ISTE 2013 Day 1
So glad I made it to San Antonio in time for Sunday’s first round of Ignite sessions and the opening keynote with gamification expert Jane McGonigal. What an inspiring start for an amazing conference!
If you haven’t seen an Ignite session, here’s the format: each presenter has five minutes to speak and is limited to twenty slides, which automatically advance every fifteen seconds. Ignites are always fast-paced sessions that showcase ideas designed to inspire and energize educators.
I enjoyed all 7 Ignite presentations, but my biggest take-away was from Jeff Piontek’s STEM education Ignite. Jeff pointed out the even though STEM (Science, Technology, Engineering, Math) is where the money (funding) is and there’s a growing movement for STEAM (adding the arts), we need “to turn STEM into STEAM into STREAM by adding reading and research.” STEM is the present need, and education follows the money. But we need the arts and reading and research. We don’t have to teach kids to be creative, they already are: we just have to stop assessing and start allowing the creativity to shine through.
Opening Keynote Takeaways: Learning Is an Epic Win
Jane McGonigal’s keynote was mind blowing. I came to the keynote with an understanding of the 21st century skills that gaming can build. When she shared Evoke, I saw the potential for gaming to change the world. Find the Future, which challenged 500 student authors to write a book in one night while inside the New York Public Library, served as a called to action to what we could be doing in our own communities to take collaboration and creativity to new levels.
Take-away quote: “The opposite of play is not work; it’s depression.”
I’ll be back soon with Takeaways from Day 2.
A huge shout out to Microsoft Silicon Valley, the Santa Clara County Office of Education, and Project Cornerstone for sponsoring the FREE May 30 digital citizenship summit! And thank you to abc’s David Louie for including the event in the news clip below:
Anne Collier, Co-Director of ConnectSafely, opened the event with an excellent keynote that included such gems as:
Citizenship experiment – NetFamilyNews.org (also one of Anne’s organizations) – The pillars of digital citizenship (infrastructure, practice, guidance, agency) require practice – online practice. More schools need to allow social media use in school day – combining digital citizenship and literacy is a connected way. Kids need digital environments/spaces to practice: interaction, problem solving, etc.
Stop, think & connect as adults – don’t over react to an incident – think it out with youth, non-confrontationally,
Breakout Session 1 – I’m very glad I attended Project Tomorrow’s Julie Evan’s session on Speak Up 2012 National Results: The Student Vision for Digital Learning. A big take-away was the invitation to districts to participate in the 2013 surveys, with sections for K-12 students, teachers, librarians, principals, district administrators, technology leaders, parents, business partners, and community members. What a great way for districts to gain insights from students and all stakeholders about the role of technology for learning in and out of school!
Breakout Session 2 – I’ve been a fan of Kelly Calhoun since she was the technology director for the Folsom-Cordova School District (my neck of the woods). So it’s no surprise that she’s gone on to do great things as the Chief Technology Officer & Assistant Superintendent for the Santa Clara County Office of Education. Kelly teamed with her SCCOE colleague (and Google Certified Teacher) Elizabeth Calhoon for their ONtheLINE: The California 21st Century District Initiative session.
With the goal of “making navigation through the complex issues surrounding technology in education SIMPLER for districts and county offices of education,” anyone who deals with technology-related policies at any level will want to learn about – and then discuss with colleagues – this important, ever-changing topic. Besides regularly visiting the website, I recommend starting with the video presentation of her session (linked below). Such a simple, brilliant approach to creating/revising Internet use policies!
I’m already looking forward to next year’s Digital Citizenship Summit. Thank you again to all who helped make this event a reality.
It was my privilege to join NWP’s Paul Oh, Common Sense Media’s Merve Lapus, CWP’s Jayne Marlink, and my Digital ID co-curator Natalie Bernasconi for last night’s NWP Radio Talk Show discussion on California’s first-ever Digital Citizenship Month. The highlight for me was sharing the microphone with Valley High School seniors Joyce Joseph and Frendely Vang – two outstanding upstanders, who were willing to participate in the event – even though it was the night before their last day of high school!
Joyce and Frendely are upstanders in all the communities to which they belong. From sharing their stories on the Upstanders, Not Bystanders VoiceThread to assisting with and participating in the making of the very powerful Teen Dating Violence PSA, these two cross the line on a regular basis to speak out for themselves and for others.
Like many of their classmates, Joyce and Frendely have had their share of challenges, challenges that are all too common in tougher neighborhoods and school communities. They are both passionate on the importance on converting bystanders to upstanders. They have have made a difference at Valley High School. They will make a difference as they move on to life after high school. Lucky me for having the opportunity to meet, work with, and co-present with Joyce and Frendely!
My son was a late reader. He entered 2nd grade already a grade level behind in reading. That changed one Saturday afternoon when he stood next to me at a checkout stand at a convenience store. He spotted a wrestling magazine with his hero Hulk Hogan featured on the cover. As he handed the magazine to me with the plea of “Please, Mom. It’s Hulk Hogan,” I put aside minor concerns of appropriateness for a 7-year old and purchased the magazine. Within the hour, as I listened him begin the article on Hulk, I saw, with each sentence, his fluency, confidence, and energy level escalate . In less than 60 minutes, Hulk Hogan transitioned my son from a “reluctant reader” to a reader.
As a teacher, in the years since witnessing first hand the power of sports literacy, I am always on the look out for resources that bring reluctant readers or disengaged students on board with literacy. I found a great one this morning via the National Council for Teachers of English Teaching and Learning Forum: Alan Brown’s Sports Literacy blog. Alan Brown is an assistant professor of English education at Wake Forest University in Winston-Salem, North Carolina. Aimed at middle and high school, the Sports Literacy Blog provides an array of resources and literature recommendations for integrating sports-related topics and readings across the curriculum. With the Common Core Standards’ emphasis on informational reading, sports literacy would be an easy cross-curricular connection.
In November, I am hoping to attend the NCTE’s 2013 Annual Conference in Boston. It is always a fabulous conference, worthy of the travel expenses. With National Writing Project (NWP) and NCTE members like Troy Hicks, Sarah Kjader, Bud Hunt, Paul Oh, Sandy Hayes and Kevin Hodgson leading sessions, I always leave with new understandings of the power and possibilities of digital learning. This year will be no exception. Alan Brown has proposed the following session:
The Intersection of Literacy, Sport, Culture, and Society. The session will include keynote speakers, reactants, and round table leader,s all focusing on a wide array of sports and literacy connections.”
If I make it to Boston, I promise to blog the session!
Continuing on with my reflections from the fabulous 2013 CUE Conference, here are my take-aways from:
Friday, Day 2:
Opening Keynote with Sir Ken Robinson – I’ve been a long-time fan of Sir Ken, starting with his first TED Talk and his Changing Education Paradigms animation. It was great to hear him in person and be reminded that:
“Every single one of the 100 billion lives who have walked the face of this earth is unique and unrepeatable…To be born at all is a miracle, so what are you going to do with your life?”
“We have to get away from standardizing to personalizing – in ways that celebrate diversity. Technology drives this revolution.
“Educating is not a process of directing instruction, but to inspire, to feed curiosity, to facilitate. If we aren’t facilitating learning, then education is not happening.”
Session 5 – Elementary Flipped Teaching – Using the Cycle of Learning to Innovate CCSS Instruction - For a window into Lisa Highfill’s innovative teaching, start with a visit to her website. Lisa asks both in her teaching and in her session “What is it I can do now (with new technologies) that I couldn’t do before?” The video below illustrates her ”explore, explain (flip), apply” cycle for delivering curriculum:
Session 6 – Get slammed With Google – Loved the energy in this session! Definitely click on the link to see for yourself how Mark Hammons, Diane Main, Jen Roberts, Bill Selek (no live links yet), Scott Kley Contini, Joe Wood, Megan Ellis rocked the audience with their Google tips and tricks (AKA slams)!
During my whirlwind 2 days at December’s Google Teacher Academy, Mark’s Google News Archive Search was my favorite “slam.” Judging from the post-CUE 2013 conversations on my flight home from Palm Springs, Mark once again wowed an audience. Grand Slam!
Megan Ellis (a MERIT 11 colleague) shared a simple but very important Google tool: custom Google search engines. For educators like me, who teach tough topics, such as the Holocaust, Megan’s How To Tutorial is a gem, simply explaining how to create, for example, a Researching the Holocaust search engine with middle-school appropriate links.
But seriously, you will want to check out each Google Slam demo!
Session 7 - Visual Storytelling, Digital Storytelling, Cinematic Narrative: Literacy Across the Curriculum – Because it is so easy to get sidetracked in great hallway conversations at CUE, I arrived half way into Ken Shelton’s dynamic session, something I immediately regretted. Ken laid out the key elements of digital storytelling:
What’s missing from my session summary are the powerful images and and stunning videos he used to illustrate each key element. For example, to show the difference between “digital storytelling” and “cinematic narrative,” he shared this BMX video and this stunning Inspired Bycycles video.
If you missed Ken’s #cue13 session, but will be attending ISTE 2013, I’ll see you in his Making Movies with the iPad, iPhoneography, and Photoshop Basics session. I plan to arrive early!
Session 8 – Explore, Flip, Apply: Empowering the Learning Cycle Through Technology – Although I caught only the tail end of Ramsey Musallam’s session (once again caught up in great #cue13 hallway conversations), having heard him present before (MERIT 11, CVCUE Fall 12), I wanted to end Day 2 with his winning style of brilliant + hilarious. I wasn’t disappointed.
I think many teachers are put off by the idea of “flipping” instruction because they are concerned about putting hours and hours of time into creating instructional videos that students will be required to watch for homework, another form of lecture-based instruction, often limited to lower-order thinking. Ramsey’s approach to flipped instruction definitely taps into Bloom’s higher order thinking skills (applying, analyzing, evaluating, and creating).
Using the Explore-Flip-Apply model, Ramsey has his AP Chemistry students explore a concept first. Then the “flip” comes in. Rather than introducing a concept with a video, he jumps in on the spot and creates “short, tailored video designed to address misconceptions and assimilation errors that arose during student exploration.” Rather than spending hours creating detailed screencasts, the “technology became a slave to the pedagogy, rather than vice versa, and the videos became, if you will, ‘inquiry spackle’” (quote from OnCUE, Spring 2013, Vol 35, No. 1). For tons more resources, strategies, and samples, visit Ramsey’s personal website and Cycle of Learning.
Be back soon with Day 3 Take-Aways.
Just returned from the 2013 CUE Conference, a 3-day event jam-packed with educators initiating conversations and sharing resources and best practices on innovative, effective technology integration. This year the Common Core State Standards were at the core of the conference.
Here are a few of my take-aways from Thursday, Day 1:
Session 1 - Collaboration Around the Common Core Using Brokers of Expertise – Eddy Avelar walked us through the layout and resources of the California K12 High Speed Network’s (K12 HSN) Brokers of Expertise site. I’m looking forward to connecting with and learning from the California CCSS group.
Session 2 – Digital Tools for the ELA Common Core - Jonathan Brubaker has posted his session slides on sqworl.com, a new tool for me. Not only can you view his slides, but each tool he introduced for building students’ academic vocabulary is shown on his sqworl site. I really like Big Picture, which features photos from flickr.com, and “ lets you view and share photos in the style of The Big Picture, Boston.com’s excellent photo blog.”
Jonathan reminded participants that “text complexity” cannot be based on lexile alone. The Grapes of Wrath, for instance, has a 4th grade “quantitative level” but the “qualitative level” is much higher. One comment really resonated with me: “Text complexity should be a conversation - don’t use it as an excuse for Readicide. Reading has to be the point – not lexile” (e.g., AR). He ended the session with a huge shout out to Touchstones Discussion Project guides for building critical thinking and powerful classroom discussions.
Session 3 – Making your (Google) Voice Heard – If you still haven’t created a Google Account, Brandon Wislocki’s session would convince you to drop everything and set one up so you can start using Google’s free Voice program and app. A big advantage for teachers is being able to use Google Voice as an alternate number for students and parents to call. But there are so many more possibilities! The fact that the messages are saved as embeddable mp3′s and are translated into text is just a starting point. Think of the possibilities for extending learning beyond the school day, especially for your ELs!
Session 4 - Online Writing that Meets the Common Core – Jason Saliskar started his session by laying out via grade levels what CCSS Anchor Standard 6 for Writing looks like by grade level. I love that it’s all there on his presentation link! A favorite take-away from Jason’s session is that in teaching writing in the Common Core era, ”writing short is going to matter as much as writing long” (from Pam Allyn). Loved the videos Jason included, such as a Teaching Channel look at poetry, technology, and CCSS from an elementary language arts teacher and the 3-minute video embedded below on Explaining the Common Core State Standards:
Keynote Session – Ending Day 1 with Catlin Tucker’s inspiring keynote was a perfect close. Her session was recorded, so as soon as I have that link I’ll add it to this post. In the meantime, I encourage you to subscribe to Catlin’s blog and to follow her on Twitter (@CTuckerEnglish). In stating that “Technology can’t be an add-on – it has to replace and extend what we already do,” Catlin presents compelling ways to take powerful fiction, such as To Kill and Mockingbird and connect it real world issues, such as the death penalty. For high school English teachers who fear that CCSS means letting go of the classics, you definitely want to connect with Catlin Tucker. She takes 9th grade English, technology, and the Common Core to new levels.
I’ll be back soon with some CUE Day 2 take-aways.
I will remember for a long time to come the beautiful memorial service, reception, and solidarity of the diverse community who gathered Friday at the Sacramento Buddhist Temple to honor the memory of Wayne Maeda. He leaves a huge legacy.
You can learn more about Wayne’s commitment to teaching for tolerance by reading his book Changing Dreams and Treasured Memories: A Story of Japanese Americans in the Sacramento Region. Sac State’s Asian American and Ethnic Studies program and department is a result of Wayne’s vision and passion for combating hate crimes and other social injustices.
I called on Wayne many times in the last eight years to meet with teachers in my district to provide the historical context needed to help build our Time of Remembrance Oral Histories Project. He never once said no to my continual guest speaker requests.
Two years ago, I traveled with a group of Sacramento teachers and students to the legendary World War II internment camp Manzanar. I will never forget this experience. The trip was paid for through a California Civil Liberties Public Education Grant – written by Wayne. Wayne also invited my friend and talented videographer Doug Niva to accompany us. The result was the I’m American Too documentary. I know that all who have watched the documentary and who knew Wayne, myself included, will consider the documentary a tribute to Wayne’s dedication to “never letting the mistakes of American history be repeated.”
“Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it’s the only thing that ever has.” ~ Margaret Mead
“The world is a dangerous place to live; not because of the people who are evil, but because of the people who don’t do anything about it.” Albert Einstein
In my workshops with teachers, I illustrate Einstein’s quote with the Bully Bystander PSA and Margaret Mead’s with the Price of Silence PSA. Both videos show that, despite the gnawing, gripping, disheartening feeling that any form of bullying is really not OK, it takes the tremendous courage of a single individual to be the first one to cross the line from bystander to upstander. These are the stories we need to celebrate and share!
As a co-curator of the Digital ID project, I invite you and your students to step up to a global microphone and share, via VoiceThread, what it means to be an upstander, not a bystander.
On Wednesday, I will head over to an elementary site in my district to give a one-hour session on Project-Based Learning (PBL). I am thrilled for the invitation and the opportunity to initiate conversations on how technology can support teachers in taking student learning to new levels.
Within a 60-minute limit, my goal is to make clear that Common Core Standards are “the what” and PBL is ”the how,” with technology there to help fuel the scope and impact of authentic learning.
Thanks to the outstanding PBL resources available online, I did not have to start from scratch to build my presentation. Between Edutopia’s dynamic PBL resources, with Suzie Boss leading the way; the Buck Institute for Education’s PBL site; and Ginger Lewman’s PBL in the Primary Classroom LiveBinder and her Life Practice blog site – where I found her wonderful “At the Intersection” illustration - gathering links to share with the teachers was like hitting the jackpot every time I Googled PBL.
My slideshow presentation walks teachers through the definition and some sample best practices, gleaned mainly from Edutopia. My goal for the remainder of the school year is to replace Edutopia best practices with PBL samples from my district.
I’ve included my notes in the slideshow – again crediting Suzie Boss, Ginger Lewman and BIE for much of my narrative.
If you have resources, samples, or activity ideas (appropriate for a 60-minute workshop), I hope you will jump into the conversation and leave a comment.
The Google Cultural Institute is a dynamic set of stunningly beautiful collections. The purpose of the Cultural Institute is to help preserve and promote culture online. Google has created this site
to provide a visually rich and interactive online experience for telling cultural stories in new ways. Discover exhibits by expert curators, find artifacts, view photographs, read original manuscripts, watch videos, and more.”
My introduction was through the Art Project. I’m sorry I didn’t make note of the Google curator who led us through the Google Hangout tour of beautiful works of art from museums around the world. I think I was too swept away by the possibilities of virtual museum tours for students.
The Art Project is just one component of the Cultural Institute. How about having at your fingertips the opportunity to view a selection of books Nelson Mandela received both in prison and during his political career, including the inscriptions supporters wrote on the inside pages of the books. Or how about a visit to Anne Frank, her life, her diary, her legacy? Or the Fall of the Berlin Wall, revelation not revolution?
Thank you, Google, for your commitment to “building tools that make it simple to tell the stories of our diverse cultural heritage and make them accessible worldwide.”