited number of printed copies. Teachers were delighted when this newsletter appeared on the world-wide-web as now many more readers could gain access to this resource. Furthermore, many teachers liked the fact that they now could quickly search my “Bits and Bytes” web site to find information rather than have to visit their school’s library and flip through past archived hard copies. Although “Bits and Bytes” is no longer available on our school division server, the Internet distribution undoubtedly facilitated the ease of sharing of information and resources during the majority of this newsletter’s 23 year existence.

In the fall of 1995, as the Internet and the Netscape web browser were evolving, Rod Brown and I came up with an innovative plan to run a “Let’s Get Connected” contest in the Winnipeg School Division. Schools were challenged to demonstrate how their staff and students were collaborating as they used technology to enhance learning. This innovative contest was scheduled in May 1996 and I asked other Computer Education Consultants, from nearby school divisions, to help judge the creative applications. These adjudicators were so impressed with the concept, that Richard Burkett, a Computer Education Consultant from the River East School Division, and I teamed up to expand this initiative to schools throughout our entire province. The goal of all “Let’s Get Connected” activities was to “connect” teachers and students in learning opportunities using technology. Not only did the Minister of Education declare May 12-16, 1997 as “Let’s Get Connected Week”, we also encouraged educators to design 32 innovative technology-related activities that engaged students. Through Internet connectivity with other innovative educators, we were proud to be able to facilitate a “Let’s Get Connected” learning adventure for four years in succession.

Without the Internet, the following powerful and inspirational initiative would not have blossomed.  Laura Stockman, a ten year old girl, decided to save her December’s daily allowance of $1.00 to donate to a worthy charity on Christmas day in honour of her recently deceased grandfather. I (@bkmetcalfe) shared Laura’s story in a blog post entitled How to Make a Difference in December. Chris Harbeck (@charbeck), a dedicated middle school colleague in the Winnipeg School Division, shared this idea with his students and challenged other educators and students to do the same. Chris’ UnPlug’d 2011 video entitled Why Digital Citizenship Matters celebrates how Laura’s initial idea caught on with his students. Three years later, thanks to Internet connectivity, I was enrolled in an innovative Digital Storytelling (DS106) open, online course. Our instructor, Alan Levine (@cogdog), challenged us to create a video describing an unexpected positive outcome after sharing something openly online. My Sharing is Caring video describes Laura’s inspirational story and how Internet connectivity facilitated the sharing of this inspiring initiative.

Clarence Fisher (@glassbeed) of Snow Lake, Manitoba and Heather Durnin (@hdurnin) of Wingham, Ontario have embraced the Internet and demonstrated innovative teaching with technology. Although these two middle school teachers and their classes live in two different provinces and are separated by 2700 kilometers, they have effectively used the Internet and social media tools such as Google Docs, Twitter, Skype, virtual bulletin boards and WordPress blogs to build a caring community of learners. The Idea Hive is where the collaboration between the students in the two different schools occurs and their powerful online learning takes place. Using different technologies, these two educators continue to explore innovative ideas and exciting ways to engage their students.

Undoubtedly the Internet has facilitated easy communication, so that educators and their students can benefit from the innovative ideas and resources that are shared by both master teachers and master learners.

 

L is for: Literacy with ICT & Leveraged Learning

In 2006, after much research and working closely with educators throughout the province, the Manitoba Education, Citizenship and Youth produced a state-of-the-art model entitled Literacy with ICT Across the Curriculum.

“Literacy with Information and Communication Technology (LwICT) means thinking critically and creatively, about information and about communication, as citizens of the global community, while using ICT responsibly and ethically.”

The inquiry-based LwICT developmental continuum continues to be updated with many resources including the LwICT teacher handbook, parent handbook, posters, and web-based support.

This remarkable initiative continues to foster dramatic learning opportunities in Manitoba classrooms as teachers infuse technology to engage students on their journey to becoming responsible digital citizens.

Today, “just in time”, real-world, learning is the key. The Internet, together with its various social media applications makes learning so much easier. Not only can teachers search for and share engaging lesson activities but educators can also get inspired. No longer does one need to travel to expensive conferences to hear well-respected individuals.  Rather, one can stay at home in one’s pyjamas and become inspired by watching TED Talks presentations. Certainly one can learn from amazing presentations like Sir Ken Robinson’s How schools kill creativity. Similarly, Matt Henderson (@Henderson204), a high school teacher in Winnipeg, also presents his inquiry-based teaching model at the TEDxManitoba. Matt’s passion for inspiring and engaging his students is aptly shared through his powerful Teaching Ourselves to Last Forever presentation. Educators are encouraged to examine the powerful and creative conversations of the learning communities that Matt facilitates by visiting his Henderson Hallway blog.

Andy McKiel (@amckiel) has been an amazing catalyst to foster learning. As an active executive member of the Manitoba Association for Computing Educators (ManACE) and the provincial BYTE Conference, Andy has created and archived a multitude of online learning resources. Undoubtedly, one of his most exciting learning opportunities was the week he spent in Churchill, Manitoba studying polar bears. Working with scientists, Andy learned many important aspects about polar bears and their habitat which he shared with students and teachers world-wide via his blog Chilling with Nanuq.

Moving from bears to birds, we find Andy active tweeting (@amckiel). To facilitate learning amongst Manitoba educators, Andy has been collecting the Twitter “handles” of Manitoba teachers. He then uses the Paper.li content curation service to collect daily tweets of Manitoba educators and display them in The Manitoba-educators Daily. If you want to find out what Manitoba educators are tweeting, you need to investigate Andy’s online newspaper.

With Twitter becoming so popular, three Manitoba teachers, decided to create a process by which educators could use this social networking tool to connect and chat about topics of interest. Zoe Bettess (@ZBettess) from Thompson teamed up with Winnipeg educators Georgette Nairn (@GeorgetteNairn) and Tanis Thiessen (@tjthiessen) to organize the “Manitoba Education Chat” (#MBedchat).  Every Wednesday night from 9:00 – 10:00 CST, interested educators filter tweets using the hashtag #MBedchat and provide answers to five questions related to the evening’s topic. Past chats have focused on our provincial SAGE Conference, the new Manitoba report card, the connected classroom, picture book month, and sharing strategies to support EAL students. All tweets are archived on the Manitoba Ed Chat blog so that others may learn. This #MBedchat educational chat provides great learning opportunities as ideas are shared and connections are made between like-minded educators. I encourage readers to sign up for Twitter, explore tutorials, utilize an interface like HootSuite, TweetChat, TweetDeck or another client which allows tweets to be displayed in columns, and join in the learning and fun.

For years, John Evans (@joevans) has been a prominent sharer of educational ideas and resources. In fact, his Why Sharing Matters video, in which he uses an apple basket metaphor as a measure of teacher wellness, imparts a powerful message to us all. John starts each weekday by rising early and sharing a wealth of educational ideas and resources through Twitter. Not only does he distribute educational information through his The Tech News Daily online newspaper, he also uses the Scoop-it online publishing tool to curate news, reviews, and resources which he shares through his online iPads in Education. However, John is perhaps known by more educators as the champion behind MAPLE – the MAnitoba Professional Learning Environment (MAPLE). This new Manitoba Education social networking service can be used to connect Manitoba educators to each other, to curriculum content, and to a variety of professional learning opportunities. This unique endeavour will provide Manitoba educators with new ways to connect with their curriculum, communicate, collaborate and learn.

 

D is for: Devices & Dedicated Dynamos

Lately there has been much discussion over the “Bring Your Own Device” (BYOD) initiative. Starting in 2010, Dakota Collegiate, in the Louis Riel School Division, was one of the first schools in Winnipeg to facilitate this endeavour. As one of the school leaders, Roy Norris (@Roy_Norris) teaches English in a 1:1 environment where each student brings his/her own technological device to school to enhance his/her learning. When visiting Roy’s class, I was astounded by the variety of devices that the students in the classroom were using. Some had Mac laptops, other classmates were using Windows netbooks, while others were connecting wirelessly using smart phones or tablets. My initial two thoughts were …Wouldn’t it be simpler, if all students in the class had the exact same device; and, as a teacher, is Roy expected to know everything about how each of these different devices work? From observation and discussion, it was clear that Roy empowered his students and encouraged them to collaborate to find solutions to both technical as well as subject-related problems. Furthermore, despite the variety of technology employed by his students, it was evident that they were all engaged in the learning process.

Some of you might wonder “what changes when every student has a computer in class?” To investigate such opportunities and challenges, I invite you to explore Roy’s wiki where he reflects and shares his thoughtful insights into his teaching in a dynamic BYOD classroom.

The leadership team in the St. James-Assiniboia School Division implemented a division-wide initiative to place devices into the hands of all K-12 students. The school division purchased about 3000 iPads which were distributed to every student in grades 6, 7 and 8. Students in lower grades will share 6 – 8 iPads in each classroom, while the senior high students will be encouraged to bring their own device from home. Undoubtedly the digital learning team of Andy McKiel (@amckiel), Darren Kuropatwa (@dkuropatwa), and Joan Badger (@jbadger) were extremely busy implementing this well thought-out plan.

As one would expect, the leadership team conducted a number of workshops and one-on-one mentoring to help teachers implement their school division’s Digital Learning Project’s 5C’s of: Communication, Collaboration, Creativity, Critical Thinking, and Citizenship. However, I was impressed with the attention to detail with other tasks that needed to be addressed. Right from the start, the middle school parents were informed of this iPad 1-to-1 initiative through a Learning in the Digital World presentation. Additionally, a Parent Information Page was created on the divisional web site to further inform parents about Technology Acceptable Use Policies, Creating an Apple ID, the iPad Take Home Agreement, and Caution Fees.

Other school divisions in Winnipeg, and throughout the province, are watching to see how this Learning with an iPad endeavour progresses and the benefits that these devices bring to the domain of learning.

The previous two references demonstrate what can be accomplished on both a school-wide and a division-wide basis when devices are introduced to each student. With such wide-spread support and effort, one would expect success. However, it is equally important to showcase the work and effort of individual teachers who encourage their students to learn in new and exciting ways. I have selected innovative ideas from Early, Middle and Senior Years environments to demonstrate how dedicated and dynamic educators can inspire and engage students.

What innovative learning can be implemented in two Early Years’ classrooms with the acquisition of two iPod Touches? Erin Clarke (@erinbrie) and Jeff Hoeppner (@bluebomber6), of the River East Transcona School Division, applied to the Manitoba Association for Computing Educators (ManACE) for a grant. Their application was supported with a rather creative Haiku video. These two teachers created a monthly Instagram challenge which presented a different word or theme each day. Teachers, students, and classrooms from across Manitoba (and beyond) shared their creative photos based on the theme of the day. Their #eduphotoaday blog traces their innovative journey as well as shares useful tips on photo apps, or important considerations such as Public vs. Private Instagram. Their November challenge was particularly interesting as they attempted to improve students’ picture taking by using daily prompts associated with photography such as “rule of thirds”, “birds-eye view”, and “reflection”. Erin and Herb, together with their students, demonstrate how technological devices used with dedicated dynamos can bring about engaged learning.

At the Middle Years level, Miles MacFarlane (@milesmac), from the Seven Oaks School Division, encourages his students through innovative ideas and projects. His students are engaged learning History as they create ancient civilizations using the Minecraft program. Furthermore, Miles’ blog entries and comment conversations are a powerful learning resource. Miles is the consummate blogger. Regardless of whether he is sharing his parenting thoughts in TeacherDad or his teaching journey through his Miles’ Tomes blog, his learning is transparent and genuine. How many educators do you know who would risk sharing online their Annual Reflection on Learning for all to see and comment upon?

This past June, Miles organized the first EduCamp – Winnipeg which was an “un-conference” where participants planned their day and learned and shared ideas and resources in an open environment. Not only does he have a busy teaching day, Miles is also engaged in online graduate work at George Washington University. Sharing his instructional workshop package for delivering a Creating a Twitter PLN definitely helps other educators “make connections with a global professional community using Twitter”. Although Miles and his family will be shortly leaving our province for a teacher exchange in Australia, we know he will continue to share with us through his Teacher Exchange blog. With Internet access, educators like Miles, can connect and share world-wide.

Phil Taylor (@ptaylorsjr), a Senior Years’ teacher at St. John’s-Ravencourt School, has always been one to share. Not content to only focus on sharing through his Learning Technologies blog, Phil is passionate about micro-blogging through Twitter. He uses a variety of applications to curate and distribute resources through such channels as Phil’s Learning Technology News, Trending Ed Tech News or his RebelMouse feed.

To facilitate and share learning, Phil created the SJR Learners wiki. For the past two years, Phil has been exploring Google’s 20% time concept with his students. Others may know this initiative as Genius Hour where students are given a portion of school time to explore, with the help of technology, any area of interest to themselves. As Phil states, it is remarkable to witness the time and effort that students will invest when focusing on an area in which they are passionate.

Like his students, Phil is passionate about sharing with fellow educators. As an early adopter of the Diigo personal information management system, Phil maintains and publically shares nine Diigo lists ranging from Android, Google Drive/Docs – Resources, Student Digital Footprint Guidelines, to Tablets in Education. However, the one which resonates most for me is his list of bookmarks shared in Building a PLN. I believe the key to survival in today’s fast-paced teaching environment is for educators to get connected and share through a Personal Learning Network or PLN. I have attempted to address the power and potential of a PLN in my own blog post entitled My PLN: A Teacher’s Treasure.

PLN-Get Connected

Having showcased dedicated Manitoba teachers in the Early, Middle and Senior Years areas, I thought I should finish with a brief look at the contributions of a Manitoba educational curriculum coordinator. Knowing that this last section focuses on the acrostic “D-words”, many readers might suggest that it would be a true oversight, if I did not include “Darren”.

Over the years, Darren Kuropatwa (@dkuropatwa) has been an inspiration for many educators looking for ways to integrate technology and improve student engagement and learning. Undoubtedly his scribe post, which he developed with his high school Mathematics students, continues to be an innovative learning process. Those unfamiliar with the background and benefits of this endeavour are encouraged to listen to Alan November’s interview of Darren about the specifics in Student Scribes 1, Student Scribes 2, and Student Scribes 3.

As a founding convener of the K12 Online Conference, Darren has provided educators world-wide with an opportunity to participate, share, and learn together. Darren is a well-respected international keynote speaker who is a dedicated, sharing, professional. Not content to research and keep his learning private, he shares his creativity and new-found knowledge with everyone. With more than 1000 slides displayed through Slideshare, Darren continues to enlighten educators with the wealth of powerful ideas and resources. For example, some of his creativity includes:

Lately Darren has shifted sharing his thoughts and ideas on his A Difference blog to a new video blog mechanism. He has now uploaded and shared more than 100 #WhileWalking YouTube videos where he poses questions and shares his thoughts about improving education in short, articulate video messages.

Clay Shirky states that “The change we are in the middle of isn’t minor, and it isn’t optional.”  Darren realizes this and does everything in his power to help educators adapt to this change.

In closing, it is obvious that changes in education have increased dramatically in my 40 year educational career. However, teachers today have so many more ways of connecting and sharing resources with other like-minded educators.

The key, I believe, is connectivity! Teachers today, who want to connect effectively with their students, must connect with other educators.

Connect or be Side-lined

One way that educators can improve is to examine the wealth of information that is being shared by these Manitoba educators. Take time to learn about your colleagues and investigate the related hyperlinks that I have identified. I purposely have listed each one’s Twitter “handle” in brackets following their names. For example, if you were to enter into a Google search field “Twitter @bkmetcalfe” (without quotes), regardless of whether you subscribed to Twitter or not, you would be presented with the particular educator’s real name and Twitter profile. In many cases, you would learn a bit about the educator and possibly gain access through a hyperlink to his/her blog. Below this information, one can see the number of tweets s/he has generated, the number of individuals s/he follows, together with the number of individuals following the particular educator. In addition, you would be able to scan the past tweets shared by this educator and gain a sense as to whether you might benefit from the information s/he was sharing.

Regardless of where you are in your journey to use of technology to enhance learning, it is important to remember that it is the “Child” that should always be your focus. Perhaps this final acrostic might summarize this post:

C onnections

H elp

I ndividuals

L earn

D ifferently

Take care & keep smiling :-)

Credits:

– Flickr – Creative Commons image “A hundred years from now …”  by Brian Metcalfe
– http://www.flickr.com/photos/life-long-learners/5200425803/

– Flickr – Creative Commons image “Get Connected!” by Paco Paco
http://www.flickr.com/photos/metaweb/4345676181/

– Flickr – Creative Commons image “Expand your Global Connections” by Langwitches
– http://www.flickr.com/photos/langwitches/5119205490/

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Hour of Code – For those who are 6 to 106!

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Computer Science Education Week is Dec 9-15, 2013. An “Hour of Code” is an amazing event in which educators are encouraged to spend one hour, during next week, introducing aspects of computer coding to their students.

This learning opportunity is a “one-hour introduction to computer science, designed to demystify ‘code’ and show that anyone can learn the basics to be a maker, a creator, an innovator.” Teachers are encouraged to explore the wealth of ideas, tutorials, and resources provided on the “Hour of Code 2013″ web site.

Hour of Code-400x300

There are an incredible variety of  step-by-step, self-guided, tutorials that are provided for both students and teachers. Not only are these innovative tutorials designed to run through computer browsers, on smartphones, or on tablets; some of the “coding” activities require no computer at all. Should you have any concerns, they are probably addressed in the “Hour of Code – Frequently Asked Questions”.

No experience in computer coding for either teachers or students is necessary. All that is required is for teachers to be risk-takers and learn along with their students. I recommend that all teachers practice saying three most important words … “I don’t know” but quickly follow-up with … “but when you figure it out, please teach me”. Other experienced educators suggest advising students to “Ask three … before me!” to reduce the pressure to try to answer all questions. This may appear to some educators to be a “cop-out”, but it reinforces that no one knows all the answers and that true learning is a collaborative effort. Furthermore, a student’s self-worth is dramatically increased, whenever s/he can teach an adult.

So I encourage you to take an hour next week and have fun, learning to “code” with your students.

Sorry, I have to run now and figure out how to navigate that darn “Angry Bird” through that puzzle.

Take care & keep smiling :-)

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ManACE Seed Grant Program – 2014

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As a Manitoba K-12 educator, could you use an extra $900.00? Is there an initiative, supported by technology, that you would like to explore or enhance? If so, you would be wise to investigate the Manitoba Association for Computing Educators (ManACE) “Seed Grant”.

Seed Grants #1 - 400x300

The available grant categories for 2014 include:

  • Two $900 grants awarded to K-4 teachers
  • Two $900 grants awarded to grades 5-8 teachers
  • Two $900 grants awarded to grades 9-12 teachers
  • Two $900 grants awarded to school-based projects that administrators, resource, and/or teachers might apply.

If you could use funding to purchase hardware, software and/or professional development, I encourage you to explore the ManACE Seed Grant brochure and application form. The application deadline is February 21, 2014, so it gives you ample time to decide on a project and involve students in your “digital pitch” presentation which comprises 30% of your grant evaluation.

To better appreciate the creativity and innovative ideas that have been submitted by students and educators in past, investigate past Seed Grant winning proposals. These eight projects can be found by scrolling down to the 2013-dated Seed Grant video submissions.

So “plant a seed and watch it grow!”

Take care & keep smiling :-)

Larger Image: Brian Metcalfe’s Teacher Feature “photostream”
http://www.flickr.com/photos/life-long-learners/

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