Social Media: Who is watching you?

All of you who have read my blog, attended one of my presentations, or have spoken with me know that I am a strong proponent for the use of social media as a means of profesional development and as a medium for giving every student a voice while connecting them to the world. However, over the last several weeks, I have heard many stories about educators who have lost their jobs because of choices they have made through different social media outlets. These are educators who are well-known as experts in their fields, not those new to the profession moving social media from a strictly social means to one that is used for professional learning.

Social Media:"With great power comes great responsibility"

I keep hearing how unfair it is to be judged by one tweet, one Facebook post, one pin on Pinterest, or one Instagram photo. However, I don't believe this is an issue of fairness.  This is an issue of professionalism. We are choosing to make our lives public by joining in the conversation through social media outlets. Most of us put "educator" in our profiles. We are proud of our chosen profession, but we need to remember that there are many people who are reading the content that we put out into the world. Many of whom will never interact with us. That can be an extremely positive thing...you never know when interactions can lead to your dream job. Consequently, the reverse is just as true. Other educators, parents, students, board members, and community leaders are all watching you. Good, bad, or ugly.

The good news is that you control what you put out there. You have the power to uplift, encourage, educate, lead, share, connect, and learn. Social media is not something to fear. It is powerful...and "with great power comes great responsibility." Educators are put under intense scrutiny. For all of us, let's take a moment before we push "send" and make sure that no matter what we are putting out into the global community, it is something that enriches the lives of others.

 photo credit:guccio@文房具社 via photopin cc

SDE's Extraordinary Educators Conference

SDE's Extraordinary Educators Conference. I am eagerly anticipating being a part of this exciting professional learning event, July 21-22. If you are unable to attend, the good news is that there is a conference hashtag (#SDE2013) where you can learn from the comfort of your own home.

Here are some of the sessions that I will be facilitating:

• Creating Student Directed Learners with Web 2.0 & Social Media (Gr. 3-12) Learn how, by creating a student-driven classroom and using technology supported projects, learners become self-motivated experts at mastering state and national standards and in integrating digital age learning skills into their lives inside and outside the classroom walls. With the effective support of Web 2.0 tools and social media, learning becomes relevant to students while advancing critical thinking, collaboration, communication skills, and creativity. With these tools students are empowered to make thoughtful and powerful choices for their own learning journey. See collaboratively produced Web 2.0 projects and social media applications spanning grade-levels and content areas.    
• Technology in the Classroom: Are You Integrating or Innovating? (Gr. 5-12) 
  Is there a difference between integrating technology into the classroom and innovating with digital age learning skills? Today there is much discussion and focus on the technology tools that are being brought into the classroom, but often the focus becomes on the tools and not on the actual learning. This discussion focuses on strategies and practices that challenge our perceptions of digital literacies and the role of technology in today’s classroom. Is adding a technology project into our regular classroom routine enough? Will it help our students become competitive in today’s global society? Is there a key ingredient that our instruction must include? We will discuss best practices on meeting ISTE National Educational Technology Standards for Students, how to give students the tools to make decisions and guide their learning choices, and what innovation looks like in today’s classroom.
• Can We Skip Lunch & Keep Writing? Collaborating in Class & Online (Gr. K-3, 4-8)  How can we motivate our digital-age students to embrace writing? By guiding our students into finding a relevant reason to write and providing them with an authentic audience, they become highly engaged in creating and communicating through their writing, across content areas. With a collaborative environment supported with digital tools, learners address their individual needs, pursue their interests, and step from the role of learner to leader by becoming experts at genre, mode, and content areas. Engaged in rigorous, critical-thinking writing projects, students not only embrace the opportunity to create and collaborate through their writing, but also actively seek more time to continue writing inside and outside of the classroom.
• The Global Read Aloud: One Book, Thousands of Connections (Gr. 1-8) 
  Do you want to give your students an exciting, authentic reason to read and discuss a great book? Through different web tools and apps, the Global Read Aloud provides students an authentic reason to read, discuss, write, and publish with thousands of other students from around the world. By connecting with a strong network of fellow educators, you bring the world into your classroom promoting literacy and supporting digital standards.  Learn about the Global Read Aloud project, methods of becoming connected with other classes, and strategies for making this project work in your classroom.
• Tools & Apps for Amplifying Student Voices: Making Formative Assessment Happen (Gr. 4-6) In today’s test-centric world, we may wonder how much of the content standards our students are really mastering. Through the use of formative assessment, supported by digital tools, we can determine exactly what each student has mastered. When students are given the opportunity to design their own rubrics, set their own goals, publish their own digital portfolios, and reflect on what and how they’ve learned, assessment becomes a personal investment for each student. Although managing formative assessment may seem time-consuming, simple strategies and digital tools shared in this presentation will enable teachers to easily facilitate it within their own classroom, empowering their own students to make their own choices.
• Ask the Expert: Pinterest:"Thats' Pinteresting!" (Gr. K-12) What is Pinterest and why would I want to use it? Pinterest is a virtual pin-board where one can pin images, and their URLs, from websites across the Internet. The boards one creates can become an excellent tool for organizing resources and connect (and learn) with others from around the world. Join me in this informal session to learn how to set up a Pinterest account, manage it to strengthen your teaching practice, drive an audience to your professional blog, and create a professional development hub for your school, district, or organization. It's fun, it's educational, it's Pinteresting!

I always look forward to all of the amazing educators that I meet and get the opportunity to learn from at events like these. See you soon!

What Do You Teach?

Most of us are in the “Summer Swing” now. I have already attended a couple of conferences this summer and there is a general buzz about ideas for a new school year. There also seems to be a general hum of trepidation as many educators are facing full implementation of the Common Core State Standards (CCSS). 

I’ve spoken to several administrators over the last six weeks who have asked me if I am ready for CCSS. I spent much time contemplating this question in lieu of the buzz traveling around the education community. When one examines the Common Core Standards, one needs to remember that they are just that, standards.

In a world that strives to standardize everything, there is one thing which can never be standardized, our students. These attempts to standardize everything in education brings to mind Camazotz in Madeleine L'Engle's A Wrinkle in Time and the failed attempts at standardizing an entire polulation. It fails to work because people cannot be standardized.

Students come to us with a richly layered, diverse background. They are each different and unique. As teachers, we must get to know our students: their quirks, humor, personalities, habits, likes, hopes, fears, dreams, triumphs, and challenges. Our focus must always remain on the students and how we can  help them continue their growth towards preparing them for lives beyond our classroom walls.

Yes, we have standards. In our lives, we have expectations, rules, and procedures that we must follow. However, in our classrooms, we need to remember that the standards represent the content that we deliver. It's up to us, as professionals, to decide HOW we teach...and that is determined by WHAT we truly teach....our students.

You Can Handle the Truth

Truth. Sometimes it creeps up on us. Sometimes it rips right through us like a horrific hurricane. Truth. Sometimes we can ignore it. Other times it's irrefutable. Truth. It can set you free. It can be terrifying. Truth. I had to take a long look at myself as an educator and face it. There it was. In spite of all of my advocacy for a teacher's continued professional growth, in many areas, I had stopped growing. Truth. My enthusiasm and passion for teaching was beginning to fade. How had this happened to me?

At first, I wrote this off as being overly committed. For a full time classroom teacher, I have a full speaking schedule. Although I give my students my first priority, there are a few days where I am out of the classroom. I try to travel as much on weekends and holidays so that I can continue to share my students' stories and the impact that should have on our teaching practice. I also write a monthly column, Plugged In, for the International Reading Association, in addition to pieces that I write for several other educational organizations and the two new books that I have underway. I am also a full time grad student which consumes much of my evenings. This, of course, is in addition to keeping my priorities of faith, family, and friends at the forefront of my life. However, were my commitments really the cause of my light dimming?

As I reflected on these ideas, I realized that my professional commitments were not the cause. Truth was unblinkingly staring me in the face. I had to face the fact that I needed to make a change. Fear set in. Although life in the classroom is never easy or boring, I realized that much of what I was doing had become routine, mundane even (to me). My students still loved to come to school to learn...begged for it even. I didn't want for that to change. How could I have let this happen? I love teaching and learning from my students every day, but I knew that before my practice began to negatively change I had to make a change. I needed to face the fear and find a new challenge.

With this truth staring me in the face, this winter, I began praying and looking for new opportunities. It seemed that everywhere I went to speak or learn, I had amazing conversations with middle level educators. I began to long to return to teach in a middle school. Along my journey, the last several months, I met some of the most amazing English teachers, which reminded me of where I began my profession, teaching English at a urban middle school. And there it was, Truth. I longed to return to where I began my career, as an ELA teacher in a middle school. So many of those teachers had come to learn from me, but what they didn't realize is that they helped me find a path. (Thank you!)

Now that I had a path, I knew I needed to continue to find a new home. Facing some hard truths about why I wasn't growing, I understood what I needed. Iron sharpens iron. I knew that I would need to find a community of learners where I could continue to sharpen my teaching practice. I wanted a place where I had opportunities to collaborate and grow as a professional. I wanted to find a new "home" where I could provide my students with the best learning opportunities that I could offer. A place that was open to new, innovative ideas. A place where teachers and students could be creative. I continued to pray and search for this place. Does this place even exist?

The answer was a resounding, "Yes!" I have found a new home and in the short time since I became part of their team, my passion and creativity has escalated exponentially. Each day, I wake up with a renewed energy and an abundance of ideas. I cannot wait to meet my new students and work with the amazing educators that have already inspired me more than they know. Truth was I had drifted further than even I had known. It wasn't easy to face that truth, but because I did I have a feeling of rejuvenation that I didn't even know was possible.

I realize that this is a very personal story, one that was difficult to share, one that in many ways is out of character for my writing. But, I felt that by sharing, maybe someone would stop and re-evaluate their own choices. Often times as teachers, we make excuses as to why we can't try something new: new strategy, new tool, new practice, new position. I see it all the time. I think we fail to stop and truly look at the truth staring us in face. We may be unhappy in our current situation, but do we stop and look at the truth of the matter? Do we stop and re-evaluate if our decisions are what's best not just for us, but most importantly, for our students? Do we let fear of failure, fear of change, or fear of the unknown stop us? Do we let fear overshadow truth?

That is the real danger, fear....stepping outside of your comfort zone. We can see the truth and let fear stomp it out. If we are stepping into a new position, new school, new district, new community, there will always be those anxious feelings, but we cannot let that cloud the truth. As long as we are educators, we must remain passionate and excited about what we do everyday. Without that, our lights will dim; we will lose our drive to meet the needs of every student. Truth is that our profession is crucial for the success of future generations. Our learners are counting on us. Will you stop and look at Truth?

Epilogue: Yes, I have found a new "home." I will be teaching 6th graders ELA at Rock Quarry Middle School. I am so excited to be able to learn from and collaborate with the amazing educators there, many of whom have already reached out and welcomed me to their team.

Concerned Teacher...thoughts from ISTE13

Everything is Bigger in Texas.

ISTE is "my conference." If I don't go to any other conference during the year, I always block out time to be there. This year was my twelfth year...eleven of those I have presented. Yes, ISTE is bigger than life; I guess what they say about everything being bigger in Texas is true at ISTE too. However, as I begin to process and contemplate on my experiences over the last few days, I have to say that I am concerned.  I am concerned that as educators, we have lost sight of what really matters. This conference is not a technology conference; it's an EDUCATIONAL technology conference. It concerns me that many of my fellow educators have lost sight of that distinction.

With so many options at ISTE, it is difficult to select the right events, sessions, and activities. The word I heard most often was "overwhelming." Today, our students are diverse individuals with unique needs. There is not a one-size-fits-all solution. As educators, we must have a plethora of options. Using my previous ISTE experience, I looked for sessions that would deepen my understanding as a teacher. I want to continue to grow and learn new ways to provide my students with the best possible learning opportunities.  I want to sharpen my teaching practice. After all, this is an educational conference...we're all educators.

As I attended session after session, I became a bit disheartened. In almost every session, the entire focus was on tools and apps. Very few student examples of work were shown. The work that was used as examples, although fun to watch, held very little merit. After a day and a half of this, I sent out this tweet:

I am a concerned teacher. Where is the high level of engagement? Where are the learning activities that are promoting higher level thinking and problem-solving? How are students connecting their learning to their lives? Where is the creation of something new to share with an authentic audience? And collaboration...maybe I have a different definition than many others. I believe collaboration is when students each contribute something unique to a project. 

I began to wonder if I had unrealistic expectations. If so, I realized that I would not have very many to attend my session, "Are you integrating or innovating with technology?," because in my session there is a heavy focus on best practices and the role that technology has within our classrooms and schools. Yes, I share tools and apps; yes, I share student examples. But these tools and examples are used to support how we as teachers need to change our thinking and our practice in order to empower students. The conversation we had during this hour I found exhilarating. Many of the people who attended (it ended up being a closed session with people being turned away) expressed similar concerns to mine. They also had been looking for substance that they could take back to their schools and districts.

Of course, there is a place for the "60-tools-in-60-minutes" type of sessions as we do need to know what is out there, but it doesn't need to stop there. As Vicki Davis tweeted, we must "transcend hype and share practical ways that give us hope to reach all kids." We need to remember to keep our focus and become discriminating in our teaching practice. Dressing up a pig doesn't change the fact that it's a pig. Likewise, all the bells, whistles, and animations does not take the place of true learning and teaching. After all, it is not about the tools....it's about the learning...and our students are counting on us.

P.S. I'm positive there were other sessions out there offering fantastic models, practices, and ideas. I'm sorry I didn't find you this year. Please realize that I'm writing from my own experiences. Thank you ~J

I'm not a gamer...or am I?

I'm at ISTE. To give you some perspective, I am here with 20,000 other educators, representing all 50 states and 70 different countries. This is my twelfth year to attend. I've seen many changes in the area of educational technology over these years. Recently, there has been a lot of discussion about gamification in education. But, I'll be honest, I'm not a gamer. So, I have remained on the sidelines of this conversation...until yesterday.

I had the good fortune of hearing Jane McGonigal speak. She said two things that spoke to me. Those of you who know me know that I write a lot about empowering students through student-directed learning. Much of my students' learning is done through their writing and publishing with the support of technology to provide them with authentic, collaborative learning opportunities. So where does gaming fit within an already jammed packed day? Is it worth taking a second look?

McGonigal shared the statistic that 99% of boys spend thirteen hours a week and 94% of girls spend eight hours a week gaming. Now that is a startling statistic that, as an educator, made me contemplate..what could I do to harness some of that highly motivated, super-engagement to support my students on their learning continuum? She said that the element that pulls students (gamers) into games is a strong narrative with richly developed, multilayered characters who collaborate to overcome obstacles and solve problems. They make choices and have ensuing consequences. Without that richly developed storyline, gamers wouldn't continue to pursue success within their games, in spite of failing 80% of the time. And whether or not you agree with gaming as a valid mode for education or not, as an educator, these statistic demand some consideration.

The writing teacher in me couldn't help but see this for it was...what is driving these amazing games that are consuming so much of our students' time? It's the story...the writing that went into it when it was being created. I couldn't help but wonder why more writing instruction has not posed student problems to promote this kind of writing. McGonigal showed brain scans of a gamer's brain while engaged in a game. A good portion of the brain was actively engaged.  The only other activity that I have seen that lights up the brain more is...wait for it...writing. Writing is what is going to empower our students. Without it, these games won't exist. We will miss out on having rooms full of super-empowered hopeful individuals.

I think that in our enthusiasm for a new tool or strategy sometimes we lose sight of what our students want. All we have to do is ask them. They want to be engaged. They want to be creative. They want to solve real world problems. And, they want to write a book some day.  As teachers it is our obligation to give students want they need and what they want our of their education. If getting involved in a game is what is going to help meet the needs of our learners, we need to provide them with those experiences. Those experiences open up a world of possibilities in developing effective, powerful writers and communicators. If students want to write and publish a book, then we need to provide them with those opportunities to write, publish, speak, create and change the world.

Am I gamer? Right now, no. However, that doesn't mean I won't become one. Because I love writing, I thoroughly enjoy an intriguing narrative, I thrive on collaborating with others, and I pursue activities that allow me to be creative, gaming has an appeal to me as it seems to meet all of those needs. And, if I don't try it, how will I meet the needs of large percentage of students who are gamers? As educators, if we lose sight of how students learn and engage, we miss the boat. So, this week, this summer, I encourage all of you to consider how we can grow professionally to best meet the needs of our learners because, after all, it is all about them.

Living Out Loud

I recently had the opportunity to hear Kevin Honeycutt deliver the Opening Keynote for AETC2013. If you have never heard him speak, I highly recommend that you look him up on YouTube. He tells heartwarming, poignant stories which leave you laughing until your sides hurt or tearing up because they hit so close to home. While he spoke, I sent out this tweet:

This idea of sharing our stories has really stuck with me over the last several days. Stories...we all have them. How many times have we reminisced about how we should write all of these stories down? Teachers have stories of student successes, challenges, heartbreak, and triumph. With our lives in the classroon, we are walking anthologies of the lives we have have touched or been touched by. But, how many of us are sharing these stories? Are we taking the time to show the impact that our teaching brings to the lives of our students every day? Or, are we allowing someone else to author our lives...someone who is not living our life; someone who is so far detached they could not cipher all of the clues upon which we pick up from our students every single day; someone who is creating a work of fiction instead of a collection of memoirs.

The idea of "living out loud" came to mind when a couple of news stories were released this week and (per usual) "experts" weighed in on the ills of today's schools. How many teachers were asked their perspective? How many of our stories were being shared? None! I've heard many teachers bemoan that they don't have something important to offer to an already inundated information age. I strongly disagree. If we don't start sharing our students' stories, who will? Those "experts?" If that is the case, who will become the victims of these fictional tales? Our students.

So as we take some time this summer to reflect and begin making plans for the upcoming school year, devote some time to document and share some of these stories. We live in a time where there is a host of media where we can amplify these unforgettable stories. Tweet about them. Photograph them. Write a blog about them. Video them. Curate them into one easily "shareable" location. These collections become a living testimony of what our students are accomplishing, many against great odds. Reach out and connect with other educators and spend some time swapping stories.  We are teachers and it's time for us to share our stories and live out loud.