Ed Tech Tipster

Wikis, Glogs, and Videos

2010-06-07T11:48:00.001-04:00

In the past several weeks, I have designed and implemented a food and nutrition unit with the culinary arts students. To say it was successful is an understatement. To say that I was in CRS/ITRT heaven is not hyperbolic.
The lesson began with a wiki on Wikispaces, which I chose over PBWorks for it's easy-to-use discussion board. The students watched a variety of videos embedded in the wiki at their own pace and used the discussion board to answer questions the instructor and I created. The intensity and engagement with which the students watched the video and engaged in discussion was impressive. The students were interested and thoughtfully responding in a way that would not have happened through lecture or whole-group discussion. Because some students are not as comfortable talking in front of the class, the discussion board gave each student a platform for communication that they may not have found otherwise.

Following the wiki discussion, we used the Smartboard to organize and extend the information in the videos. The students really engaged in the class discussion because they had already connected with the information through the discussion board. The Smartboard is a relatively new addition to the computer lab, but already I love it! We used the pens to make a color-coded list that categorized the information from the videos. The student groups used this list to choose their topic related to a current food and nutrition issue.

From this point, the students researched information related to their topics, and to keep it easy, we had them organize it into the 5 Ws and H format. Using Microsoft Word's research feature, the students easily cited their sources. All of this researched information was then transferred on the glog.

To pull this unit out of the knowledge and comprehension level of Bloom's taxonomy, the students created a video that proposed a solution to their nutrition issue. We used several student-created sample videos from Marco Torres' iCan site to begin discussion techniques and methods for using either Windows Movie Maker or Microsoft PhotoStory to produce a video. The students used a storyboard template to map their video, and their creative ideas were amazing. They had access to several Flip video cameras and digital cameras to gather footage. Many chose to meet after school hours to gather footage, which made me realize how much they connected with the content.

There were several formative assessments that helped the instructor and I assess the students' progress and knowledge. We used SharePoint surveys for progress checks and exit tickets and PBLChecklists for peer review.

The results of diligently connecting this unit to the NETS*T were great. The students were engaged and captivated. The digital tools and resources included were relevant and appropriate. The multiple assessments and progress checks ensured that no student or group wasn't on track and completely high-level work.

Take a look at the wiki, and be on the lookout for new additions! The other culinary teacher and students were so interested in what this class did, that they are halfway through the unit themselves!

Blooming

2010-05-17T09:47:00.002-04:00

Bloom's Taxonomy has been around for ages, and it is interesting to use it to assess technology tools and resources, which is exactly what we have been doing this session in Capstone. I especially like my favorite new Bloom's visual-- the rose on the left. Here's the link, so you can take a closer look. Not only is it visually appealing, but it also links specific activities and products that fall in each of the six levels of the taxonomy.

Using that, we each had a chance to contribute a tool that could be used to target levels of the Bloom's taxonomy. I share my favorite, Glogster. I've posted about it before and have shared samples of my Capstone II project where the Culinary Arts students shared information and solutions on nutrition issues. Glogster can target all levels of Bloom's because it is such a versatile platform. And what's great is the students love it. Designing a digital poster is very appealing!

A tool that I had heard about a while back, filed in my "remember to take a look at this" memory bank, and then forgot about is Museum Box. Museum Box draws from the technique of the anti-slavery campaigner, Thomas Clarkson, who used a box of exhibits to prove his point when he was campaigning. This virutal box can be customized to contain different numbers of slots into which text, pictures, video, links, and audio can be placed on a 6-sided cube. Like Glogster, Museum Box's versatility is what is so appealing. The cubes and boxes can be used for any level of Bloom's taxonomy. Students can thinking metaphorically, synthesize information, and recall concepts.

Another great tool that I have used a few times is Prezi. An updated, more dynamic and creative take on PowerPoint, Prezi can be used to create non-linear presentations with great impact. Picture a large blank canvas where you can design a presentation and then use a camera to zoom in on and connect topics. It can be used for basic information recall and communication, but extended, Prezi provides a versatile platform for synthesizing information in creative ways. Where I struggle with this tool is in this versatility. Having grown up on linear, PowerPoint presentations, I feel anxious about the endless options for layout, connections, and motion. I have not used this with students yet, but I have a feeling that most of them will feel much more comfortable with it than I do.

Bloom's Taxonomy is a wonderful starting point when designing projects using technology tools. Using it in conjunction with the curriculum objectives and standards provides a strong foundation for engaged students and high-level learning.

An Assessment Here, An Assessment There

2010-04-23T12:05:00.001-04:00

This week in Capstone II, we have been focusing on formative and summative digital-age assessments. Prior to my work in the Capstone experience, I had not really focused on assessing the students. My role, in my eyes, was to help the teachers teach with the technology. How they decided to assess the end results was up to them. Through the work I have done with Capstone I and II, I have realized how I can also help teachers assess more effectively using technology.

Formative Assessments
Formative assessments are not necessarily graded or formal. They can be as simple as a quick teacher check of a project's status or as detailed as a student quiz. The results can be student specific to guide teaching to specific students or groups of students, or the results can be general to the whole class.

1. SharePoint Surveys- I have used SharePoint surveys to gather information on a project's status. This is a quick and easy way to get a feel for how the students perceive their project is progressing. The survey can be composed on multiple choice, yes/no, and short answer questions. I monitor and assist each group while they are working in the lab, but what I see may be different than what the group members feel is occurring. These results can be downloaded into a spreadsheet very easily, and I use them to reflect on the day's activities and guide how I will address each group the next time I see them.

Another easy way to use surveys is to create a digital exit ticket. In order to be sure the students were reaching the depth of knowledge in their research, at the end of each research session, each student completed an open-ended question survey that asked them to list five important pieces of information they learned during their research. By getting specific feedback like this, I have been able to understand whether they were searching effectively and coming to the level of understanding they needed to reach.

2. Smart Response/TurningPoint systems- Both of these essentially work the same way. The students use the remote "clickers" to answer multiple choice questions displayed by with multimedia projector. Both programs have a handy export tool that displays results, complete with charts for each question, for each student, or for the class as a whole. This is an easy way to gather baseline data at the beginning of a unit, or it can help to evaluate the general understanding level of a class in the middle of a lesson.

3. PBL Checklists-- the 4teachers group has a wonderful tool called PBL checklists. In order to effectively manage project-based learning, the site has a tool that helps to create checklists for students or teachers to use to ensure the projects are completed successfully. The site has templates to start with that are editable, or you can create your own from scratch. I have found that these are effective formative assessments to print out to have students use to review their projects. They can easily identify any missing components. I have used the checklists to talk to groups about specific issues they may be having completing the project.

Summative Assessments
Summative assessments evaluate the end result of a project or unit of learning. It can come in many forms, but most people usually know these as an end of the unit test or final exam. Instead of only using these kinds of summative assessments, project-based learning assignments can provide a thorough and broad understanding of a students concept development and content knowledge as well as a variety of other skills and objectives. Glogster projects, podcasts, and other multimedia projects are great ways to assess, and in order to provide an objective review of the final product a great tool to use is a rubric. While this seems fairly obvious, creating rubrics are not second nature. I have been asked by several teachers for help in wording and layout, etc. Luckily there is a great tool by the 4teachers group called Rubistar. The site has templates with innumerable options for evaluation categories, so you are guided the entire way through the process. Another great option is to search for rubrics that other people have created. They provide great ideas, and you can download and edit them very easily.

Image embedded from: http://loc.gov/pictures/resource/gsc.5a00427/

Metacognition and Reflection

2010-04-11T20:26:00.000-04:00

This post will build on the first post where I explored the various kinds of reflection. I think tying it together in this way will make it more meaningful.

Technologic or Formulaic Thinking-- procedural thinking that is based on pre-existing knowledge that comes from somewhere outside of the thinker

This kind of reflective thinking would be good for students to examine a process that is based on an already-established protocol.

Masonry students could examine the process behind laying brick and discuss why it is ordered in a given way.
Early Childhood students could reflect on the process given to calm a scared child with separation anxiety to understand why the sequence used is successful.

Situational Thinking-- thinking that is rooted in an immediate moment in time and does not look beyond the moment to any root causes

Students can be urged to use situational thinking to guide behavior from moment to moment, but this kind of thinking will not serve to solve any core problems.

Public Safety students could reflect on the actions and behavior needed in a variety of high stress situations, such as traffic stops, domestic disputes, auto accidents, and house fires.
Nursing students can reflect on the behavior required to interact with a patient who is experiencing trauma.

Deliberate Thinking-- deeper thinking that is used to go beyond the immediate situation to understand the core issue

Students can use this type of thinking to better understand a process or situation. The students can call on outside expertise. The students can reflect on a procedure that they are engaging in within a group project or within a lab environment, in order to understand why it is or is not working.

Early Childhood students can examine the preschool schedule to understand why children are having difficulty transitioning from one activity to another.
Landscaping students can reflect on the preparation and care needed for plants to grow when a flower bed is not flourishing the way it should be.

Dialectical Thinking-- thinking that builds on deliberate thinking to generate solutions

Early Childhood students can build on the preschool schedule and transition issue to suggest solutions and possible changes that can be made based on a variety of expert sources.
Landscaping students can look for solutions to help create a healthier environment for flower beds that are not flourishing.
This is the perfect kind of thinking to use in a project-based learning situation as the students work through an issue and proposing solutions.

Capstone II Expectations

2010-03-28T22:23:00.002-04:00

What are your expectations for this course?
What knowledge and skills do you hope to learn?
How will this professional development experience shape your future instruction?

I expect to be challenged during the rest of the Capstone experience. I am looking to it as a means of focus, a way to keep me current in my practice. I am especially looking forward to networking and collaborating with other educators. Since I am not in a traditional school with core content areas, I hope to gain practical skills that I can implement in any environment. I have often found that many conferences and professional development opportunities focus very closely on content, and it is challenging to find ways to implement that in my building. Because the NETS-T are skills and objectives for learning, rather than a specific skill tied to a specific content or outcome, I think that after finishing the courses, I will be able to bring a more diverse range of instructional strategies to my teachers and students. After the Introduction course, I have definitely gained a more complete understanding of the NETS-T than I had before, but I also know that I have so much more to learn as we progress. I am looking forward to all of the changes that my project will undergo and to see that project actually take place in a classroom.

I hope to have a thorough understanding of the NETS-T and how to use those standards to guide planning for instruction with my teachers. Because I am in a position to work with every teacher and student in my building, I want a broad viewpoint that is not limited by content, but is able to apply all of the standards to any instructional situation with ease. With that in mind, I want to also have the foresight to know when technology may not be the most appropriate answer to an instructional situation, and I want to gain my teachers' trust so that they know that I am not going to be a technology evangelist, but rather an instructional specialist that they can rely on to find the best possible instructional strategy for any given objective. Student learning is the goal, and I want to keep that as my true north. I hope that through this experience I gain a confidence and awareness that I may not always have right now, so that the teachers always see a strong instructional leader whom they are comfortable coming to for assistance.

Your prior experiences using technology in the classroom.
Challenges and successes you have experienced using technology.
Any questions you have about the Capstone Program and the NETS*T.

Ever since I started teaching 9 years ago, I have tried to infuse my classroom with technology. It was that drive that has lead me to my current position as a CRS. I feel that I have quite a bit of experience using technology in the classroom. As a regular classroom teacher, I was willing to give anything a try to engage my students. Now as a CRS, I try to get my teachers to do the same things by showing them how many great tools are available to them to use. Usually the technology I have used with students and teachers has been fairly successful. We have met the typical challenges of technology not working because of division filtering issues or the resource not working the way it should. We have also encountered issues with students not using the technology appropriately, but those kinds of challenges help to provide learning opportunities for the students and teachers alike.

I am feel more sure about my Standards 1 and 4 plan than I did before Capstone II began. I was worried about how much technology is included, but I feel like it is less overwhelming now that I have revised it.

Reflecting

2010-03-26T17:51:00.001-04:00

This week I spent some time reading and thinking about the practice of reflecting. As a high school and college student, I often spent time reflecting on my writing, on readings, or on experiences, and at that point, it seemed more like a requirement, something to check off of the list and be finished with. When I was a student teacher, my cooperating teacher, required me to keep a reflective journal. It started off as more of a listing of the day's events, focusing on procedure, but luckily my cooperating teacher was skilled in the practice of reflection, and she was able to help me move from that procedural type of thinking to a much deeper practice of metacognition that guided me to strengthening my beginning as a teacher.

I enjoyed reading "Fostering Reflection" by Lana Danielson because it clearly outlines the four types of thinking and connects those modes to reflective practice. This prompted me to think about how I normally reflect and how we as teachers ask students to reflect. I hadn't really thought about different kinds of thinking and how it could relate to reflection; it may be a bit shallow, but I thought reflection is reflection. And I have to believe that this is a common assumption. So let's look at the four types of thinking and how reflection can be used as a component of student learning.

Technologic or Formulaic Thinking-- procedural thinking that is based on pre-existing knowledge that comes from somewhere outside of the thinker

This kind of reflective thinking would be good for students to examine a process that is based on an already-established protocol.

Situational Thinking-- thinking that is rooted in an immediate moment in time and does not look beyond the moment to any root causes

Students can be urged to use situational thinking to guide behavior from moment to moment, but this kind of thinking will not serve to solve any core problems.

Deliberate Thinking-- deeper thinking that is used to go beyond the immediate situation to understand the core issue

Students can use this type of thinking to understand better understand a process or situation. The students can call on outside expertise. The students can reflect on a procedure that they are engaging in within a group project or within a lab environment, in order to understand why it is or is not working.

Dialectical Thinking-- thinking that builds on deliberate thinking to generate solutions

This is the perfect kind of thinking to use in a project-based learning situation as the students work through an issue and proposing solutions.

What is so great about reflection is that it can be done in a variety of modes-- peer-to-peer discussions, writing exercises, graphic organizers, etc. And these can be enhanced through technology tools and resources to promote creative and deep thinking. For example, blogs mainly focus on writing, but a reflective blog can contain images, video, audio, and writing, which engages more of a student's thinking and provides outlets that will help to generate a higher level of thinking.

Google Earth and Vo-Tech 2.0

2010-03-16T09:15:00.003-04:00

I have always been intrigued by Google Earth, but I really didn't understand its capabilities beyond zooming into a region and exploring the landscape. I spent some time on the Google for Educators site trying to understand how it could be useful in classes other than Geography. Frankly, I was amazed. Google Earth allows the user to create files that can be shared and edited on any topic imaginable. I found files from the world's top ski resorts to "lit trips" that track a novels geographic progression in. All of the information is contained in the placemarks that can be edited simply using text or more dynamically using HTML code.

That still brought me back to my usual starting point when using technology here: how could I integrate it into the classes we teach? So far, I have focused on Culinary Arts because they emphasize a global perspective on foods, food production, and food culture, which made Google Earth a perfect platform. We revamped a "Foods of the World" project that the chef has used in the past, which usually contained Internet research and a 1-2 page research paper. We decided to use a new tool from 4Teachers.org called NoteStar to help the student groups manage their research and correctly cite their sources. This was an excellent tool because the students were responsible for managing their progress, and the teacher and I could check the groups' progress easily. After they completed their research, the students used Google Earth to enter their research into placemarks. The placemarks corresponded with the country they were researching, and they learned how to imbed images into the placemarks using simple HTML code.

All in all, the project was a success! We hit the usual bumps in the road, but the instructor liked the project so much that we have another in progress with the seniors that involves nutrition and traditional foods of other countries.

Check out the wiki for student samples. These are a little rough, but they are still a work in progress.

In the future, I would like to utilize Google Earth's tour feature. Using a microphone, you can easily record a narrated tour, which would be a great way for the students to practice their speaking skills.

So long to the manufacturing line...

2010-02-27T18:01:00.000-05:00

Dan Pink says it best: "There's a disconnect between how we prepare kids for work and how work actually operates: In school, problems almost always are clearly defined, confined to a single discipline, and have one right answer. But in the workplace, they're practically the opposite. Problems are usually poorly defined, multi-disciplinary, and have several possible answers, none of them perfect."
I have been brewing about his interview about his new book Drive and what he calls "motivation 3.0" in Scholastic Administrators' last edition for the past week or so. What he talks about seems so simple in the light of today's world and student. I enjoy his "human" perspective and how he relates the idea to the curious and self-directed play and exploration of a toddler. He sets forth three main components of creating better outcomes-- self-direction, mastery, and purpose. To me, this seems like a great road map for getting the most out of our students, and using strategies such as project-based learning and technology tools and resources would definitely aid in the journey. What is disturbing, that we all know and Dan Pink points out, is that we have a push to implement more creativity and innovation in our classrooms, but at the same time, we are forcing regimentation as students and teachers are tied to standardized testing.
This dichotomy is creating the problem that introduced this post. We are not properly preparing our students for the world in which they will work. Very little work now relies on the factory model, but our education system still does. Advances have been made, small steps along the journey-- but our students are leaving us in the dust, and entering the world unprepared for what awaits them.
Am I just wanting too much, too soon, too fast? Change is hard and challenging, especially in education-- reform takes time, and with so many educator's jaded by the pendulum swing, many are unwilling to try another way that they perceive as another fad that will eventually fade away. This is too important to fade, and I wonder who will be left its aftermath-- the teachers or the students?

Acceptable Use Policies

2010-02-27T13:49:00.000-05:00

This week in Capstone, we have been studying and reviewing different school system's AUPs. It was interesting to examine my school system's AUP in a more critical light and from a different perspective than that of an employee. What I found most interesting was the differences in AUPs from system to system. Some were very general and focused only on violations related to email and other Internet filtering issues. Some only generally referenced the new and emerging web 2.0 tools that students and teachers are now actively using. While many outlined the ways the AUP could be violated, only some were specific in what the retributions would be if the AUP were violated.
I believe that the AUPs are worthwhile and necessary in ensuring that the proper and legal use of technology and online activity; however, what I keep coming back to is the limitations to fully integrating the myriad of available tools and resources that some of the filtering and AUPs cause. After collaborating with my colleagues in the Capstone I class, I feel incredibly lucky to be a part of my school system because we do have a wide variety of technology options available and while filtering can sometimes be an issue, there are many sites and resources open to us that are not available in neighboring systems.
This does bring up what is becoming an age-old argument-- that of filtering the information so tightly that students do not have the opportunity to make positive choices because they are never faced with the choice. I realize that school systems are required by law to filter Internet access, but are we doing an injustice to our students? We talk about Internet safety; we are required to infuse it into our curriculum. But in a closed, sheltered environment is much of that conversation trite and unreal? If the students never have a chance to practice the skills we tell them are necessary to be good "cyber citizens," then what kind of education are we really providing them? Certainly not a "real-world" experience that is definitely one of the current buzz words and rightfully so.
Similarly, the other CRS's throughout my division and I have been waging a long battle to have student email access. The filter blocks all webmail, and their active directory accounts have an email account, but it is disabled. We have been given a variety of reasons why, but it seems archaic to promote "21st century" skills of communication and collaboration when a student cannot electronically converse with their teachers in school, using school system provided resources.
I'm curious when these kinds of disparities will begin to fade. I know we have come quite a distance, but it seems we still have a substantial journey ahead.

Growing Out of Creativity

2010-01-22T08:56:00.000-05:00

How do educators foster creativity in students? I recently watched a very interesting video of Ken Robinson on the TED website where he challenges our education system to shift dramatically. What is interesting is that he points out that globally, every education system focuses on the same core content subjects in the same hierarchy. Maths and languages at the top, trickling down to humanties, and then finally to the arts. We see this in our individual schools as band and orchestra teachers are being forced to teach study skills classes to supplement their schedule to remain full time. Our system has shifted to a fierce academic approach, which as Robinson put it quite poignantly, is "a protacted process of university entrance." He points out that our academic system is over inflated-- with so many people graduating with degrees, degrees do not mean anything anymore, and they are not a guarantee of a job. The key issue here is that there are many brilliant and intelligent people out there who believe they are not-- because we focus on only a very small set of skills as being valued and desired. He believes the key to surviving the shift is to rethink our view of intelligence. We see this beginning in our classrooms, but I think the focus on standardized testing and the push for "academic" success precludes what really needs to be done.

I saw this in action last night in my own home with my daughter. She registered for her 11th grade classes yesterday, and she was recommended by her teachers for four AP classes. There would have been a time when I would have thought that was the ultimate compliment-- that it meant she was smart and successful, but over the past few years, I have been able to see how we have diluted the meaning of these classes to be something less than they once were, but with a higher status symbol. It bothered me that her guidance counselor tried to sway her desire to take oceanography instead of AP Biology because he told she is smart. Rather than nurturing and fostering her interests, he sent the message that it was only important to take the AP classes because "she is smart." That leads me to the question-- do we believe that oceanographers are less smart than biologists?

Here it is in action-- what Robinson points out-- that we need to rethink our view of intelligences and not squelch their creativity. He surmises that creativity is in children from the time they are born, they are not afraid to try and fail, and that we educate that out of them in our strict, black and white, right and wrong system. As educators, we need to begin to shift our thinking in our classrooms to nurture in our children what they are meant to be-- educate their whole being, as Robinson says.

Here is the video-- definitely worth the 20 minutes!

Chickens and Eggs, Teaching and Pedagogy

2010-01-11T20:46:00.000-05:00

I just happened upon a fabulously interesting article from the THE Journal while doing some research for my Capstone course. The article discusses this premise: "Why is a generation of teachers more knowledgeable about technology than any before it arriving in classrooms with little understanding of how to teach with it?" Quite the quandry, it would seem, but the article makes a very good point-- without the the content knowledge, the technology is rendered useless in furthering student learning. Fortunately, many teacher prep programs across the country are coming to this understanding, and instead of focusing on how to use specific technology applications, the focus has shifted instead to excellent teaching strategies that take advantage of education, following the TPACK method, which stands for technological pedagogical content knowledge.

The article states it best: "TPACK says that you have to know three things to use technology well. You first have to know the content. It's going to be hard to teach calculus if you don't know calculus yourself. You also need to know the pedagogy associated with that content-- the instructional strategies that will be effective. Finally, you need to know the innovation or technology that you're going to then use."

What I like about this explanation is how it points to the inherent simplicity coupled with the awesome power that comes with being an educational professional. Statements like this quickly quiet those who say anyone can teach or teaching is for those who "can't." There isn't anything quite the same as an educator who is intentional and committed and passionate and knowledgeable about their content and pedagogy. When the content and pedagogy is supported by technology, they become unstoppable in the classroom, bringing student learning to greater heights.

Diversity and Technology

2010-01-07T20:57:00.000-05:00

When I was a classroom teacher, I spent time in professional development sessions about multiple intelligences and differentiation, and I knew what it meant to do that for non-technology activities. Interestingly, I haven't really thought about varying technology activities to serve a variety of students, but after reading this and this, I see that there is a much broader view of technology integration in terms of providing all students with options that fit their learning styles, working strategies, and strengths and weaknesses.

I think we (I am definitely included in this club) get caught up in the excitement of using technology and trying something new in our classrooms, and we forget that all of our students come to us with a diverse set of needs that do not end when a computer is introduced. A visual learner will be a visual learner in any situation whether there is a computer in front of them or not. And what is even more important is that technology can provide a learner with an experience, personalized to their needs, to a much higher level than without. It is important for us to tap into this in the classroom.

Eduscapes has a great Technology and Multiple Intelligences page that is full of links to a variety of resources. A great place to start is about half way down the page where the nine different intelligences are listed. The link for each intelligence contains a list of different technology tools and resources that target the intelligence. For examples of specific lesson ideas that target each intelligence, take a look at this page to get ideas.

Not every lesson or project can target all student diversities each time, but having an awareness of how technology can be used in ways to help students learn better, only benefits the students as a whole.

ISTE NETS-T Certification

2010-01-07T20:20:00.001-05:00

I started working on my NETS-T Certification in October-- that may explain the frenzied look in my eyes most days. But so far, I feel that I have learned more about effective technology integration than I did in all of my master's degree coursework. I know that from the sweat and tears (and there have already been tears), I will come out on the other side, a better teacher.

I am going to be putting some reflective posts up as part of the class. I first thought it would be best to do that in a separate space, but I think it would serve a better purpose to keep those posts here.

Coffee, Cookies, and Conversation

2009-12-18T11:22:00.001-05:00

My goal after the new year is to begin a conversation that starts with a cup of coffee and some cookies. I have often held optional training sessions that look familar-- a small group of teachers in my lab, sitting at a computer, looking at the projector, maybe leaving with a new idea from what I had to offer. But lately, I have been feeling like there is a need for something more. Something more meaningful and more regular and when you add coffee and cookies to the mix, so much more comfortable!

My thought is to start a learning series that is established through educational professionals in the building sharing conversations. It will not be a vent session or a formal training session. I envision it more like a coffee house (minus the trendy couches and jazz music... well, we may be able to do something about the music...). I would like to see us sharing with each other about what has worked and what has not worked in our classrooms. I would like to share great technology ideas (minus the "training" feel) and other effective classroom strategies (such as Kagan, etc.) so that we can begin to grow together effectively as a building and become better educators.

I feel something like this could complement the PLC process that is in its early stages quite nicely. Through the conversations had in this learning series, I can see the beginnings of the conversations that would occur in our PLCs. It will be interesting to see if this informal environment of teachers gathering to share best practices and enjoying professional conversations would generate more interest than any of my former optional training sessions.

I'm hoping to get this off of the ground in January!

http://www.flickr.com/photos/vizzzual-dot-com/2849856597/sizes/s/#cc_license

Introducing the Tech Center Technology Wiki!

2009-12-02T12:18:00.006-05:00

Yesterday the Tech Center Technology wiki that I mentioned earlier made its debut at the Tech Center. It will always be a work in progress, but it has enough information to be useful to any technical and career education teacher. Check it out and forward it along to those who may find it useful. My hope is that one day it becomes a collaborative effort from many different schools, so we can continue learning from each other and exploring new worlds!

Tech Center Technology Wiki

http://www.flickr.com/photos/kassarar/ / CC BY-ND 2.0

Technology Wiki

2009-11-18T10:06:00.003-05:00

I am in the process of creating a wiki that will house information about technology tools and how they can be used at not only the Tech Center, but also any technical school. I began the school year by sending out a tool of the week to my teachers via email, but I wanted a way to showcase several tools in one place, so teachers could browse and find ideas that would pertain to where they were at that point in time. Also, emails get deleted, ignored, or lost, so I thought this would be a great way to present the information permanently! In the wiki, I give specific ideas for each program area to hopefully get thinking going for how a tool can be used. I know I didn't see how technology tools could be used here initially, so by providing concrete ideas, I hope to stimulate creativity. My longterm goal is for this to be a tool for my teachers and any career and technical education teachers to use as a resource. It's only in the beginning stages now, but I am very hopeful that it will be a useful tool in helping me integrate technology. I also see that it could be a collaborative effort across the building and across different schools. I would like other schools and educators to be contributors by reflecting on what has worked, what needed tweaked, and suggesting new tools and ideas.

I will post the link soon, so be on the lookout!

Glogster

2009-11-05T09:46:00.006-05:00

I first heard about Glogster last year, and I have been looking forward to getting a class to try it out. I presented student samples at our professional development session in August, and I finally was able to design a project for our Early Childhood students. The longterm goal of this project is that it will be accessible by the preschool parents once we get our preschool wiki up and running. It turned out the be a great experience for the students as well as the teachers, who are now really excited at witnessing the power of technology like this in the hands of their students.

Glogster is a free, web-based program that is used to create "glogs" or the equivalent of a digital poster. This innovative tool can contain video, sound, pictures, and text. It allows the students to be creative with backgrounds, colors, fonts, and graphics, and it can be about any topic, so it is perfect for a diverse school like the Tech Center! Plus, there is now an educational side, so a teacher can create a main account and student accounts that are all visible from the teacher login. And most importantly, it is easy to manage and safe to use.

The Early Childhood students just finished learning about two important play centers: sensory and block building, and rather than testing them through a traditional assessment, we decided to create a peformance-based assessment using Glogster. The students worked in pairs to choose their topic and complete their final products that consisted of:

One video, created using the Flip camera, explaining and demonstrating a developmentally appropriate practice in either block building or sensory play. The audience was the parents of our preschool children. The topic was how they could use block or sensory activities at home with their child to promote cognitive, social-emotional, and physical growth. This video was no longer than one minute in length.

Three pictures from the picture bank provided of preschoolers and student teachers in sensory and block buildling play activities. The pictures were to have a caption that described what was happening in the picture, how the activity was developmentally appropriate, and how the activity fostered cognitive, physical and social-emotional development and growth.

Recordings of the caption for each picture using http://www.vocaroo.com/.

A list of specific ideas for block building or sensory play at home.

We gave the students the freedom to pace themselves and work on the project in any order they wanted. The level of learning, engagement, and creativity was amazing because the students knew they had a real audience, the preschool parents, and because they were put in charge of the learning process. The project covered many 21st century skills, and the students stayed focused and engaged for the entire 2.5 hour classtime. The best part is that a project like this can be transferred to any classroom in any school.

Take a look at few examples:

Sensory Play

Block Building

Happy Glogging!

Timeliner XE Updated

2009-10-16T14:26:00.005-04:00

Today was a great day at the Tech Center! Early Childhood students really produced stellar work on their timelines for child development. The students chose a “birthday” for a child in the year 2004 and then charted that child's developmental milestones through age 6. They added categories to help distinguish between the types of development. After they were finished, they printed them out and mounted them on construction paper, so they can be displayed and used as review tools.
I am going to try to be more specific with my teachers and with my posts when it comes to using this in a technical school classroom. I send an email each week with a tool or strategy, and I thought that maybe giving specific examples would help them visualize using it in their classroom. So here it goes!

Here’s what was great about this assignment:

The students had to think critically to determine at what date the child would be experiencing a specific developmental milestone.
The students had to categorize the types of milestones.
The students are able to visually understand how a child grows and develops—through the timeline and through adding images.
It only took about 1 hour!

Here’s how I think other programs here at the Tech Center can easily use this powerful program:

Nursing students can track a disease’s progression or the steps in patient care procedures.
Culinary students can map out the steps in a difficult recipe or create a timeline for a catering event to stay organized.
Construction, Welding, and HVAC students can create a sequence for any steps in building/fixing anything.
Public Safety students can create the timeline of a crime scene or an accident to understand the progression of events, or they can create a sequence for procedure of a traffic stop.
Landscaping/Turf students can create a timeline of plants that grow best during each month or can create a sequence for growing/caring for plants or creating landscape designs.
Auto Body students can create a timeline or a sequence for the steps in repairing damage.
Auto Service and Outdoor Power Equipment students can create a sequence for any repair work done in the shop.
Legal/Medical students can create timelines and sequences for any office procedures.
Electronics students can create sequences for building circuits or any other item.
Cosmetology students can create a timeline for managing clients effectively to get their procedure done in the allotted amount of time or can create a sequence for any procedure.

Timeliner XE

2009-10-12T09:01:00.006-04:00

I remember when I first came to the Tech Center three years ago. Most people didn't understand what technology could really be used at a technical school. When I would have computers reimaged, the technicians would almost automatically tell me that I didn't need any special instructional software pushed because that's what they were used to. Sadly, I started to agree with everyone; I couldn't see past those thoughts to envision what could really be done.

One program that I was pretty sure we would never use here is Timeliner XE. I couldn't fathom what on earth a technical school could use a timeliner program for. Luckily, I have been able to grow past those blind viewpoints to see the possibilities of the program. What is nice about Timeliner is the ability to create not only chronological timelines, but also sequences that can be enhanced with images and videos. Since our students learn process after process for tasks in their trades and programs, Timeliner has become a number one option to create sequences to learn and review the steps they need know. Even the timeline side of the program is going to be put to use in Early Childhood as they study child growth and development. Dental Assisting has already worked on arranging images and labeling the steps in amalgams with pictures that they took using their intraoral camera. See the image above for a sample of their work!

After these successes, I'm sure that many other instructors will be interested in trying this out in their classroom. I can see a use for it in Culinary Arts for steps in any task in the kitchen and bake shop. The trades classrooms could use it for reviewing steps in any of the processes that they put to use in building our Foundation House. The Practical Nursing students could use both sides of the program-- to create timelines for diseases/illnesses and sequences for caring for patients. Landscape Design could use it for the sequence and timeline for plant growth. And so much more, all across the building!

I spent quite a bit of time over the previous three school years feeling frustrated because I just was not sure what I could do here to help the teachers. For what reason, I won't question, but the veil has been lifted. I see endless possibilities for our teachers to improve and enhance instruction with technology that is available in our division. It is my hope that we can become pioneers in someway. I have to believe there are other technical schools out there who have been told or just believe there isn't a place for instructional technology in their curricula. It is my hope to take our division's newly implemented plan for PLCs in each building and expand ours to include teachers from other technical schools. There is so much out there that we can learn from each other, and it will all benefit the students!

Starting Fresh

2009-08-13T09:29:00.005-04:00

After a great summer break, Vo-Tech 2.0 is roaring and already running! Our teachers come back at the beginning of August, which is different from the regular schools' teachers, which is a great way for me to find substantial time to plan with them before the school year starts. There are many great things in store for our building this year, and I am excited about implementing them. In order to achieve the goals I have in mind, I am making them public. Hold me accountable, people!

Create a school technology wiki to be used to collaborate across the building so teachers can see how technology is being used and how it can be used in their classrooms. FYI: the PBWorks Summer Camp is highly beneficial. Definitely recommended!
Meet with each program each quarter to plan for ways to use technology in their learning plans.
Expand online portfolio project to include more programs and possibly two different platforms to allow for student choice.
Promote Notebook 10 software, Smartboards, and Airliners.
Train teachers on Google SketchUp as an option for creating visual plans for projects.
Implement the Preschool Wiki project with ECE.
Hold optional training sessions that correlate with the Technology Tool of the Week.

PBworks Summer Camp

2009-06-08T13:21:00.005-04:00

I found out about this great and free opportunity on Free Technology for Teachers last week. Feeling a great need for some motivation, I quickly decided to give it a go. Not only is it free, but after successfully completing the four week course, you are eligible to be a PB Wiki Certified Educator, and you earn a free wiki. Not a bad deal for a great experience interacting with other like-minded educators. I think it will be interesting to learn more about how to effectively use a wiki in general and in a classroom with students. As you can see from my last post, which shamefully was in March, we experimented with a wiki and Jing screencasts, and it was a great experience, but I know we only scratched the surface of the powerful ways a wiki can be used.

My first thoughts on looking at the camp syllabus and the assignment of creating my on wiki is that I would like to create a space that is easily accessible and easily editable for the staff in my building that will house ways we are learning to integrate technology. I hope it will help to create a dialogue and a community that seems to be lacking at times. My thoughts on this emerging technology use in Vo-Tech 2.0 is that I need to create a community of learners within the building that see each other as co-teachers even if we have so many seemingly disjointed subject areas. I hope this helps bridge the gap. And as a bonus, I hope that it will entice some to give it a try in their classroom, too. But as I am learning, I think change in this building will be slow, and that's okay because we will start where it is safe and move out from there.

Jing and Wikispaces

2009-03-27T09:29:00.006-04:00

The students in our Legal Studies Administration class and our Medical Studies Administration class have to take the Microsoft Office Specialist Certification test for Word. The teacher came to me and asked if I had any thoughts for how she could be a little more creative and use technology to get the students practicing the objectives and helping each other prepare for the test. After being thrilled about the invitation to plan and help, I went through many different ideas in my head that included the Flip camera she has recently purchased and her new Smartboard. I knew what I wanted to do was have the students create videos that we could put on a wiki that would be their review tool.

We finally decided on Jing, which is created by TechSmith, and is a free download for both Windows and Mac. Jing is a very simple to use tool that can create screenshots or screencasts and can then be saved as a Flash movie and emailed or uploaded.

Here was our basic plan:

Students worked in groups of two and were assigned an objective from the MOS Word Certification test.
Students researched and learned how to complete the objective.
Students wrote a step-by-step script that they used to record their screencast.
Students used Jing to record their screencasts using the scripts.
Students chose best version of screencast and uploaded to a page on a class wiki that contains the video and the script.

We found the students were actively engaged in every part of the process. Because they knew that their classmates from both classes would be reviewing the videos, they made sure their videos were top quality. Hopefully we will see an increase in the MOS pass rate as they use this as a study tool.

I am happy with the results of this project, especially because over the past two years, I really was not sure I would figure out a way to help in this classroom. After this experience, I see many, many possibilities. We already have another project that will begin in the next month that includes Mixbook. Vo-Tech 2.0 is on its way!

Remembering Joshua

2009-02-26T12:40:00.006-05:00

I have been contemplating posting this for about a week, and my hesitancy is that it is not really a new tool or concept that every school can benefit from. But the more I think about it, and the more I am impacted by it, I feel compelled to share.

Recently, a tragedy struck a family in our Virginia Beach community. A story hit the news about a five year old boy who was murdered by his father. The mother was also wounded. At first this was just another sad story on the news, something that I try to avoid; however, my fiance realized that he knew this family. He is actually very close friends with the little boy's uncle and aunt and their family. The event then took on a new meaning for me; I couldn't stay detached because I wasn't anymore. I attended the little boy's funeral, and since then, my life has not been the same. At the service, his short life crossed a screen image by image, and I struggled with questions of faith and fate and God and other things that many people probably explore when this kind of thing happens. I empathized with the family and the poor mother. I cried and ached to hold my own small children close. Forever.

Since then, I have been preoccupied by this tragedy, and in a way, I am grateful because I have had a renewed sense of life. I have stopped rushing and fretting quite so much. I have taken each day I have had with my own two boys during the past week and lived it fully. I have laughed more willingly at their orneriness and spoken more tenderly when frustrated. So in that way, little Joshua does live on, as they expressed hopefully during the funeral. He will continue teaching me to cherish the moments I have with my children, which is something we often forget in the harried and hurried evenings and days.

And it has led me to question why we, as educators, do what we do. Why there are so many of us out there who are passionate about making the classroom something more meaningful and purposeful for our students. We have realized that we only have a limited amount of time with them; every second is valuable and something to cherish, and they deserve all we can give. As Joshua helps me to remember that with my own children, I hope I can also be helped to remember that when working with my teachers and our students.

So maybe this post does have something to do with tools we can use in our schools and classrooms: connecting, being present with our students, valuing each teachable moment with them, and knowing that we impact their lives, whether short or long.

I ask that you take a moment to visit the site Remembering Joshua. I hope that you continue to be inspired to live life fully and to always find joy and meaning, both in and out of your classroom. If you feel compelled to donate to the family, there is a link. The mother has substantial recovering to do, and she is probably going to be without health insurance by the end of this month. If prayer and positive support is what you can offer, please do that as well.

Please forward this post to as many as you can so that we can make a difference to this family who is enduring such a great loss.

Vocaroo

2009-02-18T08:43:00.007-05:00

The Internet security guy (he's great!) and I worked pretty diligently to get this app working through our filter and firewall. Now that it is accessible to both teachers and students, I am excited to start trying it out in the classroom! Vocaroo is a simple, yet powerful recording tool that is perfect for education because it does NOT require a login. You simply record and either email or embed the clip. It's as easy as that! While it is not as complex as tools such as Audacity, it will work in a pinch and when something simple is desired. You can share your Vocaroo in a few ways: by emailing the link, by embedding, or by downloading the file, but you need Quicktime 7 Pro to save the file.

Tech Tips

The teacher can record and email/post directions or explanations for projects and assignments.
The teacher can use this as a tool to communicate with students when there is a substitute.
The students can create clips/mini podcasts that are posted to a class wiki/blog.

My Vocaroo:

Mixbooks

2009-02-16T12:42:00.006-05:00

I am constantly on the lookout for easy to use web apps that I can share with my teachers. I can easily get overly-excited and overwhelm teachers sometimes-- see some of the prior portfolio posts. Today I was lucky enough to come across another fabulous tool that would be easy to use here at V0-Tech 2.0. Mixbook is a great application that can be used to create rich digital stories, using simple text and images. This is perfect for the classroom because you can invite others to collaborate on a single book. Publishing is available in two ways: digitally and by purchasing a bound book.

An easy-to-use and diverse tool such as Mixbook fits well in any school, but it is especially perfect at a technical school. Since we usually fall out of the realm of some of the software apps that are in place at the traditional high schools, I have found it important to find apps that are broad enough to be useful in any of my teachers' classrooms. Mixbook fits the bill, and as an added bonus it is so simple to use, that it won't scare my teachers away.

Tech Tips for today:

Mixbook is a versatile app. Here are some ideas for any classroom, and especially those at Vo-Tech 2.0.

Create a how-to book using pictures the students take to demonstrate knowledge of a process or skill.
Research a relevant topic/item/theory.
Create a tips list that could be used to help students who are struggling with a topic or skill.
The possibilities are endless!

And as a former English teacher, I can also see the very creative uses of this site. Creating character's family photo albums, scrapbooks from events in the story, plot analysis... Couldn't help myself there!

Online Flash Card Sites and Vo-Tech 2.0

2009-02-13T12:07:00.007-05:00

I work in a technical and career school-- Vo-Tech 2.0, as I call it because much has been done around my school system to update and improve the old-school Vo-Tech that we are used to. We still have the traditional Vo-Tech style courses, but we also have Dental Assisting and Culinary Arts and Early Childhood Education, amongst others. Many of the students in these courses are college-bound and are looking for a way to enhance their skills and learn more about their desired profession. Through such diverse programs of study, we are able to provide many many different kinds of students a valuable and lifelong skill. Our teachers are equally diverse: we have those who were traditionally educated as teachers-- that is all they have done and know. And we also have those who have transitioned into the education world after they have spent time refining their skills in their area of expertise.

My challenge when I arrived at this school as the Instructional Technology go-to person was three-fold:

Many people didn't believe I was needed here because it is a technical school. They didn't understand how technology would be useful here.

Many of the teachers in the building, the majority, were very, very leery of technology. They had learned what they needed to pass the technology standards test and take attendance, but that was where it ended.

Finally, I wasn't sure what I would be able to do here because I didn't know much about their content. In my previous middle school, I knew enough about the core subjects, that I could converse with the teachers in a planning session and get the wheels moving.

What I have learned is that technology is just as important in Vo-Tech 2.0 world as it is in a traditional high school. The kids here learn theory that is just as rigorous as any Algebra or English class, and they need these tools. I have also learned that the teachers also need these tools in their classrooms, and I can provide those tools even though I may not be an expert in their content. They have the same struggles as any teacher with kids who desire and crave engagement.

So my method has been to ease them in. We spent time learning technical skills involved with programs like Excel and Outlook. I am spending time this year introducing easy options for integrating technology. We have looked at Flip Video Cameras, and most recently, I introduced two online flash card sites. They have generated some interest, and I have already had one teacher try it! I just have to constantly remind myself of baby steps. It will all come together with baby steps!

Tech Tips for today:

Quizlet

In Quizlet, the teacher creates the content and the students then have several ways to review the information through practicing, games, and quizzes. The sets that the teacher creates can be shared with the students through a link. As an extension, the teacher can create a group for the class, and the students create accounts and join the group. Throughout the year, sets that are added to the group are accessible to the students whenever they login. The students also have the ability to add sets to the group as well.

Cramberry

Cramberry works in the same way, but it has one nice extension. Cramberry will remember the topics that were answered incorrectly, and it will focus on those topics as a way to help the learner.

This is a perfect tool for any teacher, but especially for teachers in my school because the students often have to learn vocabulary quickly and correctly in order to perform the task or skill it relates to.

Just a note-- if you know of an ITRT or similar person at the Vo-Tech style school in your area, send them my way. I am on Twitter: @hlvanrip

Thanks!

How Products Are Made

2009-02-11T13:46:00.007-05:00

I came across a great site today that will be a fabulous resource here at a technical school. How Products Are Made contains historical information and manufacturing details for just about every product imaginable. I set out to search for some of the items my teachers may be interested in researching: hair dryers, air conditioners, refrigerators, dentures, engines, etc. Every term had a page with detailed information.

Tech Tips:

This would be a great way to introduce a new skill or tool to the students by engaging them with the history and details of the item itself.

This would be a great starting point for students to use in a research project on an item or unit in the curriculum.

Portfolio Project- Update #4

2009-02-11T13:42:00.006-05:00

I was beginning to lose hope in terms of my portfolio project, but suddenly everything brightened up a bit. We figured out a way to have the students use Google Sites for the portfolio by making their sites private and only allowing specific users to see and/or collaborate by invitation. This will allow the teachers and myself access, but not the general public. Once the students graduate, they can choose to make their site public or to keep it private.

We have also double checked with the student logins to ensure that we will not run up against any filtering issues when the students start to make and maintain their sites. So far, no problems!

We had a great planning session two weeks ago where we came up with specifics for portfolio contents and a timeline and general idea of a due date. I plan to focus on this project with these two classes, and then next year, I can roll it out to more.

Flip Video Cameras

2008-12-10T13:07:00.002-05:00

Next week, I will be training the staff on how to use the Flip Video camera. I find this such a great, inexpensive, and easy-to-use tool. I hope everyone is as excited as I am!
In proposing this as a useful tool in a classroom, I am going to suggest that the best place to start would be small: Think about topics you teach that your students may struggle with. Would it be easier for them to understand if you had video clips demonstrating the skill or idea readily available? That is easily done with the Flip Video camera.

But then could you take that one step further? What if you put the technology in their hands and had them create the video clips? They would be in charge of their own learning using a mode that is engaging and fun.

An Example
Small groups, tasked with creating a step-by-step, how-to video demonstrating the correct ways to complete a skill or task

Groups work collaboratively to assign roles and responsibilities
Groups create a storyboard to plan video clips
Groups use cameras to film procedures
Groups use evaluatory processes to review recorded material and reshoot if necessary
Groups combine final clips into one movie using the Flip Video software
Groups publish final movie to a class blog or wiki or a DVD

The Flip Video camera will create a classroom that is engaged in a rigorous and relevant task that produces quality products! The students will have ownership of their learning, and they will be creating something that is useful for everyone.

I also used www.capzles.com to create a step-by-step guide for using the cameras. Check it out and add comments as you see fit. I hope that seeing the Capzles site in use will be a good hook for trying it out with students.

Educause also created a "7 Things You Should Know About..." document on the Flip Video camera that explains the camera itself and some possible classroom uses.

Happy filming!

Portfolio Project- Update #3

2008-11-25T13:32:00.000-05:00

Things have stagnated slightly in terms of the porfolio project. We have run up against things such as privacy issues and posting information online. Requests have been made in terms of ways we could still do this project and have it be something the students can take with them, but no results as of yet. So, today, I am thinking it may be easier to take this back a few notches and do something slightly less all-encompassing. I don't want their interest to wane, and I don't want them to be frustrated by the red tape. I think the next best step is going to be to meet with each department individually and see what we come up with in terms of their instructional blueprint for the next few months.

30 Days to Being a Better Blogger

2008-11-03T08:03:00.000-05:00

Check this out if you are interested in honing your blogging skills! I am going to keep up on the tips and see what I can learn!

Portfolio Project- Update #2

2008-10-30T13:58:00.000-04:00

And we mustn't forget that everything is a learning process! I may have gotten a little ahead of myself with the wiki-- in terms of putting it out there without any personal explanation of its purpose. But I was able to hold a very brief, informal training session with a few today that helped a bit. I need to remember that face-to-face meetings are beneficial, too! I think I get sucked into sitting in front of this computer screen, and I forget that others may not be so comfortable, savvy, or interested. So before I frustrate my pioneers, I am going to work a little more closely with them at the start, and then, once everyone is comfortable, we can take some time apart to reflect and brainstorm. We'll file this under lessons learned.

Portfolio Project- Update #1

2008-10-28T09:51:00.000-04:00

Exciting news! I created a wiki on Wikispaces for the pioneers in my building who have agreed to work on implementing an online portfolio project with their students. So far, I have had one teacher create her account and post a reply to the discussion board. We are taking small steps, and I am trying not to get over-zealous and inundate them with too much, but at the very least I posted a Common Craft wiki video to give them some background on what a wiki is. I also hope this experience with a wiki will provide the impetus for implementing wikis with their students. I couldn't help but mention how this could be integrated in their curriculums and urged them to think towards that as we used the wiki to plan our projects. Right now, we are all using one space to plan, but I am guessing that as we progress, we will need to divide into smaller groups that are more specific to their subject areas. I hope that this will begin an evolution towards top-notch technology integration at the Tech Center!

A Whole New Mind

2008-10-27T13:08:00.000-04:00

When we were first given A Whole New Mind, by Daniel Pink, I looked at the cover and silently scoffed at the possible contents. The tag line, "Why Right-Brainers Will Rule the Future," seemed a stretch. While I don't consider myself entirely left or right-brained, I have been around people who claim to be "right-brained" enough to know why they may have a challenge ruling. Sadly, the book sat on my bookshelf and collected dust for about two months. I picked it up earlier this month, and I admit, I have had a hard time putting it down! Daniel Pink's exploration of the two sides of the brain and the roles they play in our thinking, and more importantly, the complementary roles they play, has been eye-opening. He discusses the importance of how we must make a leap to engage in activities that strengthens, as he puts it, R-directed thinking. I am only into the third of the six senses we need to enhance, but I am finding myself viewing and seeing many things differently already. Daniel Pink will be in Virginia Beach to speak to VBCPS educators on December 4th. It is my hope this marks a change in thinking about how we will be educating our students.

Trepidation

2008-10-24T13:09:00.000-04:00

Earlier this week, someone asked about how my building administrators are using social networking tools. I quietly laughed at this because I am just getting more comfortable with using social networking tools in my professional life.

It was interesting how this appeared at this point in time because I have spent a bit of time the last several months not being quite sure of my professional goals. The whole "what do I want to be when I grow up" question plagued me. I felt listless, aimless, even bordering on apathetic. Definitely not where I had intended on being when I started teaching several years ago, and I wanted to blame it on a myriad of things. My position, my colleagues, my disinterest. Then I realized, I had no one to blame but myself. I had become stagnant in my profession. And I had nobody to blame but myself. I think over the past several weeks, I have learned one of the most important lessons I could learn: Passion doesn't just happen upon you; it is a result of connecting in a meaningful way.

I had been sitting back and waiting to be inspired-- inspired to think, inspired to change, inspired to choose. And it wasn't happening. And so I sat. And I watched myself spiral down into the place we all see many teachers spiral: mediocrity. I was busying myself with technical requests and organizational processes, blindly for quite a while, not realizing that while I was doing this, I was allowing part of myself to die away. I see the value of what I have been doing here for two years, and much of it was necessary, but I also now see the value of balance. And that was what I was lacking.

Coming to the Tech Center pulled me out of my comfort zone. Rather than being able to easily integrate technology into subjects that I knew much about-- English, social studies, science, math-- I was now surrounded with wrenches and torches; cars and sheds; huge mixers; blowdryers and scissors... I had no idea where to begin, what they were teaching, or how I could help them to move forward into the 21st century-- to benefit themselves and their students. And true to form, I was fearful, so I sat; I didn't risk. This is my pattern, but I can reflect now and see that I usually end up moving past the fear. I hope one day to not allow the fear to consume me so completely.

It has been invigorating to bring myself back up to speed. My Google Reader, which for a year has sat, intermittently accessed, with very few feeds, is now bursting with robust feeds from many different Educational Technology professionals. Twitter, which I couldn't really understand as a professional tool, now blips at me daily, and I have started following people I know and those I don't know. And probably the greatest accomplishment of all? I have contacted five teachers about the possibilities of transforming our portfolio process to an online project. They have all excitedly accepted, and though I still feel trepidation at the prospects of seeing this project through to fruition, I know that this time, I will not allow it to whither.