Haulin’ ‘Net 2006

The new Haulin’ ‘Net is at
http://jpoletti.wordpress.com

Although I have many positives to this move, one thing still bugs me. I can subscribe to the new Haulin’ ‘Net in Bloglines, but it doesn’t update to notify me when new content is posted. Wordpress claims it’s a Bloglines issue. I am still waiting to hear back from Bloglines.

The new site updates perfectly in Sage, Google Reader, and Mozilla Live Bookmarks.

The reasons I made the move are as follows:

Disintermediation: The majority of folks in the connected world live and breathe in social network environments that do not require them to manage their own servers, become Linux jocks, or wrestle with filtering concerns. This results in a bevy of on-line choices that allows customers simply to skip obstacles for clearer paths.

Professional Development: We are quickly moving along in our Laptop Learning Initiative, and we need a solid blog engine that can be scaled. Soon the participants will blog. The hope is that they will be firestarters for others in their schools.

Spam Fighter: Wordpress utilizes Akismet by default. It seems to be working better than the solution we installed on the old Haulin’ ‘Net.

Themes: More options here. I particularly like the increased flexibility of the customizable headers and sidebar widgets. The header image on the new Haulin’ ‘Net is a photo my daughter took on Core Sound. Here are two more custom headers I collaborated on this week, Bridges Alternative School and Peregrinations.

Pages: Very nice ability to add pages that display like hyperlinks on oldschool webpages.

Blog Stats: Though I much prefer Google Analytics in the old Haulin’ ‘Net and in edublogs, I can live with the “lite” navel-gazing properties of Wordpress.com

Avatar: My Haulin’ ‘Net signature photo can appear whenever I comment on another Wordpress blog.

So, on the negative side, I may lose my friends in Bloglines unless they manually update my content. On the plus side, I have found a scaleable model I can share with my learning group. I am pleased with the security, aesthetics and extras.

With a lot of the technical stuff out of the way and the certainty of scaleability, we can ask the more meaningful question: How can our teachers use professional blogs to add value to their learning environments?

Still testing my new Wordpress site.

Can’t get the feed to update in my Bloglines account. Works fine in Sage, Google Reader and Firefox live bookmarks.

Thoughts?

We are familiar with the parable that says: “No one puts new wine into old wineskins . . . But new wine must be put into fresh wineskins, and both are preserved.”

Not to trivialize this biblical passage for the ages, but it aptly captures the intent of our school system’s new Laptop Learning Initiative for tech facilitators (and friends).

Now that the tech facilitators each have modern laptops, what kinds of “new wine” will we make? How will our teaching and learning activities differ from when we used the old “skins” (desktops)? Our old vintage wasn’t bad, but the new brew promises to be richer, bolder, and ever more dynamic.

Symbolic of this shift, I am casting off this old skin of Haulin’ ‘Net. I will keep it up and running as an archive. But from this moment on, new content will be in a new skin for Haulin’ ‘Net. Note that the URL has changed if you subscribe in an RSS aggregator.

The new Haulin’ ‘Net
http://jpoletti.wordpress.com

Here are some more fresh voices from participants in the Laptop Learning Initiative . . .

TIFFANY: I know that a lot of the National Honor Society students that I have take challenging classes, have an after school job, are involved in sports and/or clubs around the school, and many of them also participate in community activities. It would be amazing for them to be able to have a lesson/lecture/supplement to their class time that they could listen to whenever they could. I think that “future ready students” are able to learn in a variety of different contexts. We have several students taking online courses at WCHS and many of them say that they enjoy the ability to do the school work when they can.

JEN: I am really excited about what podcasting can do for my students. Using an audio recorder I can record my lectures, notes, class discussions, etc. then post them to my webpage for student use. Also, online I have found several sites that provide free podcasts of famous historical speeches to audio recordings of important documents.

LAURA: I feel very fortunate that Carteret County Schools sees the merit in providing technology facilitators with laptops so that we can have information at our fingertips as we collaborate with the administration, faculty, and staff in their office, classrooms, planning rooms, etc. Working in a middle school, I believe that there is a huge value in audiocasts for educating our students. For this generation, multitasking is natural. They have radio/MP3 players on while doing their homework. Many students aren’t as excited about reading as I would like them to be, but when asked what they think of listening to it or using an interactive textbook online with the possibility of audio and/or audiovisual presentation of information, they are excited. Having MP3 players for students to use would allow them to listen to books, debates, and discussions, quietly, at their own pace, anywhere. In addition, teacher web pages with an audiocast would give students that are absent an opportunity to hear the lesson in the voice of their teacher—a great personal touch. For students with learning disabilities, I believe audiocasts would help to level the educational playing field. Students engaged in education, in a style they are used to, is the key to their success!

MARY: I am very excited about the journey we are about to begin. I think the journey begins with us as technology facilitators/media coordinators. It is our job to learn and in turn get our teachers excited about the possiblities. Then it the teacher’s jobs with our help to get our students excited about learning. As I am writing this I was reminded of a powerpoint slide I viewed at workshop I attended Monday on brain research, it showed a horse in front of a watering trough and the statement read “How do I make the horse thirsty?” I truly believe that the use of technology will and does make our kids thirsty for learning.

Inquiring minds at a local high school recently wondered how video or audio clips could be used in their teaching efforts. This morning, I found a perfect example at Dr. Scott McLeod’s blog Dangerously Irrelevant. His 7-step (60-90 minute) “module” works for me on two levels. First, it utilizes Re-useable Learning Objects…something more and more educators will come to value. Second, it succinctly shrink-wraps the whole “future-ready schools” discussion. Definitely, kick the tires on his entry called “100% Proficient on Old Skills.”

He combines .pdf files, a slideshow from the Fischbowl, an original slideshow, an audiocast, and a viral video. He can re-use these materials in future contexts, but more importantly, he posts them to the web and invites others to use them. That is the power of re-usable learning objects of the digital kind.

What could we blend as resources for a lesson on cell mitosis or The Battle of Antietam or character irony or . . .?

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The time is right for developing Web 2.0 capacity in Carteret County as our school system’s laptop learning initiative and Patrick Keough’s iTunes U at the community college roll out simultaneously.

Here then are some comments from our K-12 laptop learning crew as to what Web 2.0 audiocasts could mean for teaching and learning . . .

ANNA: Students are using MP3 players to download and listen to music. It is not much of a stretch to see students downloading and listening to content information now and in the future.

ELLEN: I can envision children in elementary school listening to friends (and others) sharing book reports or special projects, reading to one another, learning from community helpers by hearing their voices.

AMY: I believe that this is the future of education. Students being able to go to class anywhere without actually attending a set location. Also this will allow flexible schedules for students and teachers. We could even go as far and flexible high schools. Also it allows for students that need to hear a lecture or explaination more than once to do just that.

DI: I can see in my mind how podcasts, MP3 players and blogging can be resourceful tools for students and teachers. But with guidance and understanding of safety of course. In the elementary settings I agree with Ellen that students will truly enjoy sharing their works with others.

BECKY: Keeping in mind that we are dealing with seventh graders, after they realized that they would not be able to see their friends on a regular basis and socialize they quickly started to change their mind. One student bought up the point, they like being able to interact with teacher’s face to face and they don’t feel like they would learn as much or be able to pay attention when their classes weren’t face to face.

MILLIE: Audiocasts provide today’s educators with valuable information that can be transferred to the classroom. If you’re interested in a topic, Web 2.0 is guaranteed to produce a conversation about it. The information will most likely be current and correct. That information can be absorbed at any hour while doing any number of things (driving down the road, walking on the treadmill, waiting for the kids to finish soccer practice). The concept is two-fold…if the educator learns from the information that is heard, then he/she will realize that students can learn that way, too! The adult who has been given the opportunity, because they have been provided the necessary tools, can transfer that knowledge to his/her students and gain impressive results!

JANET: Many celebrities and politicians are creating blogs and podcasts because they realize it is the way to reach many of our youth.

PATRICK KEOUGH: I can tell by reading your blog and our conversation yesterday that we are on similar tracks when it comes to instructional technology and exploring new, and creative ways to teach students (and upgrade faculty) using innovative (alternative) instructional methodology.

DAVID WARLICK: As I read through these comments, and recall when, where, and how I listened to the (Will Richardson) interview, I was struck by the fact that we, from different parts of the state (and world) and at different times, were able to experience an event and then later exchange our insights in such a loosely convenient and powerfully connected way. What a potent learning environment this is, that is emerging! Our students need so much to be a part of this.

Haulin’ ‘Net » Blog Archive » One Laptop Per Tech Facilitator
In my previous post, I asked the question of the participants in the laptop learning intitiative “how, when, where, why, with (or without) whom” they listened to Steve Haragdon’s interview with Will Richardson, who will be our keynoter at NCaect. Here are some of the replies…

ANNA: How? Connected wireless from laptop to cable modem. When? Monday 1/22/07, finished at 10 pm. Where? Sitting on my sofa at home. Why? To learn new things to use with teachers and students. With? My constant shadow, my cocker spaniel.

ELLEN: I paused the interview when I got interupted and just resumed later. Never lost the connection! Terrific! Made it nice for me since I can’t sit still for an hour - don’t even watch TV much. For future times I am going to purchase an MP3 player so that I can listen to podcasts while I walk.

AMY: I simply downloaded the webcast on to my husband’s Nano and listened to the podcast in the car on the go. It was very easy to do and the perfect way to pass the time in the car as well as not having to sit in front of a computer or read a communication.

DI: I am at home on sick leave so I listened to the podcast by myself without interruptions. I was able to stop, pause and rewind to get the meaning of the content, brainstorm ideas around in my head of how to use within our school and to get the feeling that I have alot more to learn. I am like a sponge, I want to soak up all these new things and get them into my classes as well as getting fellow teachers.

Excellent comments, all. We are definitely heading down the right path in this conversation towards future-ready!

For more on ideas about reusable and portable learning objects, catch this impromptu conversation I had recently with Patrick Keough, Distance Learning Coordinator for Carteret Community College.

Next, I will assemble thoughts from our learning community on what value audiocasts hold for future-ready education . . .

The 15 tech facilitators in our school system are euphoric since acquiring their new laptops. Soon, however, their feet will be back on the ground and we will embark on a long-term learning odyssey. For a while, we will use Haulin’ ‘Net as a clearinghouse for conversation related to our journey. (I welcome readers far and wide to follow our steps and offer insight along the way.)

Our continually-revised course of study can be found here—

Participants may work ahead and install the course tools. However, our real work begins after the installations. How are we going to use these tools in our work? How can these tools change our work processes and help us become even more ready for the future? What teaching and learning implications exist for sharing these tools with other staff members, admin, and students at your schools?

These training sessions are not exclusive to tech facilitators. Others in the school system may join. Just give me a heads-up and meet at prescribed times with wireless laptops. Be willing to give new tools and ideas a provisional try. We will be departing from familiar provinces of learning.

I believe it was the immortal Buzz Lightyear who coined the phrase—”To infinite and beyond.” We may not get that far. But at the least we hope to gain competencies, strategies, and awareness that will help us navigate effectively the next couple or so years in our traditionally successful school system.

Assignment #1 for study group:
By now, I trust you have listened to the Will Richardson’s edu-blogging audiocast on Steve Hargadon’s blog.

As your comment to this blog entry, workshop participants, tell how you listened to the interview. I’m less concerned about Richardson’s content (we will catch his keynote at NCaect). I’m more concerned about your personal context— the how, when, where, why, with (or without) whom—for the listening event. Then tell, on that basis, what value audiocasts hold for future-ready education? You may want to make your reply specific to your grade level.

These costs are large, but the larger question has become: Can North Carolina afford NOT to provide a 21st Century teaching and learning environment for its citizens? This is not only the big education question; it is the big economic question.

A quick review: Curriculum is the number one Essential Element in the draft of the Joint Commission Report on Information Technology that has been circulating in North Carolina. Technology Tools is the second Essential Element. The third, which we will consider now, is Personnel and Professional Development.

This chunk could easily be renamed “The Roles of the Technology Facilitator and Technician.” In general, the technician’s role is to keep technologies running smoothly in support of curriculum and operations. The instructional technology facilitator, or 21st Century (Literacy) Coach, “can teach others how these technologies can be used in the instructional process. . . The technician’s presence allows tech facilitators to spend a majority of their time working with teachers and students.”

Similar to that of media coordinators, the SBE-approved job description for tech facilitators contains a total of 41 descriptors under the following three headings:

Each job descriptor begins with a verb like collaborates, models, facilitates, works with, assists, promotes and leads. Only the following two (of 41 descriptors) alludes to tech support work:

When such roles as tech facilitator and technician are in place, and when all understand and carry out their roles towards a unified goal, then a school system departs from status quo and heads towards future-ready. In future-ready schools, conditions exist that promote professional adult collaboration (ubiquitous basic and extreme planning).

The collaboration process, a continuous professional development experience for all involved, is critical to 21st Century teaching and learning, and technology facilitators are major players within these planning meetings. Through the collaborative planning process, teachers are able to brainstorm with other teachers, the school library media coordinator, and the technology facilitator, finding new ways of presenting information, broadening the number and kinds of resources they can bring to the lesson or unit, and making sure each child’s learning style has activities and resources to address it.

The draft is very clear that conditions conducive to professional adult collaboration do not occur systemically without organizational alignment at the central office level (page 29). Lack of an over-arching, systemic direction creates disequilibrium. That disequilibrium manifests itself as independent initiatives . . . independent departments . . . independent schools . . . independent nations.

In the business of education, independence (isolation) is the status quo. The key to future-ready, or globalization, is inter-dependence.

Curriculum rightly receives prime treatment in the draft of the Joint Commission Report on Information Technology that has been circulating in North Carolina. This is because in the business of education, all things should follow curriculum.

The fourth chunk of my breakdown of the draft, though, deals with Essential Element 2: Technology Tools in the Classroom.

We’ve already dispatched seven classes of graduating seniors from our classrooms directly into the 21st century where they are to pursue success and purpose. Therefore, I struggle with calling a properly equipped classroom “the classroom of the future.” or “The 21st Century Classroom” (as if that were on the distant horizon). This is the classroom of now.

The “classroom of now” resembles these passages from the draft:

All (classrooms) are supported by a team of school library media and technology specialists who collaborate with classroom teachers to provide a resource-rich, technology-rich teaching and learning environment while simultaneously lowering student/teacher ratio.

Each classroom is outfitted with an interactive digital white board and data projector, a classroom set of individual student response devices, digital and video cameras, a telephone, one or more multimedia work stations that include printers, science probe ware for experiments, digital microscopes, and graphing scientific calculators for the upper grades. Technology is transparent, with students and teachers naturally using appropriate technology resources as needs arise, treating them as problem-solving, enabling tools.

The technology is used developmentally, with applications and tools chosen based on the educational- and age-appropriateness for the students involved.

Technology in schools is an amazing accelerator and motivator, yet it is meaningless without the careful guidance and nurturing of classroom teachers and media and technology personnel. These are the individuals who bring the rigor, relevance, and relationships so important to 21st Century learning; technology is only the tool they use to help them work their magic.

See, it’s not just the content that will define the trailblazers in future-ready school design, it is also the people forging meaningful and multi-directional work relationships. The content and the people are pulling along the stuff (the tools), not being pulled by it.

It’s a classic equation: High quality pedagogy yields high quality results. This week, senior English students of WCHS teacher Ms. Nancy Reynolds have been presenting their Senior Projects to peers and panels of judges.

Today, I watched a young car enthusiast present his Senior Project: the restoration of a 1949 Dodge Coronet. The photo story shows more pictures of the student, his project mentor, and his dad (seen above).

The car is a classic. So is the Senior Project, done properly. The Senior Project is less about teacher and school direction and more about student opportunity. Students have the opportunity to stretch their limits while focusing on topics about which they have some passion and/or career aspiration. Other project examples I watched over the last few days include the following:

Hats off to Ms. Nancy Reynolds, her support staff (media coordinator Tiffany Mayo and instructional technology facilitator Amy McKay), and her engaged students. The work was authentic and future-ready.

Suffice it to say, the Senior Project—done properly—looks like a convergence field for Future Ready NC. It is a perfect vehicle for horizontal and vertical curriculum articulation. It should be included among the promising programs in the draft of the Joint Commission Report on Information Technology that has been circulating in North Carolina.