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!

Classroom Climate is Changing!

Jennifer Pearson teaches 3rd grade at Manson Northwest Webster Elementary. A few days ago I asked her how her classroom environment has changed this year because of her professional learning and the district's emphasis on technology integraton. She was kind enough to write about it. I want to share it on my blog. You'll find as you read, she is definitely a reflective practitioner. I'd encourage you to visit her blog and website. And, she's a great follow on Twitter.

Jen says:
"Recently I have been doing a lot of reflecting on the look and feel of my 3rd grade classroom as compared to previous school years. As a teacher, I have always been focused on pouring lessons through my relevancy filter. I try to ask myself about relevant work and assessments. Here are some questions I have asked myself: Is it useful to teach cursive handwriting? Why would I expect my students to copy or rewrite (with pencil and paper) a writing project knowing that I would never do the same? Is it important for my students to identify sentences that are written correctly? Wouldn't it be more relevant for them to create their own sentences? Is it relevant for my students to cut and glue and do 'crafty' things?

I have been able to answer some of these questions and, some, I have not. However, these many questions, and the addition of a twitter handle, helped me discover my passion for technology in the classroom. This school year has brought a new atmosphere and new set of partnerships to my classroom. My classroom has become a place to experiment, explore, share ideas, and try something new. The conversations that I hear between my students is evidence that this is a place to learn and share. It's exciting for all of us to be in a place where we frequently try new technology and new learning strategies. The use of websites like kidblog or todaysmeet have given my class a place to work and connect at school and at home. We are now at a place where making global connections is more than possible, it's expected.

Although, I know that my classroom has many aspects that can be improved, I feel like we are headed in the right direction. I still ask myself those questions about relevant work in my classroom. And now I've learned that some of the most relevant work is in the exploration and experimentation of trying something new."

Class blog: http://www.pearsonclassroom.blogspot.com/
Kidblog: www.kidblog.org/pearsonclassroom
Twitter: mrsjpearson
Skype: mrsjpearson

Related Reading:
Mike Richman's Classroom Blog: http://mrichman.blogspot.com/

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.

It's All About Learning

I’ve been recently working with district and building professional development plans in addition to re-examining how we do professional development at MNW. Our board has always been very supportive of our inservices because they know they are a critical component to improving. Our professional development goal has always been to increase teachers’ knowledge and skills to improve student learning. That will remain the same.

As I reviewed and learned more about current best practices in professional development, I found a quote by Linda Darling-Hammond that sums it up well. She says, “Effective professional development is intensive, ongoing, and connected to practice; focuses on the teaching and learning of specific content (reading, math, science, social studies);…and builds strong working relationships among teachers.

With that in mind, here are the bullet points of professional learning at MNW:
• All staff participate—it’s not optional
• We choose our content based on what students need. In other words, what do teachers need as a result of what students need?
• Our collaborative teams meet to discuss and analyze what’s happening in the classroom as a result of what teachers are learning and implementing.
• Our initiatives are based on current best practice and are implemented as they were intended.
• Everyone, including teachers and administrators are committed to sustaining our efforts. Our efforts are ongoing.
• Although there is a K12 focus, the inservices meet the needs of the students and teachers in individual buildings.

Where does technology fit into professional development? Technology integration comes with a high learning curve for some staff members. We appreciate this and have had many technology rich inservices as well as informal summer learning sessions (see my August blog post). We believe integrating technology with sound pedagogy is at the heart of authentic learning and preparing students for success in the 21st Century. Integrating technology is also part of our K12 Vision for Teaching and Learning. While technology is new and exciting and very engaging for students, it’s important to keep the goal in mind—student learning.

I recently participated in a live, interactive web interview with George Siemens, a social media strategist and learning theorist. He talked about technology integration and suggested that whenever you partner technology with anything, for example student learning, technology becomes the dominant partner. If this is true, we must be very careful about what our technology integration looks like. It should be based on the strong content of the Iowa Core and implemented with a sound instructional foundation such as the Characteristics of Effective Instruction.

Even though there is some angst around the technology integration and a 21st Century Learning emphasis, there is also excitement with students and teachers alike. I think most teachers will agree that we are learning with and from each other. Our professional development is about learning. Our inservices are learning environments.

Henry Ford says, “Anyone who stops learning is old, whether at twenty or eighty.” Since I consider myself a learner first and an educator second, does that mean I’ve stopped growing old? If that’s the case, anyone want to join me?