On Viewing EdTech with a Critical Eye

April 23, 2019
design desk display eyewear
Photo by energepic.com on Pexels.com

In Week 14 of this course, we were introduced to two leaders in EdTech who are notorious for the way they view the EdTech field, tools, changes, and hyped-up-magic-bullet-education-solutions with a critical eye. I appreciate that Audrey Watters is skeptical about “Big EdTech” and all the money and data collection behind it. I like that Audrey challenges the super hype around all things tech in education, but feel I lean a bit more towards the more mildly skeptical Larry Cuban, who seems to see that tech in schools could be moving towards the positive.

Overall, I agree with taking a step back and looking at a resource or strategy critically before preaching about how successful and wonderful it is or will be. A point that has been pulled out of the Cuban post by many of my classmates, and a topic which was repeated throughout my Master’s program, was the concept of using technology with purposeful intent. As Larry mentioned in a 2014 blog post, “…access does not dictate use…”. Just because schools are increasing equity in access to devices, does not mean that these devices are being used to change the way students are learning. It does not mean that students have equitable access to a teacher who is skilled with integrating this technology into the background of their teaching. In a more recent interview with Larry, he mentioned seeing some positive changes towards technology use in the background of classrooms rather than the foreground, putting the learning first and the device just happens to be a tool to access that learning.

With all these devices in schools, if teachers aren’t provided with opportunities to expand their skills and ideas for how to use technology with purpose and intent in the classroom, then the learning is not going to reach this “transformative” level that is constantly mentioned in the EdTech space. Technology is great but only if we take the time to research and test out which devices, apps, and digital resources are worth our money. We need to think critically about what data we give away to those “free” resources. And we need to ensure we allocate enough funding and time to providing teachers with consistent training, helping them utilize this tech to facilitate the personalized and inquiry-based learning we expect in our 21st-century schools.

 

ISTE Essential Conditions to Move Districts Forward

March 21, 2019

ISTE provides a wealth of resources for technology leaders and teachers to reference when solving problems around technology use in the classroom. One of these resources is the Lead and Transform Diagnostic Tool, which is a lengthy questionnaire (with great questions to reflect upon) that gives a diagnostic overview of where your district or school is when it comes to the overall use and implementation of technology. Upon completion of this survey, the resultant graph can be a great eyeopener for districts to see where they are successful and where they need improvement. By referring to the 14 ISTE Essential Conditions, districts can begin to make improvements, one-by-one based on what their needs are.

I have shared the Lead and Transform Diagnostic Tool with our District Technology Coordinator and suggested that as a Tech Team, we sit down together and go through the survey with honest and knowledgable answers. We can then discuss where we are meeting expectations and where we need to focus our energy for improvement. We can use these results, along with the Essential Conditions, to create a new, updated and sustainable Technology Plan for the district.

A few of the Essential Conditions that stood out to me were:

Shared Vision: A shared vision to guide where the district wants to be with technology is key to guiding us towards successful changes and progress with technology integration within our schools. All stakeholders need to be involved in the creation and implementation of this vision; parents, teachers, admin, other staff, students and community members.

Equitable Access: Students and teachers need equitable access to devices and internet connection. Students also need equitable access to teachers with the skills necessary to leverage technology to transform learning across classrooms and school buildings.  This need for teachers with skills and confidence with integrating technology in their classrooms leads into the next Essential Condition of ongoing professional learning.

Ongoing Professional Learning: In-district and out-of-district learning opportunities need to be provided for teachers and staff to brush up on skills and learn new tools and strategies for integrating tech into classrooms in transformative ways. These learning opportunities need to be made available throughout the school year(s) and not simply when a new initiative starts.

Empowered Leaders: Allowing for any stakeholder to be an empowered leader for change, whether it be students, teachers, or others. Empowered leaders know they have space and support to try new initiatives and tools to work towards the greater good for the district. These empowered leaders can share their experiences and expertise by leading ongoing professional development for other teachers and community members

Assessment and Evaluation: There also needs to be consistent and honest feedback evaluating where the district is with technology and how well pilots and strategies are really working (or not!) in order to guide our next steps in the technology planning process. This process should never be considered “done” but rather is a living document that allows “the tech path” to change as needed based on goals, assessments, and evaluations.

 

#digcit renewed

February 11, 2019

After the readings and discussions in Week 4 of this course, I feel I have a renewed interest and sense of urgency with bringing digital citizenship into my school (and district). I know that there are pockets of teachers who already work digital citizenship into their curriculum but we need to create a plan to get all the stakeholders on board. The teachers, admin, students, and parents.

The internet plays a key role in our students’ lives and will continue to do so as they move on to higher ed or careers, so it is of utmost importance that they understand how to “use” the internet in a respectful and responsible manner.

I would like to work with my librarian and the other tech integration specialists in the district to plan out the best course of action for bringing awareness, knowledge and action around digital citizenship in our schools. The resources listed in the Learning Supercharged book study and EdTech in the K-12 Classroom,  provide thought provoking questions and a great jumping off point for resources. Browsing through the ideas of others in tweets and discussion posts provide inspiration. I look forward to getting back to school this week to begin working on a plan to bring awareness around the need for digital citizenship and how we will integrate #digcit into our school community.

The Tipping Point: Which One Am I?

February 3, 2019

maven as my main archetype

Mavens, Connectors, and Salespeople. These are the three main archetypes of people as described by Malcom Gladwell in his book The Tipping Point. Charlie Gilkey, author of the blog post ‘Maven, Connector, Salesperson: What’s Your Archetype?’ better explains the three types and describes how a person can have a primary archetype as well as a secondary archetype.

In reflection of this reading I feel that I most naturally fall in to the category of Maven, collecting ideas and information. With my position as a technology integration specialist, I move through both secondary archetypes of connector and salesperson, depending on the tasks that I have to complete. As I  become more comfortable in my building and build my PLN by attending tech conferences and meetings with other technology leaders, I am working on my skills as a connector (as well as a maven). I like being able to connect my colleagues and students with others whose ideas support their learning goals.  When I am providing professional development I am using my skills as a salesperson to communicate the knowledge I have collected as a maven and to inspire others to try something new or to improve their skills with day-to-day use of a necessary tool. I cycle through all three of these on a near daily basis depending on what I need to accomplish.

There are people in my current school and my last school who I realize now were key connectors, mavens and salespeople in my teaching career. I can think of plenty of mavens that I have referred to for guidance and knowledge throughout my teaching career. Two teachers especially who I work/worked with very closely always know someone that can help with what I am looking for and are stellar connectors. Upon returning to Vermont, the small close-knit community is even more apparent, where everyone seems to know everyone else. It is also an extremely supportive community where all these connectors and friends of friends of coworkers, truly want to share their ideas and knowledge to see the greater Vermont educational community succeed. Coming from a district about the size of Chittenden County in it’s entirety, it is refreshing to be in a professional community where support and discussion can cross all levels of the education system.

Something to think about…Twitter

January 27, 2019

After reading George Couros’s  blog post ‘Has “Twitter” Changed or Had Our View‘ I thought his viewpoint on how his ideas about using Twitter have evolved as a long-time user of the App. For me, this is my second go-round in an attempt to use Twitter as a PLN. I didn’t enjoy the first time I was instructed to use Twitter but could see the value in it if I had the time to figure out what I wanted from an account on the app. I think the enormous time commitment of grad school combined with working full-time and coaching 3 seasons per year (to pay for said grad school), didn’t leave enough time or energy to stick with Twitter.

With EDCI 325, this is my second attempt at using Twitter to develop my PLN. Right from the start, it feels less like a hoop to simply jump through for a course. I feel I have a better understanding of how Twitter works and what I want to get from a Twitter PLN. Looking back on grad school I can see how valuable the ideas and responses, posted from my classmates, were in bringing new perspective and ideas to my professional life. Now, in a new career that I had not even thought of during my grad program, I can see where this PLN can help with my current position and possibly lead to helping other teachers to create their own PLN.

Wesley Fryer’s blog post Why You Should Not Quite Facebook or Twitter had some interesting ideas, but the one I connected with the most was the thought about ‘frictionless idea sharing’. To me, this is the initial reason behind keeping up with a PLN on Twitter and I look forward to seeing if I stick with it. Facebook will always just be a personal, let’s see what this friend or family member is up to kind of passive account for me (much like Instagram). With Twitter, I don’t have any intention of creating a personal account, but would like to keep up with the professional one.  In time, hopefully it becomes not only a place to gather ideas but a community or group of communities that I feel comfortable sharing and discussing ideas with.

Second time is the charm?

Who Am I As A Leader?

January 21, 2019

I have always been on the quieter side when it comes to being a leader. When I think about who I am as a leader, starting with the WHY behind why I want to lead helps me better understand what I value in a leader and what I want to see from myself. At the end of the day, my WHY is to help teachers. To help make some part of their daily work easier for them, help them learn and feel confident with a new tool or a different way of accomplishing a task. I make myself available, listen well, respond thoughtfully, and try my best to help them achieve their goals.

Running professional development is one of my new challenges as a quiet individual in a leadership position, but a challenge I enjoy working on and look forward to developing my skills. As a teacher, I never felt comfortable putting myself in front of a large group of staff to speak, let alone teach them.

When I think about the WHY behind my position in my building, professional development is a critical part of my job and I push myself to find ideas that will really help teachers, and not add silly things to their already full plates. I recognize that I have to force myself outside of my comfort zone to share my ideas and knowledge with the teachers in my building, empowering them to reach their learning goals with technology.

In my school I am often the connecting piece between the teachers and the tech team. “Behind the scenes” I find myself advocating for what teachers actually need in their classrooms in terms of technology, rather than what is simply budget driven or proposed without teacher input. New technology is fun but if it isn’t what our staff and students need to do their jobs to the best of their abilities, then it is technology wasted. I take my ability to voice my opinions as a former teacher, and the ability to share the voices of the teachers in my building, seriously.

 

 

 

 

 

Leaders I Admire

January 21, 2019

 

When asked to describe a leader I admired there were a few who came to mind quickly for their great qualities. After listening to the interview of Simon Sinek titled How Anyone Can Be The Leader They Wish They Had with Omaid Homayun, there was one quote that really resonated with me:

“Leadership is a responsibility. It’s not about being in charge. It’s about taking care of those in your charge.” -Simon Sinek

Let’s call the leader I admire B. B takes care of those in her charge.

When I was working for B, she demonstrated the ability to make staff feel valued, which ultimately lead to trust in her as their leader and their voice at the higher levels. B took  the time to listen to you and you felt she genuinely cared about you as individual person above the job. She asked for our opinions and expertise on subjects and valued what we had to say.

B’s leadership style was one of energy and positivity. She empowered those around her by supporting them to meet their own goals and to push them towards their highest potential in their career. Her positive attitude inspired employees to go the extra mile and try new strategies to make improvements in our work. More often than not, we could believe in the “Why” behind what we were asked to do, and thus making the causes our own.

A great leader also has to be able to admit when they are wrong and ask for help when they need it. They must be good, timely, communicators because it doesn’t take long before confusion over missed, late, or wrong information starts to chip away at the trust from staff. Leaders must also be able to navigate the duties of delegating tasks and posses confidence in their decision-making abilities.

The Leadership Journey Begins

January 21, 2019

Thanks for joining me! This is where I will be writing my blog posts for EDCI 325: Leadership and Technology. I am taking this course through UVM to improve my leadership skills and gain a strong understanding of how I can have a positive impact on the use of technology at my school in the best ways possible.