“I can do that without technology” -Actually no you can’t!

Here is the Slideshare.

This was the presentation I first created for BLC08, and I wrote about it here.

I’ve finally edited it for the web… a tedious task as I tend to use a lot of slide transitions that do not convert well to individual slides. I shared a few presentation notes on this Slideshare, but not too much. This is a great feature I’ll probably use more in the future.

Here again is the Ustream: This version was done for student teachers at Simon Fraser University. As a video, it has a slow start with student teachers discussing a statement, and sharing ideas until about the 13 minute mark. Also, the slides in this video won’t match perfectly to the Slideshare above as I had to explain some of the slides for the stand-alone slide show, but it would be easy to connect the two presentations.

I’ll be using some of this presentation as the intro to one of my BLC09 presentations:

The P.O.D.s are coming!

What are PODS? They are Personally Owned Devices, and they are already infiltrating our schools. For now they get tucked away in lockers and backpacks, but as the saying goes, “If there is an elephant in the room, introduce it!” Students are bringing small machines with huge potential into our schools. It is time to introduce these tools into our classrooms and also to make sure that we have the knowledge and the infrastructure to use them to their fullest potential.

And I’ll probably link to this post in my PODs presentation. I first discussed PODs here.

It’s nice to finally be able to share this presentation and as always, I’m offering it with a CC license:

Feedback, as always, is greatly appreciated.

This was my final presentation that I did at BLC08. I never ended up posting it and now I’ve just recently re-presented it for some student teachers at Simon Fraser University.

[Update: July 20th, '09 - new post with SlideShare available]

Afterwards, I had them contribute to a VoiceThread, just like I did with the TLITE presentations, and with my first – two presentations in Boston. Then I created a Diigo Classroom with them… (I should have spent more time on this final part!)

In my presentation, ‘The Ant’ is a metaphor for a networked learner. Ants work together and do so much more than they could as individuals or even as smaller groups. But, I’d call this the weakest part of the presentation… So how do I fix that? I let my network do it for me!

Here is what happened during the presentation

My (Twitter) Network in Action Part 1: The Shout-Out (Read from the bottom up.)

But that’s just a small sample of the power of a network. Sunday night Heather, a student in my session, sent me this e-mail:

Hey David

I have a quick question, i am going to do a wiki with my bio 11 students
with microbiology.  They have to go online and type in a virus and give a
whole bunch of information.  But how do i know which students did what?  I
did it with wetpaint.  And i have blocked all access just in case the
parents have issues with it.

I’ve never tried Wetpaint. I went to two different Wetpaint pages and didn’t have an answer for her so I went back to Twitter!

My Network in Action Part 2: Seeking Help (Again please read from the bottom up.)

It took just a few minutes to get help from someone in Thailand that I’ve never met face-to-face. We may not have met (f2f) before, but Jeff Utecht is in My Neighbourhood. I actually used the images from one of his posts for my Brave New World Wide Web Slide Show then Video.

Another Tweet by Jeff ended with “Let me know if you need any help”. Thanks Jeff, and thanks also to Jen Jones for inspiring this post! I used one of her blog posts in my presentation above.

And I’d like to say thank to Bob Cotter, Cheryl Oaks, Penny LindBalle, Steve Sokoloski, Maureen Tumenas, etalbert, Lesley Edwards, Mrs_Banjer, Derrall Garrison, Sue Waters, Amanda Salt, Elizabeth Lloyd, Silvia Tolisano, Ian Hecht, Neil Varner, James Gill, Kathy Cassidy, James McConville, Lorraine Orenchuk, Brian Crosby, and Dean Shareski for contributing to the networked ‘conversations’ above.

Ants are individually insignificant, but networked in a collaborative way, they literally move mountains! Networked teachers and educators like these I’ve mentioned are moving mountains too, and it is my hope that Student Teachers will see the value of becoming networked and having their students be networked too!

My bias was intentional. In my last post, Girl Power, I highlighted two things:

1. The Girl Effect video

2. Women who are Inspirational Educational Leaders

Liz B. Davis said this in the first comment on the post: (I added the links)

David,
Thanks for including me in your list of inspiring women. I am honored to be included among so many great women. I also find Kim, Vicki and Sue to be important members of my learning network. Thanks also for introducing me to Heidi.

Now to stir the pot just a bit… I have been included in other lists of inspiring WOMEN and, while I am happy and honored to be recognized (especially by you since I respect you a great deal), there is also something just a tad condescending about qualifying the list by gender. What if it had been about the top black or Jewish or gay educators to follow? …

And, as she often does, Liz got me thinking! In response I commented and then Liz added (among other things):

When showcasing women, is it necessary to point out they are women? It might be just as powerful to talk about us as people and about the qualities you admire. I’m sure your readers would notice that you had only chosen women without you pointing it out.

What’s interesting about this is that I was very intentional with my wording. I used the term ‘girl’ just twice: In the title and to tie things up at the end of the post in reference to the video, ‘The Girl Effect’… beyond that I used the term Woman. Furthermore, in my introduction to these women, I said this: “So here are a few real educational leaders worth watching, and more specifically reading:” … Intentionally choosing not to reference them as being female.

But is that enough? Liz’s questions and comments are valid and worth reflecting on!

Well, I’ve reflected.

If I was writing a post specifically about educational leaders, then I’d have to agree with Liz wholeheartedly. Imagine me saying ‘here are my favourite educational leaders’ and then having two lists, one for women and one for men… personally I’d find that more than a bit condescending! However my last post was about the power of women to change the world. It was about the fact that not enough attention is paid to women;  not enough women are recognized for their accomplishments; and there are not enough significant role models for my daughters. In this context my belief is that a list of inspirational female leaders is appropriate.

But an appropriate list is one thing, and a necessary list is another. Why do we need another list of inspirational females?

…Because of unintentional bias!

From my own reading and personal experience, this is what I know:

* I read an article years ago that said women are far more likely to be cut off/interrupted when talking in a meeting than men are. Since then I’ve seen this time and again in meetings. I’ve even caught myself doing it.

* A few years ago I read Malcolm Gladwell’s Blink: The Power of Thinking Without Thinking. In the section about auditioning for musical orchestras, the number of women hired dramatically increased after screens were used to conceal the sex of the person auditioning.

* Last year I went to BLC08 with three male keynote speakers. This year I’m going back for BLC09, and what do I see? Three male keynotes.

* My kids loved Dora the Explorer. This is a great cartoon with a female hero. Dora relies on two animated objects: a map and a backpack. The male map always knows where to go and points the way for Dora. The female backpack always needs ‘your help’ to figure out what item in the backpack Dora needs.

I don’t think any of these things are intentional, but they are there… Subtle, but there.

I wish these unintentional biases were not around for my daughters to be exposed to. I wish these were not hidden behind more blatant biases that modern media exposes our kids to.  I don’t want ‘separate but equal‘ for my girls. But I also don’t want to pretend that the biases aren’t there, or think that they will go away if we just pretend they aren’t there.

If we are going to unintentionally shut women up, leave them out and give them submissive roles, then shouldn’t we intentionally and necessarily take notice of them when it is appropriate to do so?

A year ago I went to see my friends Dave Sands and Brian Kuhn presenting to parents that were part of a 1-1 (one laptop per child) pilot program at a Middle School. Little did I know that I’d be moved to that same school as the Vice Principal in February, and that I’d be co-presenting with Brian, to the parents in the program, one year later.

Brian did a great job preparing the presentation and with similar philosophies it was very easy to contribute meaningfully to what he had prepared. 

The key messages we brought up sounded eerily like my 3rd presentation at BLC08 in Boston, but I’ll have more on that later.

As we were giving the presentation it occurred to me that 1-to-1 is about exposing teachers (and parents) to possibilities as much as it is about doing the same for students. The fact is that not long from now we won’t need 1-1 classrooms because students will be bringing their own computers/movie cameras/mp3 players/web browsers/instant messengers/calculators/agendas to school with them:

I predict that in about 5 short years almost every Middle School student will own an iPhone or its’ equivalent, and they will be connecting to our wireless network via bluetooth for absolutely free. Students will be ready, willing and able to use these tools in our classroom… will teachers be ready enough to maximize the opportunities and learning experiences these tools (coming to our classrooms for free) will provide? 

I’ve been hearing a message from a lot from technology-using teachers recently… “I can’t go back”! Teachers are beginning to see that technology in the classroom is more of a necessity than an opportunity.

One-to-one is not a program that can be sustained across an entire district, it would be too expensive. However this program is ideal to pilot with willing teachers… teachers who recognize that the classroom of the future will give every learner access to tools that would have costed a fortune just a few years ago… tools that some students are already bringing to our classrooms… tools that students will bring to our classrooms of the not-so-distant-future in abundance!

It is now a month after BLC08 and a recent comment has stirred up some thoughts that sent me back to a blog draft I wrote months ago. On Defragging my brain after BLC08, Angela Kerns mentioned that of my nine ‘take-aways’, #3 and #4 resonated with her:

3. Face-to-face meetings with your network are powerful… very powerful.

4. More learning happens in the halways and at meals/socials than in sessions. Create opportunities for Learning   Conversations.

What is most amazing about BLC08 is that these two points are still resonating with me. Liz B. Davis, Lisa Thumann, and Laura Deisley adopted Dave Sands and I, and took us under their wings. Many of the discussions we had were of a quality that left me wishing that I had recorded them! Thanks to these ladies, I connected with many people that were in my network, but had never met, and I also met amazing people who are now part of my network.

But these learning conversations didn’t happen in the presentations at the conference. It was the conversations we had outside of the sessions that were really incredible.

Liz lived very near our hotel and so a car ride, or a chat walking her home would become an in depth conversation about strategies to promote technology integration or a debate about comfort levels with having students as social networking friends. (O.K., I’ll admit an embarrassing story here just for a laugh… as Dave and I walked Liz home on the second night, I walked into a pole while texting my wife… the rim of my baseball cap saved me from potential head trauma. Mental note: don’t walk and text in the dark!)

The conversations were not all heavy, Lisa and I razzed each other on the issue of ‘to Plurk or not to Plurk’, and Joyce Valenza always made sure everyone was having fun even when sharing our thoughts on education. But it seemed that very often the conversations, whether light, frivolous or funny, always went back to education.

Even at the dinner cruise social, (that Dave, Donna DesRoches and I almost missed after an ‘Amazing Race’ style route), it seemed that the learning continued:

On the boat: Clarence Fisher wanted to know the name of a fort we cruised by, but no-one could help him until Alice Barr handed over her iphone. Clarence used this experience in his presentation the following day to exemplify how information is abundant now and we need to go beyond rote memorization in what we teach.

On the bus ride back to the hotel: I had an in-depth conversation with Pegggy Sheehy about avatar gender. I never considered that I would ever choose a female avatar for myself until this conversation… biases I didn’t even know I had were challenged!

At the hotel restaurant: Darren Kuropatwa, Laura and I took a little idea I had about a Twitter version of 366 Photos and developed it into what would be a great project. Hopefully we will expand on it in the fall and maybe launch for the month of February.

Everywhere we turned we were having learning conversations. This seems to happen when you surround yourself with amazing people… people who are catalysts and agents of change.

- – - – -

With each person I mentioned above, I linked to their blogs. Each of those blogs are in their own way agents of change… they are inspired by teachers and learners wanting more out of ‘institutional’ education. They are not the works of dreamers dreaming, but rather the work of catalysts reflecting, experimenting, learning, questioning, designing, succeeding and failing, and yes dreaming too.

What makes this so meaningful though, is the connections we make to each other, and the learning we gain from linking, meeting, and creating opportunities for learning conversations to happen.

- – - – -

Are you an agent of change? Are you a catalyst that makes things happen? Do you create opportunities for collaboration? Do you initiate and inspire learning conversations? 

Keeping education meaningful and relevant is an ongoing process of evolution or emergence. The process requires us to learn and to change too.  We need to evolve. We need to learn, encourage learning, and allow learning to emerge.

In Science change occurs through hybridization or mutation… ideas go through this too. Institutional education doesn’t do this on its’ own.

In Science catalysts are often used in tandem. Different agents combine to make a chemical reaction happen faster. Catalysts of change work well together too. We learn from each other and interact more meaningfully from the learning of others. Often we need feedback loops to help us make sure we are making the right things happen… after all, change can be both for the better or the worse.

But if there is one thing I can be certain of, change needs to happen. Students today are interacting and engaging with the world in ways that would have seemed like science fiction to us.

If we are not agents of change then we are agents of boredom and mediocrity, the keepers of the status quo…. static… in stasis. 

Create opportunities for Learning Conversations. 

Be a catalyst that inspires learning.

Be an agent of change! 

- – - – -

Photo of Change Agents, after the BLC08 boat cruise
by Joyce Valenza on flickr

For a while now, I’ve been using my blog as a learning space to reflect on professional development… and after BLC08 there still seems to be a lot to talk and think about. But there is a problem: My brain is full.

Here are some brief ‘take-aways’ to jot down before things spill out and away.

1. Never do 3 different presentations at one conference. At the very least repeat one of them. Enough said.

2. Online networks develop meaningful friendships. I’m blown away by the immediate connection I made with so many people in my Twitter network.

3. Face-to-face meetings with your network are powerful… very powerful.

4. More learning happens in the halways and at meals/socials than in sessions. Create opportunities for Learning  Conversations.

5. Sessions influence us, and sometimes anger us, but it is our opinions and attempts to make sense of things that matter.

6. As we reflect and question why we do things, we continue the learning.

7. We don’t need to be there to learn.

8. Ewan made it clear that if we create meaningful spaces for teachers to connect, and if we make those spaces useful to teachers, they will connect in new and meaningful ways. In my opinion, usefulness comes out of purpose and design… two things we need to work on.

9. We need to connect with others to meaningfully learn. COLLABORATION time is essential for learners of all ages.

10. Don’t say more than you need to just to fill the space.

This presentation has two parts:

1. Where do our learning conversations need to go? Here are three guiding principles to help us find our way:
• Not the Knowing, but the Process of Inquiry.
• Not covering the curriculum, but ‘uncovering’ the curriculum.
• A focus in innovation, creativity and design.
How do we model this… every day?

Here is a VoiceThread with questions from the presentation… please share your thoughts!

Here is the video Famous Failures that I couldn’t get the sound to play for.

The second part is only shared here… not within the presentation.

2. It is the questions we ask ourselves and our students that help make Project 2.0h’s great. This take-it-with-you powerpoint presentation will help you provide the scaffolding for engaging digital projects.

| View | Upload your own

Thanks to everyone who came to this presentation!

Everyone is welcome to comment on the VoiceThread, or this post!

Description: Since keeping a blog I have learned that little lessons can form big ideas, altering what a teacher can and must do. I’ve recently moved my blog, and in doing so, I have reflected on every post along the way. Here is an anecdotal look at a few things my blog has taught me.

Here is the second part of the presentation where I ask participants to join in on the journey or the conversation…

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Thanks for being part of my presentation… answers to your one question, thoughts, feedback, and comments are all welcome. If you blog a response, please add a comment with a link below.

“Leading the Transition”

I’m in the session now… WOW… so I’ll be brief.

Alan asked me to start a Shared Google Document here it is: http://fon.gs/blc08precongdoc/

And here is the Ustream: http://fon.gs/blc08preconustream/

Here is what it looks like from my perspective: (I pulled out my tablet which is on my lap to do this post)

Special thanks to my new friend Lorraine, who put the camera on her computer, and took care of the camera operation… tough job as Alan moves around a lot!

Hope you enjoy the Ustream!

As a fun aside: photo of the desk in my hotel room after Dave and I arrived and started recharging things:

How much is too much?

I like to lurk in Twitter, but I’m having full-on conversations with Plurk. I just spent over an hour putting my Firefox tabs into diigo. After that I started cleaning up my desktop and found a screen capture I made on twirl over a month ago:

I also bookmarked this Liz Davis post because I could easily have written this introduction… and in fact have done so several times in my head:

I continue to be amazed by the affect that blogging has on my thinking. Everything I do and see and experience is filed away as a potential blog post. I make meaning of my world in ways I never did before. I am constantly composing posts in my head. It makes for some incredible learning experiences, but can also make it hard to sleep.

So as my three presentations for Alan November’s BLC08 approach, and I’m hours-and-hours away from being done, I feel overwhelmed and overloaded.

And so, I’m going to be unplugged from my microblogs (Twitter and Plurk) as well as this blog for a few days. I’m going to bookmark some tabs on my Tablet PC then shut down there too.

It isn’t something I want to do, but rather something I have to do. The problem is that these tools are great for learning and communicating, but they consume too much time. An hour of work turns out to be 15min. of work and 45 min. of reading, reacting, conversing and otherwise being engagingly sidetracked.

I’ll surface in a few days, probably starving for the interaction, but for now it is all too much and I have a few presentations that I want to make meaningful and powerful to what will probably be a very diverse audience.

So, L8R, TTFN, and So Long and Thanks for All the Fish.