Tag Archives: eci831

Being a Techie Role Model: An Observation

14 Nov

My Symbaloo Dashboard

In her blog, Roller Coster, Shelly Wright writes about the trials and tribulations of being a teacher that is working towards education reform.  In one section of her post she wrote:

“I also find that my students, although labelled, by some, as digital natives, aren’t all that technologically literate. If you take out Facebook, e-mail, IM, and texting, they use very little technology.  Most of the technology I use, they’ve never heard of.”

This reminded me of something that I noticed last week.  When I demonstrate a new tech tool to my students there are always some students that are enthusiastic about using it and then some that are ambivilent.  This is especially true if it is something that I am requiring them to use.  Having said that, last week I discovered something about my students.  They are just children that copy what adults do.  Case in point:  I was setting up my lap top and the projector to show my students Stixy and Wallwisher, which I plan to experienment with in my class.  When I hooked my laptop up and opened my browser, it automatically went to my homepage, which is my Symbaloo account.  The kids were all very curious so I quickly explained that it was a bookmarking dash board that allows me to access all my bookmarks and accounts from any computer.  I continued on to show them Wallwisher (which would not work, successfully ruining my lesson) and Stixy. While I was demonstrating the sites, one of my girls commented “I love how you know all these weird tech tools to use.”  When the bell rang for recess there were a few students lingering in the classroom.  As I went to ask them to go outside, I took notice of what they were doing.  They were setting up Symbaloo accounts.  A few days later, I noticed another student using his to access our class wiki.   They had copied me because I am a role model for their tech use.

I think that we sometimes assume that because these kids have grown up with technology, they automatically know what is out there, how to find it and what to do with it. As Shelly noted in the quote above, they are not born technologically literate.  They know how to use Facebook, email, IM etc. because it has been modeled for them in the media.  Facebook and Twitter are popular because they all over  TV. They are simply coping what they see adults doing  If we want them to move beyond only Social Networking tools, we need to show them what to use and how to use it and not assume that they just know how.  This is one more argument in support of encouraging schools to develop and employ technologically literate teachers.  There is so much out there to use but without us modeling how to responsibly use it, they probably won’t seek it out on their own.  We need to teach tech to them.


My Project: Update After Student Feedback

14 Nov

Last week I asked my participating students to complete the second survey regarding communication methods with me.  I have posted the results of that survey and my reflections on it below.  Any observations, comments or things for me to think about while I continue would be appreciated.



Results of The Second Survey

This second survey was given to my students on November 9, 2010. It examines their use so far of the three communication options, what they would like to see to make it better and what their preferred method has been so far. I also asked for some written feedback regarding the three options.


What positive comments can you make about the classroom website?

# Response Date Response Text
1 Nov 6, 2010 7:36 PM good homework information
2 Nov 6, 2010 11:05 PM Its design of the page layout is very easy to use.
3 Nov 8, 2010 5:31 AM Its makes easier to go on the wiki!
4 Nov 9, 2010 2:39 PM I like all of the links to things we need like igo, engrade, homework, and notes etc.
5 Nov 9, 2010 11:57 PM The homework stuff !
6 Nov 11, 2010 6:00 PM i think the classroom website really helps to allow me to get to wikispaces.
7 Nov 12, 2010 5:10 AM It helps me remember my homework if I forget my agenda.

What would make the classroom website more useful for you?

# Response Date Response Text

1 Nov 6, 2010 7:36 PM if there was more interactive stuff to do
2 Nov 6, 2010 11:05 PM If it had more links to infrotion we are learning about
3 Nov 8, 2010 5:31 AM Nothing, I think it’s perfect.
4 Nov 9, 2010 2:39 PM I don’t know
5 Nov 9, 2010 11:57 PM maybe put games on it but like school games
6 Nov 11, 2010 6:00 PM if everything was linked to the classroom website
7 Nov 12, 2010 5:10 AM If we could see the actual assignment in case we forget it.

What positive comments can you make about the Senior Eagles Wiki?

# Response Date Response Text

1 Nov 6, 2010 7:36 PM a lot of information on our classroom topics
2 Nov 6, 2010 11:05 PM It has tons of good links to information and easy to use.
3 Nov 8, 2010 5:31 AM It helps you a lot with your homework!
4 Nov 9, 2010 2:39 PM I don’t use it
5 Nov 9, 2010 11:57 PM checking stuff!
6 Nov 11, 2010 6:00 PM that everyone can contribute
7 Nov 12, 2010 5:10 AM Its good for typing stories or documents and access them at school rather than forgetting them at your house.

What would make the Senior Eagles Wiki more useful for you?

# Response Date Response Text

1 Nov 6, 2010 7:36 PM n/a
2 Nov 6, 2010 11:05 PM Nothing, Its great already!
3 Nov 8, 2010 5:31 AM Again, Nothing, I think it’s perfect.
4 Nov 9, 2010 2:39 PM Not sure
5 Nov 9, 2010 11:57 PM the homework !
6 Nov 11, 2010 6:00 PM if evryone used it
7 Nov 12, 2010 5:10 AM Being able to chat with teachers.

What positive comments can you make about having me as a friend on Facebook and what I post on there?

# Response Date Response Text

1 Nov 6, 2010 7:36 PM all homework assignments in one place
2 Nov 6, 2010 11:05 PM I always look at the homework to make sure i am not missing something.
3 Nov 8, 2010 5:31 AM It’s easier to know what we have for homework all you have to do is when you are on facebook just go and check on you wall.
4 Nov 9, 2010 2:39 PM It is good because it reminds me of all our homework so I remember to do it.
5 Nov 9, 2010 11:57 PM Having the homework updates and stuff
6 Nov 11, 2010 6:00 PM it helps because when i go on facebook i can see what i have for homework
7 Nov 12, 2010 5:10 AM That its nice to let you know if your sick or something like that

What could I post on Facebook that would make it more useful to you?

# Response Date Response Text

1 Nov 6, 2010 7:36 PM links to wiki and Ethel Milliken school
2 Nov 6, 2010 11:05 PM Stuff that we will be doing the next day
3 Nov 8, 2010 5:31 AM Mabe when you are on and we need help with something you can go to the chat and talk to us.
4 Nov 9, 2010 2:39 PM I think it is just fine where it is.
5 Nov 9, 2010 11:57 PM i don’t know
6 Nov 11, 2010 6:00 PM limks to all the website we use
7 Nov 12, 2010 5:10 AM Nothing


So far, what is your preferred way of getting information about school from me? Please explain why,

# Response Date Please explain why

1 Nov 6, 2010 7:36 PM I use it the most
2 Nov 6, 2010 11:05 PM I am on facebook almost everyday
3 Nov 9, 2010 2:39 PM because I already use facebook so its a lot easier just to check from facebook
4 Nov 9, 2010 11:57 PM Because i am always on Facebook and i can just check it.
5 Nov 11, 2010 6:00 PM because when i go on facebook i get reminded of what i have for homework if i forget
6 Nov 12, 2010 5:10 AM Because I would rather go facebook than classroom website.

Is there another method of communication online that you would like us to try using?

# Response Date Response Text

1 Nov 6, 2010 7:36 PM e-mail
2 Nov 6, 2010 11:05 PM no dont think so
3 Nov 8, 2010 5:31 AM Just puting it our there not tweeter.
4 Nov 9, 2010 2:39 PM No
5 Nov 9, 2010 11:57 PM no
6 Nov 11, 2010 6:00 PM not that i can think of
7 Nov 12, 2010 5:10 AM No

My Second Reflection After the Results of the Second Survey

November 13, 2010

After reading the results of the second survey that I posed to my participants, my suspicions have proven correct. When I started this project, I figured that the most popular choice for communication with my students would be Facebook. I knew that my students would like it because it is something that they use on a daily basis. What I had not thought about was that having it delivered to them rather than having to seek out the information would make all the difference. It was not expressed in the results of the survey, rather in person during school time, but my students have really enjoying having my posts sent to them. With Facebook, I can deliver any information that I wish my students to have to them and I know that they will most likely see it. If I post information on any of the other sites, only those that are diligent to check them on a regular basis will see it, and that is not very many of them. Facebook seems to combat that problem but at the same time, it is not without it’s own complications.

One of the main complications with using Facebook with my students is privacy. I am not concerned about my own privacy as the account that I use for communication with my students is for school only and does not contain any personal information about me. I am most concerned with the privacy of my students and protecting myself from becoming involved with inappropriate conduct online. I would never require any of my students to become Facebook friends with me as it makes me privy to their outside communication with their friends and I believe that there are some lines that should not be crossed. When I discussed this project with my volunteers I made it very clear to them that by agreeing to help me they would be opening up the potential for me to see their profiles if I chose to. I also made this clear in the permission slip that I sent home to parents. See here:  ECI letter.htm Most students said that this did not bother them but when I began to add my students as friends and was able to see their wall postings, I became uncomfortable with it. I did not like seeing who posted on their walls or when they played a game even. I felt that the professional walls of teacher and student had been taken down too much. Seeing their wall posts makes me vulnerable to having information about them that I may at some point be responsible to do something about. What if they posted something that I perceived to be inappropriate. Would I be responsible to report these things to their parents? Yes, I probably would be and I would prefer not to be. I order to address these issues, I blocked all of their wall postings from my news feed. This helped somewhat but I can still access their information if I wanted to. Friending my students also limits the number of students that will be willing to communicate with me, some will choose not to because it invades their privacy and I do not blame them. I talked to my whole class about this the other day and it was suggested that I create a Facebook Group instead. This allows me to do all of the actions that I could do before (posts, links, video etc.) but does not require my students to Friend me to be a part of it. Problem solved! I now have four more of my students as members of my group but not as friends. In my final survey I will address this development and extend the survey to the rest of my students that have joined the group.

I have come to a conclusion after questioning my students about the effectiveness of the three communication tools that we are using. No one single tool will accomplish all the goals that I have for communicating with my students. Each of the three tools have their own purpose and benefits. In the end I will be choosing which combination of tools I will use and what their purpose will be rather than one single tool. My project has turned into a way to streamline my communication methods rather than exclude options.


My Project

6 Nov

The Concept

After the third class for EC&I 831 I wrote a blog posting about the novelty of technology in the classroom and how students feel about teachers using the technology that they use for social interaction in their classrooms.

“I would like to talk about novelty. I have always allowed my students to use iPods at school, in fact, I encourage it. I like that they have a little computer at their fingertips to help them with spelling or give them the answer to a burning question or give them their own private space to work. At first, I was like, the coolest teacher ever, there were iPods all over the place. Now they all have them and they don’t use them as much. When I give them the option of using some kind of Web 2.0 tool they just want to do a poster or if they are really adventurous, use PowerPoint. When I tell them that they are not allowed to make posters and only posters, they act like I cut their arm off. So why is this? apathy? laziness? Boredom? All of the above? My instinct is that in my school it is leaning more towards laziness and the difficulty of breaking them out of their “old school” ideas. (And I mean old school literally) We have relied on novelty to motivate students for a while now and it have come to the point where the market has become saturated. What do we do now that the novelty is wearing off?”
“There is so much available out there for them to use that it is difficult to decide or learn to use many of the tools. They are familiar with Facebook and things like MovieMaker but when I ask them to use a new tool, they become confused and lost. The thing is, that most kids do not use Web 2.0 tools in their everyday lives. They use social networking tools and when you try to introduce social tools into the classroom, they act like we have walked into their bedrooms. It is hard for them to see that something that they use in their social lives can be used in the classroom and it is hard for them to let go of thinking that it is their’s. I think too that sometimes they find it uncomfortable that their teachers know and use the same networking tools that they do. It makes teachers human and gives them social lives, something that kids don’t think we have. Asking them to use Facebook at school and admitting that you know how to use it is now akin to seeing your teacher buying groceries (remember thinking “they eat food, weird?” I do.) I remember last year one of my students seeing me text after school one day exclaiming “whoa, Mrs. Stinson, you text?” So, social networking in schools is uncomfortable and web tools are unfamiliar, that leaves teachers with yet another task, making it comfortable and familiar. And if you are a teacher that is uncomfortable and unfamiliar, then you have a whole other situation on your hands.”

Following that posting, I was reminded of a story that was on CBC news about a Regina teacher who was being criticized for using Facebook in his classroom. I was intrigued by this story for two reasons; I went to University with the teacher and I have also used Facebook in my classroom. This made me think about how I communicate with my students. I alreadyhave two means of communication with my students. I have a classroom website that has downloadable documents as well as a homework listing and other features. This year I also started a Wiki for all of the grade 7/8 students in my school so that they can all access resources and class material as we are all working on the same projects and learning material this year. This got me thinking about how much my students use these resources that I put a lot of time and effort into and what they would use more often. I decided to survey my students (see results here) and ask them what they use and what they would like to use. This lead to the concept of my project, “S-cool Communication”. (You can view the results of the first survey on this site)

Senior Eagles Wiki

Facebook Page

The Project

To complete this project, I have asked student volunteers (and hopefully some parents) to use and give feedback on three different methods of communicating with them online. The first will be myclassroom website. This site is maintained by Regina Public Schools and has limited capabilities. I have been using this site at various schools for about 5 years. The second will be the Senior Eagles Wiki. This wiki is new to the students this year. The third will be a new school based Facebook account that will be maintained by me. I will be asking participants to give feedback on the usefulness and usability of each during the middle of the project and at the end. I will use this information to decide what method of communication will be most effective for my students and their parents. On this wiki I will record reflections, data, research and the results of my project.

My Project So Far

We have been engaged in this process for about three weeks now. I have eleven students and one parent contributing out of twenty five. I would have liked a larger sample to gather feedback from but I am very grateful that I have students that were willing to help me. One of the challenges to getting students to help me was that they were not allowed to use Facebook for various reasons. In my research section of this project, I will be addressing the issues that parents and educators have with Facebook.

I asked my students to access all three websites at least three times a week. I post “check ins” on Facebook (example: “like” this comment if you have seen it) as a method of keeping track of who is really helping me. I wish that I had a method of keeping track of whether or not they have been using the wiki or the classroom website at all because I really have no way of knowing.

Today I created and sent out the second survey for the project. This survey targets only the people that are helping me with the project. I have asked for feedback on what they are using, what they like and what they could suggest to make it better. My plans are to take the results of the survey an apply their suggestions to the three communication tools. They will then use the new and improved versions and answer a final survey at the end.

I have internally surveyed myself about what methods I prefer. All three tools offer unique options and are useful in their own separate ways. My challenge is to find out which one tool or combination of two tools is most useful and convenient to use for myself and my students. Here is what I have come up with:

Classroom Website: I do not like my classroom website. I find it’s capabilities limited and that has very little use except as a jumping off place to access the other methods of communication. The only thing is, it is the only option that I have that is fully supported technically by my school board. My plan after this project is to use the website as a place for students and parents to find links to the classroom wiki and my grade keeping site, Engrade.com. I would like to not have to update this page at all during the year unless I need to add further links. Having said that, the results of the survey that I sent out today could change that.

Senior Eagles Wiki: This has proven to be a very useful tool so far this year. It is a place where all 75 of our senior students have contributed in some form or another. I like that I can post their assignment instructions online. This became very useful last week when I had to call in sick. In my emailed sub plan, I just directed the sub and the kids to the wiki where they found their assignment and the links that they needed to finish it. I also really like that all three senior teachers post the students homework on one page. It allows the students to see that we are working together on the same Outcomes and really solidifies us as a team, not three separate classrooms. It is very useful for content materials, in school use and having access to what we have done in school at home (or anywhere else). Having said that, I think that it can not be used on it’s own. It does not have the real time notification capabilities that I also would like to have with my class.

Sub Plan Assignment

Facebook: I really an enjoying using Facebook with my students. I like knowing that when I post a reminder or a link they will most likely see it as they are usually on Facebook everyday. There has been a few times in the past few weeks that I have thought of something that I forgot to tell them, posted it on Facebook and wished that I had more than eleven students that would see it. I try to post links or videos about things that we have done in class or talked about, even if it was not “curriculum related” just because I thought they would be interested. I also post videos and links that I think will help them with their homework that night. Having said that, I think that an even better way to accomplish this would be via Twitter, where we would not have the complications of having private profiles that I would be privy to (right now on Facebook, I block their wall posts from my News Feed to avoid crossing that line into their private lives). I did not use Twitter for this project as very few of my students are using Twitter regularly but maybe it is something that I can think about discussing using with them in the future. Again, there are ethical issues with using Facebook and Twitter with my students but I will address those later on in my project.

My ideal usage of these three tools would be the classroom website as a place to find links only. This must be maintained because it is available on the school website and that is the first place that students and parents go to access information. I would then like to continue using the Senior Eagles Wiki for it’s school content and collaboration capabilities. I would like to be able to continue to send out short reminders and links via Facebook but would love to have more students accessing it. Maybe after the pressure of having to help me with a project is lifted, more will be so inclined. I am also tossing around the idea of just creating a Facebook Group or Page that they could join without having to Friend me. We will see where this takes me in the next few weeks!

Any feedback on my project so far would be very helpful!  See the full project on S-Cool Communication

Technology Supported Inquiry Learning: An Example

1 Nov

I have written a lot about what I believe to be effective teaching practice.  If anyone has read my previous blogs, you will know that I am a Constructivist, meaning that I believe that my students will learn more effectively when I present them with material and ask them to question it and/or construct their own meaning from it.  For this week’s blog I decided that I will give an example of what that looks like in my room. I am going to use my most successful math lesson to date, one in which I did very little teaching! First I should give you a little background on my experience with math; this is my first time teaching grade 8 math, I have taught grade 7 for the last 4 years and my own math success in school is something that I do not wish to discuss (yes, it was that bad).  When I opened the textbook the other day and saw The Pythagorean Theorem, I thought “oh crap, that is scary and if it is scary to me, it’s going to be terrifying to them.”  So after figuring out what exactly the Pythagorean Theorem was, I came up with a way to make it a little less scary.

We use Math Makes Sense as one of our primary resources in math and from the comments that I hear from other teachers, I think that I am one of the few teachers that actually really likes it.  Most of the activities are really great for getting kids to construct their own learning and understand why they are doing what they are doing.  The introduction for the Pythagorean Theorem however, was not so good. So I decided to try something different.

When my students sat down in their math class that day, these were the instructions written on the board for them:

Go to the classroom website

Scroll down to the math link at the very bottom

Find SS8.1

Play games or watch the videos

You may also search YouTube for videos on the Pythagorean Theorem

By the end of the class, you have to be able to explain some of the theorem to me.

So, they got to work.  As they explored web games and videos in pairs, I walked around the room and listened as they picked up important terms and wrote them on the board.  They quickly discovered that the theorem only applies to right angle triangles and that the triangles have legs and a hypotenuse.  Once and a while I would call their attention to something important that someone had discovered that I needed them all to know.  It was going well.  As they played with the formula I began to hear, “oh…I get it” and then I heard the deep heavy breathing of Darth Vader

Yes, that is right, Darth Vader taught my grade 8s the Pythagorean theorem.  And it worked!  Just look at the comments for the video.  Soon, my students were making their own examples to try the theorem out and by the end of the hour all of them had a basic grasp of what it was all about.  They had created their own connections using tools that I guided them to and ones that they discovered on their own.  The next day when we went over the meat and bones of the ideas they already had constructed meaning and were able to follow  and participate in the lesson and apply it to their practice questions.


I asked my kids if they thought that discovering the theorem themselves was a better way for them to learn it than me standing at the board trying to get them all to understand and they all said yes.  There is a very simple explanation for this.  Instead of passively listening, they all had to engage their brains in thinking about what it meant. They were also able to use tools that would work for them individually to make that engagement happen.  If I had stood and talked, I would have had the attention of three or four students at most.  Putting them in charge of themselves forces them to participate.  Technology simply gives them the tools to make it happen.

On Friday, we had an assembly in the gym and my grade 8s were sitting on a bench that we set up on a diagonal to the corner of the gym. One of my students called my attention and said, “Hey Mrs Stinson, if this were a triangle, I would be sitting on the hypotenuse.”  It was silly, but at that moment I felt like I had succeeded in “teaching” them even though they really had taught themselves and I just made it possible. It was pretty awesome.


My Thoughts about Connectivism and Where We Really Are.

24 Oct

Asking Questions About the Pakistan Flood

“We need to move beyond the idea that an education is something that is provided for us, and toward the idea that an education is something that we create for ourselves. It is time, in other words, that we change out attitude toward learning and the educational system in general.”

-Stephen Downes

October 18, 2010

Huffington Post

That quote was posted during Tuesday’s class by Alec from the Huffington Post.  I first read it in the context of the class and what we are learning about how education can be but then I stopped and re-read it from the context of where education is, and specifically I am thinking about in my classroom with my students.

In this class we are learning about the possibilities of PLNs and social networking in the classroom.  What I have been struggling with in regards to this is that I do not believe that my school board or my students are ready for this approach to learning and that has really been bumming me out lately.  I have been professionally, personally, academically and emotionally bummed and to top it all off, I have had a virus since the end of August! So I did a few things about it, I added a  mental health day to my weekend (which I needed seeing as how I slept for 12 hours and Friday was the first day that I did not cough excessively), I went shopping, caught up on my yard work, hung out with my husband, watched movies and got a massage (oh, and caught up on my work for this class.) The result: not so bummed.  This has left me with a new perspective on things, including this quote which, four days ago, I may have looked at with cynicism and have instead decided to look at it by asking myself, what does it mean for me, right now, within the context of what I am able to do with my students and in my classroom?

In the last two years I have had students that did not want to be in my class and parents that agreed and tried to pull them out.  Not because I am a terrible teacher but because I encourage students to take charge of their own learning and be responsible for what they achieve from their year in my class and I do this through my Constructivist approach to learning.  I have been trying (with some success, I have to say) to develop a classroom that is deeply engrossed in Inquiry and Project based learning that features both curriculum content, social justice issues and global awareness. Not an easy task, let me tell you.  I have also made it a goal to use any and all available technology to support this perspective in my classroom. (It is my opinion that you can not have an effective inquiry and project based classroom without technology but some would disagree).  So when I enrolled in this class I expected to learn about some more Web 2.0 tools to use to support this as well as some discussion about social media in the classroom.  What I did not expect was a whole new concept (PLN) to be thrown into my wonderings about what makes effective learning.  I started off on a mission to incorporate this into my already expansive quest to reform education.  I was hit hard with the realities of it all; the red tape, the skills and experience of myself and my students, the availability of the actual machines to make it happen and I became bummed.  So needed to back up and take stock of what I am doing to facilitate this concept right now, slowly, at a pace myself, my students, my colleagues, my employer and my parents can handle.  So here is a run down of what I came up with in response to how my students are creating education for themselves:

  • They collaborate with each other daily, in every subject.  It may not be on Twitter or Facebook or a Google Doc (yet) but they are doing it and it’s a start.  To facilitate this I have tables instead of desks so they can look at each other and most of our projects offer them the choice of working with others or alone.
  • Their learning is connected.  We try not to separate things into separate subjects.  We try to make their Science, Social Studies and Literacy connect so that they are faced with a large concept not small separate tasks and I think that this helps them connect their learning.
  • True to Constructivist theory instead of teaching my students facts, I am constantly teaching my students to ask questions about what they read, view and hear.  That is the #1 skill needed in my room, how to ask good questions.  From there, they are in charge of what questions they ask and how they find the answers them.  Talk about being in charge of their learning. In fact, I am starting a project with them this week based on this assignment that will hopefully lead them in all different directions ranging from the obesity epidemic to the distribution of wealth and how that relates to food, depending on what their questions and interests are.
  • They can choose how they acquire and present their learning to me in most assignments and I strongly encourage them to use technology as it is so much more interesting than a poster and offers them a much broader audience. In terms of acquiring knowledge, internet resources are just so much more available, expansive and up to date than the print resources that they have access to.  Sorry to all you who like kids to still use books for research but I have given up on that.
  • They have multiple opportunities to communicate with me outside of school; email, Facebook (only as an experiment for this class right now), our website, our wiki and just the fact that I have all of those things connected to my Blackberry.  When I was in school, not that long ago, there was no way to do that.  The first thing I remember was taking ECOMP 355 and thinking it was cool that Alec responded so quickly via email (well, cool and I was a little concerned for his social life) 😉

Now that I approaching what I am doing and what I am learning to do from a “non-bummed” perspective, I see that although we may not be ready for this quite yet, we are starting something and someday, we will be there:

A Day in the Life of a Connected(?) Teacher

18 Oct

After last weeks class I stopped and asked myself a question, “how connected am I as a teacher and in my personal life?”  I did not do this to compare myself to Zoe Branigan-Pipe as our circumstances are very different, specifically in the realm of access to technology (I am not about to hope for a tornado anytime soon but it sure would be nice to have my classroom stacked like hers is!) but to ask myself if I am doing everything that I possibly can do to be connected.

How is my communication connected:

1. I wake up and check my Blackberry.  Yes, I am one of those people.  It is usually beside my bed, I don’t have a land line in my room so I tell myself it’s for safety but I really just feel lost without it.  That is weird now that I see it written out, but I am sure I am not the only one. Anyone else addicted to their iPhone or Blackberry?

2.  I do not check my email before heading to school, I just don’t have time but I do as soon as I as have a chance when I get there.  If my day is particularly busy, I check my Blackberry message feed at lunch for sure.

3. I prefer to communicate with parents via email.  I don’t get messages everyday (which is good) but when I get them I can reply much quicker than I can return a phone call.

4.  3:30 bell rings: I check my Facebook to see what my peeps are up to! This will be the first of probably 5 or 6 times that I will check Facebook before I go to bed. I also update my three methods of communication with my students; our class wiki, website and my newest experiment, Facebook.  This communication is the subject of my project for this class.

5.  Texting and Blackberry Messenger: My husband is a firefighter and works nights sometimes, we text often during the day as well but I find that during the evening, we text even more.  We have had some very important conversations via text! I have many people on my BBM but I communicate regularly with my brother using this method.  It’s like he lives in my purse!

6. For this class I use this blog of course.  I am also just starting to see the merits of Twitter IF it is used for networking in a PLN not for updating people with my boring day-to-day life.  That’s what Facebook is for. 🙂 I follow the blogs of my classmates using Google Reader.  I think that is about all I can handle right now as it is sometimes overwhelming to keep up with just those three.  I also created a Delicious account and saved some bookmarks to it but I am unsure of what to do with them!

Connections in my classroom:

1. Available technology:  There once was a time when I was the only teacher that regularly used the cart of 10 Macbooks and it basically lived in my room.  Moving to a bigger school changed that a little for the first year and now as more and more teachers are seeing the merits of using online tools in their rooms our two carts are not enough.  I am lucky enough to have applied for and received a demo cart of 15 HP mini laptops in my room this year.  This makes having a connected classroom so much more feasible.  We just got a SMARTboard in our school but it is not set up yet. I have experience using one and I know that once it is up and running, I will make good use of it.

2. Teaching Pedagogy and Connectivism:  My teaching pedagogy is based in Constructivism, Inquiry and Project based learning.  I think that to teach in these methodologies effectively, I need to have access to appropriate technologies at all times.  What does this look like in my room?  Students are on YouTube. Often.  This is much to the dismay of some people in my school but I know that they are used to acquiring information both visually and auditory, so why not.  My students also do a lot of other internet research.  This means that I spend time at the beginning of my year teaching information literacy skills. These are necessary in my class.  My students have iGo accounts through the school board, can access my gradebook and their marks online, can retrieve information from the class website and contribute to the class wiki, routinely use Web 2.0 tools to present their learning to each other and communicate with me via Facebook or email.  They are allowed to use their iPods for anything that they need to support their learning, whether that be reading on it, using the internet or listening to music to help them focus.  These are just some of the ways that my kids are connected, if I described everything, we would be here for too long.

Here is an example of my students using YouTube to teach the class about the science of zombies!

I think that I am doing pretty well in terms of being a connected teacher but I know that there are things that I would like to improve.

Improvements that I would like to make:

1. Experience with more Web 2.0 tools:  My students know that my two least favorite ways for them to share their learning with myself and the rest of the class are posters and Powerpoint so they are always looking for ways to present that are more interesting to view.  I find that when they ask for recommendations for web tools for them to use, I am sometimes at a loss.  I would like to find time sometime to explore more tools.  I know that there are lists of tools but I just need to find the time to play with them so I can recommend the best to my students for their needs.  I recently had a student that wanted to learn something new and so I Tweeted a plea for good tools and this is the result:

Life on Other Planets

2. Patience:  I need to work on being more patient with people who are learning.  My colleagues often come to me for help or advice on using media in their classrooms.  I am sometimes not the most patient person when it comes to this.  I know that they need to learn and at sometime someone what patient with me while I am learning (thank you Alec and Stu Harris) and I need to return the favour.

Reflecting on what I am doing and what I need to do has been helpful.  I see now that I am doing a lot for myself and my students and have set goals for myself.  What are you doing to be a connected teacher that can inspire me to do even more? Please share!


12 Oct




I had an experience on Friday that has crushed my spirit a little bit.  I have waited until today to blog about it because I wanted to digest it for a while before I begin to rant about it.  I also spent time reading other classmate’s blogs before I began to write and I noticed that I now approach them with a little cynicism and disappointment.  I hope that like other bad news that I receive, I am able to work past it soon, otherwise I might as well just give up now and stop working so hard to make things different. In fact, if things remain this way, I might as well give up teaching because I don’t want to work in schools if I can not help change the face of education because, well, it’s kind of my thing.  I love to push the envelope.  That is why I am in this class. Aren’t we all?

Friday was our PD day.  Our board office is strongly encouraging teachers to use the Blog and websites that we have been provided. As most of our teachers do not know where to begin with this our principal arranged for one of our consultants, a tech expert, to come and help them get started.  Later in the session he began talking to us about the importance of using only board supported tools and web 2.0 tools that allow for only account administer tracking.  He suggested using only Classblogmeister, iGo (that is set up by the board office) and our classroom websites.  Everything else, and he meant everything, should be used with caution and with written parent consent.  This means no Wikispaces, Prezi, Amimoto and the list goes on and on. He also said, under no circumstances should we ever use any kind of social networking with our students especially Facebook and Twitter.  As he was talking, I felt my heart sink and my face turn red.  My colleagues all turned to look at me as I had told a lot of them about my project for this class. The whole thing centers around the most effective, useful and authentic communication tool between parents and students and teachers and my hypothesis is that Facebook will prove to be the victor.  And here I was listening to a consultant from my board tell me that I could get in big trouble for what I had already sent the permission slips home for.  My spirit was crushed.

What was most troubling about this was that the man who was telling me to be very cautious with exploring most forms of  technology with my students is one of the people who first encouraged and inspired me to do so.  If he, who supports educational technology and believes that “connectivism will save education” (direct quote from him on Friday. P.S. I was super excited that I knew what he was talking about while the rest of the teachers were blank) is telling me that our schools are not ready yet and I have no board office support, what hope do I have?  What is the point of being excited and inspired from this class when I may have to wait 10 years for the decision makers downtown to catch up to the technological possibilities of education?

As he was packing up to leave, I approached him and told him what I was doing for this class and that I was afraid to do it now, I mean, the assistant director’s daughter is in my class!  Am I going to get fired for posting homework and permission slip reminders on a school only Facebook account?  He told me that he was on my side and personally supports the use of Social Networking and Web 2.0 tools in the classroom, in fact all of his Graduate work centered around Connectivism and PLNs, but that it was his job to warn me that our school board is just not there yet and that I should proceed with caution because if something were to happen during these communications, I would have no support from the school board.  He could certainly tell that I was discouraged and frustrated.  Later, that night I received an email from him encouraging me to keep going and telling me that my students were privileged to have me.  That helped a lot but I still have been left with a bad taste in my mouth.

After reading Angela’s blog today I see that my school board is not the only one uncomfortable with the openness of the technology available to our students as she wrote:

“I am not ready to give free reign to the students I teach, especially when the media is used within the school or as part of a school assignment.  When my students blog at school, I want to have control over the blogs themselves as well as the comments that can be posted on the blogs.  Legally, I am not sure of the ramifications if something bad was to happen (and I know that likely, nothing would, but there is a chance).  I am just not ready to give up that total control.”

I agree that her concerns are valid but what about those of us that are ready to relinquish control?  We are in graduate studies because we want to learn new things are we not? I want to be able to take my new knowledge to my students and share and experience it right away.  I am told that I have a reputation for being an innovative and non conventional teacher and I am damn proud of that.  How do I continue to innovate when my support system is scared to move forward?  And the reason for their fear is only that they do not understand. Can there be some kind of connection between the innovation that is taught at the university and what our school board personnel can expect to see from their teachers that are continuing their education? What about the new teachers finishing their undergraduate degrees expecting to be able to use what they learned about in school?  Is it fair to crush their enthusiasm before they even have a chance to begin?

I think that my most important question from all of this is, how long do we have to wait for theory and practice to catch up? This is an especially important question given the nature of ever-changing technology.  Chances are that if five, ten years from now directors start encouraging PLN and networking with teachers outside of school, there will be something new and terrifying for them to discourage and I will be right back in the same position;  frustrated and disheartened. I don’t know what the answers to my questions are but I would sure appreciate some insight.