My Tech and Digital Journey as an Educator

When I think back on my tech/digital journey as a teacher, one word comes to mind.

Worthwhile.

http://tinyurl.com/y8n9ocg3

Though I’ve only been blogging since November 2014 (according to my Blogger history), I’ve read and interacted with educators on other blogs and sites previous to that. I didn’t want to put my words and thoughts on educational matters for the world to see just yet. (Little did I know how important collaboration outside of the walls could be!) Around 2010 or so, I knew there was a divide between what my peers in China and those in America could access. That didn’t play a hand in my waiting until 2014, but I now know that the divide is lessening because of growing ways Chinese locals can access foreign websites. Therefore, I’ve been more cognizant of what I write about because the audience over time has shifted somewhat. It was a global audience, but now it included students, teachers, and educators from places I once considered unlikely to connect with in digital ways.

Certainly, I’m ecstatic to hear and see the use of tools like Facebook, Twitter, Instagram, and Snapchat by my students.¹ It helps me hope for a future where the students will not just consume media but will delve into curating information and creating innovative ways to better our world.

One of those ways educators and students worldwide could be doing that is through blogging.

Blogger, Twitter (since 2012), and other social media have been influential for me professionally. The following is a list of some ways they have impacted me (in no particular order, and certainly not limited to):

1) notice blind spots

2) seek others’ perspectives/advice

3) self-examine

4) keep the global community in mind

5) learn of novel topics, ideas, beliefs, or resources

What about you? Tell us about your tech/digital journey as an educator. How has it impacted you? Are you or another educator you know considering learning more about tech? How could sharing our stories shape us within our communities and allow us to move forward together in our honest examination of how we educate?

¹ - It seems students are more into these than those my age, and I still don’t know why. I’m also looking into the “creepy treehouse” and reflecting on if/how it happens here.

photo credit: WanderingtheWorld (www.ChrisFord.com)

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Why I'm a #TESOLteacher

Originally when my wife and I moved to China, it wasn’t because I had a deep desire to be a #TESOLteacher. I have to be honest.

There was a Teacher Recruitment Fair put on by my alma mater. At the fair, there were several school corporations represented. Personally, I was hoping for a Special Services position. But there was an organization that a “practice” interview had gone well for. The kick was that it was located in China. That organization’s interviewer then connected me with the private Chinese school that I have worked at now for nearly six years. 

In my time here, I have stayed up-to-date on current global education news, research, and networks. I clearly recall my first year teaching English as a Foreign Language (TEFL) in China. It was quite the transition from American Education, and I was flexible and open to learning, which can be a strength and weakness. It can be a strength because of being willing to learn, try, reflect, analyze, and move forward alongside Chinese and other foreigners. It can also be a weakness because of going in naive, taking all kinds of advice, and not knowing how to discern what kind of education is actually best for the students. 

Since my first year, I have known that any growth or forward movement in my teaching would need to improve by connecting with others via Twitter, blogs, etc. Through this and continual reading, to be quite frank, I have found myself more connected with the students in our school than I have with other teachers. You see, the students and I agree on many educational issues while school leaders/teachers across our city look more at student numbers, test scores, and factors that an exam can't measure  The importance of these data continues to spill over. (Side note: It’s worth mentioning that China is not alone in this regard.)

These are just a few of the reasons why I’m a #TESOLteacher. I desire changes necessary for the betterment of education. No matter if it’s education in America, China, or the world, I don’t and won’t accept what has always been done.

How to Make Sense of China’s Education System

Recently, I finished a book by Yong Zhao called, Who’s Afraid of the Big Bad Dragon? Why China Has the Best (and Worst) Education System in the World. 

The book was extremely enlightening since it provided quite an informative background on Chinese history and the depth of its appalling effects on global education, the Chinese education system, and its individual students. 

Before reading Who’s Afraid of the Big Bad Dragon?, I had somewhat of an understanding of the current Chinese education system, which allowed me to empathize with my students who endure hours of lectures, homework, and demands everyday. Seeing that I am nearing the end of my sixth year of teaching in China, I can say firsthand that I’m not surprised at all of what Yong Zhao says cover to cover. The accuracy behind the Chinese system’s foundations and layers is what keeps me up some nights. These periods of time aren’t due simply to the extremity of the present situation but also how to go about inventing educational models that will meet the students’ needs for the future, initiating that dialogue, and taking steps to move forward together. 

Yong Zhao imparted a great depth of understanding throughout in regards to…

-Why do students/people in China tend to copy each other or others’ original ideas?

-Why do students have, in the eyes of a foreign English teacher, a propensity to copy each other’s homework or plagiarize?

-Why do local teachers in China not speak up more or express the need for change/reforms?

-Where does this base idea of not sincerely following the rules/educational mandates derive from?

-Why do countries from around the world want to imitate China’s education system?

-and so much more…

I would recommend this book for anyone involved in global education, teaching in China, or wanting to start an education revolution. 

(P.S. - In the future, I plan to mull over more on these topics and others related since there was a study guide, with questions for every chapter, that came with the book.)

“Mr. Scott, do you have Facebook?”

A student asked me this question as soon as class was done today, and it threw me for a loop. Not because I was surprised at his question, but because it had taken most of the school year to go by before any student inquired about American social media. This same student, last semester, started to share about VPNs with me. Sooner rather than later, he acquired one (for quite a cheap price, I might add). Last year, I had several 6^th graders who had VPNs and used them mainly, it seemed, to browse Instagram.

He then sought to know if I would connect with him if he were to add me as a friend. I explained the boundaries I consider vital between current students and teacher on American social media, how it could influence both sides, and how some distance is needed. What’s ironic is that I’m connected to almost every one of my students on Chinese social media such as WeChat or QQ. Chinese and American cultures and their rules vary while I’m still contemplating this aspect as well as how I can integrate the two. 

This question then led my thoughts to split off with curiosity.

1) How free is the internet that my students access and use? How will it affect their lives and education in a Chinese society?

2) How long will Chinese internet, controlled by the Great Firewall, last against students? As a Chinese colleague told me recently, college students are some of the biggest threats to national security.

3) Do I connect with this student on Facebook? Or am I truly setting myself up if I do this? Mind you, the student showed me how he connects to his VPN and then can check Twitter. (Maybe I should show him the power of Twitter as a teacher with my PLN?)

What do you think? 

(As for questions under 1 and 2, more of those thoughts shall be addressed when sharing my reflections on Zhao Yong’s book, Who’s Afraid of the Big Bad Dragon?)

Elementary Integration of Educational Technology

Two years ago, I was solely dependent on Twitter, Facebook, and any other ed tech for connecting with educators who wanted to move forward. Last year, I was hardly on my VPN in order to connect with my students, coworkers, and community. Toward the end of this past spring semester, I found myself with a desire to log in because I needed (and still need) help.

Some of you may remember what happened before and Why Our BYOD Club Didn't Work And It's OK.

It all started during our initial workdays before students came last fall. I approached our elementary principal to inquire if our students could use electronic dictionaries since the school year before our leaders didn't want tech such as iPads or even Wi-Fi in the building. Her reply this time, "Why not let the students bring iPads?" Umm, hmm. Didn't expect that. Let me think about it. Yes.

From there, our principal, the three 6th grade homeroom teachers, and I collaborated on how to incorporate a BYOD program for our sixty-eight 6th grade students. The tricky part would be for our school to catch up with the students' resources. You see...61 out of the 68 students already had devices of their own (almost all were iPads) while some of the remaining students already planned to purchase a device of some kind. These devices would be used primarily in my Science and Critical Thinking classes along with my Foreign English classes. Why? I was the only teacher with any experience in this realm, the other teachers didn't know how to utilize tech within education (especially Chinese education), and well, to be honest, I think because I am American (or a foreigner in their eyes).

A little over a month later, the school allowed students to BYOD. Slight problem: we didn't have any Wi-Fi. Therefore, I had to create hotspots every class, and the speed was less than acceptable for my standards. In the spring semester, our school acquired building-wide Wi-Fi, and we were able to upgrade the bandwidth. Hardware was cooking though it took lots of patience on my part. I was relieved when the students came off more patient than I was internally.

The apps I used with the students included Evernote, Safari, ClassDojo, QQ, and (2nd semester) iMovie. I didn't want to introduce too much that was new since I knew we would have kinks to work through. This was, after all, the first year for numerous dreams of mine taking off. Slow and steady wins the race, right?

There are many areas that I need to grow, ask wisdom about, and apply to our school in this upcoming year. A big reason for that is also that the leaders have had me lead our elementary in integrating more technology into our daily methods since last spring, and they have asked me to continue that this upcoming year. Some steps are taking longer than I expected, but I am learning so much about what the bigger picture entails.

Time Flies When You're...Teaching!

Every time somebody asks me how I arrived at teaching English as a foreign language in China, I think back to the interview I was privileged to have at a teacher recruitment fair. It does not seem that long ago really. In reality, it was around five years ago. What that means is that I am approaching my sixth year of teaching. What that also means is that I have passed the peak times I could have left the teaching profession.

Am I proud of this? Sure! What I know now is that the minutes, days, and years go by quickly. It doesn't feel like it's been that long. Meanwhile, those of you who have been in the game ten years or more shake your head with a "You have no idea" look on your face. I know. This all connects to something Sir Ken Robinson says. If time seems to go by fast when you're doing something and you hardly check the time, you must enjoy it. If time drags and you find yourself looking at the clock every few minutes, there is probably a lack of passion or motivation. Now that was a paraphrase, but you get the idea. I rarely catch myself looking at my watch (or phone) during the day. So many times I wish I had more than forty minutes for a class, more than four times a week, with my students.

I want to spend quality time with the students.

Learning. Together. Pushing. Encouraging. Challenging. Growing. Molding. Loving.

One of the best ways to do this has been etched in my mind even deeper upon seeing a quote from Don Wettrick, author of Pure Genius. It was a quote from his dad that says...

https://twitter.com/DonWettrick/status/614189067312451585/photo/1

Think about that for a minute. It makes perfect sense. Teaching is fun because of the innovative ways we can guide students to go beyond the standards.

I leave in less than two weeks to return to China, and I am excited!! To be honest, I've actually been counting down the days until the first day of school for the upcoming year. My students have shared the same sentiment with me several times this summer.

ELLs in China Need #Internet4Schools Too

Two weeks ago, I listened intently to the principal of our K-12 private Chinese school share her vision for the school's future. When she spoke of it, I started to build castles in the air. Maybe this isn't the most professional way to express it, but it's true nonetheless. Where did these thoughts come from? Well, if you didn't know, I've been reading Corwin Press's Connected Educator Series. The authors have been blessing me with current educational issues happening in the US on how to be #futureready, and they have only sparked ideas of what could happen in the near future here. So I set up a meeting with the principal to discuss 21st century educators and how more modern technology would improve our students and staff on personal and professional levels.

What I didn't know is that 10 minutes beforehand, I would invite two key 6th grade students, who have used their voices and led their classes to change in positive directions, to attend. Because of their bravery, knowledge, and of course, English levels that let them use their voices, I asked they be present. Before the meeting, I informed the duo of topics we would discuss, how it might go, and lastly and most importantly, be brave and speak what you think. Why did I say this to them? The girl was shaking a little, and it's understandable. Students meeting with the principal is a big deal, much bigger than it is in an American education setting.

After starting off with a short keynote (linked above) and a video of students mentioning reasons why we need wifi at school (see below), the principal spoke. She had questions. I had answers. She noticed that I obviously had been pondering the big picture. I had for the past months and still am up to the point of writing this blog. She suggested that an after-school club would be a great start. Then, she said something I'll never forget. "Daniel, I trust you so you and the elementary principal can coordinate this. And remember to keep the students involved in the process." Like whoa! A possible club and have #studentvoice to help run the show. Right on!

Soon thereafter, I met with the elementary principal and she told me that I have to write a club proposal by Christmas so she can present it to the other school administrators. Of course!

A few people have told or asked me to give up on this. I ask them: Why? Why give up on what I believe is best for the students, our staff, our admin, our community? The possible effects are unbelievable at this point. I hope that even if this plan doesn't follow through, many students who have been involved will have seen and take to heart the tenacity I have and will continue to put forth.

Special Needs in China

This morning I was working when all of sudden I heard a student come out of a classroom and yell down the hallway. The sound I heard made me jump out of my chair and out the door to see what was the matter and if help was needed. Right then and there, I saw a student being firmly held by a teacher and taken to the elementary principal's office next door. I leaned back in and asked another foreign teacher, "Is that *Jay?" "Yep..." was his response.

I had heard about Jay last week from a couple teachers, that foreign teacher (from Canada) and his translator (from China). They spoke of how Jay steals things from others, speaks loudly, hits his peers, and is not be able to control himself. When special needs or students who aren't advocated for come up as the office topic, I tend to lend a closer ear. 

After I saw the teacher take Jay to the office, she then took him to the teacher's work room. I assume she tried the same thing I saw our principal do later: look Jay in the eyes, talk sternly, and make him sit still. That didn't last long until I saw the teacher walk him back up the hall and downstairs for a bit. Jay was then returned to his classroom where he was soon taken out again. This happened a handful of times throughout the day, and I was informed by our principal in the afternoon that is the worst yet. Things just started to get out of hand this week. The teachers, TAs, and admin don't know what to do.

This is what seems about all the staff can do since we don't have a team, much less a counselor nor any teachers trained except for me. It isn't encouraging either to hear the principal talk of how she doesn't trust the doctors who said the child has nothing wrong with him. Well, I'm not sure how much a week's worth of records can actually prove. 

Without knowing all of how the Chinese education system attends to students with possible special needs, I decided to handle the fragile situation with patience. I instructed the foreign teacher and principal that we need to "record, record, record." That's what we were told time and time again in our university special education classes. These data can show us over time the frequency and intensity of Jay's behaviors. While and after gathering this information, we can check the ABCs: antecedents, behaviors, and consequences of each situation. What prompts the flare-ups? What specific action took place? What came after that?

When I passed this piece of advice on, I felt a little down because of how I now need to wait to train the 1st grade teachers, their TAs, and admin. This is indeed a sensitive issue with the school, but one I can not go on trying to do myself without help. If you have suggestions or ideas, please share, RT, or do whatever it takes. I need help, support, and wisdom. 

It's all for Jay. THAT kid.

(* denotes the student's name changed to protect his identity)