When I started my current position as an educational technology coach for primary school almost 3 years ago I thought I had an idea of how my work will look like. I had no idea. As coaches we are wearing many different hats and we are constantly learning.
Who would have thought that my colleagues and myself are planning a professional day which follows the principles of participants first, by teachers for teachers and learning as a social act like one of my favourite and mind changing conferences called Learning2? At the same time I’m doing the ISTE U course “An Introduction to Computational Thinking for Every Educator” and suddenly I see a connection between the PD Day and computational thinking.
Having connections, being connected, getting new connections – it seems to be something which just pops up everywhere, all the time and in all areas our lives. It became so easy to connect to family and friends who live far away, to connect to other mothers, to connect to people with same interests, to connect to like-minded people around you. Having connections is very much a must for doing businesses in various cultures. Technology, social media and platforms with the purpose to connect make it easier than ever before.
I guess nothing new. New to me that I’m in a (new) not so new position since one year as an Educational Technology Coach and I find it very challenging to understand why educators don’t want to connect more than with educators physically around them. What do they fear? Why they don’t want the benefits and the joy of being connected professionally? Do they feel overwhelmed? is it just something they are not used to? Or do they just don’t know and someone has to open their eyes like it happened to me around 5-6 years ago?
Jeff answers the question: What’s a connected teacher? with “A connected teacher is a teacher that is connected to other educators and education resources on social media through communities and networks.”
Sylvia Duckworth sketchnoted her ideas of a connected educator.
Important for me – being connected online and offline. I love to be connected to other educators around me at school and have face to face conversations. Unfortunately, it isn’t always easy to find like-minded and like-passionate people in the offline world. You know who you are – thank you for inspiring me so much! I really appreciate that Jay Thompson set up a Singapore edTech Network and I hope we will continue exchanging good practice. Conferences – small or big – are a great chance to connect and I love it.
There are way more opportunities online: Twitter, Twitter chats like #whatisschool, #istechat and so many more, and the education resources on the social media seem to be endless like Commonsense Media, ISTE, seesaw teachers on Facebook, again – and so many more. If you can’t attend a conference somewhere on the world, it’s enough to sneak in on Twitter or Google+ to enjoy the sharing. Any time, anywhere, as long as you want and 100% personalized. All gives you the chance to learn, to share, to inspire, and to get inspired. It can be a starting point to create wonderful relationships and to innovate learning together.
In July 2017 the new ISTE Standards For Educators came out which are defining standards for learning and teaching with technology. What do the ISTE standards say about being connected?
Being a connected learner means:
learning from and with others,
exploring proven and promising practices, and
creating and actively participating in local and global learning networks.
But how can I promote the connected educator and learner at school in order to open the possibilities to benefit student’s learning by connecting students to other students around the world?
I feel like I need to set priorities. Everything at the same time is not possible. Our school started using Seesaw (A student driven portfolio platform) last year and this AY 2016/17 all classes in KIGA, Preschool and Primary School will use Seesaw as the portfolio platform. Learning right in time, not just in case.
Swing by Seesaw – regular get together to share good practices
Setting up an informal meeting for Seesaw teachers within Singapore
Experience the Twitter Chat together, maybe a local one with Seesaw teachers here in the region
Initiating more sharing within the PD Class on Seesaw
… more will come up.
My Goal: If someone experiences how beneficial it is to be connected the next steps to get connected isn’t that far. Maybe somebody then is also open to connect his or her students through the blog on Seesaw to other students around the world.
Somebody using Seesaw in Germany or a German School abroad?
I’m not gonna lie – like a friend of mine always says – : Teaching and education is my passion. It’s now almost 3 month since I stopped working mid of December at BIS in Munich/Germany. I love being in classroom with the students and I love to exchange ideas and thoughts about teaching and learning. I miss it. I’m not gonna lie. Continue reading “Do I Need to Date Again?”
Since I’m using Twitter, other social media and tools like Flipboard for professional development and I’m experiencing the amazing benefits of it for my professional life I wish to use Twitter in school with/for students and the whole school community as well. Somebody said that the focus at school isn’t only content and concepts it’s more and more the fact that we are living in a connected world. Twitter, other social media, and so many other tools allow us to connect and collaborate with others in order to learn, to create, to invent, so solve problems, to support each other and a lot more. Continue reading “Twitter – No thanks!”
I’m sure you have heard of Padlet many times and probably often used it in a variety of situations. If you google Padlet it says:
My grade 5 students used Padlet several times this year for different purposes. We haven’t collaborated with the world yet, but definitely in class and with classes at school. I would like to share two examples:
1. Example: Unit – Migration // Padlet use for collecting and sorting quotes of a book
The students were reading “Milchkaffee und Streuselkuchen”, which is a book about two boys and the life of a German family as well a family that immigrated from Ethiopia. Sammy is born in Germany, speaks German very well, went to a German school, but after a racist attack towards him and his family, he realizes that he is different. He also feels the differences in school through the words and actions of his classmates, especially Boris. However, Sammy will gain a new friendship.
The students were asked to write an entry on the padlet each time they read something about the behavior of the main characters, Boris and Sammy. It was the goal to collect the quotes in order to find out the change of the behavior, change of the perspective of Boris and create a timeline to make it visible. It was a perfect way to work collaboratively in order to get the whole picture.
2. Example: Unit – Live is a Stage // Padlet use for comprehension of the ballade “Der Zauberlehrling” of J.W.Goethe
In the context of the unit Life is a stage the students get to know ballades. A famous ballade is “Der Zauberlehrling”. The vocabulary is not easy at all for language learner as well as young German native speaker. The vocabulary was used 250 years ago and additionally I wonder how often does a student in an international environment get the chance to read a German ballade? So comprehension is very important in order to create a modern version of it which will be their assessment.
What did I prepare? I cut up the ballade in 14 pieces and saved each part as a picture. I sent them those pictures by email and asked them to work in pairs and to bring the pieces on a padlet (one padlet for each group) in the right order. Additionally, in order to show me their understanding, the students were asked to write the content of each verse in their own words.
My initial thought was: “That is just substitution.” (SAMR model). My second thinking and repeated reflecting about it let me realize that there are good reasons for doing it anyways. I don’t have to waste to much paper, meaning copying the ballade for each pair. In my previous life as a teacher, the students had to cut the verses in pieces (or even I would have done it) and then glue them in the right order. No, not anymore. Third advantage was that I could integrate spelling practice and sentence structures with the students when they were writing their understanding in own words. Fourth, we could easily compare each others understanding of the verse by reading each others padlets. Fifth, as homework I asked them to write a summery. In my previous life of course on paper. No, they are going to use the padlet.
And now the real collaboration experience for my grade 5 students came up because they started to talk about how they will organize it. “Ok, you do the first half. I do the second.” or “Let’s do it together on Skype.” or “You write but I proof read the text and check the spelling.” or “We write and we check each others text” … Fantastic.