One of the hats I wear as a district technology integration specialist is coordinating our digital citizenship program. I’m lucky to share the responsibility with a very talented and like-minded colleague. She and I have been on what seems like an ever-changing journey for about 10 years now, stemming back to the days of “MySpace hysteria,” when we called the topic Internet Safety.
As social media tools and venues grew, with our students making good and bad choices, we soon recognized the need to help keep students safe from others – but also to keep them safe from each other – and from themselves. My colleague and I chat on a weekly (sometimes daily) basis on what needs to be updated on our district digital citizenship website and how we can best support students, teachers and administrators as the digital citizenship lead learners at their school sites.
We’ve shared resources such as Tanya Avrinth’sRebranding Digital Citizenship with Google Tools (see below), a wonderful example and reminder that it doesn’t make sense to teach digital citizenship in isolation when, in an age of Google + affordable devices (Chromebooks, smartphones, etc.), students now have opportunities within the core curriculum to roll up their sleeves and put their #DigCit skills into practice.
In Tanya’s words,”Digital Citizenship is no longer an add-on; it’s how we teach.”
We’ve also given some thought as to whether we should drop “digital” and simply refer to the topic as “citizenship,” in recognition that citizenship is citizenship. At this point, however, we know our site VPs and counselors, who typically have to deal with the drama and disruption of the school day brought on by misuse of cell phones, for instance, truly appreciate that we continue to refer to the topic as “digital citizenship.” When conferring with the offending student(s) and parent(s), it really helps when students have to start by acknowledging the fact that they’ve had X number of years of digital citizenship instruction and do understand the consequences of hitting the Submit button.
So, even though the title of Keith Heggart’s Edutopia article, “Why I Hate ‘Digital Citizenship,” had me a little worried, when I actually read the article, I agreed with his stance that we need to go beyond simply teaching students responsible, respectful use of the Internet and start teaching “how to participate – safely, yes, but also meaningfully and thoughtfully – in civil society, in political, social and other spheres.”
But I don’t think I’ll be suggesting to my district that we adopt Keith’s suggestion of renaming our current programs [which cover 1) taking a stand against cyberbullying; 2) building a positive digital footprint; 3) respecting intellectual property; and 4) protecting online privacy] to Digital Responsibility. Instead, I’m thinking more like a SAMR model, where our site programs move from Beginning Digital Citizenship (the above 4 topics) to Advanced Digital Citizenship, where students take their #DigCit skills beyond the classroom, school site, and district and connect with a global audience. Advanced DigCit would most likely happen within the core curriculum and would also likely be project-based.
If you have ideas to share or lessons learned about rethinking, rebranding, and/or renaming school and district digital citizenship programs, please share by leaving a comment.
For California public schools and their 2012-13 budgets, so much depends on November, when voters will have the opportunity to step up and support our schools by approving the governor’s proposed budget. Given the tsunami of teacher bashing still sweeping the country, I hope every district in the state – and nation – will make the effort to broadcast the efforts and accomplishments of talented teachers … teachers who change students’ lives for the better, thus benefiting society as a whole.
I personally have run out of fingers and toes to count the number of times parents and community members have shared with me about teachers in my district who have opened up new worlds of possibilities for a student. Teachers like Sheldon High School’s Shawn Sullivan. But I’ll let David Garibaldi share a first-hand account:
Thank you Edutopia for sharing this inspiring story. My goal for the upcoming school year it to highlight at least once a week an outstanding public school teacher – and I can already tell you that the school year will run out before I’ve barely tapped into my list:-)
Writing in its many forms is the signature means of communication in the 21st century. ” (National Writing Project)
Image from the National Writing Project
I was not taught how to teach writing as part of my teacher credential program. It is through my 16-year affiliation with the National Writing Project that I have joined conversations, learned strategies, and shared best practices on helping students improve their writing skills – in ways that help them see themselves as writers and to actually look forward to writing.
Following my participation in the Area 3 Writing Project’s 1995 Summer Institute, as I headed into the new school year, I could almost immediately see the difference in my 6th graders’ attitudes and progress as I revamped my writing program. By the time we headed to science camp, many had already transitioned from “having to write” to “getting to write.” I can still remember our first stop on the way to camp, where the students had an hour to explore a sandy beach, watch the seals and seagulls, and marvel at the pounding surf. I noticed a number of students sitting silently, counting on their fingers. I realized that, in their heads, they were counting syllables – for words they would include in the haiku poetry they would write down that night in their notebooks. Writers in the making!
Not surprisingly, in our current test-driven climate, many school districts have adopted scripted, formulaic writing programs with the belief that writing can be taught step-by-step out of a box program. Sadly, I think districts often value most programs they have to pay for – over the knowledge and expertise of their own teachers on effective ways to improve students’ writing.
I started my morning reading Paula Stacey’s Let’s Stop Teaching Writing, an article by that was included in today’s National Writing Project Daily. I value Paula’s reflections on teaching writing to 3rd graders and share her belief that “In our desire to help students engage in the process of writing, we have defined a process that really isn’t writing.”
I am currently out of the classroom, working as a technology integration specialist, and therefore am not in a situation of having to take a stand with an administrator or “writing” coach on teaching a boxed program. To those of you who are in that situation, I recommend initiating grade level and site discussions around the National Writing Project’s Core Principles:
Teachers at every level—from kindergarten through college—are the agents of reform; universities and schools are ideal partners for investing in that reform through professional development.
Writing can and should be taught, not just assigned, at every grade level. Professional development programs should provide opportunities for teachers to work together to understand the full spectrum of writing development across grades and across subject areas.
Knowledge about the teaching of writing comes from many sources: theory and research, the analysis of practice, and the experience of writing. Effective professional development programs provide frequent and ongoing opportunities for teachers to write and to examine theory, research, and practice together systematically.
There is no single right approach to teaching writing; however, some practices prove to be more effective than others. A reflective and informed community of practice is in the best position to design and develop comprehensive writing programs.
Teachers who are well informed and effective in their practice can be successful teachers of other teachers as well as partners in educational research, development, and implementation. Collectively, teacher-leaders are our greatest resource for educational reform.”
Given the incredible amount of bureaucratic requirements and accountability issues administrators must deal with, I think it’s easy for them to lose their vision of what students really need to thrive in today’s digital world. I recommend sending good resources their way. Resources such as Edutopia to provide them with a window into “what works in education,” or the NCTE’s working “definition of 2st century literacies,” or the NWP’s Digital Is to inspire and re-energize them with a “collection of ideas, reflections, and stories about what it means to teach writing in our digital, interconnected world.” Because writing matters.
Lucky me! In the last school year, I received an Advancing Networks Uses Grant (ANU), a wonderful grant that allowed me to showcase how technology is changing classroom practice in my district.
I titled my ANU proposal Teach 21, and promised to document 21 classroom examples that would make visible effective integration of technology across grade levels and subject areas. Using an Edutopia-like model, for each classroom visit, I teamed with a videographer (Krishna Harrison-Munoz or SECC’s Doug Niva, Jon Joiner, or Abbey Jaraski). Showing good teaching is always more powerful than simply telling.
So in a year when teacher-bashing in the media has become a common occurrence, I was seeing what the public really needed to see: good things happening in public education.
All 21 lessons – plus a bonus lesson – are available on the Teach 21 wiki. For a quick sampling of the scope and variety, you might want to visit:
Several lessons were greatly extended through the use of interactive videoconferencing (with PORTS, NASA, and Magpi). Many of the lessons also include online samples of student products. All of the lessons tap into technology and extend teaching and learning in ways not possible with traditional textbook-driven lessons.
In a year of mud slinging and deep cuts to public education, I want to broadcast in as many ways as possible the awesome work of my ANU colleagues/mentors/friends. I also want to thank them for welcoming me into their classrooms and for inspiring me in more ways than I could have imagined. The ANU Teach 21 grant truly = my best grant ever:-)
On of the upsides of being a commuter is that I can start my day by listening to NPR’s Talk of the Nation. I’m still thinking about Thursday’s topic, Do Your Textbooks Tilt? Neal Conan hosted the show, with New York University history professor Jonathan Zimmerman leading the textbook discussion, and sharing some gems along the way, such as:
history is a series of question marks
what historians really do is present arguments
so when are we going to expose students to the what historians really do? When are we going to let them in on the “great secret.”?..we don’t actually know what happened when talking about events we did not witness.
With Professor Zimmerman’s words on my mind, I paid more attention this week to social studies resources that came into my reader or email this week – and found some excellent ones:
And if you want to use your phone for keeping current on anything from White House press briefings to C-span’s Podcast of the Week, checkout the Taking It Mobile link.
Smithsonian Education – I’ve been a long-time fan of “our Nation’s attic,” and include their royalty-free, copyright-free photo gallery in my teacher workshops. I re-visited their site this morning after coming across the link in my Edutopia Magazine. I really like how the Smithsonian has divided the site into easy-to-navigate and inviting mini sites for teachers, students, and families. The IdeaLabs area for students includes some great annotated slideshows, such as rationing during World War II.
Object of History – but wait…there’s even more from the Smithsonian – Through my subscription to Thinkfinity, this new resource from the museum came into my email yesterday:
A highly interactive Web site, Object of History, takes middle and high school students behind the scenes with curators at the Smithsonian’s National Museum of American History to explore six objects from the museum’s collections. Students watch videos, listen to historians and curators and then create their own online exhibition. Resources include videos, interviews, primary sources, virtual artifacts and lesson plans.”
Complete with a teacher guide, a forum, and student and teacher walk-through tutorials, what a great resource for helping students get “ready, set, curate!”
The great films have not been made yet. The ones who will make them are out there, though, riding a skateboard.” – Robert Altman
Why would a classroom teacher at any grade level or in any subject area consider adding one more activity into an already jam-packed curriculum? This is a question I ask myself repeatedly when teaching the filmmaking workshops I offer through the Area 3 Writing Project and through my school district.
Last October the Sacramento Educational Cable Consortium (SECC) invited me, as part of their SEVA teacher training series, to give a workshop that would provide teachers with the justification to bring video production into the K12 curriculum. Having a workshop deadline to meet was just the motivation I needed to sit down and articulate why I believe all students should have access to filmmaking (aka digital storytelling, video production, etc.) as part of their instructional day.
I had three arguments in mind before even turning on the computer. Within an hour, I had my presentation ready to go. Three arguments expanded to six – and I was on a roll, having discovered in the process how strongly I felt about the topic.
The following week, a group of teachers willing to rise early on a Saturday filed into my SEVA workshop. I lucked out. Not only was this a very awake and participatory group, they also wanted to return to their own sites and present the case for filmmaking. Based the number of requests for my PowerPoint, SEVA organizer Doug Niva suggested uploading my slideshow to their website site.
As much as I appreciate the number of slideshows educators around the world have generously uploaded to such venues as YouTube, or SlideShare, or their blogs, I wish more content producers would also provide a written piece to document how they moved from an initial burning question or challenge to a final product or solution. What follows is my attempt to share my personal learning journey, an experience that has been shaped by first-hand interactions and observations in classrooms (mainly grades 4-12) and the research and advise of others, beginning with filmmaker Nikos Theodosakis and continuing with filmmaker and literacy coach (Los Angeles USD) Mathew Needleman and many colleagues from the National Writing Project (NWP).
So let’s return to my Case for Filmmaking in the Classroom presentation, starting with slide/argument #1:
#1: Addressing ethical use of the Internet – Picture the following scenario: an elementary teacher (yes, in my district), Googles herself. To her dismay she finds that on a day she was out, one of her students used a cell phone to film a lovely little scene of classroom chaos, to which his middle school brother later helped him flavor with some racist, homophobic words, and then upload to YouTube. As school counselors in my district scramble to deal with an explosion of cyberbullying issues, I argue that teaching the ethical use of video and the Internet must be woven into the elementary curriculum, before the onslaught of adolescent (mis)behavior.
In the case of the above siblings, the parents were clueless as to how their children were choosing to use both their cell phones and the computer in the kids’ bedroom. To illustrate the fact that too many students lack an ethical grounding in the appropriate use of the Internet, I downloaded a YouTube video of a student getting his head bashed against a locker and linked it to Slide #1.
Try doing an Internet search on “locker room fight” and you’ll get back literally hundreds of links, such as the Norwood Middle School’s claim to fame. Granted, middle school is all about making wrong decisions, but what if districts wove media education into the elementary curriculum? It is my hope that such a program could play a pivotal role in keeping students safe from each other (i.e., cyberbullying) and from themselves (i.e, sexting) and in reversing what has become an alarming trend, too often ending tragically.
#2: Promoting critical media consumption – Thanks to support from the National Writing Project, I had the opportunity to attend last summer’s NCTE Institute on 21st Century Literacies. The seed for this post was planted when Ernest Morrell took to the podium to deliver his Critical Literacy and Urban Youth: Pedagogies of Access, Dissent, and Liberation keynote address. Ernest opened with four questions that begged for discussion:
What will be demanded of students in terms of literacy in the 21st century?
In what ways is the nature of literacy changing?
How should the discipline of English change in response to the changes in literacy?
What are the ways that your students practice literacy when they are not in class?
No surprise that he answered question #4 with:
virtual worlds – adopting different identities
Slide #2 is similar to one Ernest used, maybe not the same Seventeen Magazine cover, but definitely the same image from 50 Cents, complete with its phallic symbols and suggestions of violence. I don’t know that the images from the covers of Seventeen, with the pitch, for instance, on how to Get amazing abs!, actually promote any safer or healthier life style than 50 Cents‘ collection. Given that the age range of Seventeen readers spans from 12-17, I argue that there is a critical need to provide upper elementary and middle school students with first-hand opportunities to explore and manipulate media so that they might become as skilled in reading and interpreting images as they are with decoding traditional text.
#3: Providing students with multiple ways to access core content – No matter how many times I visit CogDogRoo’s (Alan Levine) 50+ Ways to Tell a Story, each time I find new Web 2.0 resources and tools for incorporating digital storytelling across the curriculum. Whereas filmmaking was once a medium that required expensive equipment and major technical expertise, “we are at the point now where we can do some very compelling content creation with nothing more complex than a web browser.” Why would we not offer students filmmaking opportunities and options? To answer that question, I’ll call on an elementary school SEVA film producer and a middle school SEVA film producer to share their perspectives on how the process of filmmaking translates into learning venues.
A year ago, I drafted the RFP for my district’s application for Round 7 of the EETT Grant. My goal was to integrate Web 2.0 tools into the 4th grade (Year One) and 5th grade (Year Two) English/Language Arts program. In thinking back to the one-page summary that must precede the grant narrative, I remember pondering over this sentence: “Target teachers will participate in 42 hours of professional development on 21 century technologies followed by hands-on explorations with specific Web 2.0 tools (blogs, wikis, podcasts, and multimedia applications) that will ‘power up’ Open Court lessons and engage students in the learning process.” Given that every administrator will say “Yes!” when asked if he/she would like to be involved in a technology grant, often without understanding the professional development required to support teachers in adopting new tools, I hesitated to be too specific about exactly which ‘multimedia applications’ would be included, knowing that over a two-year period, new tools would emerge, adding to an already robust menu (i.e., Movie Maker2/iMovie, PhotoStory 3, VoiceThread, Animoto). But I definitely did not want the grant to be all about learning PowerPoint!
At the October EETT kickoff meeting, I noted a look of shear panic by at least four or five teachers as we started the day by connecting for an interactive videoconference with Mathew Needleman and ended the day by passing out a complete camera set (bag, tripod, microphone, two cameras) for each site. I wondered if I was being overly ambitious in my vision for taking student voices beyond the classroom via video production. But eight months later, as we approached the end of the school year and with movie making projects happening at all three EETT sites, I had the opportunity to observe students firsthand as they moved though various stages of multimedia writing. EETT teacher Tara McCartney’s commitment to providing her students with multiple modes of writing is clearly making language arts standards more attainable for her 4th graders:
#4 Supporting a collaborative learning environment – In his book The Director in the classroom: How filmmaking Inspires Learning, Nikios Theodosakis points out that “Filmmaking is a collaborative art, requiring dozens of passionate craftspeople to bring about a focused vision onto the screen. Each brings with them their own experiences and insights and makes the final film richer and truer than the director originally imagined” (p 7). Yet not all students have access to such 21st century skills as collaborating, connecting, and creating . The more high-poverty + low-performing a school site is, the greater the pressure is on administrators and teachers to deliver instruction per the ‘sit ‘n get’ model. I stand in awe of those educators who seek innovative ways to make learning engaging and memorable – despite top-down mandates that can lead to what teacher/writer Kelly Gallagher refers as “apartheid programs,” effectively denying students access to the “participatory culture” described in Henry Jenkin’s white paper.
Florin High School English teacher Bob LeVin is one of the innovators. I met Bob five years ago when I sent out an email to my district’s Technology Advisory Committee asking if anyone knew an English teacher who might be interested connecting with other classrooms in the Youth Voices online project. Bob’s enthusiastic response was the start of a yearly connection in which we meet at the start of each new school year to talk about tools and possibilities for taking his students’ voices beyond the confines of their school site and and increasingly impoverished community. What began in the first two years with a productive exploration of blogging has evolved into an annual integration of filmmaking into Bob’s program. Former student Michael Fuentes explains well the benefits of making a movie:
On the ‘same side of the tracks’ as Florin High School, Prairie Elementary School students in Lesley Mckillop’s 4th grade classroom have started the long journey to the red carpet, SEVA (Student Educational Video Awards) style. As Lesley’s young filmmakers made their way onto the stage to receive an Honorable Mention Award for Blog Safely!, I wondered if the crowd filling Sacramento’s historic Crest Theater to capacity understood what it meant to have students thanking their principal for driving them to the awards ceremony. Lesley, an innovator and an EETT teacher, came to me following the October kickoff and shared that she knew nothing about technology. Her initial reaction to bringing filmmaking to her 4th graders was the feeling of being completely overwhelmed while at the same time wanting to get on board and, more importantly, bring her class on board. By the time the school year drew to a close, all of her students had participated in the making of one or more movie productions, and for a handful, including the young man who is the last to step up to the microphone in the clip I’ve inserted at the end of this post, filmmaking has rocked their worlds.
In April, I traveled down the road to Berkeley for a NWP Digital Is meeting, where I had the good fortune to meet Liz Stephens. As an opening activity, the meeting coordinators asked our cozy group of 12 to think about and share a “whack on the head” about the intersection between writing and technology. Liz’s statement that writing in a digital age is “more about ‘frames’ than ‘stages’ was an instant jolt for me and brought to mind recent conversations with teachers and students, such as Xavier Carillo (former student of Bob LeVin), who shares a “no duh”:
In a test-driven climate, it’s easy for teachers and administrators to view filmmaking as a ‘when-testing-is-over’ activity. I think if they could sit in on a session or two with students from my EETT classrooms, they would see that, unlike worksheets, as students delve into their filmmaking projects, a major shift happens. They typically begin a project with the idea of “completing an assignment.” And then the shift happens: they see themselves as producers of content that others will see and benefit from. They have – with much enthusiasm and pride – ascended to the top level of Bloom’s Taxonomy (as revised in 2001 by Anderson and Krothwahl).
#6 Engaging students -Well this one is pretty much a no brainer. No matter what their access is during or beyond the school day, students like technology. From brainstorming, to storyboarding, to filming, to narrating, to editing – many students find a niche in the filmmaking process that pushes them as learners, as contributors, as team players. As they shift from consumers to content producers, there is also a shift in ownership of the learning. Step into their classrooms, and you will see the collaborative efforts start to happen, you will feel the synergy, and you will witness new levels of student engagement.
It’s been my privilege over the past few years to watch colleague (same district, same Writing Project) Jim Faires weave filmmaking into his 6th grade curriculum at Butler Elementary School. Through filmmaking, Jim is often on the receiving end of inspiration.
But how does a teacher justify integrating filmmaking in a textbook and test-prep driven school day? In my state, California Standards for the Teaching Profession provide a ready-made argument. Checkout the first standard: ENGAGING AND SUPPORTING ALL STUDENTS IN LEARNING:
Teachers build on students’ prior knowledge, life experience, and interests to achieve learning goals for all students. Teachers use a variety of instructional strategies and resources that respond to students’ diverse needs. Teachers facilitate challenging learning experiences for all students in environments that promote autonomy, interaction and choice. Teachers actively engage all students in problem solving and critical thinking within and across subject matter areas. Concepts and skills are taught in ways that encourage students to apply them in real-life contexts that make subject matter meaningful. Teachers assist all students to become self-directed learners who are able to demonstrate, articulate, and evaluate what they learn.“
Back to my initial question: How does a teacher find the time to integrate one more activity into the school day? Take three minutes to watch Lesley McKillop’s students as they ‘walk the red carpet.’ At the end of the this on-the-spot video, shot collectively (without a tripod) by her students, Lesley provides an answer to that important and often-asked question.
I actually started this post several months ago but didn’t publish it, thinking there were probably more points and definitely more resources that I could add. I’ve recently rediscovered, for instance, Edutopia’s What Works in Public Education site. A search on ‘filmmaking the classroom’ brought up a list of great articles – more than enough to justify my hitting the Publish button. If you have ideas and/or resources to add, I invite you to join me in this conversation and post a comment. I’m pretty sure my six arguments could easily be expanded to a dozen or more!