Reconsidering How To Empower Expert Learners

“Good tech integration starts with good pedagogy.”

One of my professors recently stated this, and I could not have asked for a better quote to start a course on Trends and Issues in Educational Technology when considering the mindset essential for implementing technology into education. It can be extremely easy to use tech simply to be “the most modern” or to sell the school as a product. At the same time, it is quite possible to deeply desire improvements in the infusion of technology, connections on local and global scales, and collaboration focused on moving the learning experiences forward. (♪These are a few of my favorite things…)

This is when organizations such as the International Society for Technology in Education (ISTE) come into play and make a huge difference. They have been ongoing for over 30 years, and only in the last few recent years have I heard of them and the amazing work they have been doing. One of the many things they have provided for educators on all levels is standards for integrating technology into education. These have served to challenge, empower, and transform the use of technology. ISTE also holds major conferences every year where thousands of educators gather for a plethora of opportunities for learning as well as non-stop collaboration. ISTE is one of the several organizations I follow closely while working abroad in order to stay updated on transformative teaching, the proper integration of technology within my context, and an insane amount of resources.

More important than technology are the media utilized for learning and growth. Recently, I have been reading Teaching in a Digital Age by Dr. Tony Bates, and he takes a chapter to explain the differences between technology, media, and their intricacies. It was humbling delving into a topic like this since solely relying on my experience had me certainly confuse the meanings of the two words. In my mind, media had basically become technology and vice versa. Differentiating the two and examining the perplexity of each had me build a fresh foundation of understanding for the implementation of technology within teaching, leading, and learning.

I will confess too. I had forgotten that media is the plural form of medium, or “a means by which something is communicated or expressed” (according to my Apple dictionary). Thus, I took this revisited piece of word knowledge to the ELLs in my high school health class. The topic came up naturally since we discuss media occasionally in class. I asked the students to describe how media and technology are different. Following some proceeding thoughts, I then asked if they knew that the word media was the plural form of a word. They didn’t. It’s crucial to understand what we don’t know, and that’s what has been happening in my Master’s courses, research on technology’s place in education, and reflections/steps in improving my own teaching.

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In regards to my teaching, that same professor passed on information related to Universal Design for Learning (UDL) Curriculum. This curriculum design is distinctive and includes four vital and interrelated components. While perusing the site, at least a couple things stuck out to me. Firstly, I found myself lost in the moment clicking on the hyperlinks related to my context or needs. Before I even realized what was happening, I had sought out several “Checkpoints,” or examples and resources, and tried at least one to two models within each one. I became quite absorbed on how to incorporate the resources into my teaching, but I don’t think that’s the best way of contemplating media’s place in learning. What I read in Bates’ book were more than a couple suggestions of how to examine the details of a certain medium before its utilization. Secondly, I noticed how #futureready UDL is when it comes to molding expert learners. Through guidance from ISTE and application of Bates’ insights, the potential of UDL could be amplified. The interconnectedness of these three resources could bring about possibilities and benefits that educators, in the right time and place, could maximize for the students.

Taking My First Action Step with @Anchor

In my last post, I shared how I reached a standstill in my digital journey as an educator. Therefore, I listed some steps I'd like to take as a connected educator. (If you'd like to know more about "Action Steps," check out David Allen's Getting Things Done.) If one didn't notice, most of what I listed included methods that I myself could go beyond understanding/applying and move on to creating. Since then, a couple action steps have happened in ways I hadn't expected. I am excited(!), to say the least.

One that I've picked up on is a free podcasting app called Anchor where podcasts are able to be recorded and edited on-the-spot on your phone and can disappear after 24 hours if you so desire. But there's so much more to it! (I highly recommend you check out the site and app.) 

https://anchor.fm

Blogging with written words can be easier and safer than being part of different kinds of multimedia and social media production and interaction. Also, if I'm wanting my students to curate, design, make mistakes, and produce, then I should be an example. I got hooked on Anchor after a couple related events sparked my curiosity in various outlets as well as inspired me with the courage to go beyond my fears of being heard or seen within media. 

1) Don Wettrick, the transparent multimedia produced in his Innovation Class, and his StartEdUp podcast have encouraged me to be more open, incorporate others' voices, and move forward with telling one's story. After that, even going so as far as interacting on those platforms and being vulnerable in discussions of how to improve blows my mind. My brain is on rapid-fire when considering how to do this in China.

2) Malcolm Gladwell's Revisionist History podcast. Before this though came an insight from Gladwell when inquired on why he was starting a podcast. "You think with your eyes and feel with your ears." Upon hearing that, I started a station on Anchor and quickly discovered how monotonous my voice was. It was then that it clicked in my head...I can express my passion, tones, and more through a podcast. Why was I limiting myself? Gladwell certainly doesn't. I get chills while still thinking and processing what I had just listened to. (How much I want for similar situations to have my listeners experience when contemplating education!)

anchor.fm/forthestudents

Starting off, there have been learning curves for sure. Nonetheless, it has been and will be worth it.

If you would like to listen to my For the Students Anchor podcast, check it out here, Favorite it, Share it, and let me know what questions and thoughts you have. Thanks!

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Next Steps for a Connected Educator

Though I’ve been connected on social media for a few years, I feel like there should be more to the network, the community, the redefinition of it…all of this has made me think about the next steps I could should take when utilizing it as well as technology and the place they have within the innovation I myself as a person and teacher should strive for.

To be honest, when it comes to social media, I’ve already started to utilize Feedly, Pinterest, Evernote, and Twitter into my own personal methods of professional development and collaboration (though Evernote is on its last leg). Feedly came within the last couple months off of a recommendation from Steven Anderson since I couldn’t find a quality app for Blogger on the App Store. I initially didn’t join Pinterest because I used to think it was only for recipes, decoration ideas, and wedding planning. Little did I know with such a naïve mind. It’s great for curating content while Evernote allows me to save the article then and there in various ways. (Side notes: Pinterest is now blocked in China as of a few weeks ago, Evernote is in Chinese on the local internet, and Twitter has been game-changing. Who would have thought any of those would have happened?)

What I have found is that simply joining these platforms is not enough in itself. Lurking is a decent first step, but to move forward one must learn how to partake, collaborate, and create when ready. Therefore, I joined ISTE’s #ETCoaches / Blogging Buddies a month or so back to obtain more interaction and communal growth. I would also like to start utilizing YouTube and possibly YouKu (China’s YouTube) more often along with the inclusion of more multimedia than just simply pictures within posts/sharing. Then there's live-streaming, whether it be Periscope or YouTube.

Some of these tools have Chinese versions (in-app or on the website), which I always check when browsing the App Store or web. It’s also been vital to check the Chinese App Store since there are some apps present or missing when compared to the American one.

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I’ve been using American platforms, but I’d like to take a step with Chinese ones as well. I’m still considering how to do this long-term, and that includes how to get the most out of WeChat, QQ, and Weibo (China’s Twitter). WeChat is the big one here, and it very well may have an effect on your internet. With that said, I don’t want to keep switching between what kind of internet or which social media I use because the students and colleagues I interact with on a daily basis usually surf a different one from the one I’ve been accustomed to. (If only there was a Chinese version of Buffer.)

How should I go about this? Which steps would you suggest or take in this situation?

What steps can you take to go outside your comfort zone and move forward in your journey as a connected educator?

Photo Credits: ePublicist

Why I Reopened My Facebook Account

When my wife and I moved to China in 2010, we were informed that several popular websites of the west were blocked by the Great Firewall. What's interesting is that some of the foreign teachers that year remembered the day Facebook was blocked and where they were when they were informed. That's a little disturbing since the first event that came to mind when they mentioned this was 9/11. Back to my point...since Facebook was blocked, I decided to deactivate my account, focus on relationships in our local setting, and stay in contact with those I felt closest with via email or calls on our magicJack.

Fast forward four and a half years, and we've returned to China. We went back to Indiana for the 2012-2013 school year, but I still didn't activate my account then. Why not? I don't know. It just wasn't at the forefront of my mind. Upon return to the East in 2013, Facebook was (and still is) blocked along with Twitter and anything Google. It wasn't until a month or so ago that I saw an education writer consistently make suggestions on Twitter to join Facebook discussions regarding education issues I believed to be über-important. I clicked on the link, but no dice. This one needed a log-in. After this happened a few more times, I decided it was best to reopen my Facebook account. Conversations were taking place, and I was missing out on good chunks of them even though I was already chatting with many educators on Twitter. Not to mention I could keep in contact with family and close friends once again.

Not a lot of time passed before I joined a group that focuses on Teachers Throwing Out Grades (#TTOG) and saw how sharing and collaboration were daily occurrences. By this point in time, I also had a professional blog (such as the one you're reading) up and running. Now I'm not one to check stats on my blog because they aren't the priority of my reflections, but I would be lying if I didn't say I was interested to see if Facebook was assisting in this way. Sure enough, it's topping the list (see below).

Do you think I made the right choice in reopening my Facebook account? 

What other pros (and cons) do you see in using it professionally? 

Do you use Facebook or Twitter more? Why?

P.S. - If you'd like to connect on Facebook, visit: https://www.facebook.com/daniel.scott.28

5 out of 5 Stars for Teaching the iStudent

If you've been following my story at all while working at a private Chinese school, you know we're doing what we can to educate students in EFL. A key component missing though is the technology that society, including particularly our students, have moved forward with.

The iStudents need to be guided by iTeachers.

Thus, what Mark Barnes touches on in Teaching the iStudent includes particular websites/apps to use and how, ways the relationships with his students were transformed powerfully, and what to do when you feel like you're the lone wolf. In implementing mobile devices and social media in the classroom, one can feel remote. But when it's for the students, it is worth it! Barnes sets one's spark to flame with his passion for moving forward and changing the ways traditions have beset the education system.

This book led me to follow him on Twitter (@markbarnes19) and watch a TED talk given by him about Teachers Throwing Out Grades (#TTOG). Intriguing the say the least, as now I have another modern issue to ponder.

If you or someone you know is passionate about education or teaching, suggest Teaching the iStudent and tell them they are on the path to being different.

5 of 5 Stars to "Empowered Schools, Empowered Students"

There are differences when working in the Chinese education system, but Pernille Ripp hits on topics in "Empowered Schools, Empowered Students" that students themselves here strongly desire as well as practical points to start with as an elementary EFL teacher. Student voice, empowerment, and ownership must happen in classrooms around the world, and she easily and logically explains why. Many students have expressed opinions in my classes on various topics of teaching, student voice, and technology. I empathize with the students but still respect the Chinese educators because the culture has much of Confucius' "sage on the stage" feel that will be hard to surrender. Ironically some of those colleagues have shared how maybe what we're doing isn't right or modern. Culture and tradition are a couple obstacles, but much of what Ripp suggests are ways to analyze what we do, why, and how to change little by little.

This was the first book of the Corwin Press Connected Educators series that I have read on Peter Dewitt's recommendation, and I'm quite glad I did. Thank you, Peter, and many thanks to Pernille! Keep up the work so that the flame burning inside us educators can spread like wildfire to the students in a global fashion.