Essential Questions Post #6

The following blog will consist of my own ideas/thoughts and research from both books and online sources. It will address the following question:

How do you, your school, and/or your district know you are successfully integrating technology and building 21st Century Skills for all learners? 

"Well-integrated use of technology resources by thoroughly trained teachers makes twenty-first-century learning possible" (Edutopia, 2007). 

Technology is a must in classrooms today. The 21st century skills are all based around modern technology and how students can use it to succeed in school and the workplace. The aspect of the power of technology is that it has made learners both more independent and more collaborative. “Today’s learners need both the academic and global skills and knowledge necessary to navigate the world—attributes and dispositions such as problem solving, curiosity, creativity, innovation, communication, interpersonal skills, the ability to synthesize across disciplines, global awareness, ethics, and technological expertise” (Council of Chief State School Officers, 2013). 

Edutopia (2007) concludes that successful technology integration is achieved when the use of technology is:

• Routine and transparent

• Accessible and readily available for the task at hand

• Supporting the curricular goals, and helping the students to effectively reach their goals

Frameworks for Technology Integration--SAMR and TPACK

“The ultimate goal of technology integration is to completely redefine how we teach and learn, and to do things that we never could before the technology was in our hands” (Edutopia, 2007). By utilizing the SAMR and TPACK frameworks, it allows educators to reflect upon the effectiveness of technology integration within the classroom setting. 

 

The SAMR (Substitution, Augmentation, Modification, Redefinition) model, created by Dr. Ruben Puentudura, guides the process of reflecting on how we are integrating technology into our classrooms. 

 

 

The TPACK (Technological Pedagogical Content Knowledge) framework lays out the knowledge that educators need in order to successfully integrate technology into their teaching.

Fostering a 21st Century and Innovative Environment

According to Couros (2015), creating the environment that fosters a culture of innovation is done by:
- focusing on strengths-based leadership
-allowing learners’ needs to drive our decisions
-narrowing our focus and engaging in deep learning
-embracing an open culture
-creating learning experiences for educators that we would love to see in the classroom

“The word innovation is becoming more prevalent in school and district mission and vision statements. Our job as leaders is to make sure that innovation isn’t simply a word but a mindset that intentionally and consistently shapes our daily practices” (Couros, 2015, p. 206). 

..So how is this done?

Here are five things to consider (Hudson, 2020):
1. Use Modern Technology
2. Start Early and Build a Strong Foundation
3. Weave Real-World Skills Into Every Subject
4. Encourage a Collaborative Classroom Environment
5. Make Learning Relevant

In the end, research continues to try to build a strong connection between technology integration and student achievement. Properly implemented technology can improve student achievement, actively engage learners, and provide both important and crucial technological skills needed for the workforce. With adequate amount of training, “teachers must be adequately trained to use technology, technological resources must be sufficient and accessible, effective technology use requires long-term planning and support, and most importantly, technology should be integrated into the curricular and instructional framework” (Grinager, 2005).

References:
Council of Chief State School Officers. (2013, April). Interstate Teacher Assessment and Support Consortium InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0: A Resource for Ongoing Teacher Development. Washington, DC: Author.

Couros, G. (2015). The innovator's mindset: Empower learning, unleash talent, and lead a culture of creativity. San Diego, CA: Dave Burgess Consulting.

Edutopia (Ed.). (2007, November 06). What Is Successful Technology Integration? Retrieved June 23, 2020, from https://www.edutopia.org/technology-integration-guide-description

Grinager, H. (2006, November 1). How Education Technology Leads to Improved Student Achievement. National Conference of State Legislatures. Retrieved , from http://www.ncsl.org/portals/1/documents/educ/item013161.pdf

Hudson, H. (2020, February 07). 5 Ways to Give Students the 21st‑Century Skills They Need to Succeed. Retrieved June 23, 2020, from https://xello.world/en/blog/21st-century-skills/

Essentials Questions Post #5

The following blog will consist of my own ideas/thoughts and research from both books and online sources. It will address the following question:

How do we prepare educators to effectively create learning activities that builds students' 21st century skills to be college and career ready?

A common saying in education circles is, "We need to prepare kids for jobs that don't exist yet." 

All teachers want to help their students succeed. "To create successful futures, students need to be equipped with the necessary 21st century skills. Might sound cliche, but it's vital" (Hudson, 2020, para 1). 

According to Hudson (2020), our students today are seeking opportunities to build these particular skills:

Students want an education that connects to the real world. 

Many students feel under-prepared and lack persistence.

Students need tools to successfully manage change. 

So how can we support educators in preparing effective learning activities and opportunities for students? 

21st Century Skills are the 12 abilities that today's students need in order to succeed in their careers during the Information Age. While all twelve of those skills are necessary to teach, the "four C's" are often considered to be the most important. 

 

The Four C’s of 21st Century Skills:

1. Critical Thinking

2. Creativity

3. Collaboration

4. Communication

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Critical Thinking

In addition to working through problems, solving puzzles, and similar activities, critical thinking also includes an element of skepticism. "Critical thinking empowers students to discover the truth in assertions, especially when it comes to separating fact from opinion" (Stauffer, 2020, para 3). 

 

Couros (2015) states, "Finding the problem is an essential part of learning--one that students miss out on when we pose the problem to them first" (p. 50). With critical thinking, students don’t just learn a set of facts or figures. Instead, they learn how to discover the facts and figures for themselves. They ask questions. They become engaged in the world around them. They help others think critically, too.

Critical Thinking Implementation Ideas: STEM Projects, Problem-Based Learning, Breakout EDU

Creativity

While creativity is often treated like a you-have-it-or-you-don’t quality, students can learn how to be creative by solving problems, creating systems, or just trying something they haven’t tried before. That doesn’t mean every student will become an artist or a writer. Instead, it means they’ll be able to look at a problem from multiple perspectives — including those that others may not see. "Creativity allows students to embrace their inner strengths from big-picture planning to meticulous organization. As a student learns about their creativity, they also learn how to express it in healthy and productive ways" (Stauffer, 2020, para 6).

Couros (2015) stresses that "Creation is crucial. Creating something helps students make a personal connection to the information--an important key for deeper learning" (p. 55). That’s not to say every single creative endeavor will be a ringing success. Students will fail at some point, and some of their ideas simply won’t work. But that’s okay. "The point of creativity is to encourage students to think differently than convention demands. They don’t have to do things the way they’ve always been done. Instead, they can figure out a better way" (Stauffer, 2020, para 8).

Creativity Implementation Ideas: Video Creation, Google Draw, Canva, GarageBand 

Collaboration 

Collaboration is important because whether students realize it or not, they’ll probably work with other people for the rest of their lives. "Virtually every job requires someone to work with another person at some point, even if it’s for something as simple as what to get for lunch. Practicing collaboration and teamwork helps students understand how to address a problem, pitch solutions, and decide the best course of action" (Stauffer, 2010, para 10). It’s also helpful for them to learn that other people don’t always have the same ideas that they do.

 

Collaboration Implementation Ideas: Google Docs, Parlay, Project-Based Group Learning, Kagan Cooperative Strategies

Communication

Communication is the practice of conveying ideas quickly and clearly. "In the age of text-based communications — SMS, emails, social media, etc. — it’s never been more important for students to learn how to convey their thoughts in a way that others can understand them" (Stauffer, 2020, para 13).

"Networks are crucial to innovation. The power of networking is sharing ideas, clarifying our thinking, and developing new and better ideas" (Couros, 2015, p. 52). With strong communication skills, students can streamline their ideas and make a positive impression on those around them.

Communication Implementation Ideas: Mystery Skypes/Zooms, Podcasts, Kagan Cooperative Strategies, KidBlog Connections

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The Four C's....Together?

The four C’s of 21st Century skills let students create a whole that’s greater than the sum of its parts.

It’s most accurate to say that students need the four C’s for any and every reason. "Critical thinking teaches students to question claims and seek truth. Creativity teaches students to think in a way that’s unique to them. Collaboration teaches students that groups can create something bigger and better than you can on your own. Communication teaches students how to efficiently convey ideas" (Stauffer, 2020, para 15).

Combined, the four C’s empower students to become one-person think tanks. Teaching 21st century skills is imperative.  With the right tools and training, educators will feel "equipped to start integrating real-world skills into the curriculum early and make school-to-life connections" (Hudson, 2020). The result? Students will feel empowered and prepared for real life! 

Couros (2015) said it best: "Great educators can work within the constraints of the system and still create innovative learning opportunities for their students" (p. 47).

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References:

Couros, G. (2015). The innovator's mindset: Empower learning, unleash talent, and lead a culture of creativity. San Diego, CA: Dave Burgess Consulting.

Hudson, H. (2020, February 07). 5 Ways to Give Students the 21st‑Century Skills They Need to Succeed. Retrieved June 23, 2020, from https://xello.world/en/blog/21st-century-skills/

Stauffer, B. (2020, May 07). What Are the 4 C's of 21st Century Skills? Retrieved from https://www.aeseducation.com/blog/four-cs-21st-century-skills

Essential Questions Post #4

The following blog will consist of my own ideas/thoughts and research from both books and online sources. It will address the following question:


What makes a professional development experiences a "meaningful experience"?

Eleven years ago, every professional development (PD) I attended was the stereotypical “a one-size-fits-all, sit-and-get, whole-school PD model, where the entire staff is herded into one room to listen to one expert talk” (Gonzalez, 2018, para 1). If you were to walk into one of these sessions, you’d most likely see one, if not many, of the following:

--attendees sitting with arms folded

-attendees with their faces turned, tuned into their computer screens

--attendees trying to subtly hide their yawning

--attendees with sitting, bouncy their restless legs

Couros (2015) said, “If I die, I hope it’s during a staff meeting because the transition to death would be so subtle. #Relevant” (p. 181). Although humorous, I find that this quote seems to resonate with all educators in one way or another! “If lectures and traditional staff meetings are the only way we try to improve the profession, we are more likely to maintain the status quo than move forward” (Couros, 2015, p. 182). So, what can we do? We have to disrupt the routine!

Ways to Create Meaningful Experiences in Professional Learning:

Voice and Choice

“Creating opportunities for educators to share their ideas with others openly can lead to crowd accelerated innovation” (Couros, 2015, p. 186). In addition, owning one’s own learning helps ensure that the learning actually happens. 

Ideas: Edcamps, unconferences, Twitter PL (#EDUin30), monthly TED-style talks, choice boards

Opportunities for Innovation and Connected Learning

If we want innovative students, then we need to focus on becoming innovative teachers (Couros, 2015). “Innovation is a process, and those willing to try new ideas need time to experiment and make them better” (Couros, 2015, p. 189). In addition, the simple ability to connect helps enhance this process. “It enables us, as leaders and continual learners, to accelerate and amplify powerful learning opportunities for ourselves and those we serve” (Couros, 2015, p. 196).

Ideas: intentional PLCs, Twitter PLNs, peer observation, voluntary piloting, lab classrooms, microcredentials, blended learning training, Fed-Ex Preps

Reflection and Self-Assessment

“Reflection is powerful for learning and for personal growth. Self-evaluation flips the conversation from what the evaluator sees to what the educator sees” (Couros, 2015, p. 195). 

Ideas: Digital portfolios through blogging, reflection exit tickets, open-ended questioning strategies during PD, personal action plans

Resources:

Couros, G. (2015). The Innovator's Mindset. San Diego: Dave Burgess Consulting, Inc.

Gonzalez, J. (2018, August 31). OMG Becky. PD is Getting So Much Better!! Retrieved June 11, 2020, from https://www.cultofpedagogy.com/pd/

Knight, J. (2007). Instructional Coaching: A Partnership Approach to Improving Instruction. Thousand Oaks: Corwin Press.

Essential Questions Post #3

The following blog will consist of my own ideas/thoughts and research from both books and online sources. It will address the following question:



How can you be an effective leader of change in your school?

Two years ago, I contemplated exploring the possibility of leaving the classroom and transitioning to the world of instructional coaching. It was then when I asked myself:

“Am I a teacher leader?”

If I would’ve asked myself the same exact question within the first five years of my career, I would have flat out said, “No...not really.” I felt comfortable and confident in the decisions I made within the four walls of my classroom. Knight (2007) makes it clear that teachers will often take the path of least resistance, just like their students. I knew I was making an impact on my students’ learning experiences each and every day. I participated in both district and building PD, turned in my weekly lesson plans, and completed and posted quarterly grades. I knew I was making an impact on my students’ learning experiences each and every day. I was content with that. I needed nothing else. 

It was around year six of my career that I started noticing a much different feeling. The same everyday contentment I felt before no longer served me anymore. Couros (2015) said it best, “We rarely create something different until we experience something different” (p. 89). It was this year that I decided to make and embrace change. By doing so, I felt this was the perfect opportunity to start a new chapter in my career! I moved from fourth to fifth grade, as well as became our “building technology coordinator”. I volunteered to serve on our district’s science curriculum writing committee. 

By stepping out of my comfort zone, I was able to take on new roles and responsibilities. For the next five years I grew. I learned. I created. I taught. I shared. I failed. I reflected. I collaborated. I coached. I supported. Had I not taken that  leap of faith back then, I don’t believe I would be where I am today. 

I recently read an article by Elena Aguilar (2010) on becoming a teacher leader. Augilar (2013) mentions several attributes of leadership that principals look for when developing teacher leaders within their building. 

They are:

-teachers who are thinking outside of their classrooms

-teachers who take risks within their classroom 

-teachers who aren't afraid to say that they don't know something

-teachers who aren't afraid to share what they do know

So...are you interested in becoming a teacher leader? If so, ask yourself some of these questions that Reinen (2020) shared on the “Teach. Train. Love” Blog. Take time to reflect. 

1. Do I positively contribute to my school culture and climate?

2. Do I seek unique ways to share my knowledge and expertise with others?

3. Do I work with administrative leaders to improve school practices?

4. Do I facilitate professional learning activities?

5. Do I keep my classroom door open and welcome others to observe my teaching?

6. Do I work well in a team and seek input from every member?

7. Do I find ways to celebrate others?

8. Am I innovative?

9. Do I inspire?

10.  Am I eager to serve?

Resources:

Aguilar, E. (2010, June 14). Becoming a Teacher Leader. Retrieved June 10, 2020, from https://www.edutopia.org/blog/teacher-leader-definition-role

Reinen, B. (2020, May 29). Am I a Teacher Leader? Retrieved June 10, 2020, from http://teachtrainlove.com/am-i-a-teacher-leader/

Couros, G. (2015). The Innovator's Mindset. San Diego: Dave Burgess Consulting, Inc.

Knight, J. (2007). Instructional Coaching: A Partnership Approach to Improving Instruction. Thousand Oaks: Corwin Press.