Tag Archives: tech coaching

Final Project, Course 4: An ePortfolio Proposal

I’ve done a lot of inward and outward groaning this past week trying to grapple with my final course 4 project–and ostensibly my course 5 project.  ‘Why did I do such ambitious final projects in the earlier courses?’ I’ve moaned. ‘Now I need to top/go above and beyond what I did earlier…the project needs to be bigger, better…’ etc.

I’ve looked at several course 5 final project videos and descriptions, trying to get a handle on some that fit within my role as Ed Tech Facilitator/Coach for Early Primary and Early Years Teachers.  

I’ve lamented that now being out of the classroom, I have less control and can’t actually implement a redesigned unit plan, without at least first convincing a class teacher–or even more problematic/challenging–but potentially transformative– an entire grade level, as my school tends to strive for consistency across grade levels.

Even if I do manage to convince them of some great re-designed tech infused unit plan, I will be challenged to be available to document all the wonderfulness. Most teachers receive tech my integration ideas well, but they tend to be ‘one-off’ ideas, and aren’t looking to completely revamp an entire unit.  Some ideas, like using a few select apps to tell stories/communicate/reflect on learning (Spark Video or Book Creator) have certainly gained a lot of mileage with teachers, but I don’t (quite) see their implementation as a final project idea.

One area that I and most teachers have focussed on a great deal this year is the effective implementation and use of Digital Portfolios to highlight student learning.  I am thinking that this is the topic/project that I want to use as my final project.  I am just not sure how yet.  

I was initially reluctant to choose this as a topic, since two other Coetailers at my school have just both recently finished their own projects on the topic and I wondered how I could approach my own project from a different angle.  (I haven’t yet see either’s project’s in their entirety–just pieces, and I actually don’t even know their “angles.”)  In any case, their projects are about their own understanding and context–not mine.  

Looking back on the Seesaw Implementation Plan, a Google Doc about my school’s chosen e portfolio platform, Seesaw, created by my wonderful predecessor, I note that after January (January’s goal: possible introduction of the blog feature, or looking into quadblogging) the implementation plan is blank.  Obviously it is left up to me to drive the direction and next steps of the plan.

 

The more I think about it, figuring out how/when to best document and share student learning –and using this process as formative assessment both of/for and as learning has ultimately been and continues to be the bulk of my job.   Documenting my own, others and the students understanding of the process of (digitally) documenting learning and pushing both the understanding and the process of documentation itself to its highest potential will be my project.

Reaching the Highest Potential. Unsplash: No attribution required.

  1. Describe the project: What will your students do?

*I will include teachers as “students” throughout my project–as I work more directly with teachers and other staff than with particular groups of students.

The on-going examination and documentation of my school’s eportfolio story:  how to best share student learning–using our existing platforms–Seesaw for lower primary, blogger for upper primary (and Schoology as an SMS).  

Students and teachers will develop and practice their digital citizenship skills by actively seeking the feedback of and engaging with an authentic audience (students, parents, school community members and ideally, people beyond our walls).

Encourage teachers (ideally one rep per grade level at a minimum) to begin to use additional platforms more effectively by developing an online PLN to learn and share beyond our walls.  

  1. How does this project reflect your learning from COETAIL?

Coetail has taught me the importance of establishing a positive digital footprint by being more thoughtful and skilful in what we chose to share with the world, that developing key digital citizenship skills are paramount to success now and in the future.   I have experienced first hand the benefits of seeking, developing and engaging with an online PLN–which lead to the exposure to new ideas and connections and to see the value in sharing–that sharing is in fact our moral imperative.  

Through the act of blogging, I have become more reflective about my own learning and teaching practice.  The more we understand the significance of and engage with an authentic audience, the more careful and thoughtful we become about the learning we are sharing.  I hope to take students and teachers through a similar reflective journey via their portfolio platforms.

  1. What goals do you hope to achieve with this project?

My Project Goals:

  1. Teachers will improve in their ability to document a wide variety of student learning and will use this documentation more meaningfully in the classroom to enhance student learning.  Reluctant ‘posters’ (to Seesaw) will post more often. Frequent posters will post more reflectively.  Reflective posters will include more range in the technologies they use to document the learning.

2. I hope to use the blog feature of Seesaw in some of the classes/grades and to promote its use as a collaborative learning and reflection tool for students.  

3. I would like for the  younger students I work with to also use both the digital portfolio (and/or blog feature) more independently and reflectively.  

4. I hope to encourage more teachers to join Twitter, (or other online learning communities: e.g., Facebook groups or Google +) and for those that are currently using the platform, to use it more interactively & proactively by sharing examples of student learning.

Making those PLN Connections

  1. Why do you think this unit is a good possibility for your Course 5 project?

The digital documentation and curation of student learning is now a school wide goal and expectation.  Many teachers are new to the process and are looking for guidance.  Speaking from an early primary perspective, I can say that so far this learning journey for (most) teachers has been embraced enthusiastically.  But, many need new ideas, strategies and assistance in this process.  It continues to be a big focus for many teachers and most young students are just beginning to develop their own understanding of the process and its benefits.  Students will need additional and continued guidance, too, in order to be more reflective about their learning and autonomous when sharing/posting their learning.

  1. What are some of your concerns about redesigning this unit?

(Not really a unit re-design, but more a thinking about teaching and learning and documenting re-design: this year my school has moved away from Paper portfolios, but some still cling to old ways and ideas, and making this an effective transition and an actual pedagogical shift takes time and constant inspiration.)

One thing I really do want to push/introduce/explore, according to the Seesaw implementation plan, is the blog option and helping classes connect with other classes–whether that be simply within our own school, or globally.   That  being said, many are not (yet) willing to branch beyond our chosen platform of Seesaw (for lower primary) or Blogger (for upper primary) in order to share learning more publicly via local/global collaborations using (public) blogs, or making/sharing learning more publicly (via Twitter, Google +, etc.)  Many feel that this year they have had to learn one too many new digital platforms (and they have–new student management systems, reporting systems, parent conference systems, etc.) and that picking up and maintaining yet another is just too much.  A few teachers have Twitter accounts, but most tend to use them for consumption purposes.  An even smaller number of teachers have started their own blogs to document their professional learning.  

This other aspect of pushing the digital platform to its highest potential–the making Learning Visible–i.e., public, is a big ask, and many teachers don’t (yet) see its value vs risk/extra work.   I hope to encourage more teachers to branch out of their comfort zone (which is typically private, what happens in the classroom, stays in the classroom, except for sharing with parents)  and expand their learning in the form of public sharing of both student and teacher learning and developing (and understanding the value of) an expanded PLN.  I’m not sure if this is actually a second idea, and worthy of another project entirely, but it is also something I hope to pursue.

  1. What shifts in pedagogy will this new unit require from you?

I hope to learn how to maximise teacher and student learning using Seesaw by becoming  a Seesaw ambassador. I am hopefully accepted into this program, which will not only get a me a cool badge to put next to my name–but ultimately complement other course 5 goals–which are participating more fully in my own PLN in order to promote its effectiveness with teachers, and of course directly benefit teachers and students I work with by learning more about Seesaw’s possibilities via webinars and twitter chats and determining how to best share/relay/implement this information, as part of being an ambassador. So far, I have dabbled/lurked in webinars and Twitter chats, but I would like to further develop my own confidence when using these learning tools, and promoting their use with my staff.

Since I ultimately work most often with teachers rather than students, these aren’t technically shifts in pedagogy, but I will be looking at different ways of spreading information and improving my oral and visual communication skills and ability to influence teacher practice.

  1. What skills and/or attitudes will this new unit require from your students?

Teachers (and eventually students) will be more frequent/thoughtful/creative posters of student learning in Seesaw.

Teachers will (begin to use or) improve their use of social media/other digital communication platforms to share best practices and share student learning.
(Again, I am not entirely sure if these 2 areas of exploration are one in the same or if they are indeed two separate goals and ideas worthy of further exploration, but this is my thinking so far…and this being the first day of my well deserved Christmas break, I think I will leave it at that.  I am sure, with time away from the daily grind, this will encourage further reflection and I will continue to develop my project ideas.

Unsplash: No Attribution required. Happy Holidays!

Digital Divide Needs Mending (…or more glühwein)

Last night, over a glass of hot glühwein (a Swiss thing)  I caught up with a  friend I hadn’t spoken to in a while.  We hadn’t really spoken in any depth about technology before–our main topics of conversation are typically about our young children.  The topic of technology in the classroom came up and for perhaps the first time , I felt the gulf of the digital divide between us. Okay, perhaps I use the term digital divide term loosely and symbolically here, not wikipedia’s more politically loaded, but none the less true:

digital divide is an economic and social inequality with regard to access to, use of, or impact of information and communication technologies (ICT)

 

Found image inspired a new title. flickr photo by -Nicola- https://flickr.com/photos/nicola_s/20141007433 shared under a Creative Commons (BY) license

Found image inspired a new title.
flickr photo by -Nicola- https://flickr.com/photos/nicola_s/20141007433 shared under a Creative Commons (BY) license

 

This friend is an expat like me, my age (younger even), and a teacher, but she seemed very resistant (fearful of, even) to technology integration in teaching (and in life, in general), and went so far as to describe herself as “old-fashioned.”

 

Call me old-fashioned (technology)

Call me old-fashioned (technology)

 

 

Now, I am not a digital native myself, but a willing and interested “non-native”. I wasn’t always this way, but recently, I’ve learned and grown enough to be assuming the role of primary EdTech coach, starting next academic year.  I will be working at a new campus (same school) and coaching teachers holding similar reservations to those of my friend.

 

 

Our conversation, almost more of a debate, got me thinking that a huge part of successful coaching must require a certain amount/kind of communication which must first convince someone that it (receiving tech coaching) is a worthwhile thing to do in the first place.

Earlier this week I read a few articles and posts about EdTech coaching.  There was Why Coaches need Coaches, Tech Coaching for Professional Learning, The Ten Commandments of Technology Coaching, all of which offered a certain value, with tips I likely won’t fully appreciate until later.  

But the article Never Too Late: Creating a Climate for Adults to learn new Skills by Rebekah Madrid resonated the most, as the ideas directly linked to (at least part of) my friend’s reservations about technology.  In Madrid’s article, the concept of a Professional Fixed Mindset was introduced to me (which linked to other articles and great resources for the primary classroom!)

Basically, a Fixed Mindset is having a fixed view of oneself and one’s abilities/intelligence (not a lot you can do about it, just accept.)  A Growth Mindset is the belief that one’s abilities are continually growing and changing (but you have to work at it, no way around it.)

According to Madrid’s Never Too Late,

For children, a fixed view of intelligence can lead them to negatively label themselves with statements such as, “I’m not good at math” or “I’m a bad writer.”

Similarly, when professionals struggle with new demands, they may be tempted to use phrases such as “I’m too old for this,” or “I already know what works for me,” or

“I’m just not a computer person.”

I suppose I am a recent graduate of my own Professional (and personal!) Fixed Mindset, which used to be, “I’m not a techie person.” I might have even said these exact (or something very similar) words to my own amazing EdTech coach (yes, the very person whose job I will take over for next year) the day we started working together.

flickr photo by dkuropatwa https://flickr.com/photos/dkuropatwa/4421657130 shared under a Creative Commons (BY-NC-SA) license

flickr photo by dkuropatwa https://flickr.com/photos/dkuropatwa/4421657130 shared under a Creative Commons (BY-NC-SA) license

 

But, I suppose was willing to try new things and I think a large part of my willingness to learn was due to the approach my coach took–always modeling a Growth Mindset. My coach showed me that she didn’t know everything either, but was willing to try and figure it out–that learning “on the job” was part of the job, and that’s how her skill set grew–not because she was simply born “a techie person.”  

This modelled approach to a Growth Mindset doesn’t always work with all people and it takes time, my coach advises me.  I anticipate a non-techie fixed mindset will be a powerful obstacle to consider for my new role.  I wonder how other tech coaches address this issue: what are coaching strategies (any strategies, really,) that convince the unconvinced, or “un-fix” the fixed-mindset.

 

I continually reinforce that I expect folks to not always get it right — and I am quick to point out when I personally do not get things right. We have to be willing to take risks. If we are not taking risks and making mistakes, we are not doing our jobs as educators. 

-Dr. Lisa Brady, Schools superintendent in Dobbs Ferry, New York via Madrid’s article.

flickr photo by ransomtech https://flickr.com/photos/ransomtech/8554833126 shared under a Creative Commons (BY-NC-SA) license

flickr photo by ransomtech https://flickr.com/photos/ransomtech/8554833126 shared under a Creative Commons (BY-NC-SA) license

By the end of the discussion over hot drinks with my friend the other night, I think I did present a few positive aspects of technology integration in the classroom that she reluctantly accepted, but I don’t think I came close to convincing her that technology in the classroom or even technology in general, is at all a good thing.   We changed to subject to something safer, but the discussion nags me.  If I can’t convince someone who likes and respects me, how will I fare with teachers I barely know?