Digital Citizenship

What is Digital Citizenship?  Manson Northwest Webster describes it as using technology responsibly, appropriately, and safely.   It's one thing to use a tablet or computer and its apps to learn basic literacy skills.  In fact digital natives are quite adept at just that.  However, learning to create, read critically, use online content responsibly and be a respectful digital citizen are not always skills that can be learned without the guidance of a teacher.

We know students in many instances are much more savvy in using technology than the adults. However, putting technology in the hands of a child at any age does not automatically make them a good digital citizen.  Even at only two years old, my granddaughters know that an iphone, ipad, and a laptop are for communicating, reading books, and playing games.  But obviously they don’t know anything about using technology safely and responsibly.  They will need to be taught what digital citizenship means and given many opportunities to apply it meaningfully as they grow through their years.

Recently an experiment was conducted by the nonprofit organization One Laptop Per Child.  OLPC dropped tablets into a remote Ethiopian village and found that the children, without an adult teaching them, figured out how to use the tablet and in doing so used the apps to learn the English alphabet and basic literacy skills.  But again, there are many levels of using technology.  While these children were able to figure out the basics of the technology themselves, learning to read critically and create and participate online responsibly and safely was not possible without the guidance of a teacher. Sure, we can place a tablet in the hands of children who have never seen print, and they can figure out how to run it. But what happens when and if those children become connected to a global online community?

For many people digital citizenship encompasses much of what they do. With students maintaining and commenting on blogs, uploading videos and engaging in online learning, playing online games, and participating in social communities, it is imperative that they understand their rights and responsibilities when it comes to content creation and consumption, as well as how to conduct themselves socially online. That’s why MNW has a K-12 Digital Citizenship Curriculum.  The district believes teaching students to use technology safely and responsibly is an important part of 21st Century Learning.  All K-12 teachers use this curriculum to embed elements of digital citizenship into their lessons and units so it can be taught explicitly and practiced regularly.

Matt Ivester offers “10 Tests of Good Digital Citizenship”  that may help people of all ages judge their actions and make digital decisions. These are good considerations relative to Digital Footprints that are constantly being made. This resource is via a blog by Marcia Connor of the business world.

Most of you who read this post probably consider yourselves very proficient with technology use. But, after looking at MNW’s Digital Citizenship Curriculum and reading Ivester’s 10 Tests of Good Digital Citizenship, how do you rate yourself in the Digital Citizenship category?  Are you a good Digital Citizen?

Technology at Manson Northwest Webster Elementary

I have been intrigued by infographs and have been wanting to try one.  The influx of technology at Manson Northwest Webster Elementary seemed like a good place to start.  I used the free version of the web tool Piktochart.  Although the tool wasn't foolproof and the graphics options were limited in the free version, I think I was able to capture the essence of the information and data about technology at Manson Northwest Webster Elementary.  As you can see, however, the information is too small and in many places too fuzzy to read.  The tool didn't allow me to convert it to a pdf, and I ended up having to save it as a image in order to upload it here.  Then, of course, I wasn't able to make it larger for this posting. Although...maybe all the issues were just me...  Next step - a program that will do a more complete job of displaying my information.

I recently wrote this blog post for Manson Northwest Webster's Professional Learning Network class. You can follow this class on Twitter at #mnwpln and the blog at MNWPLN.

Digital Literacy

When I was growing up, the word literacy was strictly associated with reading. Being literate meant you were able to read.  Now when we combine the word “digital” with the word “literacy”, it has a much bigger meaning. Here are three points that help describe what being digitally literate means to me.  These points are actually nothing new and really get to the heart of digital literacy for everyone.  The italicized words in each bullet point are ones that I believe are crucial to the meaning of Digital Literacy. So, it’s about doing as well as knowing.

Digital Literacy is:

• the ability to use technology, communication devices or networks to locate, evaluate, use and create information. 
• the ability to understand and use information in multiple formats from a wide range of sources that are presented using the web. 
• the ability to perform tasks effectively in a digital environment.

The way I do my job has changed dramatically over the last ten years.  I have learned how to become digitally literate in the context of my work and many times in a “sink or swim” situation.  I have learned many skills I need to navigate technology devices and web tools to do my job efficiently and effectively. My social networking tool of choice at work is Twitter.  I have come to depend on the professional network I’ve created over the last two years to help me do my job.  I’ve learned to problem-solve out of necessity as well as find and create information.   But I’m not there yet!  I know I will always be learning how to improve my digital literacy.

I have spent more than twenty years in education and much of it has been at Manson Northwest Webster.  I am passionate about making sure our students are prepared for the future, and I believe being digitally literate will go a long way to get them ready for life beyond our school.  

A Road Map? Seriously?

               A real 21^st century learning kicked me in the head this weekend while traveling to Michigan to see my daughter, her husband and our granddaughter.  Heading out, we had the Garmin, and our  phones.  At one point, I was driving through Chicago and my husband was navigating.  Our course just didn’t seem right, and I felt I really needed to see the big picture of where we were headed, not just the next exit.  And, maybe there was a better route. So I said to my husband, “Just get out the Illinois road map.”  And then added, “But keep it down, it’s embarrassing to be seen using that thing.”  But actually it did help.  I figured out the big picture and there wasn’t a better route.  I felt much better.

                At some point during the weekend, I casually mentioned to my daughter that we had to get out the Illinois map.  She looked shocked and horrified and said, “A ROAD MAP? WHY?”  I became embarrassed and defensive and started making excuses about how I hated my Android  Map App,  the Garmin wasn’t updated,  how we did try to keep the map out of the view of other motorists, and if I had an iPhone instead of an Android, I’d have been able to use it.   Finally, I just said, “Actually the map did help.”  We laughed and she shrugged.

                I did notice during the course of the weekend that my daughter used her phone for everything.  I guess I just haven’t quite made that leap.  

Talking About Tech

Christine Sturgeon, the K-12 Librarian and Tech Integrationist at Manson Northwest Webster sent out a tweet from the ITEC conference that went something like this, “We need to do a better job of talking about why technology is important.” Wow, how true! If we believe that tech is important, then we’d better be able to defend it, answer questions about it, have a conversation as to its value, and articulate the role it plays in 21^st Century Learning.

I think everyone will agree that while technology has never been viewed as the silver bullet that will guarantee improved student learning, it plays a vital role in preparing our students for their future. As Michael Fullan writes in his recent article, “Choosing the Wrong Drivers,” technology shouldn’t be one of the main drivers of any district’s school improvement. I agree with that, but will also say that it deserves to be a front seat passenger.

When folks question the value of technology by saying texts and paper are less expensive, we can say, of course that’s true. But that’s not the issue. That’s not even a logical argument. We are preparing our students for a world after high school and we can’t deny that technology is significant part of the world we live in, so let's be able to talk about it!

Now 21st Century Learning is Personal.

If you've read any of my blog posts, you know that I'm a big proponent of 21st century learning. But now it's personal. These are my two granddaughters, Madeline and Nora. Since they both live a good distance away, and I don't get to see them very often, we use Skype to connect. They are only 6 and 8 months old, and look at the learning that is taking place as they use technology to get to know me. I hope our schools will be ready for them!

Making 21st Century Learning Real with IACoPi

Below is my guest blog post for Iowa Communities of Practice and Innovation. IACoPi is leading the way for creating online/face-to-face blended courses which will be housed in a state repository for all districts to access. It is exciting work and MNW has three teachers involved in the project. Thanks to Kayla Gaskill, Marcey Gerke, and Andy Jacobsen for their dedication and hard work. For more information, visit the IACoPi blog.

As I think the importance of the Iowa Communities of Practice and Innovation work and what it means for school communities, teachers, and students, I think about an article written by

Bernie Trilling and Charles Fadel entitled, “I Just Want My Kid to be Happy…and Successful.” The authors express what we, and particular parents, all want for our students. They say we want all kids to be, “Happy, motivated, college-bound, work-ready and prepped for success…”

So, what does this mean? My connections with my own work and learning are a simple example. My definition of work has changed. Because of technology, I can now conduct my work from anywhere and it is more driven by results rather than driven by time and place. But more importantly, the way I learn has changed dramatically. My learning has changed from attending meetings and trainings, reading books and articles written by a handful of tried and true experts in the field of education, to attending webinars, reading blogs, websites and comments of experts and practitioners from all over the world. Some are educators, some are not. While I still value my face-to-face meetings with colleagues, my learning has expanded to include a greater community, and I depend on this new personal learning network as I learn, share, and do my job. My thinking has been challenged in ways that I never thought possible. I have become much more of an independent learner which in turn has motivated me to stretch and learn more. As I think of the IACoPi work, and the blended learning courses the teams are creating, I imagine students experiencing similar changes as we move away from the traditional classroom, instruction and learning. How exciting!

As we prepare kids for their future, we know that the traditional fact-based, rote curriculum of the past won’t cut it. We need the work of the Iowa Communities of Practice and Innovation which is project-based, research-driven, and taps into the digital lifestyle our kids are growing up with. As I follow the Twitter hashtag #IACoPi, and read the Better Together Iowa blog entries, I’m excited about what is happening in the content teams. The curriculum is incorporating higher order thinking skills, technology, multimedia, and the multiple literacies of the 21^st century. The teacher teams are striving to create the kind of online experiences we want for all students. And while some may still worry, “what about the facts and the basics?” the teams are not forsaking foundational information, but instead are creating experiences that enable students to gain that information through investigation and relevant activities.

These blended learning opportunities will create a new learning environment that will enable all students to be engaged, motivated, independent learners. Students will still have face to face contact and instructor support, but also experience expanded learning outside the classroom. It’s the best of both worlds and is what we need to prepare our students to be “Happy, motivated, college-bound, work-ready and prepped for success.”

The IACoPi teams are truly pioneers in the field of online learning. I want to thank Nancy Movall, the IACoPi leaders, and Iowa teachers who are creating the blended courses. Together you are reshaping what it means to teach and learn in Iowa.

Personalizing Learning to be Successful in the 21st Century

The Manson Northwest Webster School Board had it's monthly Education Board Meeting on March 3, 2011. The agenda focused on reform and preparing our students for the future. It was an exciting evening and there was rich discussion about education in the future, preparing students for life beyond school, and what Manson Northwest Webster might look like in the years to come. I feel priviledged to have facilitated such a rich discussion about what's best for students. We used this guiding question as an umbrella for conversation.

What do our students need to know and be able to do to be successful in the 21st century?

The basis of the discussion was framed around the report that came out of the Personalized Learning Symposium that took place on August 4-6, 2010 in Boston. The symposium brought together three key groups of education leaders – local and state practitioners, national thought leaders, and senior technology executives – with participants selected for their vision, leadership, and expertise with personalized learning.

The following five essential elements were identified as being central to personalize learning. These elements provided the framework for the MNW Board's discussion. The bullets under the elements below are summary points of the discussion.

1) Flexible, Anytime/Everywhere Learning

● you don’t need to be in the building to learn (or access curriculum)

● learn at their own pace

● don’t have to be with peers

● focus on student interests

● kids need to be engaged and accountable for their own learning

What does this look like, might look like? Do we know for sure?

● Kids coming and going to see instructors

● might be referred to as the open campus model.

● It could mean a more automated system

● more access to experts (Kahn University)

● is there a base or core knowledge that all students need to have?

● teachers become facilitators of the learning

2) Redefine Teacher Role and Expand “Teacher”

● Teacher is facilitator

● Students may not always go to the teacher for information

● Students have advisors

● Perhaps not one teacher per group of students, but a team of teachers with differentiated roles.

● Teacher would not necessarily have to be in building

3) Project-based/Authentic Learning Opportunities

● We don’t want virtual learning without collaborative projects

● What is the role of project-based collaboration in virtual learning?

● If teachers trust student inquiry--children will discover great things.

● Classrooms become nation-wide/ world-wide and students collaborate online

● When technology increases, the authentic learning opportunities grow

4) Student Driven learning Path

● Long range planning needed

● Gives individual students more opportunities to learn, their method of learning

● Students would have more control of the pace of their learning

● Time should become the variable, not the learning(mastery)

5) Mastery/competency-Based Progression/Pace

● The only place this happens now is in the alternative program

● Quarters, semester, trimesters wouldn’t work in this type of learning

● How does this impact funding?

● Reauthorization of NCLB will be based on the growth model (Jeff H.)

● Does this system lend itself to year around school?

● As soon as a student masters a topic, s/he moves on.

The meeting was live streamed, collaborative Google notes were taken and shared, and several teachers and anonymous viewers joined in via the u-stream and Google Doc.

The discussion will continue at the April Education Board Meeting.

A 21st Century Resource

Thanks to Julie Harabedian for a copy of 21st Century Skills, Learning for Life in Our Times by Bernie Trilling and Charles Fadel. As agreed, this is a short review in context of connections to Manson Northwest Webster. Before I do that, I’d like to suggest the book for any district that is studying 21st century learning. It’s based on the P21 Framework, and I think it has a lot to offer Iowa schools in terms of implementing the Iowa Core and the Core’s identified 21st Century Skills and Universal Constructs.

The authors talk about the 21st century skills all students must develop to be successful beyond high school. They focus on critical learning skills and innovation. In my opinion, these are essential and should be infused into all content areas. MNW is focused on doing just that. Our Iowa Core and professional development plans focus not only on the Characteristics of Effective Instruction, but also 21st century skills and technology integration. As the authors say, these skills are at the heart of what it takes to unlock a lifetime of learning. MNW's leadership believes all students need to experience learning environments in which they have many opportunities to solve problems, collaborate, communicate, create, and innovate within and across each content area.

I like the authors’ description that our time in education is the “perfect learning storm” for developing new ways of learning. They suggest that Knowledge Work, Thinking Tools, Digital Lifestyles, and Learning Research are all merging and in doing so, will cause us to teach and learn differently. How exciting! I like the big picture look and the analogy they created. Now the challenge comes in making the most of that perfect storm in every district, building and classroom!

What is 21st Century Learning Anyway?

21st Century Learning is in the title of my blog and I’ve come to realize the phrase is rolling off everyone’s tongue. It’s almost cliché. So what does it mean? A reflection written by a colleague on MNW's Summer Book Study Wiki sticks in my mind. Concerning 21st Century learning she said, “Understanding what students are doing as they work on an authentic learning project is not always easily understood for people not involved in this important movement. Bringing the projects into the community as presentations or displays could help to make the learning more evident.” She is so right! We need to educate our whole school community about what it means to learn in today’s world. This includes considering the kinds of skills kids will need in the future for they are growing up in a different world than the generation before them. So, what skills do they need for the future? They need meaningful opportunites within each discipline and across disciplines to develop skills as problem-solvers, communicators, creators, innovators, and collaborators.

Do students and teachers have to use classroom technology in order to achieve these characteristics? No. Does it help? Absolutely. Technology, and in particular the Internet, can eliminate barriers and give students the opportunity to create authentic work that has real meaning in the world around us. It’s the read-write web. They can collaborate literally 24/7 with others across the state, the country and the world, and their products can be published and disseminated at no cost. We just need to give them opportunities to do it.

Helping educators understand and implement a 21st Century vision of meaningful and relevant learning can be a challenge. We can look at our PreK12 Vision for Teaching and Learning and say, “There it is—Manson Northwest Webster has it covered.” Of course, not so. As I suggested in an earlier post, our vision is only the beginning. If it doesn’t move into the classroom, it was a wasted effort all around—teachers’ time and tax-payers’ money. Educators (this includes all educators in the district, not just the teachers) need to:
• Change the classroom environment, leaving behind memories of their own traditional learning experiences.
• Get rid of old, outdated “default” teaching practices.
• Examine the concepts and skills students really need to know and forget the sound bites of information that will be long forgotten.
• Use assessments and timely feedback to guide instruction and learning,

In a recent post in Weblogg-ed, Will Richarson talks about unlearning teaching .
"I think that’s one of the hardest shifts in thinking for teachers to make, the idea that they are no longer central to student learning simply because they are in the room.”

There are great things happening at MNW. Teachers are changing the traditional environment perhaps by "unlearning teaching" and more than ever are involving students in real, meaningful work. Here are a few examples.
• Recently, 3rd grade teacher, Jennifer Pearson used her classroom blog for posting a “homework assignment”. Together parents and students explored a website that she had introduced and blogged about their learning. Jennifer used the postings with the class as a start to a new unit.
• Mike Richman, a co-teacher in 9th grade Language Arts, recorded a recent classroom experience. He partnered with Shaelynn Farnsworth and her Creative Writing students at BCLUW. Mike writes, “we called them on a video chat with Google...Yes, we had seniors teaching freshmen about blogging, it was awesome.” I watched the live U-Stream and I agree with Mike. Yes, it was awesome!
• Jodi Jacobsen recently introduced her class to their new learning partners, via Skype. Jodi’s 4th graders are partnering with a school in Ohio. They will be collaborating on projects and learning together. I was there for their first “meeting.” The excitement was unbelievable.

I hope this post for now, begins to answer the question—What is a 21st century learner? What are your thoughts on the topic? I’d love to hear from you.