Tag: information fluency

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Planes, Trains and Conferences – Part 1: ISTE 2012

(Sorry, late getting to some reflective posts about recent conferences. I’m holidaying with the family, and have decided that they deserve more of my focus than this space. A good call, in my opinion!)

Planes:  Did you know it’s illegal for groups of 3 or more to congregate in the aisles of planes flying over American air space? I didn’t, but was enlightened when this was announced on my flight to Los Angeles en route to the ISTE 2012 conference. I have to admit to entertaining the idea of amassing a crowd just to see what would happen. Would some air space tracking system notify authorities? Would an air marshall make him or herself known and disperse the offending party? Sensibly, I pushed the radical thought to the back recesses of my mind and settled down to view a film called 50/50. I was a sobbing wreck by the end of that one, and drew enough attention to myself that way, nullifying any need to create a scene by congregating with others in the aisles!

Trains: Well, it sounded like a good title for a post, but a trolley car in San Diego doesn’t quite qualify for a train. I caught one of those with Ashleigh, a teacher from Sydney who accompanied me to the mecca that is Seaworld. See my previous post for a review of that experience.

Conferences: Aahhh. The true intention of this post. ISTE 2012. My first ISTE Conference was Denver, 2010, so I had an idea of what to expect. A massive convention centre with thousands of educators congregating and an almost indecipherable conference program to make sense of. After re-reading my 2010 ISTE reflection, I note that I’d identified the need to scrutinise the conference program carefully and select sessions early. #FAIL on my behalf. Once again, I was rushed off my feet getting my ISTE conference presentation prepared as well as correction and end of term report writing before boarding the plane. But, I did make a better go of getting to more sessions this time around. Last time, I found myself locked out of sessions I’d wanted to attend. This time, I got to sessions earlier and had booked some when registering for the conference. That doesn’t always mean you’ve made the right selection though. It’s kind of frustrating watching the twitter stream and being envious of the folks who are tweeting from a session you didn’t even know was on offer. I suppose that’s the issue with a conference of these dimensions. There are often 30 or so sessions running concurrently, and you can’t be in more than one place at a time!

Why I was there

Well, my real purpose for attending was to present about the work we have been doing at Toorak College to scale change beyond the classrooms of the few to the classrooms of many, and hence ensure all of our students are exposed to a skill set that prepares them for life in a knowledge economy. Here’s the premise I was working toward:

At Toorak College (Victoria, Australia) our Library Media Specialists have introduced an Information Fluency initiative to help both our teaching staff and students garner skills in keeping with the digital age we live in. We have introduced the TPACK model and the SAMR model to our teaching staff, and are working on re-envisioning curriculum with these models in mind. We have used the ISTE Students NETS curriculum planning tool to help us create Information Fluency Certificates at Yrs 7, 8 and 9 that embody a skill set we desire our students to acquire. Our Library Media specialists are working in a co-teaching capacity in classrooms to assist our teachers to help our students acquire these skills. We have introduced an edublogs platform and every student from Yrs 7 -10 has a blog they are using as their ePortfolio. It is our aim to have our students demonstrate their acquisition of skills, develop their own digital literacy understandings through use of a public web platform, and develop a positive digital footprint for themselves that they can share with their families, potential employers and University admissions officers. We are looking for whole school systemic adoption of a much needed skill set for the world our students are living in and the world they will find themselves working in.

You can find the presentation on my wikispaces site. (Once again, I’m frustrated that my Sliderocket presentation won’t embed here). My Principal, Mrs. Helen Carmody, agreed that, as educators, in the spirit of sharing, we should publish the Information Fluency Scope and Sequence document under a Creative Commons Attribution-NonCommercial-ShareAlike  license. We’re not suggesting it’s perfect, but it may help other educators get a start on scaling change beyond teachers’ individual classrooms. It’s also embedded on the wikispaces page. I encourage you to visit and take a look. It would be great to get some feedback on it too. Leave a comment if you feel so inclined.

Some highlights

Yong Zhao’s keynote was fantastic. The guy just makes sense. Don’t take my word for it. Watch it yourself.

The keynote on the final day was also worth attending. So many attendees leave the conference early, and it’s a shame they missed this. Dr. Willie Smits discussed the collaborative work being done with educators to combat the decimation of the rainforest in Borneo and the resultant threats to the Orangutan population. Brisbane teacher Christopher Gauthier joined him later in the presentation to explain how his students had become ‘Earthwatchers‘ as part of the DeforestAction campaign. His passion for his work was palpable; this was exactly the kind of keynote that should have opened the conference, when attendance was at a premium. Take a look, it’s worth it – you’ll have to fast forward to get to the start of Willie Smits’ presentation so let things load and fast track through.

Doug Johnson, a Teacher-Librarian from Minnesota, never disappoints. He writes The Blue Skunk Blog, and he is an excellent presenter. He infuses humour and practical advice into his sessions. This session was about Bricks and mortar libraries, and what is necessary to ensure school libraries remain relevant in schools today. His wiki page supporting this session with links to posts he has written is accessible here. If you’re not already reading Doug’s blog, then you should be.

Ewan McIntosh delivered a presentation about Data Visualisation. This is a topic I’m very much interested in. I think teaching students how to work with data and present their findings in interesting, accessible ways is something we need to be exploring in schools today. Ewan introduced me to the work of David McCandless. I’ve since discovered the TED talk he delivered that encapsulates many of his visualisations and what they tell us. Again, best you take a look yourself.

The real highlight

Honestly, the real highlight of any conference like this is connecting with new friends and reconnecting with old ones. Getting to see Lisa Parisi and Diana Laufenberg again was just great. Lisa made a special effort to meet me in New York on a previous visit (Forever grateful for that Lisa) and I met Diana at Educon a couple of years ago. We’ve since met up in Melbourne and shared a night out together when she was presenting here. Seeing Sheryl Nussbaum Beach again was another highlight- a very good friend now thanks to our PLP time together. Getting to meet Ann Michaelson from Norway was fabulous- we both write for the PLP Voices blog and have now organised to connect our classrooms together in September. I was more than thrilled to get the opportunity to finally meet Carolyn Foote, a Teacher-Librarian from Texas. Carolyn and I have been twitter friends for a long time now, going back to 2008, so it was wonderful to finally meet face to face. There were many more catch ups with educators from all over, but I’d be writing for the next three hours if I tried to mention them all.

What was really wonderful about this conference, and what made it a special experience for me, was catching up with some Australian educators, and meeting some for the first time. Weird really, that you have to travel so far to meet people who live in the State next door (New South Welshman!). Cameron Paterson, Stacey Taylor, Maurice Cummins, Leanne Windsor, Tom Lee, Mike Wheadon, Angela Thomas – thanks for sharing some really fun times, and for being such a supportive Aussie contingent at my presentation. I hope we get to meet up together again sometime and share a meal together – you made my time in San Diego one full of friendship and laughter. I’m not sure if it’s a cultural thing, but I found myself gravitating to Australians at both Denver and San Diego ISTE conferences. Maybe there’s comfort in sharing common ground, or maybe it’s just that the people I’ve hung out with are just great people. I’d like to think the latter. 🙂

Takeaway

It still perplexes me how much time is spent discussing hardware at conferences like this.  A number of sessions focused on the idea of Bring your own technology and iPad rollouts. To my way of thinking, the discussion needs to centre around why you’d want to roll out the hardware – what is it our kids need to be doing with it to make the learning better? The other thing that struck me was how the tools based sessions had educators spilling out the doors. It seems like we haven’t gotten past people needing to be taught how to use a tool. Hand holding still seems necessary rather than people taking it on board to self direct their own learning. Heads up people – YouTube is full of screencasts explaining pretty much most things these days – take a visit, you might like what you see.

Like last time, I’ve come away from ISTE feeling like Australia is in pretty good shape. Even Alan November was telling participants in his session that they’d be at an advantage if they were sitting next to an Australian. We might bemoan our systems at times, but at least we’ve seen our Government recognise the need to build capacity within our population to meet the needs of a global economy head on. Perhaps it is still our tyranny of distance that makes us look outwards and try to find ways to link ourselves to the rest of the world. Maybe ISTE should be looking to us for guidance? They are running a study tour visiting our shores later this year. It would be interesting to hear from participants on that to see their impressions of our education system here.

San Diego- thanks for putting on a great show. Those clear blue skies in the middle of a freezing cold Melbourne winter really helped quell the seasonal affective disorder!

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Flow, and why 1:1 computing matters in our schools today.

Have you ever been conscious of working in a state of Flow. Those moments when the learning becomes your whole being, everything else fades and extraneous noise can’t permeate your focus on whatever is is that occupies your attention. I’ve been moving in and out of states of flow for the past three years, ever since I discovered the potential of connected learning. Yes, I’d experienced states of flow before that too, but not necessarily connected to the work I do as a teacher.

Last week, I watched one of my students immersed in Flow. We’ve been focused on poetry as a writing task, and have been tying it to our study of The Running Man and the Vietnam War. (Note the cross curricular nature of this study- my students have not only been working on text analysis, but they have been learning about the impact of the Vietnam War on society. It’s so important to have our students able to link learning experiences and understand that learning doesn’t have to be compartmentalised  into the 60 minutes they spend in a History class or an English class). The students have to select an image representing a war situation and then write a poetry piece in response to it. My student selected a photo that many of you will be familiar with; the picture of a Viet Cong prisoner being executed by the chief of Vietnam’s national police. She’s a student with natural curiousity, and she was intrigued with what might be the story behind this picture. She spent the lesson drilling down that story; conducting her own research via the Web and discovering the stories of the victim, the perpetrator and the photographer.

Now, I could have been the teacher who said, “Don’t waste your time doing that, just get on with the task of writing that poem”. But really, what’s the point in doing that? She was self directing her own learning at that point, and was teaching me in the process of doing so. I, and other students in the class, discovered the story behind that photo and we left that class with new understanding. My student left that class with a deep understanding of that photo and this will help her shape a poem that I’m sure will have meaning for her. To my way of thinking, that’s what’s important; something meaningful , not just something fired off because it’s the next assessment task.

And here’s what else I think. This is why it’s important we support and encourage 1:1 programs in our schools. My student could self direct her learning in that classroom because she had a computer with internet access in front of her. Imagine that class without it. She may have found the photo on her own volition before she came to class, but she wouldn’t have been able to drill down the learning. She could have imagined what may have been, and she could have gone home to do that investigation, but instead she was able to immerse herself in the state of flow and be energised by this experience. Yes, some would say you can do the same thing with pods of computers close to classrooms, but I’ve worked in environments like that before and it’s fraught with the difficulties of ensuring access when you have other classes also wanting to use these pods. The fact that it was so natural for her to use what for her is her pen and paper and research device rolled into one just makes sense.

Schools have some important decisions to make. As we see the cost of computing devices, be they smart phones, iPads, iTouches, netbooks etc,  become increasingly cheaper and accessible, decisions need to be made about how schools manage such devices. Do school administrations really think they can continue to dictate the terms of access? Many parents of the students we teach are already sending their children to school with 3g enabled phones giving them access to the unfiltered web. We should be harnessing the learning potential of these devices and accepting that kids are going to bringing their own personal computers, iPads or phones with them to school rather than discouraging their use. The knowledge economy we are living in today demands that we know how to;

  • collect the information necessary to consider a problem or issue
  • employ critical thinking skills in the evaluation and analysis of the information and its sources
  • formulate logical conclusions and present those conclusions in an appropriate and effective way (Information Age Inquiry)

I’m pretty sure my student was doing all three of those things in last week’s class. In fact, as I write this, she’s just submitted her poem via email. It’s pretty damn good; original thinking on display, and reflective of all of the above.

Sometimes we have to just let the learning happen.

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What’s a Digital Footprint and why would you want one? Presentation for Leading a Digital School conference.

I delivered ‘What is a Digital Footprint and why would you want one?’ at the Leading a Digital School Conference here in Melbourne last week. You’ll have to follow the link to my wikispaces page to view it as the code from Sliderocket is not supported in WordPress. It was very well received, even though I’d been frantically putting the slides together the night before! I’ve written this as a paper for Synergy, the online journal published by the School Library Association of Victoria. It will be published sometime in October. You’ll have a little trouble following a couple of the slides without the benefit of listening to what I was talking about, but hopefully you’ll get a sense of what I think is an important message that our teachers need to hear. 

What was encouraging about this conference was the feeling I had that more people are open to the idea of infusing new ideas into their classroom practice. Martin Levins has done a good job of dissecting keynote speakers’ presentations so I’d encourage you to visit his blog and take a read. The conference ning has a presentation resources tab where you can find some of what went on. Garry Putland’s slides are worth a look, and even though Michael Hough’s slides were text heavy, a lot of what he had to say was very pertinent. Teacher Librarians should rejoice; he spoke glowingly of the worth of our skill set in our schools today.

Thanks to the conference organisers for putting on a great conference. Another great part of the conference was getting to meet Leanne Windsor, a Librarian who has returned to Australia from Japan recently, and who I follow on Twitter. We had a fun time laughing our way through the conference!