Web2.0 in High Schoool

“We are keen to encourage this important global collaboration opportunity amongst our communities. The congress will provide a significant boost to the skill levels and understandings of the staff and students who participate. They will make a significant step toward building those skills they need to succeed in a increasingly global workplace.”

Skoolaborate Kids Congress was held in Sydney 31 July to 2nd August 2008. Students and teachers from around the world attended the f2f event at MLC school, and others attended ‘in world’. There were a number of projects, keynotes and speakers broadcast live into Skoolaborate via quicktime. Part of the day, students we’re collaborating to build some furniture, learning the basic contruction methods needed. Our students decided that outdoor furniture was the go (being Australian), and that it should be BIG – due to the Australian love of the ‘BIG’ prawn; pineapple; guitar; cow; sheep etc., which stand besides the road of many Australian country towns.

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I won’t be at day 2, but it was great to be involved with Chris’ PBL project in world, and great to see so many kids working to realise their ideas. Here’s a quick animoto of the stuff our kids made.

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I had the pleasure today in showing a delegation of teachers, Brothers and administrators from Fiji around our school. They were interested in the way in which we are using technology in the school, and many seem to be these days.

I like to tour people around using a ‘time travel’ approach. In effect the school has 4 evolutions in the use of technology and each of these is probably more about the how the ‘built’ environment facilitates the use of technology, rather than the technology itself.

The first level is the ‘standard classroom’. The classroom with maybe a projector and teacher computer or IWB in it. We simply look at the room, the technology, the design of the room, and then reflect on what we are seeing as observers. This is the ‘traditional’ classroom. The second is that ‘standard ICT/Computer room’. This is the computers around the walls, a center bank, which allows some 25 PCs. The teacher computer is up the front on a desk, with an IWB or wipeboard behind it. This is largely the 90s version of a computer room. The third version, is where we have incorporated a small theatre, a computer based classroom and a traditional classroom. This really has 4/5 spaces which all work together, in what we call a learning centre.

We then move to a facility which again has a computing room (using a herringbone layout of PCs), a work room with PCs and group tables and a larger 70 seat theater. This again is flexible to some degree, but still assumers that a teacher is up the front, and that students are static. So all of these spaces isolate students to some degree – as we create ‘silo’ spaces for them to work in. Conversational, social interaction is possible, but the rooms are really not designed to encourage it.

Finally we look at the Project Based Learning Space – a large room to accommodate 60 students and 2 teachers. No teacher desk, but lots of desks, and more computers – some are fixed location while laptops are used on the tables. Laptops to me are used far more socially than desktops. I aim to have about 25% of the technology laptop based. I see it as a way that kids can have some social time, discussion time and collaboration time. They tend to move to desktops when they want to ‘get things done’. The plan here really is that at any one time, only 25% of the students are able to have a bit of ‘down time’. They are getting really good at managing their time now, so kids move between a more ‘working’ mode to social mode.

It works really well, as it breaks up the class. It gives the teachers chance to see who is attempting some ‘mastery’ skill, those in working with teachers in ‘feedback’ mode, students on Macs – usually being creative – and then a second teacher to offer casual support to the rest.

The design of the space, the subtle deployment of technology in those spaces – guides the interaction of the people in the space.

In year 10, these students will see a further deviation from the classic classroom layout. As the kids will be well and truly, better managers of time and activity, I want to remove at least half the current desks, and replace them with ottpman stools and more casual areas. They will be there to allow conversational discussion and collaboration, but by design, they will not want to spend hours sitting with a laptop on your knee.

I think that its so important to acknowledge that experimentation with the classroom spaces is key to how effective technology can be in facilitating individual and group learning. Touring people around the school really brings this home, as its so easy to see the ‘evolution’ of space, technology and learning.

So think about the physical environment – how does it promote collaboration? can students have ‘down time’, do they have ‘third spaces’, and do they have ‘silo’ spaces when they want to work alone. How easy is it to allow students to move between these learning modes?

I think that in most classrooms, and even ICT classrooms, the physical space we set up allows for a single mode of learning. Perhaps, if you are going to start a class Ning Group, you also need to consider that the changes you are making in the way they are acting in an online community, can be reflected in the physical environment. I don’t think classic classroom design encourages Web2.0 tools, we need to change the physical classroom, as well as multi-modal learning with technology

Filed under: Building Classroom 2.0  | | 2 Comments »

In looking at a variation on the NETs for ICT classrooms, I really need to make sure that I am asking students for the right questions. Right now I am spending the week observing what is going on in the ICT based classroom.

• What teacher resources were generated and being used in the classroom
• What was the nature of the activity (searching Google? etc.,)
• What were the ‘new’ mastery skills were students learning(if any)
• We’re students aware of copyright and appropriate use of ‘the web’
• Was the activity – passive or participatory.

We are surveying staff – in regards to where there see themselves in terms of the NETs and their classroom?

BUT I NEED YOUR HELP!

I am going to put out a surveymonkey – to poll students about what they ‘do’ in an ICT based lesson? What I am seeking to find out is ‘what are teachers actually doing’. I want to contrast this with the NETs. Ultimately this study will guide the strategic plan for professional development and the way we build and service the next generation of classrooms.

At the end of this, I’ll make the survey public – so you can all share the same questions and answers. Why oil dip one school – when we can oil dip the planet – all I need is ONE QUESTION from you.

I WOULD LIKE YOU TO POST ONE QUESTION AS A COMMENT – THAT I COULD USE TO DISCOVER THE DEPTH OF LEARNING/ICT USE IN THE CLASSROOM (in light of the desire to offer 21st Century learning).

Filed under: View from the bar  | | 4 Comments »

I have been thinking about comments Chris Betcher said a few weeks ago about how do we get teachers to adopt 21C tools. I’ve also been spending far too much money in three general computing rooms of late fixing petty damage. A trend that is increasing from an almost zero level a few years ago. As ICT teachers use these rooms, it is frustrating that the room they need to do their job is often not 100% due to damage to mice, keyboards etc.,

I’m thinking that in the Ed Tech rush to engage staff in the potential of Web2.0, that we have actually made it all to easy to get out of their depth. I see lessons that involve summarising the text book into power point, or Googling into a Publisher leaflet daily.

This leads to students being bored – the task is hardly new, but repetitive across multiple subjects.

Showing a video in a computer room is equally passive – and lets face it most of the good bits are now on YouTube, so there really is no valid reason for spending 2 lessons showing a video these days.

These activities can often be completed by students in a short time, so they pad out their time, often resorting to petty damange to while away their time. Classroom management is lacking – students appear to be busy, but are not challenged. To them, its probably less boring than being in the text book classroom. Yet it costs the school time and money to support this poor use of ICTs and actually prevents Ed Tech from developing further.

But herein lies the problem. We want them to use it, so access is made easy. PD is offered, but suffers from the power distribution law syndrome where a few, do most, most of the time. Teachers know that they can set some task – say a video – but don’t need to ‘learn’ to use it personally – they don’t go through the student experience – so a guessing at the value of the activity at best. They assume that the ‘digital natives’ will just get on with it – else the IT people or computing staff will be the ‘go to’ people for the students. We accept this, and of course help the kids as we figure at least the kids are using technology.

But it is not acceptable. Teachers should take the time to learn how to do the task – if they don’t then how then how do they know that it is even valid or do-able.

We allow the same excuses; I don’t have the time, I don’t have the PD; I don’t have the access etc.,

Office is not a 21C skill, its largely a solo, passive use of ICT. At best its a low end ‘mastery skill’ these days. Its been around for over a decade, and teachers have been using it in exactly the same way. How often have you seen a teacher showing kids in a Social Studies Power Point task – how to hyperlink or use navigation icons even?

Sure it has syllabus elements – but does not teach critical thinking, collaboration etc., and does not develop independant writers or reflective learners that we are all so passionate to see.

We tollerate it for the simple reason that we hope that students will at least have access to technology. When in fact it is wasting valuable time.

Use of these technologies is not tied to any level of competency. It almost like we allow it as an appology for the interruption to traditional chalk and talk teaching methods. But a decade on, teachers still cite Office as a challenge – so we never get to the ‘shift’ conversation. Teachers head it iff way before that.

We (IT) spend time and resources servicing outmoded technology, we repair damage from students who are bored, we ignore the fact that 90% of all ICT experiences are based around the same activity and so commit time and resources to facilitate minor, low level learning experiences.

An ICT teacher cannot go to a science lab and just start using equipment. We can’t go to the wood-tech room and start using tools, nor can we go to the food tech room and make Pizza, as we’ve decided to make a leaflet about it. We don’t do it, because we would be told in no uncertain terms that we don’t know what we are doing, and that these resources are NOT for ICT people. But Ed Tech is an open door to anyone – despite their level of competency or ability to manage a digital classroom.

To get to Chris’ question – I think that use of computer services has to be explicity tied to PD, to explicit ‘standards’ (perhaps NETs), and in explicit time frames. Prior to allowing them to use the technology.

If you want to use the room, then use it in a way which will engage students and not cause problems to ICT staff or replicate ICT learning in other classrooms. Instead of using IT to fix problems, use it to generate opportunities – for students – and professional development for staff.

Perhaps we might upset people in suggesting this, but I’d hope that teachers are professional enough to see that offering them opportunities to go beyond their current point of reference (the past) is not a critisism.

The staffroom is one of the most delicate ecosystems I’ve ever been in. Unlike advertising, where you’re either adding value, or being escorted to the lobby.

It seems logical to me that if I was a non-experienced (in ICT) teacher – or one with limited use of technology – in English, I’d ask for help, just as I would need help in setting up and running a science experiment.

Non-ICT staff seem to have no problem in offering criticism of the system, the room, the speed, the screen etc., if the system is not working as they want it. They assume that it is not their problem, and we accept that. Yet they are not too interested if the conversation is reversed.

I see some amazing teachers doing amazing things, and I also see shocking uses of ICT. Perhaps limiting access to ICT services, based on competency – will serve to improve the teaching and learning, and in turn will start to see flow on changes in the curriculum.

I think maybe that our desire to see change, clouds the reality that it will not happen unless access is tied to profficiency  – just as it is in every other KLA who has specialist tools.

I am sure it won’t go down well, but if there is a mentor/support program in place to provide solutions – then perhaps we can start to ‘turn the supertanker’ as Chris put it. Right now, those in the wheel house are off course, and Ed Tech is on the bow yelling ‘Iceburg’ into the wind.

Filed under: View from the bar  |   Tagged under edtech, web2.0 | 3 Comments »

[youtube=http://www.youtube.com/watch?v=waKbZU7ne6s]

Students were asked to make a short clip to show at school assembly – ‘what is PBL all about’. The end product demonstrates a little more ‘edge’ than I’d have expected. Not sure what the non PBL staff will make of it.

Filed under: View from the bar  | | 2 Comments »

Thanks to Annabel for the Tweet. Heres what a recent article in the Age said.

The NSW Board of Studies is exploring the possibility of using computers in public examinations. The general manager of the Office of the Board of Studies, John Bennett, said the board could not afford to ignore the proliferation of technology when planning the future of external exams and anticipates computers will be used for some parts of selected exams within the next five years.

“Today’s students have never known a world without personal computers or the internet,” he said in a recent board publication. “Now we are looking at the possibility of using computers more widely in public examinations.

“Of course, issues such as access to the technology, equity, security and other implications for students and schools need to be thoroughly explored first.”

So if they are thinking about it – perhaps we should too! – As the CSSA trials loom, and a few weeks later the internal trails, then I’m thinking about using some audio tool to ‘mark’ the students papers. As some 3 weeks is lost to these exams, were are realistically looking at less than a month of teaching/coaching. In order to try and maximize the time, were using a Ning as the back bone of their note making and revision – its the best way for me to offer a value-add.

So perhaps in the not too distant future, digital literacy in an examination will be upon us. I hope so. Perhaps we can start using digital-assessment too (oh wait, Ive been doing that).

Certainly nice to hear the BOS making such mutterings – the wind of change perhaps?

Filed under: Shift, View from the bar  | | No Comments »

When I dropped a 10th grade class earlier in the year, as our EdTech needs grew, I felt really bad about no longer working with the IST class who I’d pioneered most of my Web2.0 ideas with the year before. When I interviewed Suzanna, she hadn’t used Web2.0 in her classrooms. In fact in her previous school she was teaching English. So I wondered what the boys would make of it, and if indeed, they would continue to use Web2.0 at all.

I dropped into some of the kids RSS feeds today, and look what I found. An amazing teacher, who has taken on board the methods we’re using in Project Based Learning environment, and not only kept on using Web2.0 with the class, but has extended what I was doing with them to include a solid Ning group, developing a classroom learning network.

In a difficult topic (programming), shes been using Alice, Ruby, Pascal and Visual Basic! – and transformed the old topic (Logo/VB) into a dynamic trip into a range of languages and programming concepts.

The Ning is alive with students posting comments to each other in conversational writing. The forums are allowing students to post questions with her, well outside the classroom. Her own blog is being used to scaffold their learning – abandoning the LMS that is available from ‘head office’.

The students are selecting and using a range of Web2.0 tools – from presentations in Zoho to organising them with Slideshare. Their blogs are showing continued development as independent learners and reflective writers.

All this in a term!, and with no direct PD at all. This 2 year course has been completely reinvented and supported with Web2.0. The skills these students now have can’t help but facilitate better learning for those moving to the HSC, and for those leaving school – they have a greate ePortfolio to show how well they can use technology – and that as learners or potential workers – that they make a consistent effort.

While I was still thinking about a comment on my last post about ‘teachers are independently developing their own models of PD’ – this is such an appropriate illustration of that fact. The other conversation this week was around teachers ‘not having time’ or ‘access to PD’ – again, how amazing is the professional development here! – and Suzanna has a very young child at home – so certainly has no more time than anyone to put into this.

She’s supported their learning, supported what I started – and taken it even further – without saying a word. No wonder the students speak so highly of her as a classroom teacher – and it’s never easy picking up someone else’s class mid-semester. Wow, I am blown away by this and really hope that she can find the time to take part in the Powerful Learning Initiative with Will and Sheryl. Just amazing – but I said that already!

Filed under: Building Classroom 2.0  |   Tagged under development, professional, web2.0 | 2 Comments »

[youtube=http://www.youtube.com/watch?v=W9MeALZBdUk]

This I found interesting from Greg Whitbys YouTube. Talking about changing the system through three pressure points. It made me think that the perception gap between what ‘administrators’ are doing and teachers are ‘doing’ is out of alignment with what I’ve been hearing in Online sessions the last few weeks. I especially like the comments about the strategy to put ‘mentors’ in schools to help develop teachers and support them. This would give a clear indication to the classroom teacher that they are connected to policy directors – often people that we never meet. On the the other hand, I think that there are now so many teachers doing amazing things in their classrooms that their line managers do not know about, so they may be pleasantly suprised when this alignment takes place. I hope that this message and approach is adopted – getting mentors into classrooms to train, support and deliver is a critical link – not just as one off PD, but ongoing support with regualar follow ups.

One of the great strengths of the New Tech Foundation (PBL) is that school teachers in that ‘network’ have IM access to each other, and more importantly to mentors and senior foundation staff.

I don’t think that we are there yet in terms of transparent communication between teacher, mentor and executive – but this video points to the fact that it’s on the agenda, which is great!

Filed under: View from the bar  |   Tagged under advocacy, greg, Shift, whitby | 3 Comments »

I’ve been in a few online sessions recently, and one of the questions that teachers who have figured out what Web2.0 is in comparison to using regular unleaded, is this. “I want to start blogging with my students – how should I start?.

Right up front, let me say that if you are going to start blogging – in a school which has little idea what blogging is, then stop. Turn around, drop the term ‘blogging’ and just call it something like a ‘study group’ or even an ‘e-study group’. That will keep you off the radar, it won’t add new language to the kids – who don’t call MySpace or BeBo – blogging.

It’s just that you are using ICT as your job says you have to. You’re not putting yourself out there as some crusader. Trust me, you’ll be glad you did later.

Next up, recognise that you are not starting ‘blogging’, you are starting ‘reflective’ writing in a collaborative setting that just happens to be online.

Given a choice, I’d hook this up to Literacy and Curriculum rather than ICT. Sure it uses a computer, but then what doesn’t these days. A community blog is the most efficient, instant, flexible and accessible way for a teacher to get around a class of kids; see what they are doing; thinking; who is talking with whom, who is leading whom etc., You simply can’t do this with paper! The nearsest you might get is trying to listen in on hallway conversations – but thats creepy.

Kids will comment, talk about stuff, ask questions online that they won’t in the classroom. Some of the least vocal kids in your classroom are most vocal online – if you build a sustainable ecosystem.

You do have to work on scaffolding their comments into the context of the topic, you just can’t predict what they are going to be. Ah, I just said it wasn’t hard – correction, tick off answers 1 through 10 from text book is easier as it requires far less thinking on the part of the students or the teacher. So for those teachers who hand out the low order thinking stuff (tick a box, ABC stuff) then this is going to be work, sorry.

There is a place for formal assessment. The quick test is a great way of ‘oil dipping’ to see if there is content learning happening. But is should not be the major ‘norm’ in your assessment methods, and in no way summises the learning that is happing. You might have a kid with an awesome video-blog, who stuggles on the test. Remember in 21C learning – students are developing ePortfolios and ‘online identity’ so at least now, that students measure in not just the test score!

It also takes far LESS time to do than collecting books, marking (B+ is not developing the learner) and handing them back. Those who say ‘I don’t have the time’ – are basing that assumption on their personal experiences of the past. Ignore them. The only previous ICT they needed to learn in the last 15 years has been Power Point, so they know what they are talking out – grrr.

Its conversational writing – the blog posts will usually be ‘formal’, but the comments will be a hybrid of txt and formal – and thats just fine. It’s conversational language – as language is always evolving. What we as teachers are interested in – is the learning and the use of the language. If a few *lols appear, don’t worry, it’s not a bad thing.

So here’s a quick method that I suggest those who want to start ‘blogging’ have a look at. I am suggesting that you DONT create individual blogs for students, but use a COMMUNITY blog – I use Ning, but others use 21 Classes. See why suits you. But it’s NOT THE TOOL that matters, its the ecosystem you are creating.

Heres the presentation, but don’t forget to read the other stuff under it too!

[slideshare id=523323&doc=buildingclassroom2-1216704229345850-9&w=425]

Also, don’t start the lesson with ‘today we are going to start on online creepy treehouse’! -Start by getting them fired up. Start by offering them the opportunity to have input on their learning. A nice big fat discussion. It might take you a week to get the discussion to the point where they identify that their ‘could’ so amazing things if they had (x/y/z). That time is well invested. It creates buy in and give you about 30 advocates who will be amazingly vocal in other classes over time, so you won’t have to

Build your community in your classroom – it will soon spill out into the hallway and down the corridor. Its far easier to start there that trying to convince staff that your ideas are something to agree with (initially).

Filed under: Building Classroom 2.0  |   Tagged under blog, blogging, classroo, ning.21classes, start, students, web2.0, where | No Comments »

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Filed under: Resources, View from the bar  |   Tagged under second life unconference jokaydia | 1 Comment »