Filed under: Change Agent, Instructional Leader, Leadership | Tags: 1:1 Laptop Programs, 21st Century Schools, Action Plans, change, Learning, Risk taking, Technology Plans
In December 2009, I used this photo in my Leadership and 1:1 Bus post and last year I used it with the Graded faculty to describe our journey to provide students with a relevant education for today and the future. This journey includes going 1:1 in August 2012. For me the photo conjures up excitement and fear. And while some people are adventurous enough to sit on top or hang on the side, others feel more comfortable inside. It doesn’t matter where one sits, the important thing is that we’re all together on the journey.
When is it exciting and often magical? When our students are using technology for learning, creative and original thinking, communication and collaboration, research and information literacy and critical thinking and problem solving.
When is it a bit scary? When we are uncertain of what is coming next or when we have to step outside our comfort zone to try something new.
We have so much to be proud because we have traveled so far in such a short amount of time. This year we have done the following to prepare for a full 1:1 rollout in August.
- Support professional development at conferences by providing faculty with the opportunity to attend the Laptop Institute at Lausanne Collegiate and Unplugged at the American School of Bombay.
- Provided all of our teachers and administrators with laptops so that we all get used to working anytime, anywhere.
- Using digital tools to help us with our work and our learning. The idea is that we will experiment and figure out what works as we do the same in our classrooms.
- Created PLCs around assessment in today’s digital environment.
- Reviewed and redesigned our curriculum in science and English with a 21st century lens.
- Encouraged students to bring in laptops to ease the transition for August.
- Defined our Information Communication and Technology standards that will be integrated schoolwide next year.
- Provided teachers with a full-time academic technology coordinator to support them with integrating technology and professional development.
- Developed our acceptable use policy and LARK guidelines so that our community members can be responsible digital citizens.
- Developed a digital toolkit that will provide us with some software standardization in our bring your own laptop environment.
- Upgraded facilities so that we have electrical power throughout the campus.
We realize that the journey is not over yet. In reality, we’ve really only traveled a short distance. The key is that we are well on our way to transforming the learning experiences for our students.
Filed under: Change Agent, Instructional Leader | Tags: 1:1 Laptop Programs, 1:1 Laptops, 21st Century Schools, Conferences, Graded, Innovate2013, Learning, Professional Development
In October, we enthusiastically agreed to join forces with Lausanne Collegiate, The American School of Bombay and Frankfurt International School as a member of the Laptop Institute team. January 19 – 21, 2013 Graded will host the Innovate 2013 Conference. Since then we have had a blast working to plan a meaningful learning experience for all participants. We started by determining a name and a theme and then took ideas from some of the best conferences that member of the planning group had attended. We considered The Laptop Institute, ASB Unplugged, Learning 2.011, K12 Online Conference, Educon 2.4, and a few others.
Our committee still has a long way to go as we strive to break the conference mold but we are excited about the direction that we’re heading. Below is our current stance on our learning structures.
Innovate 2013 Learning Structures
In an effort to combat the Education Myths That Shape Conferences, Innovate 2013 is committed to providing a variety of learning structures to support participants in investigating innovation and planning for transfer in ways that are powerful for them personally.
Two-hour Open Space Slot: Open Space Technology was created in the mid-1980s by organizational consultant Harrison Owen when he discovered that people attending his conferences loved the coffee breaks better than the formal presentations and plenary sessions. This block of time is designed to hand over the conference to participants to determine what kinds of dialogue need to happen that we at Innovate 2013 missed in our planning.
Cohort meetings: Scheduled three times throughout the conference, cohorts are a group of 20 – 25 individuals that gather regularly to exchange ideas, reflect on learning and create connections that result in meaningful, personalized outcomes from the conference. Organized and focused by a facilitator, participants are encouraged to choose into a cohort that best defines where their driving question about educational innovation may reside. This learning structure is designed for participants to build a plan for taking learning back to their organizations.
Cohort strands to choose from include:
- Leadership
- Instructional Technology Facilitators
- The People Behind the Scenes: Infrastructure
- Digital Citizenship
- Differentiation/Special Needs
- Assessment
- NCTE Twenty-First Century Literacies
- The Arts
- Collaboration in local and global communities
- Physical Education
- Student
90 minute workshops and three-hour institutes: We invite YOU, our participants, to share your work and ideas with everyone by presenting at the conference. Come and share how you or your school are integrating technology in the classroom, challenging the status quo, or pursuing strategies that place students in the center. Share your experiences launching and implementing a 1-to-1 program, utilizing digital tools to support assessment practices, building collaborative communities, or examining strategies that add to the dialogue of educational innovation.
We’d love to hear your ideas on what makes a conference valuable for your own learning. If you had the chance to plan your own conference, what would it look like?
Filed under: Instructional Leader, Leadership | Tags: Conferences, Educon, Learning, Personal Learning Networks, Professional Development
I had the pleasure of attending Educon 2.4 this weekend at the Philadelphia Science and Leadership Academy (SLA) and I was not disappointed. I went because I’m passionate about conversations on learning in today’s world and to gather ideas on how to organize a first-class learning experience. Graded will be hosting the Innovate 2013 Conference in Sao Paulo, Brazil January 19 – 21, 2013 and our planning is underway. So, why is Educon such a great learning experience for participants?
- SLA truly is a special place where all members of the community have a common vision and they are focused on learning in today’s environment. There is a solid foundation in place and they are continually working on improvement. The learning is connected to today’s world, students work on real life problems, they create for a larger audience, and the community is tight. They are walking the walk.
- Educon attracts educators who are passionate about their work to make teaching and learning relevant for today’s students. The presenters are excellent and the participants take the conversations to a higher level. Everyone can be challenged during the weekend. Pretty amazing that so many leaders in this field attend since everyone pays their own way.
- The two panels were on Innovation and they brought in a diverse group of experts to present. The fact that the first six weren’t educators was plus. Imagine hearing from the following people.
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- Dan Barcay – Lead Software Engineer, Google Earth
- Alex Gilliam - founder, Public Workshop
- Zoe Strauss - artist, photographer, innovator.
- C. J. Taylor - Professor, U. Penn GRASP Robotics Lab
- Phoenix Wang – Co-Founder, Startl
- Moderated by Dr. Frederic Bertley – Vice President of the Center for Innovation in Science Learning, The Franklin Institute
This type of opening was much better than having one person as a keynote.
- The structure provided participants with 90 minute sessions and time in between sessions for conversations. Friday was an excellent time for visiting the school and starting up conversations.
- Participants were eager to meet new faces and to develop relationships. This is not a conference for those who want to sit alone at lunch. You have to be prepared to mingle with new friends.
I have to thank the SLA Gang for creating this wonderful learning experience and we hope that the Innovate 2013 Conference can offer South American educators a similar experience.
Filed under: Instructional Leader | Tags: 21st Century Schools, Assessment, Curriculum, Learning
In the book Curriculum 21: Essential Education for a Changing World by Heidi Hayes-Jacobs she suggests that the first step that educators should take in integrating technology in teaching and learning is to change the assessment so that it includes the use of technology. Not only that it incorporates technology, but that it’s relevant for today’s world.
Start with changing the assessments – Her suggestion is to consider what “21st century social scientists, scientists, mathematicians, artists, writers, language specialists, musicians, and business men and women might produce…” To put this in place she suggests the following steps.
Step 1 – “Develop a pool of assessment”
Step 2 – “Teachers working with IT members, identify the existing types of software, hardware, and Internet-based capabilities in their school…” Suggestion for teachers to become comfortable with at least one new tool per semester.
Step 3 - ”Replace a dated assessment with a modern one.”
Set aside a book report and replace it with a podcast, virtual literary tour, video or magazine book review.
Step 4 – “Share the assessment upgrades formally with colleagues and students.”
Step 5 – “Insert ongoing sessions for skill and assessment upgrades into the school calendar.”
There are some exciting options for assessment with the use of Infographics. This type of assessment can be used in any and all subject matters and the skills and knowledge that students learn are certainly 21st century. The possibilities are endless, but here are a few examples.
- Nancy Duarte, created an info graphic of Martin Luther King’s I Have a Dream speech. The visual may not make sense, so you have to watch her video which explains her analysis of the speech. Imagine our students doing something similar withspeeches, poems, novels, etc.
- The members of our music department will enjoy this visual representation of the sonata form of Eine kleine Nachtmusik.
- The one entitled, Are you Vitamin D Deficient?is a great example for science. Notice that the creator looks at visually representing several different pieces of information in a variety of ways.
- Want to get away from the traditional timeline? Check out the The (Visual) Evolution of the Batmobile.
- Want to know how much CO2 is generated by different…?
To find more examples you can check out this Cool Cool Infograhics blog, Information is Beautiful or the 50 MOST STUNNING EXAMPLES OF DATA VISUALIZATION AND INFOGRAPHICS.
What do you think? Can you find places in your curriculum where this would be effective? What type of professional development will be needed to make this shift?
Filed under: Change Agent, Instructional Leader | Tags: change, Educational Leadership, Homework, Learning, project based learning
I find myself constantly looking at practices in school and asking, “How will that change in a 1 to 1 setting?” A recent article by Bambi Betts entitled Do Your Homework got me thinking about how homework will change. Now, I understand that it won’t change overnight, but I’m optimistic that it will be transformed. Let’s start by getting rid of the term “homework”. The name just doesn’t seem appropriate for many reasons.
1. Let’s replace “work” with something related to learning. While the tasks may not be easy, work just doesn’t seem to be the right term. Students may be Skyping with peers or experts half way around the world, selecting online resources that help with their learning, recording instrumental rehearsals to playback and use to improve performance, creating producing screen plays, and other interesting activities.
2. Since the learning will take place anywhere, let’s forget about “home”. With portability the learning takes place anywhere. In the coffee shop, on the bus, in the mall, at the pool, at the vacation resort and various other places. Anyone have a interesting story on where students were learning?
3. The new term will somehow need to communicate that the activities will be less teacher driven, and more student driven. We talk a lot about student centered classrooms and how students will tailor design the learning experiences to fit their needs. If they think that they can reach the target by watching and responding to a podcast or Skyping with native Spanish speakers, then so be it. The learning principles that Betts mentions, “independent and unguided learning; that learners learn differently and at different paces…”, support a student centered approach.
Betts goes on to say,
It would be student-driven as much as possible, increasingly so as students acquire the skill. Consider a 10-year old learning to play football. Does she limit herself to what the coach told her to practice? Over time, with increasingly less guidance, she learns what she needs to practice.
Anyone have ideas on new terminology?
Photo Credit: Is this your homework, Larry?
Filed under: Instructional Leader | Tags: Educational Leadership, Learning, Research, Software-based learning
Cross posted on 1 to 1 Schools
As a principal who promotes new models of teaching and learning with technology I frequently get asked, “How do you know that the use of technology helps students learn? Can you show me research?” I have a variety of answers and I can provide them with several research studies showing positive results. But, recently, someone shared this research report with me and I am trying to figure out how to react and respond. How would you respond to these findings?
The article entitled
The study took 3 groups of community college students who were taking College Algebra and put them into three different classes.
“Both online and televised variations of College Algebra were created and offered. Web support pages for on-campus sections were created and filled with thirty hours of streaming real-media and mimeo lectures, practice tests for each chapter, and quizzes for each section of the text. A course guide containing more than one hundred pages of worked examples, study tips, and additional support was written, and has been sold as a supplement to the course. Supplemental instruction and peer tutoring programs have been implemented to support College Algebra. Additionally, the math department established experimental sections of College Algebra that would abandon the text and internally developed support materials for the course in favor of a computer-aided instruction (CAI) model.”
The students in the traditional lecture class outperformed their peers in both the computer aided instruction (CAI) model and the online and television model. This is even after they controlling for differences in teacher grading. The articles finishes with the following statement.
“These results have implications for the way institutions schedule and deliver curriculum. CAI courses are held in computer labs which cap the number of students in a class. Traditional lecture courses are able to serve more students. Not only do students perform better in a traditional lecture course, as measured by final grade, but institutions of higher education can deliver instruction more efficiently on a per student cost using traditional lecture.”
Help! I need to better understand how to respond to these types of studies.
Image Credit: The Lecture Bored me to Death
Filed under: Change Agent, Leadership, Modeler | Tags: 1:1 Laptop Programs, 21st Century Schools, change, Leadership, Learning, Modeler
Cross posted on 1 to 1 Schools.
We know that practices change when teaches, students and administrators have ubiquitous access to technology on a daily basis. In the classroom, teachers and students have to explore different strategies for teaching and learning. In the administrative offices, school leaders should, “promote and model effective communication and collaboration among stakeholders using digital-age tools.” (From ISTE’s NETS-Administrators). These changes don’t happen overnight because it can be difficult to develop new skills and knowledge and to change habits. What does the school leader who suddenly finds him/herself in a 1:1 environment do? In what ways do they change their practices to effectively leverage these new tools?
Let’s look at the following scenario: The principal and/or administrative team members are in charge of facilitating a planning session(s) with community stakeholders and all members of the group have access to a wide variety of resources and technological tools.
It’s very likely that the sticky notes and chart paper will not be needed for this meeting.
Let’s begin with Jeff Utecht’s four questions that Nick mentioned in his post entitled, “I’ve got to think of a new job title.”
- Is the technology being used “Just because it’s there”?
- Is the technology allowing the teacher/students to do Old things in Old ways?
- Is the technology allowing the teacher/students to do Old things in New ways?
- Is the technology creating new and different learning experiences for the students?
These questions can certainly be used by the leader to guide his/her planning. It seems to be a real challenge to develop a planning session that will create a different experience for the participants.
Some of the possibilities include:
- Using the tools to cut down on the face to face meeting time. Only meet in person when it’s really necessary.
- Using software to organize thoughts and ideas into visually stimulating digital images.
- Providing the group with a wide variety of online resources that they can review anytime, anywhere.
- Encourage the participants to seek out related information and resources throughout the session.
- Start the discussion off with a blog post for people to comment on.
- Communicate key concepts and ideas with stimulating visuals instead of the traditional bullet points.
I’d love to hear how school leaders are changing their practices to capitalize on this new environment. How are you “creating new and different learning experiences” for your community?
Filed under: Uncategorized | Tags: Action Plans, Four assumptions for life, Learning, Sabbatical, Sagmeister, sharpening the saw, summer time
While I enjoyed every single minute of my sabbatical year, I’m energized and excited about my new job as the High School Principal at Graded – The American School of Sao Paulo, Brazil. I’m two weeks into my new job and I’m reflecting on the entire experience of this past year. In September I wrote “What’s it like to take a year off?” and I described the basics of my action plan for the year. The focus for this year has been on Stephen Covey’s Four Assumptions for Life: heart, body, mind and soul. Consider this post my end of the year report on what I learned.
1. Spending quality time with family- I learned the joy of giving 100% of my attention to my wife and children. I have never been very good at leaving my work at the office so even when I was spending time with my Jennifer and the kids I had work on my mind. With my children, it was a joy to watch their sporting events, coach their teams, take them with friends to play soccer, float in the ocean with them for hours. go on bike rides around town, etc. I enjoyed planning ahead and talking with them about things for us to do. I remember reading that Michael J. Fox has a rule that he says “yes” any time one of his children asks him to do something. I tried adopting this practice throughout the year and I have to say that it was a pleasure. There were many time where my first reaction was dread and I truly ended up enjoying my time. I hope to continue spending quality time with them for years to come. Jennifer and I were able to spend uninterrupted hours while the kids were at school during the day. We also enjoyed the many activities with the kids. Those times we will treasure for years to come. We did have fewer dates since we didn’t have a live-in maid. I can only hope that our relationships are stronger based on the quality of our time together this year.
2. Taking the plunge was not as scary as we thought - There were many scary thoughts that went through our heads when we were trying to decide what to do this year. Things like, How will we afford this sabbatical?, What about health insurance?, What will others think of us if we’re not working?, What if we don’t find jobs afterwards?, How will the kids adjust to this new situation? It didn’t help that some of the people that we spoke to advised against it. Now I just chuckle thinking about how silly these fears were. What seemed like a huge gamble turned into an awesome opportunity. We found ways to easily deal with all of these scary subjects. Only time will tell if the year off turns out to be a good investment. It did cost money that we would have normally invested for retirement, but we do believe that there are financial benefits that will help us for the future.
- We reconfigured our home mortgage to save money over the next 20 years.
- We made improvements to our home that should increase the value of the house.
- We have rented out our house for the long term and the rental price is much greater than we received in the past.
- We are currently taking the time to develop an investment plan for the long term. We may/may not have taken the time to do this during our normal year.
- My new position comes with a salary that is greater than what I was making in the past.
3. My learning and stepping outside my comfort zone – I decided that I was going to spend time learning how to build and repair things around the house. I tiled a floor, built a storage area in the garage, an outdoor shower, a walkway, planted bushes, cut down trees, power washed the house and stained the deck. With this projects, each morning there was a new challenge to be conquered so I would wake up a bit nervous about the new task ahead. These challenges were due to my lack of skills and/or knowledge in the area of home improvement. I found that my teachers were the men and women at Lowe’s, my good friend Dave Lewis, the father of a friend of my son and the internet. They were excellent teachers who guided me along. They expertly took me through the steps by giving me just enough information for me to succeed. I was allowed to make mistakes and learned that in most cases the mistakes can be fixed easily. As time passed my confidence increased so that I was able to do more on my own. As far as I know none of my teachers had any formal training in education.
4. Seems like yesterday – The first 3 months of the sabbatical we spent traveling the United States visiting family and friends. It was so great to see family and friends that we have not seen for years. I learned that with good friends and close family members it is easy to pick up where you left off. Whether they warmly welcomed us into their homes or we laughed and told stories of old times it seemed that the connection was still strong. I’d like to thank all of those who took us into their homes over the past year. We realize that it’s not easy to have the Peterson Family drop into your lives for several days. You always know that you have a place to visit in Sao Paulo.
5. My body isn’t what it used to be – While I ran, cycled and lifted weights throughout the year, I learned that as I get older, my body is less willing to cooperate and I less likely to push myself. While I ran three half marathons I learned that my body is probably not up for a full marathon and that my times will never be the same again. There were sudden injuries and my body took more time to recover after difficult workouts. I also found that it was tougher to push myself. I certainly had the time but the desire was not as great as in my prime. With that said, I feel like I stayed in excellent shape throughout the year.
6. Where is home? - Answering this question can be difficult for expatiates and third culture kids. Consider that my two daughters were born in different countries (Ecuador and Malaysia) that that neither has lived in the U.S. All of us now understand that our home is Emerald Isle, NC. This is certainly our homebase and we developed stronger ties to the area. Since we typically only visit here during the summer time we weren’t aware of how strong the influence of the two nearby Marine bases is. We now know our neighbors and have friends come return to when we come back in the summer. I still remember trying to teach the kids the Pledge of Allegiance and the Star Spangled Banner as we were arriving in NC in mid September. Thankfully all three kids learned it over the course of the year. Throughout the year we worked hard to do as many “American” things as possible and the final list is impressive: setting up a lemonade stand, going to the AT&T National Golf Tournament, exploring Washington DC and watching the 4th of July celebration, two trips to New York City with stops at Central Park, The Metropolitan Museum of Art, Time Square and ice skating at Rockefeller Center, watching a Cape Cod League summer game, the Cubs vs. the Rockies and the home opener of the Charleston River Dogs, several college campus visits, hiking at the Air Force Academy, The Buffalo Bill Museum in Cody WY, the Cody rodeo, a high school football game in the Dallas, TX area, the National Scouting Museum in Ft. Worth, Walt Disney World, playing soccer and basketball in the area recreation leagues, taking the Penguin Plunge in the ocean on January 1, and watching a 400+ lb. Blue Marlin get weighed at the Big Rock Fishing Tournament.
The list seems pretty amazing to me and I can’t help but smile when I think about all the wonderful experiences that I had. It was truly a gift for me and my family.
Note – Sagmeister refers to Stefan Sagmeister. I learned of his life plan to take a sabbatical year every seven years from Daniel Pink’s book Drive. You can see his TedTalks online. He takes a different approach to his sabbaticals and he recommends that, if you’re considering taking time off, that you speak to others who have done it. Next time I will. I’ve already noted in our long term investment plans that we need to plan for another sabbatical year.
Filed under: Instructional Leader | Tags: 21st Century Schools, change, Educational Leadership, Learning, North Carolina Curriculum, project based learning, Technology Support, Textbooks, Web 2.0
This past week I was helping my 4th grade daughter with her social studies homework and I noticed that her textbook, Macmillan/McGraw-Hill textbook, North Carolina, was published in 2003. She was working on Chapter 11 which covers the state, local and national governments. Now, it doesn’t matter much that the general and historic information is from 2003, but the book shows photos of the then senators, Elizabeth Dole and John Edwards. The publishers are probably happy when people like Donnie Harrison, Wake County Sheriff (his photo is in the book as well), are re-elected. It really got to me that one of the mini activities was to have the students read a pie graph showing “Where Each State Tax Dollar Goes”, from 2001.
So, what would it be like for a teacher to not pick up books from the book room at the beginning of the year? What if he/she just said, “I’m going to use the book as a guide and use current resources and tools to wing it”? It may be liberating. It will likely be difficult because ‘winging it’ will require providing students with access to technology and the web.
Fortunately (so I thought), a couple of days after our homework session I noticed through eSchoolNews that Pennsylvannia had started a Digital Learning Library. I searched in the 4th grade curriculum for activities/resources on government. I was a bit dissapointed to find the following:
- A link to an assignment where students create a mobile showing the 3 branches of government using paper, yarn and colored pencils.
Click the link at the bottom of each page
- A Foundations of American Democracy Crossword Puzzle
- Lesson documents from the Oswego City School District
- More textbook like documents on State and Local Documents
- This Word Search on The Declaration of Independence
- This lesson on government leaders that states that Hillary Clinton and Charles Schumer are currently the senators from New York and that George Pataki is the “present” Governor of New York.
While these materials are linked to the state standards and benchmarks and they are easily accessible, they are very similar to what the text offers. The information is dated and, in terms of thinking skills, these are low level thinking skills. It appears to be more of the same.
I can see that it is going to be some serious work to provide students with meaningful learning experiences without using the textbook. What about these options.
- Create a Resource on Local, State and National Governments for the Public – Take the structure of the textbook and the digital library resources and have the students create a wiki that can be viewed/edited by the rest of the world. This would guarantee that the information would be current.
Include:
- Covering the Primary Elections – At the time of the unit there were primary elections going on in North Carolina. What if the students embarked on a project to cover the primaries with a focus on local, state and federal governments? The early voting polls were open for 10 days and the site was very close to school. What if the kids went and taped interviewed of volunteers, voters and candidates during this election period? The audio or video clips could then be edited and compiled to share with other 4th grade students around the world. The students could have researched the candidates, just like voters did, to learn more about the issues.
- Analyzing State Budget Figures – Turns out that the it’s a bit more difficult than I thought to find out details on current state of North Carolina government budget figures. Maybe that is a good thing. With help, the students could locate the information, compile it into a spreadsheet and then present it in the same type of pie chart that the book uses.
- Web Resources – Look for links to news reports, videos and other media that relates to the topic.
If I was a 4th grader, I know which I would prefer. Too bad that the teachers and the students don’t have the tools to provide these types of learning experiences on a daily basis.
Filed under: Change Agent | Tags: 1:1 Laptop Programs, 21st Century Schools, change, Learning, Technology
Ricardo Semler in Maverick states the following:
If only minds were as easy to change as machines. I’ll wager that it’s easier to invent a new generation of microchips then get a generation of middle managers to alter the routes they drive to work every day. Technology is transformed overnight; mentality takes generations to alter. Who can blame us for thinking technology will cure all that ails the workplace. It’s so much easier to acquire.
This concept is important for leaders to understand when implementing a 1:1 laptop program. We are all creatures of habit and habits are difficult to break. This is why we frequently hear, “It’s not about the machines.”





