Real-time collaboration and continuous action
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Digital Strategies for Literacy: Making Room for What Works


Webinar:


Panelists
Darren Cambridge, Principal Consultant, American Institutes for Research
Sandy Hayes, English Teacher, Becker Public Schools (MN);
President, National Council of Teachers of English
Lara Hebert, Coordinator, Literacy in Learning Exchange
Kent Williamson, Executive Director, National Council of Teachers of English
Bob Wise, President, Alliance for Excellent Education

The Alliance held a webinar on the power of digital collaborations among educators across subject areas to improve student literacy. Technology has had a significant impact on many aspects of student learning, but in the area of literacy, there has been tremendous growth and innovation. Tune in to this webinar discussion with literacy experts who are putting these tools to use, and learn more about the results of these tools.

Sandy Hayes and Kent Williamson discussed the Literacy in Learning Exchange and how it is connecting teachers and school leaders with their colleagues across the country, allowing them to share information and improve their practice with Lara HebertDarren Cambridge shared exciting efforts in the development of other professional communities of practice. Gov. Bob Wise moderated the discussion.

Supplemental Material

Please direct questions concerning the webinar to alliance@all4ed.org. NOTE: If you are unable to view the webinar live, an archived version will be available at https://all4ed.org/webinars within a day after the event airs.

>>> HELLO, I’M BOB WISE,
PRESIDENT OF THE ALLIANCE ON
EXCELLENT EDUCATION.
WELCOME AND THANK YOU FOR
JOINING US.
TODAY I’M VERY EXCITED TO
MODERATE THIS WEBINAR ON
IMPROVING LITERACY THROUGH
TEACHER COLLABORATION.
NOW, FIRST LET ME INTRODUCE THE
PANELISTS WHO WILL BE WITH US
TODAY.
HERE IN THE STUDIO, LET ME
WELCOME KENT WILLIAMSON.
KENT IS THE EXECUTIVE DIRECTOR
OF THE NATIONAL COUNCIL OF
TEACHERS OF ENGLISH, OR NCTE,
BASED IN URBANA, ILLINOIS.
HE ALSO SERVES AS THE DIRECTOR
OF THE NATIONAL CENTER FOR
LITERACY EDUCATION.
ALSO WITH US IN THE STUDIO IS
DARREN CAMBRIDGE.
DARREN IS A SENIOR CONSULTANT
FOR EDUCATION TECHNOLOGY AND
ONLINE COMMUNITIES OF PRACTICE
AT THE AMERICAN INSTITUTES FOR
RESEARCH, BETTER KNOWN AS AIR.
A.I.R. WHERE HE SERVES AS
PROJECT DIRECTOR AND PRINCIPAL
INVESTIGATOR FOR THE U.S.
DEPARTMENT OF EDUCATION
CONNECTED EDUCATORS PROJECT.
WE’RE VERY FORTUNATE TO BE
JOINED BY TWO GUESTS ON THE
TELEPHONE.
LARA HEBERT IS A PROFESSIONAL
LEARNING SPECIALIST AT NCTE WHO
FACILITATES THE COMMUNITY OF
LEARNERS WHO JOIN NCLE’s
LITERACY AND LEARNING EXCHANGE.
I’D ALSO LIKE TO WELCOME ON THE
TELEPHONE SANDY HAYES WHO IS
PRESIDENT OF NCTE AS WELL AS A
NATIONAL BOARD-CERTIFIED ENGLISH
TEACHER AT BECKER MIDDLE SCHOOL
IN BECKER, MINNESOTA.
SHE ALSO SERVES ON THE ALLIANCE
FOR EXCELLENT EDUCATION’S
PROJECT 24 TEAM OF EXPERTS AND
HAS PLAYED AN INTEGRAL ROLE IN
WORK ON COMMON CORE ENGLISH
LANGUAGE ARTS STANDARDS IN
MINNESOTA.
THE ALLIANCE IS DELIGHTED TO BE
A PARTNER WITH NCTE IN THEIR
EFFORTS TO IMPROVE LITERACY
THROUGH THE NATIONAL CENTER FOR
LITERACY EDUCATION INITIATIVE.
NCTE IS ALSO A PARTNER IN THE
ALLIANCE’S DIGITAL LEARNING DAY
WORK.
REMEMBER DIGITAL LEARNING DAY,
FEBRUARY THE 5th, 2014, THE
THIRD NATIONAL DIGITAL LEARNING
DAY.
PUT IT ON YOUR CALENDAR NOW.
AND THEY’VE BEEN VERY HELPFUL IN
HIGHLIGHTING GREAT EXAMPLES OF
DIGITAL LEARNING THROUGH ONLINE
WRITING, DIGITAL TOOLS, AND MANY
OTHER INNOVATIONS.
ONE OF THE MOST POWERFUL
INNOVATIONS DOES NOT INVOLVE
STUDENTS USING DIGITAL
RESOURCES.
IT’S THE TEACHERS WHO ARE
LEARNING, COLLABORATING AND
IMPROVING THEIR PRACTICE ONLINE.
TODAY OUR GOAL IS TO EXPLORE
WHAT NCTE HAS LEARNED ABOUT
ONLINE COLLABORATION TO IMPROVE
LITERACY AND HOW THEY’VE USED
THAT INFORMATION TO CREATE THE
LITERACY AND LEARNING EXCHANGE
WHICH YOU CAN FIND AT
LITERACYANDLEARNINGEXCHANGE.ORG,
ALL ONE WORD.
WE’LL ALSO EXPLORE HOW ONLINE
COLLABORATION HAS IMPROVED
TEACHING PRACTICE AND EXAMINES
SOME LESSONS LEARNED ABOUT
CREATING ONLINE COMMUNITIES OF
PRACTICE.
NOW, THERE WILL ALSO BE IN THE
ARCHIVED VERSION OF THIS
PRESENTATION POWERPOINT
PRESENTATIONS THAT ILLUSTRATE
WHAT EACH OF THE PRESENTERS HAS
BEEN TALKING ABOUT TODAY.
SO YOU CAN GET EVEN MORE
INFORMATION IN THE ARCHIVE
VERSION WHICH WILL BE UP BY
TOMORROW.
BELOW THIS VIDEO IS A CHAT BOX.
WE WILL TURN TO THOSE QUESTIONS
FROM TIME TO TIME DURING THE
NEXT HOUR.
YOU CAN ALSO FOLLOW THE
CONVERSATION AND ASK QUESTIONS
ON TWITTER USING THE HASH
TAG #ALLFORED THAT YOU SEE IN
THE LOWER LEFT CORNER OF YOUR
SCREEN.
SO KENT, LET’S BEGIN WITH YOU.
NCLE HAS ACCOMPLISHED A GREAT
DEAL OF WORK OVER THE PAST FEW
YEARS, LOOKING AT THE
ORGANIZATIONAL CONDITIONS THAT
SUPPORT DEEPER LITERACY LEARNING
ACROSS THE SCHOOL OR DISTRICT.
AND AS YOU KNOW, WE’VE HAD — WE
VALUE OUR RELATIONSHIP WITH YOU
BECAUSE FOR THE ALLIANCE,
LITERACY HAS ALWAYS BEEN ONE OF
THE PENULTIMATE ISSUES THAT NEED
TO BE ADDRESSED IN EVERY LEVEL,
K-12, OF THE SYSTEM.
SO CAN YOU TELL US A LITTLE BIT
ABOUT THIS NCLE INITIATIVE AND
SUMMARIZE A FEW OF THE KEY
FINDINGS FROM THE WORK?
>> SURE, BOB.
THANKS.
AND THANKS A LOT FOR HAVING ME
TODAY.
I APPRECIATE IT.
WESTERN ABLE TO CONDUCT A STUDY
THAT INCLUDED MORE THAN 7,000
RESPONDENTS FROM AROUND THE
COUNTRY.
AND IT FOCUSED ON THE CORE
QUESTIONS OF WHAT DO TEACHERS
VALUE MOST IN LEARNING THAT
TRANSLATES INTO CHANGING THE
CONDITIONS FOR LITERACY LEARNING
FOR ALL STUDENTS?
AND SO WE WERE MOST INTERESTED
IN FINDING OUT WHAT IS THE LEVEL
OF COMMUNICATION AND
COLLABORATION THAT CAN WORK
ACROSS THE DISTRICT OR IN A
SCHOOL ENVIRONMENT TO REALLY
START TO HELP TEACHERS REACH
SHARED UNDERSTANDINGS ABOUT THE
KINDS OF PRACTICES THAT MAKE A
DIFFERENCE FOR ALL STUDENTS.
AND THIS WAS RESEARCH THAT WE
CONDUCTED IN PARTNERSHIP WITH
THE 30 ORGANIZATIONS THAT ARE
COLLABORATING IN THE NATIONAL
CENTER FOR LITERACY EDUCATION
INCLUDING AEE, AND WE THANK YOU
FOR YOUR PARTICIPATION.
AND THE SURVEY WAS CONDUCTED
LAST FALL.
SO WE GATHERED MORE THAN 7,000
RESPONSES IN OCTOBER.
AND WE REALLY CAME UP WITH FIVE
MAJOR FINDINGS.
AND THE FIRST ONE WAS GRATIFYING
FOR ENGLISH TEACHERS.
AND THAT IS THAT THERE’S A
REALLY WIDESPREAD ACKNOWLEDGMENT
THAT LITERACY IS CRITICAL FOR
ALL TEACHERS, FOR ALL
PROFESSIONALS.
SO WE FOUND ACTUALLY THAT 77% OF
EDUCATORS INCLUDING LIBRARIANS,
PRINCIPALS, TEACH’S AIDES AND
OTHERS SO THAT LITERACY WAS A
PRIMARY FOCUS IN THEIR
PROFESSIONAL WORK.
YOU KNOW, THERE’S AN OLD MYTH
THAT WE REALLY CAN’T IMPROVE
LITERACY UNLESS IT’S DONE IN THE
READING AND ENGLISH CLASSROOM.
AND THERE JUST ISN’T ENOUGH TIME
TO REALLY CHANGE THE WHOLE
STUDENT LEARNING EXPERIENCE IF
YOU ONLY FOCUS ON ONE PERIOD A
DAY.
SO IT WAS GREAT TO SEE THAT
TEACHERS ACROSS THE BOARD ARE
STEPPING UP TO THE CHALLENGE AND
LEARNING FROM EACH OTHER ABOUT
WHAT ARE — LITERACY ISN’T THE
SAME THING AS THE SCIENCE OR
MATH CLASS AS IN READING
CLASSICAL LITERATURE.
SO WHAT ARE THE KEY THINGS TO
THINK ABOUT IN CONNECTING
STUDENTS SO THAT THEY CAN SOLVE
PROBLEMS ACROSS DISCIPLINES AND
READ MORE DEEPLY?
IT WAS THE FIRST FINDING.
BUT THE SECOND FINDING THAT WAS
REALLY CRITICAL WAS THAT WHAT
TEACHERS VALUE MOST IN
PROFESSIONAL LEARNING WAS
LEARNING TOGETHER ABOUT PROBLEMS
AND CIRCUMSTANCES SITUATED IN
THEIR IMMEDIATE TEACHING
EXPERIENCE.
SO THEY DON’T WANT FLY-BY
PROFESSIONAL DEVELOPMENT.
THEY WANT PROFESSIONAL
DEVELOPMENT THAT FOCUSES ON THE
GENUINE CHALLENGES THAT EXIST IN
A PARTICULAR LEARNING
ENVIRONMENT.
AND THEY REALLY BENEFIT FROM
DOING THAT PROFESSIONAL LEARNING
TOGETHER.
SO WHILE THERE ARE MANY
WONDERFUL TEACHERS THAT, YOU
KNOW, ENGAGE IN DEEP, ONGOING
PROFESSIONAL LEARNING THROUGH
COLLEGE COURSES AND OTHER
ENVIRONMENTS, IF YOU ASK THEM TO
NARROW IT DOWN TO WHAT
TRANSLATEDS INTO PRACTICE MOST
DIRECTLY, IT’S WHEN THEY’RE
WORKING TOGETHER OFTEN ACROSS
DISCIPLINES TO LOOK AT THE
CHALLENGES IN IMPROVING STUDENT
LITERACY.
THE THIRD FINDING WAS THAT WHILE
THAT’S WHAT THEY VALUE MOST,
THERE’S ACTUALLY LESS AND LESS
TIME AFFORDED IN THE SCHOOL DAY
FOR THAT KIND OF LEARNING.
SO WE FOUND A VERY HIGH
PERCENTAGE OF TEACHERS THAT ARE
ENGAGED IN SOME SORT OF
PROFESSIONAL LEARNING COMMUNITY
OR COMMUNITY OF PRACTICE AROUND
HOW TO IMPROVE LITERACY LEARNING
IN THEIR SCHOOLS.
BUT THOSE COMMUNITIES OFTEN MEET
OUTSIDE OF THE SCHOOL DAY.
THEY MEET ON TEACHERS’ OWN TIME,
OR IT’S KIND OF SQUEEZED INTO A
PLANNING PERIOD MAYBE ONCE A
WEEK OR IN MANY CASES EVEN ONCE
A MONTH.
SO THERE IS A CHALLENGE IN BOTH
ORGANIZING SCHOOL DAY AND
ORGANIZING PROFESSIONAL LEARNING
TIME SO THAT THE KIND OF
PROFESSIONAL LEARNING THAT
TEACHERS VALUE MOST IS MORE
READILY AVAILABLE.
TO THEM.
THE OTHER THING THAT WE FOUND
THROUGH THE STUDY IS THAT WHEN
TEACHERS WERE ALLOWED TO KIND OF
CHOOSE THEIR OWN FOCUS FOR
PROFESSIONAL LEARNING AND THE
MEANS BY WHICH THEY’VE ENGAGED
IN THAT LEARNING, LEARNING
ESCALATES MUCH MORE QUICKLY,
WHICH LEADS TO A GRATIFYING
FINDING.
WE DID SOME CORRELATION WHERE WE
LOOKED AT KIND OF WHEN THERE’S
CERTAIN SETS OF CIRCUMSTANCES IN
SCHOOLS THAT PROMOTE
COLLABORATION INCLUDING A HIGHLY
ENGAGED PRINCIPAL OR
ADMINISTRATOR, AGREEMENTS ABOUT
WHAT INCREASES IN LITERACY
LEARNING WILL LOOK LIKE IN
STUDENT PERFORMANCE.
WHEN THESE THINGS EXIST AND
THERE’S AN ATMOSPHERE THAT
REALLY ENCOURAGES COLLABORATION,
THE RATE OF INNOVATION IMPROVES
RAPIDLY.
SO IF YOU’RE LOOKING FOR WHAT
WILL BE A DRIVER OF NEW
PRACTICES AND BETTER PRACTICES
AND STUDENT BEST INTERESTS, YOU
HAVE TO FIND THAT TIME FOR
MEANINGFUL TEACHER COLLABORATION
AROUND QUESTIONS THAT COUNT.
SO THESE SURVEYS WERE — THESE
FINDINGS IN THE SURVEY WERE KIND
OF BORNE OUT IN LATER INTERVIEWS
WITH MORE TEACHERS.
AND THE SURVEY ITSELF WAS DRAWN
FROM A SAMPLE THAT KIND OF
MATCHED THE NATIONAL CENTER FOR
EDUCATION STATISTICS PROFILE OF
WHO’S IN OUR SCHOOLS.
SO SCHOOL LIBRARIANS
PARTICIPATED, PRINCIPALS AND
OTHERS.
AND THERE WAS REMARKABLE
CONVERGENCE IN THE FINDINGS.
MANY PEOPLE VALUE THE EXACT SAME
SORTS OF LEARNING EXPERIENCES.
SO FROM THAT, WE’VE BEEN ABLE TO
PULL ACROSS THE STAKEHOLDER
NETWORK TO PROVIDE KIND OF MORE
GROUNDED LEARNING EXPERIENCES
THAT HELP TEACHERS MOVE TOWARDS
A FRAMEWORK FOR IMPROVING
COLLABORATION IN THEIR BUILDING.
AND IN A MINUTE MY COLLEAGUE,
LARA HEBERT, IS GOING TO TALK A
LITTLE BIT MORE ABOUT THAT
FRAMEWORK.
BUT THERE ARE SIX REALMS THAT WE
REALLY WORK WITH STUDENTS AND
SCHOOLS AND TEACHERS TO TRY TO
BUILD THIS COLLABORATIVE
CULTURE.
I’LL MENTION THEM QUICKLY, AND
THEN LARA CAN GO INTO A LITTLE
BIT MORE DEPTH.
ONE IS A STRONG FOCUS ON
DEPRIVATIZING PRACTICE.
THAT’S KIND OF A FANCY WORD.
BUT WHAT IT MEANS IS WE CAN’T
JUST CLOSE THE DOOR AND ENGAGE
IN OUR OWN TEACHING PRACTICE
WITHOUT SHARING WITH OTHERS.
IN SCHOOLS, THEY HAVE A HEALTHY
COLLABORATION CLIMATE WHERE
THINGS ARE CHANGING QUICKLY.
THERE’S OPEN AND FREQUENT
EXCHANGE ABOUT THE DECISIONS
THAT WE MAKE IN THE CLASSROOM.
SO DEPRIVATIZING PRACTICE, VERY
IMPORTANT IN SCHOOLS THAT ARE
MAKING AN ADVANCE.
THE SECOND IS TAKING AN INQUIRY
STANCE TO SOLVING PROBLEMS IN A
SCHOOL SETTING.
SO SCHOOLS THAT ARE REALLY
MAKING A DIFFERENCE DON’T JUST
ISOLATE PROBLEMS AND TREAT THEM
AS PROBLEMS.
THEY TREAT THEM AS CHALLENGES TO
RESOLVE.
THEY TAKE AN INQUIRY APPROACH TO
DOING RESEARCH AND FINDING
ANSWERS AND EXPERIMENTING TO
FIND SOLID ANSWERS.
THE THIRD IS A COLLABORATIVE
CULTURE.
WHERE AS SOON AS YOU HAVE AN
OBSERVATION ABOUT STUDENT
LEARNING, YOU’RE READY TO SHARE
WITH SOMEBODY ELSE BECAUSE YOU
KNOW THAT CAN MAKE A DIFFERENCE
IN ANOTHER PERIOD IN THE DAY,
ANOTHER TIME.
SO IT’S ACTIVE, FREQUENT
EXCHANGE ABOUT TEACHER DECISIONS
AND STUDENT PRACTICE.
AND FINALLY, IT’S REALLY
IMPORTANT TO USE EVIDENCE IN
BOTH PLANNING AND DESIGNING
ASSESSMENTS.
AND OFTEN THESE DAYS WE THINK OF
USING EVIDENCE AS SIMPLY PAYING
ATTENTION TO TEST SCORES, AND
TEST SCORES ARE ONE FEATURE, BUT
IT’S MORE THAN THAT.
IT’S LOOKING AT WHAT REALLY
ENGAGES STUDENTS.
WHAT MAKES THEM REACH OUT
OUTSIDE OF THE SCHOOL DAY TO
ENGAGE IN DEEPER LEARNING AND
INVESTIGATING PROBLEMS OF THEIR
OWN CHOOSING.
WHAT CUES THAT IS THE QUESTION.
IN LOOKING AT EVIDENCE IN
DRIVING DEEPER STUDENT
ENGAGEMENT IS EVERY BIT AS
IMPORTANT AS TEST SCORES.
SO IN SCHOOLS THAT VALUE THESE
FACTORS AND LEAVE SPACE FOR
TALKING ABOUT THEM AND THEN
DESIGNING INSTRUCTION AROUND
THEM, WE SEE REALLY IMPRESSIVE
GAINS REGARDLESS OF THE ECONOMIC
CIRCUMSTANCES AT SCHOOL OR EVEN
IN SOME CASES THE AMOUNT OF
COMMUNITY INVOLVEMENT, WHICH IS
IMPORTANT, I THINK, AS WELL.
WE’RE EXCITED ABOUT THIS WORK.
AND IN JUST A MOMENT I’D LIKE TO
TURN IT OVER TO MY COLLEAGUE,
LARA HEBERT, WHO TALKS ABOUT HOW
WE REALLY SUPPORT TEACHERS IN
SCHOOLS MUCH MORE DIRECTLY ON
THE BASIS OF NOT ONLY THESE
FINDINGS BUT THE RESOURCES THAT
ARE CONTRIBUTED BY ALL THE
ORGANIZATIONS PARTICIPATING IN
THE NATIONAL CENTER.
>> WELL, I’VE GOT — I’M — THE
SURVEY IS FASCINATING TO ME.
IT REFLECTS SIGNIFICANT PROGRESS
IN THE LAST FEW YEARS, AND
PARTICULARLY WITH MORE AND MORE
TEACHERS COMING TO SAY LITERACY
IS SOMETHING ACROSS ALL
DISCIPLINES AND CRITICAL TO
WHETHER YOU’RE A MATH TEACHER OR
SCIENCE TEACHER, HUMAN
RESOURCE — OR HUMAN — BIOLOGY
OR ENGLISH.
AND SO THAT — THAT AND THEN
ALSO YOUR FINDINGS ON WHAT’S A
NECESSARY ENVIRONMENT TO GET THE
MAXIMUM STUDENT LEARNING
OUTCOME.
I JUST WANT TO REMIND
PARTICIPANTS THAT ALL OF THIS IN
TERMS OF POWERPOINT PRESENTATION
WILL BE ON THE ARCHIVED VERSION
BECAUSE THIS IS RICH DATA THAT
WE’RE ALL GOING TO WANT TO GO
BACK TO.
AND IT’S ALSO GENERATED, I CAN
TELL YOU, A LOT OF QUESTIONS
ALREADY.
SO LARA, I’M GOING TO TURN TO
YOU TO EXPAND ON THAT AND ALSO
THE ROLE OF THE LITERACY AND
LEARNING EXCHANGE IN THIS
ACTIVITY.
>> GREAT.
I WOULD LOVE TO.
THANKS SO MUCH.
SO WE KNOW FROM THE RESEARCH
FINDINGS THAT KENT JUST
PRESENTED, WE KNOW THAT
EDUCATORS NEED TO BE CONNECTED,
AND THAT’S WHAT BRINGS US HERE
TODAY.
AND WE NEED TO BE CONNECTED
WITHIN OUR SCHOOL SETTINGS BUT
ALSO BEYOND THE SCHOOL WALLS.
AND AS THE NATIONAL CENTER FOR
LITERACY EDUCATION HAS BEEN
DEVELOPING, THE DIFFERENT
BRANCHES OF THIS INITIATIVE THAT
HAVE INCLUDED BRANCHES RELATED
TO RESEARCH, TO POLICY AND TO
PRACTICE.
REALLY KEEPING IN MIND THAT
CAPACITY-BUILDING FRAMEWORK THAT
KENT JUST DESCRIBED, AND THAT
FRAMEWORK REALLY COMES INTO PLAY
STRONGLY WITH THE LITERACY AND
LEARNING EXCHANGE, WHICH IS ONE
OF THE TOOLS THAT’S BEEN
DEVELOPED BY NCLE.
AND KENT MENTIONED THE 30-PLUS
STAKEHOLDERS THAT ARE PART OF
THIS INITIATIVE AND REALLY
PARTNERING TOGETHER BECAUSE
ACROSS CONTENT, ACROSS ROLES AND
WHAT WE DO IN SCHOOLS, WE’RE ALL
ABLE TO COME TOGETHER AROUND
THREE CORE BELIEFS THAT REALLY
DRIVE THIS WORK OF NCLE.
THIS IDEA THAT LITERACY IS THE
SHARED RESPONSIBILITY, AND WE
ALL KNOW THAT WITH THE DIGITAL
INFORMATION AGE, THAT THAT
DEFINITION OF LITERACY IS EVER
EVOLVING.
AND THAT THAT’S A SHARED
RESPONSIBILITY IN AND OUT OF
SCHOOL ACROSS GRADE LEVELS,
ACROSS CONTENT.
BUT THEN IN ADDITION TO THAT AND
ALIGNING WITH THOSE RESEARCH
FINDINGS, THAT PROFESSIONAL
LEARNING IS BEST ROOTED IN
COLLABORATION AND INQUIRY AND
THAT ORGANIZATIONAL CONDITIONS
ARE REALLY KEY TO THE
SUCCESSFULNESS OF THESE THINGS
BEING CARRIED OUT.
AND IT’S THOSE CORE BELIEFS THAT
REALLY BOND THESE STAKEHOLDERS
TOGETHER IN THIS INITIATIVE.
AND IT DRIVES THE LITERACY AND
LEARNING EXCHANGE.
THE WEBSITE THAT PROVIDES
SUPPORT FOR WORK IN THESE AREAS.
SO ON THE LITERACY AND LEARNING
EXCHANGE, WE ARE — WE ARE
REMAINING COGNIZANT OF THE
CONNECTEDNESS THAT HAPPENS
OFFLINE AS WELL AS THE
CONNECTEDNESS THAT HAPPENS
ONLINE.
AND THAT WE COME AT THIS WITH
VARYING LEVELS OF THE ABILITY TO
CONNECT.
SOME OF US HAVE REALLY STRONG
LEARNING COMMUNITIES LOCALLY,
AND WE MEET REGULARLY WHEREAS
OTHERS, WE DON’T HAVE THAT, AND
WE TEND — AND WE MIGHT GO
ONLINE, HOPEFULLY GO ONLINE TO
FIND THAT COMMUNITY.
SO WE HAVE A GROUP SPACE IN THE
LITERACY AND LEARNING EXCHANGE
THAT REALLY COMES — AND THE
GROUPS THAT ARE PRESENTED THERE
REPRESENT VARIOUS SHAPES AND
SIZES FROM WHOLE SCHOOLS, WHOLE
DISTRICTS TO INDIVIDUAL
DEPARTMENTAL TEAMS OR EVEN SOME
OF THOSE — SOME OF THE TEAMS
THAT ARE WORKING ACROSS DISTANCE
AROUND PARTICULAR QUESTIONS.
AND THESE GROUPS ARE FOCUSING ON
INQUIRY QUESTIONS AND REALLY
DIGGING DEEPLY INTO THEIR WORK.
AND THEN IT’S THE WORK THAT’S
SHARED WITHIN THESE GROUP SPACES
THAT GOES ON TO INFORM THE
RESOURCES THAT ARE HOSTED ON THE
WEBSITE THAT FIT BOTH PRACTICES
AND LITERACY AS WELL AS
PRACTICES OF THESE
CAPACITY-BUILDING STRUCTURES
THAT KENT HIGHLIGHTED IN THE
FRAMEWORK.
AND BY FOLLOWING THE GROUP’S
WORK AND BY GROUPS SHARING THE
DIFFERENT PROCESSES THAT THEY’RE
GOING THROUGH IN THE LEARNING
THAT’S OCCURRING IN THE WORK
THAT THEY DO, WE’RE ABLE TO
WATCH FOR THE PATTERNS THAT
SURFACE IN THAT WORK, AND THOSE
PATTERNS, THEN, HELP US TO
SELECT THE RESOURCES THAT WILL
HELP INFORM THE ONGOING WORK
THAT THESE GROUPS ARE DELVING
INTO.
THE WORK OF THE GROUPS ALSO
HELPS TO INFORM THE PROFESSIONAL
LEARNING OPPORTUNITIES THAT ARE
BEING DEVELOPED JOINTLY BY THE
VARIOUS STAKEHOLDERS, LOOKING
FOR THOSE PATTERNS AND NEEDS,
AND THEN THE STAKEHOLDERS ARE
COMING TOGETHER TO DESIGN
WEBINARS AND INVESTIGATIONS THAT
WILL HELP MEET THE ADDITIONAL
NEEDS THAT GROUPS ARE INDICATING
THEY COULD USE SOME ASSISTANCE
WITH, LIKE FINDING TIME IN THE
DAY TO BE ABLE TO LEARN
COLLABORATIVELY AND TO BE ABLE
TO BETTER IMPLEMENT OUR
DIFFERENT INITIATIVES THAT WE’RE
EXPLORING AS SCHOOLS OR AS
DEPARTMENTS.
AND THEN LAST BUT DEFINITELY NOT
LEAST, A BIG FOCUS OF ALL OF
NCLE’S WORK, WHETHER IT’S THE
WEBSITE OR OTHER INITIATIVES IS
REALLY COLLECTING AND SHARING
OUT THE STORIES OF THE
COLLABORATION INQUIRY THAT’S
OCCURRING.
SO OFTEN WE HEAR OF THE FINAL
PRODUCT OF THE ONE-TO-ONE — OF
ONE-TO-ONE COMPUTING OR OF
PROJECT-BASED LEARNING.
AND WE HEAR ABOUT THE GREAT
THINGS THAT KIDS ARE DOING, BUT
WE DON’T ALWAYS HEAR ABOUT THE
PROCESS THAT IT TOOK TO GET
THERE.
AND SO WE’RE REALLY HOPING TO
DEPRIVATIZE PRACTICE AGAIN LIKE
CONSENT SAID BY SHARING THE REAL
STORIES OF WHAT IT TAKES TO GET
THERE AND TO IMPLEMENT THESE
CHANGES WITHIN SCHOOLS.
REALLY WORKING TO CONNECT
EDUCATORS, ESPECIALLY TEAMS OF
EDUCATORS WITH ONE ANOTHER AND
TO RESOURCES THAT THEN SUPPORT
THEIR WORK.
WE REALLY ARE ALSO ENCOURAGING
TEAMS TO ASK THEIR QUESTIONS FOR
WHERE THEY WANT TO STRENGTHEN
STUDENT LEARNING, THAT THEY’RE
SHARING — THAT THEY’RE THINKING
ABOUT THAT AS A TEAM, BUT
THEY’RE ALSO SIMULTANEOUSLY
THINKING ABOUT HOW THEY ARE
STRENGTHENING THEIR
COLLABORATION.
HOW ARE THEY — WHAT ARE THEY
DOING TO GET BETTER AT LEARNING
WITH AND FROM ONE ANOTHER?
SO THAT BRINGS US BACK TO THE
FRAMEWORK FOR CAPACITY BUILDING.
AND THOSE — THE TEAMS THAT ARE
WORKING AND SHARING THEIR WORK
WITH ONE ANOTHER THROUGH THE
WEBSITE, THE COMMUNITY THAT’S
HERE AND AVAILABLE AT THE
LITERACY AND LEARNING EXCHANGE
PROVIDES THE ABILITY FOR
TEAMS — FOR INDIVIDUALS TO
FOLLOW THE WORK OF A TEAM.
AND SO IF THERE’S A TEAM ON
THERE THAT’S WORKING ON A TOPIC
THAT IS NEAR AND DEAR TO YOUR
HEART AND OF INTEREST TO YOU,
YOU’RE ABLE TO FOLLOW THEIR WORK
AND TO INFORM ONE ANOTHER ACROSS
LEARNING TEAMS.
SO REALLY EXPANDING THAT NETWORK
BEYOND THE PROFESSIONAL LEARNING
COMMUNITY THAT YOU’VE ALREADY
FORMED AND EXPANDING IT OUT MORE
BROADLY.
SO WE MIGHT COMMIT TO BEING
BRING YOUR OWN DEVICE SCHOOL.
THAT’S ONE THING, BUT WE KNOW
THAT THE IMPLEMENTATION IS THIS
ONGOING CYCLE OF INQUIRY.
AND THAT’S WHAT WE’RE REALLY
HOPING TO REALLY — TO REALLY
GUIDE AND SHARE WITH ONE ANOTHER
THROUGH THE LITERACY AND
LEARNING EXCHANGE, BY MAKING OUR
PRACTICES PUBLIC AND BY SHOWING
THAT ONGOING LEARNING PROCESS
ALL THE WAY THROUGH THAT CYCLE.
SO WHETHER WE’RE THINKING ABOUT
IMPLEMENTING COMMON CORE OR
ONE-TO-ONE COMPUTING OR
PROBLEM-BASED LEARNING OR
FAMILY/SCHOOL PARTNERSHIPS,
THERE’S SO MANY OTHER
COMMONALITIES IN OUR WORK THAN
THERE ARE DIFFERENCES.
AND THAT’S REALLY ONE OF THE KEY
PURPOSES FOR THE LITERACY AND
LEARNING EXCHANGE IS TO REALLY
LOOK FOR THE CONNECTIONS BETWEEN
OUR WORK, OUR VARIOUS LEVELS OF
WORK, AND THEN TO STRENGTHEN
THOSE CONNECTIONS.
SO THAT WE CAN CONTINUE TO BUILD
THESE INITIATIVES AND SHARE MORE
BROADLY IN LEARNING WITH AND
FROM ONE ANOTHER.
>> SO THAT’S PRETTY EXTENSIVE.
LARA, WHILE I’VE GOT YOU,
THERE’S A QUESTION THAT’S COMING
UP — SHOWING UP ON OUR SCREEN
IN UMPTEEN DIFFERENT WAYS BUT
SAYING THE SAME THING.
SO I’LL LET TRACY IN DELAWARE
ASK IT.
HOW CAN WE GIVE TEACHERS THE
ADDITIONAL TIME TO EXPLORE
ADDITIONAL RESOURCES IN
INCREASED LOADS AND DECREASED
FUNDING?
>> THAT’S THE KEY, ISN’T IT?
>> YES, I’D SAY.
TIME IS ALWAYS AT A PREMIUM.
SO WHAT ARE YOU SEEING THROUGH
YOUR WORK WITH THE LITERACY AND
LEARNING EXCHANGE IN RELATION TO
THE QUESTION OF TIME?
>> YEAH, GREAT.
SO WE SEE THAT SAME PATTERN AS
WELL.
AND SO ONE OF THE STRENGTHS OF
HAVING THE COLLABORATION BETWEEN
ALL OF THESE STAKEHOLDERS, WE
HAVE SOME OF THESE STAKEHOLDER
GROUPS ARE VERY STRONGLY — THEY
HAVE A LOT OF EXPERTISE IN HOW
TO REPURPOSE TIME AND TO
REPURPOSE THE SPACE FOR
COLLABORATION.
AND SO WE’RE ABLE TO SHARE THOSE
RESOURCES LIKE FROM LEARNING
FORWARD AND OTHERS THROUGH THE
LITERACY AND LEARNING EXCHANGE.
AND WE CAN POINT TEAMS TOWARD
THOSE RESOURCES.
BUT THERE’S — AND THEN SHARE
THE STORIES OF THOSE GROUPS THAT
ARE REALLY COMING UP WITH
CREATIVE WAYS TO FIND TIME
WITHIN THE SCHOOL DAY WITHIN
THEIR WORK.
THERE’S ONE GREAT STORY OF ONE
OF THE TEAMS FUNCTIONING ON THE
LITERACY AND LEARNING EXCHANGE.
IT’S A GROUP OF HIGH SCHOOL
TEACHERS IN THE SAME SCHOOL WHO
DIDN’T — DON’T HAVE — DIDN’T
HAVE THE TIME PROVIDED TO THEM
TO EXPLORE THEIR OWN INQUIRY
QUESTIONS.
SO THEY WROTE A GRANT.
THEY FOUND THE TIME TO WORK
TOGETHER ON AN INQUIRY QUESTION
AROUND HOW TO STRENGTHEN
STUDENTS’ ABILITIES TO WRITE
LIKE HISTORIANS.
AND SO AS THEY WERE DIGGING INTO
THESE QUESTIONS AND SHARING THAT
WORK ON THE LITERACY AND
LEARNING EXCHANGE, THEY ALSO
MADE USE OF ONE OF THE TOOLS
THAT WE HAVE ASSOCIATED WITH THE
CAPACITY-BUILDING FRAMEWORK
WHERE YOU’RE ABLE TO SELF-ASSESS
YOUR COLLABORATION AND THE
STRUCTURES THAT YOU HAVE
AVAILABLE TO YOU.
AND THEY TOOK THAT
SELF-ASSESSMENT TOOL AND THEN
ALSO SET A GOAL FOR HOW THEY
WORKED TOGETHER.
AND THEY DECIDED THAT THEY
WANTED TO WORK ON HOW THEIR TEAM
USES EVIDENCE TO MEASURE THE
IMPACT OF THE THINGS THEY WERE
TRYING.
BUT THEY HAD A SECOND REASON FOR
SETTING THAT GOAL.
AND THAT SECOND REASON HAS THIS
REALLY GRASS-ROOTS PURPOSE OF
REALLY WANTING TO INFORM THE
POWERS THAT BE IN THE SCHOOL AND
THE DISTRICT OF THE POWER OF
THIS INQUIRY PROCESS IN THE
HOPES OF — IN THE HOPES OF THE
SCHOOL DISTRICT MAKING SOME
DECISIONS OR THE SCHOOL MAKING
SOME DECISIONS TO PROVIDE SOME
OF THAT TIME DURING THE SCHOOL
DAY FOR OTHER TEACHERS SO THAT
IT WASN’T JUST THIS ONE INQUIRY
TEAM HAVING THE BENEFIT OF THIS
ABILITY TO WORK TOGETHER AROUND
THEIR SHARED QUESTIONS.
>> THANK YOU.
SANDY HAYES, LET ME TURN TO YOU.
YOU’RE PRESIDENT OF NCTE.
YOU’RE TEACHING IN A MIDDLE
SCHOOL.
YOU’RE CONFRONTING A NUMBER OF
THESE ISSUES.
YOU’RE ALSO TEACHING IN A
RELATIVELY RURAL AREA.
YOU PARTICIPATED IN MANY OF
THESE ONLINE COLLABORATIONS.
CAN YOU GIVE US SOME OF YOUR
EXPERIENCES?
>> THANK YOU, BOB.
ACTUALLY, I WAS KIND OF
INTRIGUED BY THE PREVIOUS
QUESTION ABOUT HOW TO GET MORE
TIME TO USE SOME OF THESE
DIGITAL RESOURCES.
AND THAT’S — I MEAN, I’VE BEEN
TEACHING FOR 41 YEARS, AND EVEN
BEFORE TECHNOLOGY, IT WAS ALWAYS
HOW DO WE GET MORE TIME TO DO
“X”?
AND THAT’S STILL THE QUESTION
WITH US.
THE “Xs” HAVE CHANGED, BUT I DO
THINK THIS IS ONE QUESTION WHERE
GETTING MORE TIME, THE PROBLEM
ACTUALLY — OR THE PROBLEM ALSO
KIND OF ANSWERS THE QUESTION.
AND THAT’S TECHNOLOGY.
THAT WE CAN LEARN SO MUCH BETTER
AND MORE EFFICIENTLY FROM PEOPLE
NOT EVEN TEACHING IN THE NEXT
ROOM BUT TEACHING IN A COUNTRY
FAR AWAY FROM US, EVEN.
SO WE HAVE ACCESS TO MAYBE SOME
BETTER SOLUTIONS THAT FIT OUR
OWN INDIVIDUAL SITUATIONS.
AND I THINK THAT’S REALLY WHAT
LED TO MY VENTURING ONLINE WHICH
REALLY BEGAN IN ABOUT 1993.
AND IN THOSE DAYS, AOL HAD A
SPECIAL DEAL FOR TEACHERS WHERE
IF YOU WERE AN NEA MEMBER, YOU
GOT ONLINE THROUGH AOL, AND
THERE WAS A SEPARATE GATEWAY FOR
TEACHERS.
AND THAT LINKED YOU TO A LOT OF
CHATS, SPECIAL BULLETIN BOARDS
OR CHAT SPACES.
AND SO I STARTED LINKING UP WITH
TEACHERS.
AT THAT TIME I WAS GOING THROUGH
NATIONAL BOARD CERTIFICATION,
AND THERE ACTUALLY WAS A
BULLETIN BOARD FOR TEACHERS, AND
ACTUALLY IT WAS REALLY AT THE
END OF THE PROCESS.
SO I NEVER REALLY GOT TO ASK ALL
THE BURNING QUESTIONS I HAD AS I
WAS GOING THROUGH THIS PROCESS
ALL ALONE.
BUT AT LEAST GOT TO MEET PEOPLE
PRETTY MUCH AFTER THE FACT AND
START CONNECTING WITH SOME
REALLY PASSIONATE TEACHERS.
IT’S BEEN — I’VE BEEN THINKING
BACK ON THAT THROUGH PREPARING
FOR THIS AND HOW MUCH MORE IS AT
OUR FINGERTIPS AND HOW MUCH MORE
ORGANIZED IT IS.
YOU’RE NOT JUST, YOU KNOW,
THROWING A ROCK OUT THERE AND
HOPING IT HITS SOMETHING.
BUT YOU CAN DO SUCH MORE REFINED
SEARCHES NOW AND FIND ANSWERS TO
WHAT YOU’RE LOOKING FOR.
SO THAT’S BEEN A TIME SAVER
COMPARED TO, YOU KNOW, IN THE
PAST WHEN IT WAS VERY DIFFICULT
TO FIND JUST THE RIGHT THING
THAT YOU WERE LOOKING FOR.
IN THE PICTURE, THOUGH, I WANT
TO MAKE A COMMENT ABOUT THE
COMPUTER — THE FAKED-UP
COMPUTER SCREEN ON THE PICTURE.
THAT ACTUALLY IS THE NCTE HOME
PAGE ON OCTOBER 17th, 1996.
AND I THINK THAT’S A REALLY GOOD
VISUAL METAPHOR FOR HOW MUCH THE
INTERNET AND OUR DIGITAL
RESOURCES HAVE CHANGED SINCE
THEN.
IT WAS BASICALLY IF YOU CLICK —
AND THROUGH THE INTERNET
ARCHIVE, IT’S LIVE.
YOU CAN — WELL, FAKE LIVE —
YOU CAN ACTUALLY CLICK ON THE
LINKS AND SEE WHAT WAS THERE,
AND EVERYTHING IS TEXT.
THERE IS NOTHING GRAPHICAL.
IT IS ALL — SOME OF IT EXCERPT
ARTICLES.
YOU KNOW, IT’S JUST ONE OF THOSE
GREAT ARCHAEOLOGICAL DIGS TO
LOOK AND SEE WHAT WERE THE HOT
TOPICS.
AND TIME WAS ONE OF THEM,
ACTUALLY.
AND ACCESS TO TECHNOLOGY WAS
ANOTHER HOT TOPIC, AND
ASSESSMENT WAS ANOTHER HOT
TOPIC.
SO THIS — NCTE WAS REALLY KIND
OF ONE OF MY BIG ROUTES INTO
BEING CONNECTED DIGITALLY.
AND SHORTLY AFTER THAT WEB PAGE,
THERE’S — A GROUP BEGAN A LIST
SERVE CALLED NCTE TALK.
AND WHILE THE LIST SERVE IS NOT
REALLY ACTIVE ANYMORE, I STILL
AM VERY CONNECTED TO MANY OF
THOSE INITIAL TEACHERS BECAUSE
THE PIONEERS ARE THE ONES WHO
ARE ALWAYS GOING TO BE PUSHING
AHEAD.
AND SO YOU ALWAYS WANT TO HANG
OUT WITH THEM BECAUSE BY SHARING
OUR INFORMATION, YOU KNOW, WE GO
TO SOME VERY INTERESTING PLACES
AND WAYS THAT IMPROVE OUR
INSTRUCTION AND MAKE THINGS MUCH
RICHER FOR OUR OWN STUDENTS, AND
ESPECIALLY AS THEY ARE SO
CONNECTED IN THIS DIGITAL WORLD.
>> I LOVE KNOWING THAT SINCE
1996 WE’VE BEEN ABLE TO EMERGE
FROM THE TECHNOLOGICAL
PLESTOCINE AGE.
THAT WAS PREFACEBOOK,
PRE-TABLETS.
AS YOU POINTED OUT, THE CHANGES
THAT ARE TAKING PLACE ARE NOW
EXPO TERRIBLE IN GENERATIONS
MEASURED — SOMEBODY SAID THE
OTHER DAY, A YEAR IS TWO
GENERATIONS OF SMARTPHONES.
AND SO IT WILL BE INTERESTING TO
SEE, IF WE HAVE A WEBINAR IN
FIVE MORE YEARS ON THIS, WHAT
THE — AND FLASH BACK TO THE
NCTE CURRENT WEB PAGE, PEOPLE
ARE SAYING, BOY, IS THAT
ANTIQUATED.
YOU RAISE A QUESTION, AND I’D
ASK EVERYONE TO HOLD THIS IN
YOUR MIND AND LET’S COME BACK TO
IT.
SANDY, YOU’VE SAID HOW IMPORTANT
IT IS THAT TEACHERS KNOW WHERE
TO GO TO FIND RESOURCES AND THAT
TECHNOLOGY PROVIDES THAT.
AND SO MY SENSE IS THAT THERE
ARE A LOT MORE RESOURCES THERE
FOR TEACHERS, BUT NOW, WHICH I
THINK IT’S A GOOD PROBLEM TO
HAVE, THE QUESTION OF SORTING
THROUGH TO FIND WHAT IT IS THAT
WORKS FOR YOU.
AND SO IF EACH OF YOU — LET’S
COME BACK TO THAT ONCE
EVERYONE’S MADE A PRESENTATION
BECAUSE I THINK THAT’S ONE OF
THE MOST IMPORTANT ASPECTS FOR
TEACHERS.
AND OF COURSE, I THINK THAT’S
WHAT THE LEARNING EXCHANGE IS
ABOUT CERTAINLY AS WELL.
SO DARREN, YOU’RE RUNNING THE
CONNECTED EDUCATOR EFFORTS.
CAN YOU TALK A LITTLE BIT ABOUT
WHAT THAT IS?
>> SURE.
THE CONNECTED EDUCATOR
INITIATIVE, ITS GOAL IS TO HELP
EDUCATORS THRIVE IN A CONNECTED
WORLD.
AND IT STEMS OUT OF THE 2010
NATIONAL EDUCATIONAL TECHNOLOGY
PLAN.
AND IF THE PARTS OF THAT PLAN
THAT DEAL WITH PROFESSIONAL
LEARNING HAVE A THESIS
STATEMENT, IT’S THAT TEACHERS,
LIBRARIANS, PRINCIPALS,
SUPERINTENDENTS, NEED TO BE MORE
CONNECTED TO EACH OTHER, TO
RESOURCES, TO EXPERTISE OUTSIDE
THE FIELD AND THAT TECHNOLOGY
HAS A REALLY CENTRAL IN PLAY IN
MAKING SOME OF THOSE
CONNECTIONS.
SO WE’VE BEEN WORKING OVER THE
LAST 2 1/2 YEARS TO UNDERSTAND,
WHAT ARE THE WAYS THAT THOSE
CONNECTIONS ARE BEING MADE.
IT TURNS OUT THERE ARE A LOT OF
WAYS.
AND THEN ALSO, HOW CAN WE MOVE
THE FIELD FORWARD?
HOW CAN WE TAKE SOME OF THIS
ACTIVITY AND HOPEFULLY CHANNEL
IT AND NUDGE IT IN A DIRECTION
THAT MAKES IT HAVE MORE OF AN
IMPACT.
SO WE’VE BEEN DOING THAT THROUGH
THREE DIFFERENT APPROACHES,
RESEARCH, DESIGN AND OUTREACH.
SO WE HAVE BEEN DOING SOME
RESEARCH ON COMMUNITIES.
THE LITERACY AND LEARNING
EXCHANGE WAS ONE OF OUR CASE
STUDIES.
WE’VE BEEN DOING THAT WITH
AMERICAN INSTITUTES FOR
RESEARCHERS AND COLLABORATION
WITH THE FRIDAY INSTITUTE FOR
EDUCATIONAL INNOVATION AT N.C.
STATE.
AND WE’VE BEEN LOOKING AT WHAT
CREATES VALUE.
WE’VE ALSO BEEN LOOKING AT WHAT
CAN YOU DO WITH ALL THE DATA
THAT’S GENERATED WHEN EDUCATORS
INTERACT IN THESE ONLINE
ENVIRONMENTS TO HELP SUPPORT
THAT LEARNING AND THAT
COLLABORATION MORE EFFECTIVELY
SO WE’RE WORKING WITH THE
NATIONAL SCIENCE TEACHERS
ASSOCIATION TO LOOK AT THEIR
LEARNING CENTER AND UNDERSTAND
HOW WE CAN SOLVE SOME OF THEIR
PROBLEMS IN MANAGING AND
FACILITATING AND SUPPORTING THAT
THROUGH LOOKING AT THE DATA
ABOUT WHAT’S HAPPENING.
SO IT’S SORT OF A LEARNING
ANALYTICS APPROACH.
AND THEN WE’RE ALSO DOING
DESIGN.
WE ARE — WE HAVE BEEN
EXPERIMENTING WITH RUNNING SOME
COMMUNITIES OURSELVES.
SO FOR EXAMPLE, WE HAVE AN
EDUCATIONAL COMMUNITY MANAGERS
NETWORK WHICH ARE FOR PEOPLE
THAT DO THIS KIND OF WORK, AND
WE HAVE A LARGE INTERNATIONAL
GROUP OF SOCIAL LEARNING LEADERS
WHO CONNECT AND SHARE PROBLEMS
OF PRACTICE IN THAT SPACE.
WE’RE ALSO WORKING WITH THE
NATIONAL SCIENCE FOUNDATION
AROUND THEIR BROADENING
PARTICIPATION IN COMPUTER
SCIENCE AGENDA ON TWO NEW HIGH
SCHOOL COMPUTER SCIENCE COURSES
THAT THEY HOPE WILL BE TAUGHT
VERY WIDELY ACROSS THE UNITED
STATES, HOPEFULLY SOON IN 10,000
HIGH SCHOOLS.
AND THOSE ARE BOTH DESIGNED TO
BE VERY ACCESSIBLE TO ALL
STUDENTS TO TAKE ON A MUCH MORE
DIVERSE GROUP OF STUDENTS MOVING
INTO COMPUTING CAREERS.
AND THEN WE’RE ALSO DOING
OUTREACH.
SO WE’VE BEEN TRYING TO, AS I
MENTIONED, UNDERSTAND WHAT’S
GOING ON.
WHAT ARE THE WAYS PEOPLE ARE
CONNECTING?
HOW ARE TEACHERS LEARNING AND
COLLABORATING ONLINE, THROUGH
COMMUNITIES AND NETWORKS?
AND IT TURNS OUT THERE’S A LOT
OF THIS GOING ON.
WE’VE CHRONICLED A COUPLE OF
HUNDRED OF COMMUNITIES AND
NETWORKS.
THERE PROBABLY ARE THOUSANDS
THAT WE DON’T KNOW ABOUT,
HUNDREDS OF THOUSANDS OF
TEACHERS PARTICIPATING.
BUT THAT’S HUNDREDS OF THOUSANDS
OUT OF MILLIONS OF TEACHERS.
SO THE WORK THAT NCLE AND OTHERS
ARE DOING IS SO IMPORTANT
BECAUSE IT’S TAKING THAT WORK
WHICH IS MOSTLY INDIVIDUAL
EDUCATORS, IT’S PARTICIPATING ON
THEIR OWN TIME ON THEIR OWN
INITIATIVE BECAUSE THEY
PERSONALLY FIND VALUE IN IT,
WHICH IS GREAT, BUT TO TAKE IT
TO THE NEXT LEVEL, WE NEED TO
CONNECT IT TO WHAT’S FORMALLY
HAPPENING SUPPORTING DURING THE
SCHOOL DAY IN THE SCHOOL, AT THE
LOCAL LEVEL.
AND IT’S NOT ONE OR THE OTHER.
WE WANT BOTH.
WE WANT THAT AUTONOMOUS
INDIVIDUALLY ORIENTED LEARNING
THROUGH CONNECTING WITH OTHERS
ON TWITTER THROUGH PARTICIPATING
IN NATIONAL COMMUNITIES THAT
PRACTICE, BUT THEN WE WANT THAT
TO FEED BACK INTO THE
COLLABORATION THAT’S HAPPENING
AT THE SITE LEVEL, AT THE
DISTRICT LEVEL THROUGH
PROFESSIONAL LEARNING,
COMMUNITIES, OTHER KINDS OF
TEAMS AND HAVE THOSE THINGS BE
MUTUALLY REINFORCING.
SO THAT’S REALLY THE DIRECTION
THAT WE WANT TO SEE THINGS GO IN
THE FUTURE.
THAT BEING SAID, THERE IS A BODY
OF RESEARCH THAT SUGGESTS THAT
EVEN SIMPLY THE INDIVIDUAL
PARTICIPATION HAS REAL TANGIBLE
BENEFITS AND VALUE.
SO THERE ARE A VARIETY OF WORK
ON PARTICIPATION IN COMMUNITIES
AND NETWORKS GENERALLY
SPECIFICALLY IN EDUCATION IN
PARTICULAR SUBJECT AREAS.
WE HAVE SYNTHESIZED SOME OF THAT
RESEARCH IN OUR CONNECTED
INSPIRE REPORT WHICH IS ON OUR
PROJECT WEBSITE.
IT’S CONNECTEDEDUCATORS.ORG.
WE ALSO, AS I MENTIONED, HAVE
BEEN CONDUCTING SOME OF OUR OWN
RESEARCH TO BUILD ON THAT.
AND WE HAVE LEARNED SOME THINGS
ABOUT WHAT CREATES VALUE IN
THESE KINDS OF OPEN COMMUNITIES
THAT INDIVIDUALS PARTICIPATE IN.
AND THERE SEEM TO BE TWO
IMPORTANT THINGS THAT HAVE TO BE
BALANCED IN RUNNING ONE OF THESE
COMMUNITIES AND GETTING OFF THE
GROUND SUCCESSFULLY.
YOU HAVE TO GET PEOPLE IN THE
DOOR.
AND SO THAT MEANS THERE HAS TO
BE STUFF — YOU KNOW, I HAVE A
PROBLEM.
I NEED TO TEACH ABOUT A SUBJECT
THAT I DON’T FULLY UNDERSTAND
TOMORROW MORNING.
AND I NEED TO CONNECT TO A
PERSON WHO CAN HELP ME OR FIND A
REALLY GOOD RESOURCE THAT I CAN
SHARE WITH MY STUDENTS.
SO HAVING THOSE RESOURCES,
HAVING REALLY GOOD TOOLS TO
ACCESS THEM, AS SANDY MENTIONED,
IS REALLY IMPORTANT.
SO THAT GETS PEOPLE IN THE DOOR.
IT GETS THEM INITIALLY ENGAGED.
BUT TO HAVE THE REALLY KEEP KIND
OF SUSTAINED VALUE THAT REALLY
LEADS TO CHANGES IN PRACTICE AND
CHANGES HOPEFULLY IN SCHOOL AND
DISTRICT CULTURE, WE’RE FINDING
THAT YOU NEED MORE STRUCTURED
KINDS OF ACTIVITIES.
OPPORTUNITIES TO NOT JUST
PARTICIPATE BUT PLAY A
LEADERSHIP ROLE AND SHAPE THE
DIRECTION THE COMMUNITY IS GOING
IN A SENSE OF WHAT ITS SHARED
OBJECTIVES ARE AND THINGS THAT
PRODUCE TANGIBLE PRODUCTS.
SO I THINK THE LEARNING EXCHANGE
IS A GOOD EXAMPLE OF A PLACE
THAT’S FIGURING OUT HOW TO DO
THIS REALLY WELL, THE CENTER FOR
TEACHER QUALITY IS ANOTHER
PLACE — ANOTHER ONE OF OUR CASE
STUDIES THAT I’D POINT TO THAT’S
DOING REALLY GOOD WORK ON NOT
JUST GOING ONLINE AND TALKING
ABOUT STUFF OR SHARING
RESOURCES, BUT REALLY SOLVING
PROBLEMS TOGETHER OR COMING TO
COLLECTIVE CONCLUSIONS AND THEN
PUTTING THOSE INTO ACTION OUT IN
THE WORLD.
IN OUR OUTREACH PIECE, ONE OF
THE THINGS WE’VE TRIED TO DO IS
TO MAKE ALL OF THIS ACTIVITY
VISIBLE, HOPEFULLY TO CONNECT IT
UP IN SOME NEW WAYS AND TO HELP
EDUCATORS BUILD THEIR ABILITY TO
NAVIGATE THE COMPLEX,
COMPLICATED SET OF RESOURCES.
SO THERE’S LOTS GOING ON, BUT
IT’S OFTEN VERY HARD TO FIND THE
STUFF THAT FITS FOR YOU AND TO
UNDERSTAND THE WHOLE LANDSCAPE
RATHER THAN JUST THE PIECE OF IT
YOU HAPPEN TO HAVE A CHANCE
ENCOUNTER WITH.
WITH THAT IN MIND, THAT’S WHY WE
CREATED CONNECTED EDUCATOR
MONTH.
WE’VE DONE CONNECTED EDUCATOR
MONTH FOR THE FIRST TIME IN 2012
THROUGHOUT THE MONTH OF AUGUST.
WE ARE DOING IT AGAIN IN OCTOBER
OF THIS YEAR.
SO PLEASE CONSIDER PARTICIPATING
EITHER AS AN ORGANIZATION,
PARTICULARLY AS A DISTRICT OR A
SCHOOL OR AS AN INDIVIDUAL
EDUCATOR.
YOU CAN FIND MORE INFORMATION
AND SIGN UP AT
CONNECTEDEDUCATORS.ORG.
LAST YEAR WE HAD 150
ORGANIZATIONS INCLUDING NCTE AND
NCLE, THEY OFFER FREE ONLINE
OPPORTUNITIES TO ENGAGE WITH
OTHER EDUCATORS TO LEARN AND
COLLABORATE.
WE HAD OVER 450 DIFFERENT EVENTS
THROUGHOUT THE MONTH OF AUGUST,
AT LEAST 10 ON,000 HOURS OF
PROFESSIONAL LEARNING DURING
THAT MONTH.
A PRETTY MASSIVE SOCIAL MEDIA
CONVERSATION WHERE WE WERE
GETTING 1.4 MILLION IMPRESSIONS
A DAY ON OUR TWITTER HASH TAGS.
WE THINK WE’LL DO BETTER THAN
THAT.
BUT THAT WAS REALLY THE KIND OF
INDIVIDUAL LEVEL PARTICIPATION.
SO THIS YEAR WE HAVE A NEW
EMPHASIS IN REALLY TRYING TO USE
OCTOBER AS AN OPPORTUNITY FOR
SCHOOLS, DISTRICTS AND EVEN
STATES TO TRY OUT SOME
STRATEGIES FOR MAKING THE
CONNECTION BETWEEN THEIR FORMAL
PROFESSIONAL DEVELOPMENT AND
TEACHER QUALITY INITIATIVES AND
THIS GRASS-ROOTS ONLINE ACTIVITY
THAT TEACHERS ARE DOING ON THEIR
OWN, TO REALLY MAKE THE KIND OF
CONNECTION THAT NCLE HAS BEEN
DOING SUCH A GOOD JOB OF HELPING
THE SCHOOLS, DISTRICTS,
DEPARTMENTS, THEY’RE WORKING
WITH — MAKE OVER THE LAST
COUPLE OF YEARS.
SO WE WILL HAVE ON THE CONNECTED
EDUCATOR MONTH WEBSITE A VARIETY
OF RESOURCES THAT WILL HELP
DISTRICTS THINK THROUGH HOW THEY
CAN TAKE ADVANTAGE OF OCTOBER AS
WELL AS A TOOL KIT THAT WE WILL
RELEASE IN OCTOBER THAT WILL
HAVE ASSESSMENT TOOLS,
EVALUATION TOOLS, WAYS TO MAKE
THE STUFF COUNT AND TO THINK
ABOUT HOW IT CONNECTS TO
COLLECTIVE PRIORITIES AND
PROGRAMMING SO THAT THE
CONNECTION CAN BE MUCH STRONGER
AND SUSTAINED WELL BEYOND
OCTOBER.
WE DO HAVE A THEME THIS YEAR ON
INNOVATING LITERACY AND STEM
INSTRUCTION, SO THERE WILL BE AN
OPPORTUNITY TO REALLY SHOWCASE
SOME OF THE KIND OF WORK THAT
NCTE AND THE NATIONAL WRITING
PROJECT AND OTHER PIONEERS IN
THIS SPACE ARE DOING.
SO WE HOPE FOLKS WILL JOIN US
FOR CONNECTED EDUCATOR MONTH.
WE’D LOVE FOR ORGANIZATIONS TO
PUT THEIR OWN THINGS ON THE
CALENDAR IN OCTOBER, EITHER NEW
THINGS CREATED FOR THE MONTH OR
THINGS YOU’RE ALREADY DOING THAT
SEEM ALIGNED WITH THE THEME.
WE’D LOVE FOR INDIVIDUALS TO
SIGN UP, PARTICIPATE,
PARTICIPATE IN EVENTS, AND WE’LL
HAVE SOME TOOLS FOR INDIVIDUALS
TO TRACK AND REFLECT ON THEIR
OWN PARTICIPATION.
AND WE’D LOVE YOUR SUGGESTIONS.
WE HAVE A TWITTER HASH TAG
OF #CE13.
#CE13.
SO PLEASE USE THAT AND FOLLOW
THAT TO FOLLOW THE CONVERSATION
ABOUT CONNECTED EDUCATOR MONTH.
BUT WE’RE REALLY EXCITED ABOUT
WHAT’S GOING TO HAPPEN IN
OCTOBER AND HOPEFULLY HOW THAT
HELPS AMPLIFY THE GREAT WORK
THAT NCLE AND OTHERS ARE DOING
TO MAKE THE CONNECTION BETWEEN
INFORMAL AND FORMAL PROFESSIONAL
LEARNING.
>> AND SO YOU’VE COVERED A LOT
OF GROUND HERE.
A LOT OF EXCITING INFORMATION.
ANY OF OUR PARTICIPANTS WHO
WANTS TO GO MORE IN DEPTH, I
THINK IT SOUNDS TO ME LIKE THE
BEST THING TO DO IS GO TO YOUR
WEBSITE.
>> THAT’S RIGHT,
CONNECTEDEDUCATORS.ORG.
AND THEY’RE RIGHT ON THE FRONT
PAGE.
THERE’S A SIGNUP FOR A
NEWSLETTER.
AND IF YOU SIGN UP FOR THAT, YOU
WILL GET ALL THE INFORMATION
ABOUT ALL OF THE OPPORTUNITIES
TO ENGAGE EITHER AS AN
INDIVIDUAL OR AN ORGANIZATION.
>> WELL, KENT, THIS GROUP HAS
SPURRED A LOT OF QUESTIONS FROM
THE AUDIENCE, SEEKING RESOURCES
AND SOLUTIONS TO
LITERACY-RELATED QUESTIONS.
SO RAVI IN CHICAGO ASKS, WHAT
STRATEGIES CAN WE USE ACROSS
CURRICULUM TO PROMOTE LITERACY
AT THE SECONDARY LEVEL?
SO I’LL START WITH THAT ONE, AND
THEN I’M GOING TOECCA WHO WANTS TO KNOW HOW
TECHNOLOGY CAN HELP TEACHERS
DELIVER COMPLEX ANALYSIS.
LET’S GO TO RAVI, WHAT
STRATEGIES CAN WE USE?
>> THAT STARTS WITH KIND OF
ZEROING IN ON A QUESTION THAT
HAS HIGH VALUE FOR YOUR SIGHT.
THERE’S NO ONE MAGIC STRATEGY.
THERE’S NO MAGIC BULLET, BUT
THERE ARE A VARIETY OF
STRATEGIES THAT CAN REALLY MAKE
A DIFFERENCE DEPENDING ON WHAT
YOU’RE TRYING TO ACCOMPLISH WITH
YOUR KIDS BASED ON WHERE THEY
ARE IN YOUR SCHOOL.
THINGS LIKE COORDINATING HOW
YOU’RE APPROACHING INFORMATIONAL
ATTACKS SO THAT IN THE STUDENT’S
DAY, THEY MIGHT ENCOUNTER A UNIT
ON DISCOVERY.
IT MIGHT EMBRACE DISCOVERY IN
THE SCIENCES.
IT MIGHT EMBRACE DISCOVERY IN
HISTORY.
IT MIGHT EMBRACE DISCOVERY IN
LITERATURE AND THE PROCESS OF
INVENTION.
SO PLANNING MORE CONSCIOUSLY HOW
YOU’RE GOING TO APPROACH WHAT
REALLY ARE COMPLEX TOPICS FROM
AN INTERDISCIPLIARY PERSPECTIVE
KIND OF HELPS STUDENTS MAKE
CONNECTIONS ACROSS THE
DISCIPLINES AND UNDERSTAND MORE
DEEPLY WITHIN A DISCIPLINE KEY
CONCEPTS.
SO, I MEAN, THAT’S JUST ONE
EXAMPLE.
AND IT LEADS TO MANY, MANY
DIFFERENT STRATEGIES.
AND THE ANSWERS TYPICALLY ARE
BEST FOUND AMONG THE EDUCATORS
IN THAT SCHOOL.
SO THE RESOURCES ARE THE
RESOURCES WHERE YOU CAN REACH
OUT AND GET AN IDEA HERE AND
THERE.
IN HIGH-FUNCTIONING SCHOOLS THAT
REALLY SOLVE PROBLEMS, THEY
SUCCEED BECAUSE OF THE WAY THEY
CAN BOUNCE IDEAS OFF EACH OTHER
AND CREATE SOLUTIONS THAT ARE
REALLY RIGHT FOR THESE KIDS.
SO I DON’T MEAN TO DODGE THE
QUESTION, BUT I REALLY THINK
THAT THE BEST STRATEGIES ARE
KIND OF YOUR VERSION OF SOME
TRIED-AND-TRUE APPROACHES.
>> ANYBODY ELSE WANT TO JUMP IN
ON THAT ONE?
HEARING NONE SOUNDED LIKE A GOOD
RESPONSE.
REBECCA’S QUESTION, HOW CAN
TECHNOLOGY HELP TEACHERS DELIVER
DEEP READING OF COMPLEX TESTS
AND CRITICAL ANALYSESES OF THEM?
>> SO ONE THING THAT TECHNOLOGY
DOES IS IT ALLOWS YOU TO HAVE
REFERENTIAL MATERIAL THAT DEEP
UNDERSTANDING OF THE CONTEXT OF
A PARTICULAR WORK SO YOU MIGHT
UNDERSTAND MORE OF THE
HISTORICAL CIRCUMSTANCES AND
OTHERS, YOU CAN MUCH MORE
READILY LINK TO OTHER TEXTS SO
THAT IF THERE’S AN I WILL
ALLUSION TO SOMETHING THAT WAS
GOING ON IN A PERIOD OF TIME,
YOU SLIP INTO AN HISTORICAL TEXT
AND GET A DEEPER UNDERSTANDING
OF WHAT’S GOING ON IN THAT TIME.
IT’S ALSO TRUE THAT
MULTIMODALITY UNLOCKS THINGS.
THIS SEEMS LIKE A PARADOX, BUT
STUDENTS CAN ACTUALLY LEARN TO
READ MORE EFFECTIVELY IF THEIR
WORK DOES INCLUDE SAMPLING VIDEO
AND OTHER SOURCES SO THEY GET A
DEEPER INSIGHT INTO THE
IMPLICATIONS OF WHAT THEY’RE
READING.
SO I REALLY THINK THAT DIGITAL
READING STRATEGIES AREN’T SIMPLY
A MATTER OF, LIKE, THE ETYMOLOGY
OF A WORD.
THEY’RE REALLY UNDERSTANDING THE
CONTEXT IN WHICH A WORK APPEARS
AND REALLY KIND OF THE PROBLEMS,
THE CHARACTERS, IN THAT WORK
WE’RE TRYING TO SOLVE.
>> FROM THE CLASSROOM, A COUPLE
OF PRACTICAL SUGGESTIONS ALSO
THAT ARE AFFORDED BECAUSE OF
TECHNOLOGY.
YOU KNOW, SO MANY SCHOOLS NOW
ARE USING SIMPLE AND FREE TOOLS
LIKE GOOGLE DOCS WHERE KIDS CAN
COLLABORATE SO YOU’RE FORMING
SOME SKAFTING WHERE MAYBE
THEY’RE NOT TALKING IN CLASS.
THEY’RE READING SILENTLY BUT
MARKING IT UP, AND OTHER KIDS
CAN SEE WHAT THEY’VE MARKED UP
AND SEE WHAT THEY’VE OVERLOOKED
OR MISUNDERSTOOD.
ALSO THOSE KINDS OF TOOLS ARE
REALLY HELPFUL FOR TEACHERS AS A
FORMATIVE ASSESSMENT ON KNOWING
WHAT KINDS OF SKILLS THEIR
STUDENTS ARE PRACTICING
INDEPENDENTLY AND WHAT KINDS OF
SKILLS THAT NEED MORE PRACTICE
FOR A DIFFERENT WAY OF
INSTRUCTING ON IT.
SO BEING ABLE TO SEE STUDENT
WORK IS A REALLY HELPFUL BENEFIT
OF BEING ABLE TO USE
COLLABORATIVE TECHNOLOGIES.
>> SANDY SAID BASICALLY WHAT I
WAS GOING TO SAY IS THAT
TECHNOLOGY CAN MAKE READING A
SOCIAL ACTIVITY AND LINK READING
AND WRITING IN NEW AND EXCITING
WAYS THROUGH FREE ANNOTATION
TOOLS LIKE GOOGLE DOCS AND ALSO
A LOT OF THE EVOLVING DIGITAL
TEXTBOOK MAT FORMS HAVE REALLY
EXCITING SOCIAL FEATURES THAT
ALLOW STUDENTS NOT JUST TO READ
IN ISOLATION BUT IN CONVERSATION
WITH TEACHERS AND WITH OTHER
STUDENTS.
>> LINDSAY IS AN ENGLISH
LANGUAGE LEARNER TEACHER IN NEW
YORK AND ASKS, WHAT TECHNOLOGY,
WEB-BASED WEBSITES ARE THERE
THAT SUPPORT DEVELOPING LITERACY
FOR ENGLISH LANGUAGE LEARNERS
AND ALSO DUAL-LANGUAGE-LEARNING
STUDENTS BY INCORPORATING
IMMEDIATE VISUAL REINFORCEMENT
TO ASSIST WITH MAKING MEANING OF
WHAT THEY’RE READING.
ANY SUGGESTION OF RESOURCES
THERE, OR JUST GO TO THE
LEARNING EXPERIENCE?
>> YOU CERTAINLY CAN ACCESS
REFEREE RESOURCES IN THE
LEARNING EXCHANGE.
TSOL IS AN ACTIVE PARTICIPANT.
THEY DO AN EXCELLENT JOB OF
REVIEWING THOSE KINDS OF
RESOURCES.
FROM MY OWN PERSONAL EXPERIENCE,
I’M PROBABLY GOING TO SPLOTCH IT
UP IF I NAME THE WRONG THING.
I DO KNOW THE TEACHING CHANNEL
AND OTHER RESOURCES DO AN
EXCELLENT JOB OF BRINGING
LESSONS FOR BILINGUAL LESSONS OF
LOOKING AT WAYS OF CONNECTING
STUDENTS WITH TEXTS THAT MATTER
TO THEM.
>> SO ONE IS APPROACH IS TO GO
TO SITES FOCUSED ON THAT
PARTICULAR AREA, WHICH CAN BE A
VERY EFFECTIVE APPROACH.
ANOTHER IS TO BEGIN BUILDING A
NETWORK OF PEOPLE WORKING ON
THOSE KINDS OF PROBLEMS, RIGHT?
ANOTHER STRATEGY WOULD BE TO
SAY, LET’S IDENTIFY A COUPLE
PEOPLE WHO ARE EXPERTS ON
TECHNOLOGY AND ENGLISH LANGUAGE
LEARNERS WHO ARE ACTIVE ON
TWITTER AND THEN FOLLOW THEM AND
SEE WHO THEY RETWEET, WHO THEY
FOLLOW, BUILD OUT YOUR OWN LIST
OF EXPERTS THAT YOU COULD THROW
QUESTIONS OUT TO, GET
REFERENCES.
SOCIAL SEARCH AS OPPOSED TO
COMPUTER SEARCH IS ANOTHER
STRATEGY THAT WE’RE SEEING FOR A
LOT OF CONNECTED EDUCATORS BE A
REALLY IMPORTANT PIECE OF THE
TOOL KIT.
>> LYNNETTE ALSO FROM NEW YORK
IS ASKING IF THERE’S A RESOURCE
I COULD TAP INTO THAT HAS
REVIEWS WITHIN THE LAST THREE
YEARS AT LEAST OF DIGITAL
LITERACY PROGRAMS FOR HIGH
SCHOOL STUDENTS.
WHAT’S SOMETHING THAT’S THE MOST
CURRENT —
>> WELL, I HAVE A REASON TO
CONDEMN THIS, AND I HAVE TO
DISCLAIMER.
WE ALSO CO-PUBLISH THE REWRITE
ORG SITE WITH THE INTERNATIONAL
READING ASSOCIATION.
BUT READ, WRITE, THINK WHICH IS
A FREE SITE HAS AN EXCELLENT
COLLECTION OF DIGITAL RESOURCES,
AND THEY’RE QUITE RECENT.
THAT’S ONE PLACE TO GO.
THEY TEND TO BE CROSS-REFERENCED
WITH KEY INSTRUCTIONAL QUESTIONS
OR SUBJECT IN THE DISCIPLIARY
AREA.
>> SO DEBRA IN MARYLAND.
WE GET THIS QUESTION A LOT AS
WELL.
WHAT HIGH-QUALITY DIGITAL
RESOURCES ARE AVAILABLE FOR
SCHOOLS ATTEMPTING TO CLOSE THE
ACHIEVEMENT GAP.
A CHRONIC PROBLEM, IN PARTICULAR
STUDENTS HAVE REACHED MIDDLE
SCHOOL AND ARE NOT PROFICIENT
READERS.
WHAT AGE-APPROPRIATE RESOURCES
ARE VALUABLE FOR MEDICATION?
I KNOW THIS IS SOMETHING THAT
EACH OF YOU HAVE WORKED WITH.
>> I KIND OF WOULD LIKE TO REFER
TO SANDY OR LARA.
>> SURE.
>> SOME OF OUR FOLKS THAT AREN’T
GETTING TO PARTICIPATE QUITE AS
MUCH.
>> I HAVE AI GENERAL ANSWER
THAT’S NOT REALLY THE ANSWER
THAT YOU’RE LOOKING FOR BUT IS
REALLY A LITTLE MORE GERMANE TO
OUR TOPIC AS WELL, AND THAT’S
COLLABORATING — IT’S DIFFICULT
TO, AS A COLD EXERCISE TO
RECOMMEND MATERIALS AND
RESOURCES WITHOUT KNOWING THE
STUDENTS.
AND I THINK THAT’S ONE OF THE
HUGE MISSIONS OF THE THINKING
BEHIND THE NATIONAL CENTER FOR
LITERACY AND EDUCATION IS
WORKING TOGETHER IN TEAMS.
AND WE ALL KNOW THAT ALL OF US
TOGETHER ARE SMARTER THAN EACH
OF US ALONE.
WHEN PEOPLE WHO KNOW THOSE
STUDENTS, CARE ABOUT THOSE
STUDENTS, CAN START THERE.
AND I KNOW HOW DIFFICULT
SOMETIMES THAT’S ALREADY BEEN
CREATED BUT WE DON’T HAVE TO DO.
BUT THAT’S ONE OF THE BEAUTIES
OF THE EXCHANGE.
IT ISN’T JUST YOUR GROUP WORKING
IN THE EXCHANGE, BUT YOU CAN
BROADCAST THAT QUESTION OUT
LARGER.
AND THAT’S — IF MY OWN
PRACTICE, THOSE ARE THE THINGS
THAT HAVE MADE THE BIGGEST
DIFFERENCE TO ME IS IF I HAVE A
QUESTION AND I JUST THROW IT OUT
TO ALL THE COMMUNITIES I’M A
PART OF, AND SOMEBODY KNOWS
SOMETHING BETTER THAN I KNOW,
THAT REALLY HELPS ME.
>> SO SANDY, COULD I FOLLOW UP
WITH A TWITTER QUESTION THAT
JUST CAME IN ON HOW DO YOU
ENGURGE TEACHERS TO STEP OUT OF
THEIR COMFORT ZONE TO USE THESE
DIGITAL RESOURCES?
>> THAT’S A GOOD QUESTION.
AND THAT VARIES SO MUCH, THE
TEACHERS, THEY TERMED OMNIVORES,
THE ONES THAT GO AFTER
EVERYTHING, THEY’RE THE ONES YOU
WANT TO CULTIVATE BECAUSE THEY
KNOW A LITTLE BIT ABOUT A LOT
AND CAN HELP YOU GET CONNECTED.
THEY MAY NOT GIVE YOU THE
ANSWER, BUT THEY MIGHT GIVE YOU
A BETTER QUESTION AND A PLACE TO
START FOR THE ANSWER.
AND SO WAS THE BEGINNING OF THE
QUESTION WHERE DO YOU LOOK FOR
THESE RESOURCES?
>> WELL, THAT AND THEN ALSO HOW
DO YOU ENCOURAGE TEACHERS TO
STEP OUT OF THEIR COMFORT ZONE?
>> WELL, OBVIOUSLY, THE PERSON
ASKING THE QUESTIONS HAS SOME
TEACHERS THERE — THE WORST
PROBLEM WOULD BE IS IF TEACHERS
DON’T REALIZE THAT MAYBE THEIR
COMFORT ZONE ISN’T THE RIGHT
PLACE TO BE, THAT THEY NEED TO
BE UNCOMFORTABLE.
IT’S DIFFICULT SOMETIMES TO PUSH
PEOPLE INTO SOMETHING THEY’RE
AFRAID OF.
BUT TODAY THE TOOLS ARE SO MUCH
EASIER THAN THEY USED TO BE.
I REMEMBER WHEN WE COULDN’T RELY
ON OUR NETWORK, AND YOU HAD TO
HAVE AN ALTERNATE LESSON PLAN
BECAUSE IF YOU COULDN’T DO WHAT
YOU THOUGHT YOU WERE GOING TO
DO, WE WERE STUCK.
AND WE WOULD SPEND DAYS LEARNING
BANK STREET WRITER.
NOW KIDS JUST COME IN AND THEY
KNOW ALL OF THAT.
I THINK IT’S MODELING.
THE TEACHERS IN THE SCHOOL THAT
HAVE GONE OUT OF THEIR COMFORT
ZONE, IF THEY CAN REACH OUT TO
OTHER PEOPLE IN A NOT DO AS I DO
BECAUSE THAT NEVER WORKS, AND
IT’S NEVER REALLY THE RIGHT
ANSWER ANYWAY BECAUSE YOU DON’T
HAVE THE SAME STYLE.
YOU DON’T HAVE THE SAME KIDS.
BUT SOME SCHOOLS DO KIND OF A
FACULTY SHARING AT MEETINGS
ABOUT NEAT TOOLS THAT THEY’VE
FOUND AND MAYBE EVEN SOME
EXAMPLES OF WORK THAT THEIR
STUDENTS DID.
AND IF YOU START OUT WITH THE
SAFEST ONES THAT WERE THE
EASIEST TO DO, I THINK PEOPLE
ALL NATURALLY WANT TO DO THINGS
BETTER AND WANT TO ENGAGE THEIR
STUDENTS MORE.
SO IT’S PROVIDING SOME OF THOSE
MAYBE LESS RISKY EXAMPLES,
EASIER TO IMPLEMENT EXAMPLES AND
SEE, YOU KNOW, HOW MUCH BETTER
THE STUDENT WORK WAS.
OR MAYBE THE STUDENT WORK WASN’T
BETTER, BUT IT REVEALED THINGS
ABOUT WHAT THEY DON’T KNOW AND
GIVES TEACHERS A BETTER
UNDERSTANDING OF NEXT STEP.
THE COMFORT ZONE IS A GOOD PLACE
TO BE SOME OF THE TIME, BUT
YOU’RE RIGHT, I WANT TO LOOK FOR
HOW CAN I HELP MY STUDENTS MORE,
AND I THINK THAT’S THE QUESTION
TO START WITH RATHER THAN WHAT’S
A COOL TOOL THAT YOU COULD
IMPLEMENT IN YOUR CLASSROOM.
THAT’S WHERE I THINK PEOPLE
REALLY DUCK INTO THEIR COMFORT
ZONE.
>> DID YOU WANT TO JUMP IN?
>> A DECADE AGO YOU’D SEE THINGS
LIKE A DIGITAL SCAVENGER HUNT.
YOU’D HAVE PEOPLE LOOK FOR
SOMETHING.
AND INEVIDENTLY, AS WE’VE ALL
KNOWN, YOU START LOOKING FOR
“A,” BUT BY THE TIME YOU’RE
FASCINATED WITH B, C AND D,
YOU’VE LEARNED A LOT ALONG THE
PATH.
THE BLENDING OF THE PERSONAL AND
PROFESSIONAL.
AND TEACHERS ARE LEARNING HOW TO
NEGOTIATE THIS SPACE.
PEOPLE ARE USING DIGITAL MEDIA
TO ANSWER EVERYDAY PROBLEMS IN
THEIR REAL LIVES.
IS THE WEATHER GOING TO BE FINE
FOR MY KID’S LITTLE LEAGUE GAME
AFTER SCHOOL?
THEY’RE SHOPPING ONLINE.
THERE ARE MANY NATURAL BRIDGES
FOR TEACHERS TO FOLLOW BECAUSE
THE INQUIRY PROCESS THEY ENGAGE
IN WHEN THEY SOLVE REAL PROBLEMS
WITH DIGITAL RESOURCES IN
EVERYDAY LIVES ARE NOT THAT
DIFFERENT FROM THE WAY THEY HAVE
TO THINK TO USE DIGITAL
RESOURCES FOR PROFESSIONAL
PURPOSES.
SO I THINK IT WOULD HAVE BEEN
FAIR FIVE YEARS AGO THAT NEVER
TOUCHED TECHNOLOGY, AND THEN WE
HAVE OUR EAGER BEAVERS OVER
HERE.
THEY’RE COMING TOGETHER BECAUSE
WE’RE USING TECHNOLOGY TO SOLVE
EVERY PROBLEM WE FACE EVERY DAY
IN OUR LIVES.
>> A QUICK QUESTION IN THE FEW
REMAINING MINUTES.
THIS COMES FROM A TEACHER ON THE
ONE HAND AND MORE FORMALLY FROM
A WRITING INSTRUCTOR IN THE
SENSE OF HOW DOES READING
DIGITAL TEXT DIFFER FROM READILY
PRINTED TEXT, AND OUR WRITING
INSTRUCTOR IN PENNSYLVANIA
ASKED, WE HEAR A LOT ABOUT
PLASICITY, DEVELOPED THROUGH
MORE TRADITIONAL PRINT-BASED
MEANS.
AND IF SO, WHAT DO WE DO WITH
THAT.
>> ONE THING, OBVIOUSLY, THERE’S
SO MUCH RESEARCH GOING ON RIGHT
NOW ON THE QUESTION OF TRANSFER
AND NEUROPLASTICITY, WHAT DOES
LEARNING AND ONE ENVIRONMENT
PROMOTE FOR LEARNING IN ANOTHER
ENVIRONMENT.
BUT I WILL SAY THAT I THINK THAT
LEADING DIGITALLY VERSUS READING
ON PAPER GIVES STUDENTS
AFFORDANCES THAT YOU DON’T GET
FROM PAPER ALONE.
SOME OF THOSE WE’VE ALREADY
REFERRED TO.
READING ON PAPER ALSO HAS ITS
PLACE FOR LESS COMPLICATED
REFLECTION.
SO IF YOU WERE A DISTRACTION, A
PLACE IN TIME TO FOCUS,
CERTAINLY ONE CAN DO THAT IN A
DIGITAL ENVIRONMENT, BUT IF
YOU’RE SOMEONE WHO’S EASILY
DISTRACTED, IT CAN BE DIFFICULT
FROM NEGOTIATED TEXT THAT HAS
TOO MUCH GOING ON WITH HYPER
LINKS, ET CETERA.
I’M OF THE MIND THAT IF THEY
CAN’T SPEND TIME TOGETHER, THEN
GO WITH DIGITAL TEXT.
ONE IS NOT MEANT TO REPLACE THE
OTHER.
>> I’M FEELING BETTER BECAUSE MY
DAUGHTER’S FIRST DAY AT LAW
SCHOOL YESTERDAY, THE OLD GUY
GAVE HER, AS A PARTING GIFT,
FIVE HIGHLIGHTERS.
A TEXT ENVIRONMENT THAT SHE WAS
GOING TO BE WORKING IN.
WE’VE GOT LOTS OF QUESTIONS FROM
THE AUDIENCE.
UNFORTUNATELY, WE DON’T HAVE THE
TIME TO GET TO ALL OF THEM HERE.
BUT WHAT WE WILL TRY TO DO IS TO
PULL OUT THE CATEGORIES OF
QUESTIONS THAT HAVE COME IN AND
PERHAPS SUBMIT THEM TO YOU.
AND IF YOU COULD GIVE US SOME
RESPONSES, WE’LL PUT THEM UP ON
THE WEBSITE.
I ALSO WANT TO REMIND OUR
PARTICIPANTS THAT POWERPOINT
PRESENTATIONS THAT WILL COMPANY
THIS ARCHIVED VERSION, AND THAT
SHOULD BE UP TOMORROW — BY
TOMORROW.
SO I VERY MUCH WANT TO THANK IN
THE STUDIO KENT AND DARREN FOR
BEING HERE TODAY WITH US.
AND REMEMBER CONNECTED EDUCATORS
MONTH IN OCTOBER.
YOU CAN GO TO
CONNECTEDEDUCATORS.ORG FOR MORE
INFORMATION.
I VERY MUCH WANT TO THANK SANDY
AND LAURA FOR JOINING US BY
TELEPHONE.
I’M, OF COURSE, EXCITED ABOUT
THE PROMISE OF THESE DIGITAL
INNOVATIONS FOR IMPROVING
LITERACY.
SO IMPORTANT IN ENSURING THAT
ALL OF OUR STUDENTS GRADUATE
FROM HIGH SCHOOL READY FOR
CAREERS IN COLLEGE.
THANK YOU FOR PARTICIPATING
TODAY.
THIS WEBINAR WILL BE ARCHIVED AT
ALLFORED/WEBINARS TOMORROW.
AND WE ENCOURAGE YOU TO SHARE IT
WITH YOUR COLLEAGUES.
THANK YOU AND HAVE A GREAT DAY.

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