"Why" is More Important Than "What"

Image by o5com

I have had the opportunity to serve on a few committees centered on technology integration in the classroom. Many times, there has been a greater emphasis on tools and services, the "what" of technology, and not as much focus on the reasons behind it, the "why."

The "what" places focus on putting a specific tool in the classroom and making it work while the "why"focuses on the objective and which tools would be best for meeting that objective. "Why" creates a vision and "what" creates a to-do list. It is difficult to get people on board if they do not see a value to what they are being asked to do.

What can help teachers become invested in technology in the classroom? An understanding of why it is important. Teachers, administrators, students, and parents need to be able to see and understand the value of technology in the classroom or else it becomes another fad they have to "get through."The "why" includes why technology can add to their teaching; how it will benefit teachers and students as lifelong learners; why it empowers their students. Focusing on the "what" creates a mindset of always feeling behind because technology can be hard to keep up with. There will always be something newer and shinier and chasing tools can lead to dissatisfaction and missing the bigger picture.

Don't misunderstand me, in discussion of technology integration, there must be discussion about appropriate tools and services because  parents, teachers, students, and administrators need to know what resources are available. But, in my opinion, they need to support a larger vision or it will continue to be an uphill battle.

Author Seth Godin wrote an excellent blog post with excellent starter questions.

Google+ for Higher Ed

Last week Lisa Thumann and Chris Penny presented on Google+ in higher education in a Google hangout as part of Google Education On Air. Although I have a Google+ account, I failed to use it nearly as much as Facebook and Twitter. After listening to this session, my eyes have been opened to more innovative ways that Google+ serves education especially higher education. The new feature that I learned about that I'm really excited about is Google+ pages. Pages allow users to create pages that Google+ users can follow and appears in Google search. Beyond Google+ as a teaching and learning tool, the session also ventured into topics such as digital scholarship, collaboration, academic resources, personalized learning, online learning, accountability, and so much more.


Best practices for Google+ included:

• Student collaboration through Circles
• Opportunities for blended learning
• Development and presentation of projects
• Opportunities for student advisement
• Using Google+ as a blog of sorts
• Professional collaborations
• Pages for groups, organizations, clubs, classes/courses etc.
• Bringing in outside experts

Find more ways to use Google+ in higher education here


Here is the video of the session:

Rethinking Research

Image by Unhindered by Talent

This week my students have been working on a research project. It didn't take long for me to realize that they were lacking research skills. The ability to conduct research has always been a necessary literacy skill in schools but emerging technology has reshaped the definition of what research entails.

These are some research skills that I believe today's students should have:

1. Know how to engage text - Every website is designed differently and might not have the exact headings that is needed for a project. It is helpful for students to learn how to read text, and even pictures, to draw information from any page they read. 
2. Knowing what resources to use - "Googling" a question brings up tons of results but students need to learn how to sort through all that information to reach credible sources that fit their project and they are able to read. This is a skill that teachers can model for their students who can continue to practice it in the future.
3. How to apply the information to what they already know - Research is supposed to to build on a child's prior knowledge about a topic, no matter how minimal it might be. Students need to learn how to make connections between what they have learned and what they knew before.
4. Reflect on their own learning - Reflection is an excellent opportunity for students to ask themselves if their questions were answered, if their research led to new questions, and what new resources they could use to answer those new questions.
5. Putting information in their own words - It may be tempting for students to copy word-for-word what they see on a website or in a book; however, practicing to put information in their own words makes them masters of the information and better able to explain it or teach it to others. 
6. Share what they learned - Information a child learns benefits them but information that they share has farther reaching benefits. Students should be encouraged to conduct their own research and use what they learned to teach and train others, even the teacher. 

A Little Bit of Separation Anxiety

Image by Domiriel

In her chapter on the use of discussion boards in student teaching Dr. Karen Johnson (2010) wrote that during student teaching placement "students often feel isolated from their peers and without a social and emotional group to connect with during this very stressful time in their lives" (p. 61). When I read that over the summer, I didn't really understand it. I figured that it was impossible to feel disconnected in a school building full of people. Unfortunately, a month into my student teaching experience, I find myself living it. In the past year I have built an amazing PLN, a community of people that I learn with and learn from on a daily basis. I loved reading what they were reading, going to them for guidance and celebrating their successes. I value the connections I have with every person in my PLN because they enrich my learning and help me to be a better preservice teacher and student. Now the sheer volume of work required for student teaching prevents me from connecting with my learning community in a meaningful way which has left me feeling unbelievably disconnected. Going through this experience, I believe in connected learning more than ever. Now every conversation, every e-mail and tweet means so much more to me because it stretches my understanding, inspires me and helps me to connect the dots. Student teaching has been a fantastic learning experience so far. I just wish I could do it and remain tightly connected with my learning community at the same time.




Johnson, K.J. (2010). Peer to Peer: Using the electronic discussion board during student teaching. In Yamamoto, J., Kush, J. C., Lombard, R., & Hertzog, C. J. (Eds.), Technology Implementation and Teacher Education: Reflective Models (pp. 60-71). Idea Group Inc

Dig In & Get Your Hands Dirty: My First Day of Student Teaching

Today was my first day of student teaching in a third grade class. When I woke up this morning, I expected to feel really nervous but I felt really calm. When I pulled up to the front of the building, I felt that like I had always been there. I lucked out that two colleagues in my seminar are also student teaching at the same school so it was nice to see familiar faces when I walked into the building. The school staff was so welcoming and they were so excited to chat with me and give me advice. I didn't expect the students to be so excited to see me! I have never heard my name said so many times in one day. They were so eager to show me their drawings or the books they were reading. It was hard to feel nervous when the students were so welcoming. As I saw the kids off at the end of the day, the kids were so excited to have me come back tomorrow. Today was not about simply observing; I quickly dove in and got my hands dirty. I passed out papers, graded quizzes, decorated the classroom and conducted the student's time tests. I even attended a third grade staff meeting which opened my eyes to the realities of teachers trying to teach and serve their students in an age of high-stakes testing. I am amazed that I learned so much on just my first day and how natural it felt to jump in and get started.

Looking forward to new adventures tomorrow!

Countdown to the Classroom

Image by LizMarie_AK

Next week I will be entering a third grade classroom to begin my student teaching. While I'm a little nervous, I am excited to take everything that I have learned and put it into practice in the field. I have learned so theories, ideas and best practices in my classes and through my PLN, which I greatly value, but without testing it for myself I cannot evaluate the reality of implementing them in the classroom.

More importantly, I want my student teaching experience to be a connected one where other student teachers and I share our experiences with each other instead of feeling separated and isolated. I see student teaching as a learning experience about my own teaching but also to expand my classroom ideas from the succeses and failures of my peers. I would also love to hear suggestions from veteran teachers who have likely been where I've been or gave me ideas I might not thought of. I believe and practice connected learning and I believe that it should apply to teaching and classroom practices as well.

Over the next couple of weeks I will do my best to share my journey of learning here and welcome comments, ideas and feedback!

uTales - E-books for Kids

uTales is an online tool for kids to make and sell their own digital picture books. Students can add their own text and images as well as sound effects and animations to create the pages of their story. Completed e-books can be viewed on a laptop as well as viewed on an iPad or iPhone with the free uTales app. The finished interactive e-book looks and flips like a real book. After the book is completed, the creator sets the price of their book and they can keep their profit or donate it to Pencils for Promise, an organization that builds schools in developing countries. uTales includes an extensive library of books from authors all over the world. The stories in the library are approved before they are added so they are age-appropriate and the highest quality.

uTales in the classroom: uTales is a great tool to allow students to create their own digital stories. Picture books can be created on a variety of subjects and content areas. With the ability to add collaborators, children can work collaboratively on their stories. Students can share their stories with other students around the world. Extending the assignment beyond the classroom, a class can create stories to raise money to support education in developing countries.