Create, Communicate, Collaborate

February 2010 SIG News

by Howie DiBlasi, SIGIVC Chair

I’m always interested in finding new ways to learn quickly and efficiently. It’s important to get the most educational value out of my time as possible. I think that applies to our students as well.

Each week I am researching  on the Web for creative and innovative ideas on utilizing tools for collaboration.  One of the best is IVC ( Interactive Video Conferencing).  It provides quality video (H323) and interaction between one or several sites.  IVC allows us to connect across the street or across the continents utilizing Web 2.0 tools.

One method is to use 21st-century tools and projects that are models for driving change in education. We can transform our educational institutions into model learning environments that cater to the broadest range of users through collaboration tools. Through creating, communicating and collaborating, students can learn 21st-century skills while they master core curriculum skills and prepare to meet the demands of the global community.

Create

There are many opportunities for educators to bring right-brain activities into the classroom. One of the best and most innovative approaches is problem-based learning. In this approach, the role of the student and teacher change. Students assume increasing responsibility for their learning, which provides them with more motivation and a greater sense of accomplishment, laying the foundation for them to become successful lifelong learners. The teacher becomes the resource, tutor and evaluator, guiding the students in their problem-solving efforts.

There are hundreds of projects that students can create and participate in: podcasts, vodcasts, photo stories, slide shows, blogs, wikis and social networks, to name a few. For starters, check out the iEARN website (www.media.iearn.org). iEARN projects are designed by educators and students worldwide and will provide you with a range of creative and collaborative projects.

Communicate

Teaching communication skills often challenges educators. Because today’s students use social media to communicate, we need to incorporate new methods of communication in our teaching. The International Society for Technology in Education has included communication skills as part of the NETS for students. The standards support the use of digital media and online environments to communicate and work collaboratively, locally, and from a distance; to support individual learning; and contribute to the learning of others. The standards promote communication and ideas effectively to multiple audiences using a variety of media and formats.

Collaborate

Collaboration is an essential part of learning, and students should learn to work with others on a task. To foster lifelong learning skills, they need to communicate with others and learn how to work as part of a team. While most teamwork occurs face to face, it is becoming increasingly common to work with others through electronic media such as e-mail, video conferencing and file sharing.

With resources tighter than ever, we need to utilize free digital resources and online applications that are available to our schools.

21st-Century Projects

The following projects allow students to learn 21st-century skills:

“This I Believe” (www.thisibelieve.org) is an international project engaging people in writing, sharing and discussing the core values that guide their daily lives.

“Tell a Story in 5 Frames” (www.flickr.com/groups/visual story/) asks a student to tell a story in five frames, or photos, with only a title to guide the viewer’s interpretation. Students can view sample stories on flickr.com and then use the application “MemoriesOnWeb” (www.codejam.com/slideshow/mow.htm) to create their own stories and upload them to YouTube.

“My Self, My Community, My World” (www.kidsinneed.net/projects/SO/k12SOmyselfmycommunitymyworld.pdf) is a project in which students from around the world tell about their lives, families and communities to create a children’s contributory website. It is dedicated to the development of global education by the promotion of intercultural understanding, language learning, internationalism and collaboration.

February 2010 SIG News

by Holly Jobe, ISTE Board & SIG1to1 Member, Classrooms for the Future and 21st Century Teaching and Learning Project Manager, Pennsylvania Department of Education; and

Joanne Romano, PDE Mentor, Pennsylvania Department of Education

Professional development is the most vital element and the key to success of any 1:1 program.  Learning and teaching practices don’t automatically change because computers arrive in a classroom, or students are equipped with them.  Most teachers and administrators have not learned in a 1:1 environment, and have little to fall back on with regard to strategies and activities to use in their classrooms or, the necessary support for continuous reflection upon and incorporation of effective changes in instructional practice. 

One to one programs that incorporate instructional technology coaches provide a multi-tiered structure of support by providing formal and informal professional learning opportunities carried out through just-in-time, on-the-job training, in-class modeling and collaboration on designing rigorous, relevant and student-centered instructional activities that employ a variety of technologies all with the goal of helping all students enhance their learning.

Instructional Coaching as Professional Development

Instructional coaching is one model of professional development that has shown potential to improve the knowledge, skill, and practice of teachers, thus, enhancing student achievement.  In a 2004 study by the University of Kansas Center for Research on Learning, instructional coaching was found to significantly increase the implementation rate of newly learned practices. This study indicated that without support and follow-up, teacher implementation of new instructional methods is about 15% (Showers, 1983), but with coaching the percentage increases to 85% (Knight, 2007). Instructional coaching as a professional development activity involves a highly skilled professional (the instructional coach) working with other professionals (the teachers) in a collegial manner to raise instructional practice to the highest level possible. Instructional coaching promotes teacher growth and problem solving. It is on-going, classroom based, and personalized for each teacher.
Instructional coaching should provide consistent support to teachers as they work to improve practice based on collaboration, inquiry, and consultative feedback from the coach.  It represents sound, job-embedded professional development and has the potential to improve instructional practice, and ultimately student achievement.

Role of the Instructional Technology Coach in Pennsylvania

Pennsylvania has had a robust Instructional Technology Coaching program as part of the Classrooms for the Future (CFF) program since 2006.  The CFF program is not a true 1:1 program where students take computers home.  It is a “smart classrooms” program where over 145,000 laptop computers are available in classrooms for 1:1 access during class for approximately 500,000 high school students in core subject areas. Over 500 instructional technology coaches in 543 schools have participated in training and support for teachers in these schools.

Instructional technology coaches volunteer to be a guides and supports for other teachers in their buildings.  They come from a variety of different disciplines and grade levels, but above all, they are experienced classroom teachers who have had success using technology in their instruction. 

Instructional technology coaches serve as part of their school’s leadership team, providing just-in-time, embedded, and ongoing professional development for teachers, staff, and administration. Instructional coaches work with school staff to develop the on-site capacity of schools to sustain and deepen teachers’ ability to integrate instructional technology into classroom lessons in core academic areas, use data to make informed instructional choices, and promote instruction that is differentiated for students.

Pennsylvania’s instructional coaching program is based on the work of Jim Knight (2007, 2009); the 10 roles of instructional coaches as outlined by Joellen Killion (2006) of the National Staff Development Council; and Levels of Intensity of coaching from Dr. Rita Bean (2004), University of Pittsburgh. These coaching principles and roles have been synthesized into “Elements of Coaching” which provide a road map for instructional technology coaches from resource provider, learning facilitator, school leader, data coach, mentor, instructional specialist, curriculum specialist, classroom supporter to a real catalyst for change, life long learner and transformer of education.

Who Coaches the Instructional Coaches?

One way instructional technology coaches support themselves is participate in their own professional development and to be part of a dynamic and active virtual professional learning community. In Pennsylvania, CFF instructional technology coaches participate in an intensive residential 3.5 day professional development opportunity known as, the coach boot camp, because of the length of the days and full agenda.  During the boot camps, instructional technology coaches have opportunities to learn from speakers, practice instructional coaching strategies, deepen understanding about 21st Century teaching and learning, as well as, have an opportunity to participate in regional meetings to lay the foundations for the strong virtual community that supports their work day to day.

This virtual community is important for instructional technology coaches since they are often the only instructional coach in their building or district and it is essential for them to be connected to their peers.  As an example, an instructional technology coach may have formerly been a science teacher and now is asked to assist English teachers in creating strategies and lesson ideas.  Being connected to other instructional coaches who have an English background is essential.  Virtual professional learning communities can be created with a dedicated listserv. In Pennsylvania, the listserv is a lifeline for many coaches.  In the words of one coach: 

The listserv is the heart of CFF. It is the pump that circulates the tech tools, the sharing of knowledge, the emerging technologies, the teaching and learning strategies, the communication, the collaboration, the place where we come to ask others for help or ideas. 

Other tools such as wikis, Skype, Coveritlive, social bookmarking sites, and Moodle provide places where instructional technology coaches can post ideas, participate in discussions, share links, and generally have a virtual water cooler where they can discuss what works and what doesn’t.  It is the community filing cabinet full of ideas, strategies, as well as, an overall great resource.

Professional Support for Instructional Technology Coaches

Technology Integration Mentors (IU TIMs)

In Pennsylvania, Regional Intermediate Unit Technology Integration Mentors (IU TIMs), act as supports and resources for the CFF instructional technology coach. Focusing on the instructional technology coaches’ strengths, the IU TIM collaborates with the CFF instructional technology coaches in their efforts to help teachers transform classrooms into 21st Century, rigorous, authentic, differentiated, learner-centered environments.

Pennsylvania Department of Education (PDE) Mentors

In addition, a Pennsylvania Department of Education (PDE) Mentor models the mentoring process for the IU TIM and fosters a professional learning environment for all members and partners of CFF The PDE Mentor acts as a critical friend by providing assistance, structure, and guidance to IU TIMs in support of the coaches when and where needed.  PDE Mentors provide leadership for CFF coach professional development (PD) throughout Pennsylvania.

Critical Success Factor:  Leadership

One of the biggest challenges of instructional technology coaches is school administrators understanding their roles.  For many schools, this is a new role. They are not the “fix-it” people, although they may know how to un-jam a printer or replace a cartridge.  They are not just responsible for planning professional development days.  They need to be in classrooms with teachers and students learning how teachers manage their classrooms, seeing what teachers are challenged with, where students find content hard to learn and looking for strategies to help them meet their challenges.  They need to build relationships where there is a high trust between themselves and teachers so teachers will try new things. A partnership between the building principal and the Instructional Technology Coach assures the roles and responsibilities will be clearly articulated and supported.

Conclusion

Teachers must not only know how to use the equipment provided as part of a 1:1 program, but design learning experiences that foster the development of critical thinking, 21st century skills and responsibility for learning, which lead to lifelong learning. The Instructional Technology Coach provides the on-site, day-to-day, collegial support that enables teachers to re-think, refresh, and revise the learning experiences for all students.

More about CFF Coaching Program:

http://www.portal.state.pa.us/portal/server.pt/community/coaches/8919

References

Bean, R.M., (2004). Promoting effective literacy instruction. The challenge for literacy coaches. The California Reader, 37 (3). 58–63.

Cornett, J., & Knight, J. (2009). Research on coaching. In J. Knight (Ed.), Coaching: Approaches and perspectives (pp. 192–216). Thousand Oaks, CA: Corwin Press.

Killion, J., & Harrison, C. (2006). Taking the lead: New roles for teachers and school-based coaches. Oxford OH: National Staff Development Council.

Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Thousand Oaks, CA: Corwin Press.

Showers, B. (1983, April). Transfer of training. Paper presented at the annual meeting of the American Education Research Association, Montreal, Canada.

Authors

Holly M Jobe
Classrooms for the Future and 21st Century Teaching and Learning Project Manager
Pennsylvania Department of Education
c-hjobe@state.pa.us

Joanne Romano
PDE Mentor
Pennsylvania Department of Education
romanoj@mac.com

October 2009 SIG News

By Barbara Barreda, Principal, St. Elisabeth School, Van Nuys, California

Tenacity and flexibility have been important character traits for us during the roll out of our 1-to-1 program. Last year in a discussion on 1-to-1 implementation at EduBloggerCon, just before NECC, someone asked how you know you are ready to move forward. It was an interesting question because those of us who were going 1-to-1 were in varying places with our infrastructure, teacher tech skills and funding. Though our answer may not have been satisfying, the consensus was that it had to do with building a vision and a willingness to be risk takers. We all agreed that there comes a point when you need to move forward and be willing to deal with the messiness that is inherent in change.

We were scheduled to start our 1-to-1 program on August 26, the first day of school  this year. We spent time in the summer working to prepare, discussing a move toward a textbook-free environment, and curricular planning. But alas, on August 21 all of our brand new, imaged netbooks were stolen. It has been a rocky road but on Tuesday October 13 all of the 6th, 7th and 8th grade students got their netbooks. It was a happy day! But in all reality the delay has been positive on many levels. Even though we still are in the midst of learning as we go, during those initial 7 weeks we were able to put in place some important protocols and do some introductory work with the students.

As we all know, there is knowledge and then there is application of that knowledge into a real classroom. What looked, well, almost easy, last spring required many adjustments when students and teachers walked in the door this fall. For the teachers, even though they had visited other schools and were committed to the vision, the importance of changing teaching and learning became very real. They did not want these netbooks to become expensive paper and pencils. Lessons plans needed to be revisited with a more realistic perspective of what ubiquitous connectivity would mean. Blogs were set-up for these new classes and instruction and discussion of how and why we blog moved forward. Student scribing was explored and begun and the teachers had time to work with Dyknow which we are using for lesson delivery and classroom management. In many ways this buffer time has allowed the teachers to build their confidence and competency in administering a 1-to-1 program which has helped the deployment go very smoothly. Walking through the rooms the day after we distributed the netbooks, we found students and teachers were moving forward almost seamlessly.

There will still be bumps in the road and lots of “just in time” learning, but I am more convinced than ever that there comes a point at which you have to be willing to take the risk even when you do not have all the answers. We already see student engagement increasing in our Junior High and we are looking forward to rolling out a 1-to-1 program for grades K to 5 over the next 2 to 3 years.

St. Elisabeth School serves students from Preschool through 8th grade and is located in Van Nuys, California. We have a multicultural student body and 69% of the students live at or below the poverty level. Over the last 18 years, as a teacher and then as principal, I have always been committed to the integration of technology across the curriculum and over the last three years I developed a program of global collaboration for our school. As an administrator I have made it a priority to build a common vision, helping the staff become risk takers and to invest in the future. Together with the staff we have also done the same for our parent community helping them to embrace the needs of their students in a connected world. As a community we have developed a common vision for the future, which includes a commitment to digital equity and ubiquitous connectivity for our students.