Question: If you were to do a Google search on your own name, what would appear on the results page?
I ask this for a reason, not simply because I want people to satisfy their inner narcissists. Through the rapid increase in social media, people’s lives have become more and more public. As a result of this, it has become increasingly common over the past decade for potential employers to “google” the names of applicants to their organisation. Decisions can be made about that applicant and their suitability for the company based on what the search engine digs up about them.
Maybe. But maybe it also presents an opportunity for individuals to take control of their online reputations in a powerful way. As educators, we spend so much time teaching students about their own digital footprints and online reputations, but is everybody also walking the talk?
Our digital profiles can paint a picture of us as individuals and as professionals in one of three ways:
1. Over-sharers of personal information who should review the privacy settings of our personal (insert name of relevant social networking site here) page.
2. Technology-savvy professionals who use social media, blogging and other tools effectively to network, collaborate, share ideas, and create.
3. Or…non-existent (at least according to cyberspace).
Personally, in a professional world so driven by local and global connections, I know which I would prefer….
Today I presented two short workshops to staff at our school about the place of blogging in education. I started by explaining how I began my ed-tech journey, which has been discussed in a previous post on this blog, and then launched into the question: WHY BLOG?
In researching this presentation, I came across many reasons that people blog professionally and academically:
– facilitate reflection on learning (for students and teachers)
– record professional development
– promote collaboration
-connect with others locally and globally
– writing practice for students
– share ideas and resources
– authentic audience
– share class news
– a digital display of learning
I have posted the link to the Prezi for my whole presentation below, but there are a couple of points I wanted to focus on in particular here.
The Australian Curriculum is now upon us and has been for some time for English, Maths, History and Science. In my opinion, it seems to call for greater metacognition and reflection on learning than we have seen formalised in curriculum documents prior to now. It also recognises through the General Capabilities and the Cross-curricular Priorities the increasingly connected world our students (and our teachers!) exist in. The public but moderated realm of the educational blog means that students can connect with an authentic audience, engage in discussion and productive critique, share ideas and connect with others locally and globally – all the while continually learning, unlearning and relearning in an authentic manner as the AC proposes they need to be able to do. Of course, the achievement standards will be met in different ways in different subject areas, so it is open for collaboration and negotiation between teachers and students to set the parameters and expectations. These blogs are also the beginning of a personal profile that students can present to future employers as evidence of a vast range of skills needed for the workforce of today and the future.
In regards to educators, blogging is a fantastic way to engage with and reflect on professional learning, connecting with others from outside of one’s usual group of colleagues. These reflections and new knowledge can then be shared through professional networks on social media such as Twitter, Facebook and Linked In. Also, with the AITSL National Professional Standards for Teachers now in many educators’ minds, it is a great time to recognise where educational blogging helps teachers to meet these standards. Not only is a blog a great record of professional learning required for re-registration, but it specifically ticks the boxes a number of the standards. Take the highly accomplished teacher standards for example. A professional blog goes a long way to achieving the requirements for the following:
2.6 Information and Communication Technology (ICT) – Model high-level teaching knowledge and skills and work with colleagues to use current ICT to improve their teaching practice and make content relevant and meaningful.
4.5 Use ICT safely, responsibly and ethically – Model and support colleagues to develop strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.
6.2 Engage in professional learning and improve practice – Plan for professional learning by accessing and critiquing relevant research, engage in high quality targeted opportunities to improve practice and offer quality placements for pre-service teachers where applicable.
6.3 Engage with colleagues and improve practice – Initiate and engage in professional discussion with colleagues in a range of forums to evaluate practice directed at improving professional knowledge and practice, and the educational outcomes of students.
So, I want to finish with the question: the next time someone “Googles” your name, what will they find? And what do you want them to see? Over-shares of your private life, the internet’s equivalent of white noise, or a connected professional who engages in life-long learning and development with colleagues from across the country and world?
Today I took a moment in between creating online modules for my classes, and I realised that my teaching is different now from what it was this time last year. I’m not talking about slightly different – I mean completely different. And this is largely due to technology.
So I started to think about the metaphorical journey I have travelled so far with educational technology. It really began when our school introduced laptops for Year 9s up at the beginning of last year. I was really excited about having this technology but wasn’t really sure about where to begin with implementing it effectively in the classroom. This produced a huge challenge with a class of Year 9s who wanted to use their laptops (mainly for playing the numerous games they had quickly uploaded on to them) and a teacher who had a vision for what she wanted in the classroom, but wasn’t sure how to go about achieving it.
Then in October of 2012, I was fortunate enough to attend a full day workshop with George Couros, The Division Principal of Innovative Teaching and Learning for the Parkland School Division in Alberta, Canada. Here I was introduced to the use of Google Chrome, Twitter and Blogging for education. Inspired by George’s workshop, I set up my Twitter account and started to build my Professional Learning Network (PLN), connecting with other teachers and institutions at local, interstate and international levels. This has allowed me to participate in engaging professional discussion, pose questions, and draw on others for ideas about how to improve my practise. (As an aside- I highly recommend following @gcouros, @TeacherTechnol and @EduTweetOz – among many, many others – if you are looking at setting up your own PLN on Twitter) I also set up this blog to reflect on my personal learning, both in and out of the classroom.
Yet, once I’d learnt to navigate the world of Twitter and blogging, I needed more. In my opinion, it is not enough to connect with others if there is no tangible change in my classroom. So I spent some time over the summer holidays exploring the use of the online learning management system Edmodo and planning a class blog for my Year 8 pastoral care group. This is their space where they can reflect on their learning and share it with their parents, and other students and teachers. It took some time to digitalise my resources, create new, more meaningful resources and get the students and their parents accustomed to Edmodo, but once the inevitable teething problems were resolved, it went from strength to strength.
My next aim was for my students to use the digital technologies available to them to connect at a deeper level with their learning and to create their own online content, rather than simply being consumers of online content. The current generation is often described as ‘digital natives’, but I’m not sure that that description is entirely accurate. Our students have grown up with technology as a way life – but more often than not it is used to consume, rather than reimagine, reinvent and create. I believe it is the higher order thinking behind synthesis and creativity that defines the digital native.
Our school is now 1:1 laptop across the entire College, so this year my Year 8s have technology at their fingertips – and many of them only knew how to word process, create a Powerpoint presentation and search the internet. So we started small, using online tools such as Padlet to share ideas and brainstorms. A colleague and I then built on this by running simultaneous Year 8 Religion lessons where the students had to work in groups and then share their learning with their peers in both classes via a Padlet wall.
Our next step will be to involve the students in an inquiry-based project that will require them not only to engage with the digital content created by others, but to work in groups to analyse, reflect, synthesise and create their own content using the knowledge they themselves construct and the opinions they develop.
I have said it before, but my iPad has also been crucial to transforming the way I teach and my students learn. For example, the app Explain Everything has allowed me to create videos that explain and demonstrate concepts and pose questions to the students which I can then post on to the YouTube channel and playlists that I have created for them. I have recently extended this to setting up the subject specific blogs English Excel and Italian Like a Boss, as well as the creation of apps for Apple and Android devices that are linked to the blogs – http://myapp.is/EnglishExcel (on the right in the photo below) and http://myapp.is/ItalianLikeABoss (on the left of the photo). The apps are designed to give students and teachers access to a range of online learning opportunities. Users can link to the blogs, to video tutorials, and to news and podcasts, among other resources. The Italian Like A Boss app will provide a useful platform for our Year 10 and 11 students to communicate their experience with their peers, parents and teachers back at the school through the app and the blog, as well as connecting with others to enhance their learning in a meaningful way. Their learning is more mobile, accessible and relevant to their everyday lives than ever before and will hopefully continue to become even more so!
So this is my journey with educational technology so far. It is by no means complete and certainly not without its challenges. But it has transformed me into a very different teacher from the one I was at the beginning of October last year. There are certainly lots of things I have had to take into consideration, and one thing I firmly believe is that technology is the tool to facilitate and enhance the learning and not the end point. If students are simply learning about the technology then it is not being used effectively. Of course, there will inevitably be some of this, but it shouldn’t be the central focus. The central focus should be the knowledge that students construct through the use of this tool – and not simply for research (i.e. “googling”) or basic word processing! Students should be creating things with the technology that they could not do with pen and paper.
For those who feel like the integration of technology into the classroom is an enormous mountain to climb – it may well be. But if you start small and take it one step at a time, just like we ask students to do, then eventually that one thing you have learnt becomes second nature and you can build on it. You’ll be amazed how quickly it can transform your teaching.
I’ll leave you with this clip that I first saw at George Couros’s workshop. It certainly demonstrates how I – and I am sure others – felt at the beginning of this journey.