Consortium Update

It's been a month since I posted anything, so I thought I would check in. The consortium is going well. I'm happy to report that we still have about 20 people showing up consistently. We'll be covering VoiceThread in our next session.

I'm taking a Teacher Leadership course at UF. The professor approved a continuation of the Teach Web 2.0 project, so I was able to do a lit review focusing on what motivates teachers to integrate technology in the classroom. One common thread is social interaction. I'm posting that lit review here in the hopes that the blog can continue to serve as a history of this experiment.

Teach Web 2.0 Literature Review

Introduction

The Teach Web 2.0 Consortium is a wisdom community of teachers and administrators who research new Web 2.0 resources, evaluate their appropriateness at different levels, and collaborate on innovative curriculum design. The project is taking place at a K12 independent school in St. Petersburg, Florida and seeks to provide a resource of information about social networking for classroom teachers and administrators. It also offers a democratic process for evaluating social networking sites and their potential use to determine whether blocking a site is warranted. The consortium meets bi-weekly and collaborates via an online wiki. The wiki serves as a repository for group findings and a means of capturing historic data that can be updated as new resources come available. It is also on the Internet providing an avenue for those outside of the school to participate.

This alone would provide a useful service to the school and community. However, the desired outcome and ultimate goal of the consortium is to increase use of technology among k-12 teachers thereby positively impacting student learning. Effective cultural change in a school takes place from the inside out (Norum, 1999). Teachers should buy in, and they must accept change on their own terms. This literature review explores what motivates teachers to increase their use of technology so that these principles can be applied to the Teach Web 2.0 project.

Rationale

Web 2.0 represents a more collaborative, interactive Internet where individuals can easily share and contribute to global conversations. This new web offers so many opportunities for educational applications, but teachers are challenged by their resistance to change, the rate at which new tools are emerging, network security issues, and Internet safety concerns. Despite these challenges, students have embraced social networking and are actively using these tools in their private lives (Goodstein, 2007).

It would be impossible for just one or two teachers to stay abreast and evaluate all of these resources alone. By establishing a consortium, more individuals are available to assess these tools, examine options, and consider their potential use in the classroom. In addition, the consortium will provide a relatively safe and non-threatening learning environment where teachers and administrators can work collaboratively.

Literature and Project Design

Common barriers to technology integration include lack of a well-defined vision, limited skill, and lack of administrative support (Finley, 2004). Before launching the consortium, the project was pitched to the head of school and principals of each division. All agreed to support the project, sign for FCIS accreditation points, and include participation as an indicator of technology leadership on yearly teacher review documentation. The vision was presented to the entire faculty during pre-school week with obvious support from administration. Teachers were assured that participation was voluntary and that minimal technology skills were required. One of the key components for change is administrative support (Norum, 1999). The faculty would not accept this project without the critical approval and participation of the administrators.

We must also recognize and respect the teacher learning process. Sahin identifies five stages of technology adoption: teacher as learner, teacher as adopter, teacher as co-learner, teacher as reaffirmer or rejecter, and finally teacher as leader (Sahin, 2007). The consortium design facilitates a journey through these stages. New technologies are presented with resource links for participants to review. Individuals in the group come together as co-learners to figure out how the tool or site works. Some members of the group will choose to adopt the new technology, others may choose to affirm or reject it. Those who follow through become the leaders from whom the others learn. The process is repeated for each new social networking tool or site.

The collegial aspect of the consortium provides a support structure for participants. “Support is a major part of making changes, particularly when the change alters your professional identity and role. Learning from the experiences of each other can alleviate discomfort and anxiety associated with such changes” (Norum, 1999, pg. 187). Wesley Fryer further asserts, “teachers are best convinced by other teachers” (Fryer, 2004, pg. 12). “Those who are forced to use technology will use the minimum required” (Fryer, 2004, pg. 12). The consortium is voluntary and teachers are expected to work together, helping each other learn. It is pitched as an experiment with all the possibilities for success and failure in a non-threatening, nurturing environment.

Project TALENT, a pilot program in California, used a learning community of k12 master teachers, student teachers, and supervisors to model effective technology use in the classroom (Sherry, 2004). A number of important findings emerged from the project. Teachers were enthusiastic about their experience. Participants in the learning community started using various tools such as digital cameras and iMovie in their teaching. A teacher who moved to another school began to pass those experiences on at the new school. Other teachers began to show a greater interest in technology. Students in these schools began using technology in different ways more often. Sherry found that “implementing learning communities at the school will increase technology skills and leadership skills for the members of the learning community” (Sherry, 2004, pg. 294).


While there is structure around the consortium research process, teachers are encouraged to explore beyond the formal meeting sessions. Informal conversations take place throughout the weeks between sessions. This is important because teachers believe informal collaboration is more effective than that in a formal group (Stevenson, 2004). It should take place spontaneously, not separated from other professional conversation. The amount of collaboration is influenced by time and teachers’ perceived value (Stevenson, 2004). Stevenson also points out that informal collaboration with regard to technology is focused in two areas, sharing curriculum ideas and figuring out how to use a technology. Teachers discern between teacher-helpers who provide curriculum ideas and those who provide user support (Stevenson, 2004). The facilitators of the consortium are fellow teachers who are recognized as helpers in both focus areas.

Conclusion

The Teach Web 2.0 Consortium is meant to be a learning community of volunteer teachers who are interested in exploring social networking sites and tools in a non-threatening collegial atmosphere. Principles highlighted in the literature have been applied to create an environment conducive to the ultimate adoption of new technologies and transference to the classroom so that student learning is impacted. The hope is that even a handful of teachers who embrace these new technologies will influence those around them. If the project is successful, it has been designed to transfer easily to other schools and districts.

REFERENCES

Bebell, D., et. al., Measuring Teachers' Technology Uses: Why Multiple-Measures Are More Revealing. Journal of Research on Technology in Education v. 37 no. 1 (Fall 2004) p. 45-63

Finley, L., et. al., Institutional Change and Resistance: Teacher Preparatory Faculty and Technology Integration. Journal of Technology and Teacher Education v. 12 no. 3 (2004) p. 319-37

Fryer, W. A. Working with Reluctant Teachers. Technology & Learning v. 25 no. 11 (June 2005) p. 12

Goodstein, Anastasia. (2007). Totally Wired: What Teens and Tweens are Really Doing Online. New York. St. Martin’s Press.

Hughes, J. E., et. al., Content-Focused Technology Inquiry Groups: Preparing Urban Teachers to Integrate Technology to Transform Student Learning. Journal of Research on Technology in Education v. 36 no. 4 (Summer 2004) p. 397-411

Norum, K. E., et. al., Healing the universe is an inside job: teachers' views on integrating technology. Journal of Technology and Teacher Education v. 7 no. 3 (1999) p. 187-203

Sahin, I., et. al., Analysis of Predictive Factors That Influence Faculty Members' Technology Adoption Level. Journal of Technology and Teacher Education v. 15 no. 2 (2007) p. 167-90

Sherry, L., et. al., Project TALENT: Infusing Technology in K-12 Field Placements Through a Learning Community Model. Journal of Technology and Teacher Education v. 12 no. 2 (2004) p. 265-97

Shuldman, M. Superintendent Conceptions of Institutional Conditions That Impact Teacher Technology Integration. Journal of Research on Technology in Education v. 36 no. 4 (Summer 2004) p. 319-43
Stevenson, H. J. Teachers' Informal Collaboration Regarding Technology. Journal of Research on Technology in Education v. 37 no. 2 (Winter 2004/2005) p. 129-44

Vannatta, R. A., et. al., Teacher Dispositions as Predictors of Classroom Technology Use. Journal of Research on Technology in Education v. 36 no. 3 (Spring 2004) p. 253-71

Zhao, Y., et. al., Teacher adoption of technology: a perceptual control theory perspective. Journal of Technology and Teacher Education v. 9 no. 1 (2001) p. 5-3

Animoto Rocks!

I made this video in less than 5 minutes.

Here's what I did, and it was all prompted by the site.
1. Selected some Florida pics from a folder I already had on my computer.
2. Picked a free song from the site.
3. It made my movie...special effects and all! UNBELIEVABLE - in a FEW MINUTES!!!

http://animoto.com/

Teach Web 2.0 Consortium Kick Off

Anna and I kicked off the Teach Web 2.0 Consortium at our school yesterday. The wiki has 44 members, all colleagues from school, spanning early childhood, lower, middle, and upper division teachers, staff, and administrators. It's really a good mix. I'm blown away by the interest and proud to be working with such a group of professional educators who want to provide the best learning environment for their students. The purpose of the consortium is to explore Web 2.0 social networking tools and determine their educational value. We will research wikis first because we will be using a wiki to collect our ideas and document our work. We started by introducing the wiki and helping the group get familiar with the layout and research format. It went better than anticipated. Everyone was able to join the wiki with limited technical issues. Visit the Teach Web 2.0 Wiki to track our progress. Next topic - blogs.

First quarter - We're in the game.

http://www.flickr.com/photos/cogdog/487337624/

I always forget how busy the first few weeks of school are every year. It doesn't matter how much I prepare. There is always something else to do. Thank goodness for Labor Day weekend. I slept for 11 hours on Saturday night. Two weeks into the year I have set up the class blogs, a spelling wiki, a Back to School Video Time Capsule and a Web 2.0 WebQuest. With all there is to do, we teachers sometimes continue to beat ourselves up over what isn't finished instead of remembering all that we've tackled in a few short days or weeks. Shout it out - I AM TEACHER!!! To every teacher out there on Labor Day...celebrate what you've already accomplished!!!! You are AMAZING!!

Eight Random Facts MEME

I've been tagged for the 8 Random Facts MEME by my new blogging friend, David, from Ed Tech Learning.


My blog is very new, so I don't have many readers. But, I have a lot of great blogs that I really enjoy. So, this will be fun. Here goes...

Rules:
1. Post these rules before you give your facts.
2. List 8 random facts about yourself.
3. At the end of your post, choose (tag) 8 people and list their names, linking to them.
4. Leave a comment on their blog, letting them know they’ve been tagged.

Eight Random Facts About ME

1. I love heavy metal music. That surprises most people who know me.
2. I play the piano badly, but I really wish I played well.
3. My undergrad degree is in Criminal Justice. I never used it, but I think that's why I love those crime shows on Court TV and A&E.
4. My favorite tv shows are The Daily Show and Colbert Report. I hate reality TV.
   
5. I have an awesome son who is about to turn 14.
6. I have three step daughters (also wonderful) who are like my own children.
7. Knitting is one of my obsessive hobbies.
8. I'm one of the few Florida natives.
   

Eight great ed tech blogs I'm tagging...

1. The Other Side of the Desk
2. The Thinking Stick
3. Tie4Teachers
4. Musings from the Academy
5. mLearning World
6. Virtual Learning Worlds
7. EdTech Cool
8. Cultivating Minds
   

Elementary Wiki Ideas

http://www.flickr.com/photos/grenade/177953735/

What are some ways to effectively use the collaborative aspects of a wiki with elementary curriculum? I've been pondering that question and jotting down some ideas. I'm thinking of setting up a class learning space wiki with pages for each subject area. My thinking so far...

Writing - Introduce the six traits of writing by posting an excerpt for each trait. Students change the text to improve upon the trait in focus. We can refer back to these examples as we apply the six traits to our writing over the year.

Spelling - Our spelling lessons are organized by rule. Wouldn't it be interesting to post the rule, then ask students to find words that reflect that rule? As the year progresses, we have documented all of the rules along with examples. Think wiki word wall.

Math - Create number collection boxes in which each student posts a different name for the number. Example: 64 is... 8x8, 60+4, 100-36, a photograph of 64 toothpicks. Another collaborative idea - each student creates a number story. Students go back and solve someone else's story. As part of the geometry unit, students find or take photos representing shapes, parallel, perpendicular, angles, etc. The photos are posted in a visual geometry museum.

Social Studies - We study Florida, Native Americans, and explorers. Students create collaborative journal entries for historical figures or fictional members of a culture. Each student contributes one or two sentences reflecting upon the life of that person. Collectively, we end up with a more complete view of the world from another's perspective.

Still thinking about science and reading. Ultimately, I want to push the collaborative effort beyond the walls of our classroom. There's a lot of talk about this, but it's difficult to get other students and classes out there to contribute without planning ahead. Even then, teachers often have different views of how a collaboration should proceed. So, I'm still noodling it over and keeping an open mind. In the meantime, we'll start locally and encourage others to contribute globally...that's a first step.

One Laptop Per Child - Interns Wanted

http://flickr.com/photos/mburns/790743951/in/pool-onelaptop/

OLPC (One Laptop Per Child) is hosting a Summer of Content to facilitate the development of educational content for the program. This is a unique opportunity to make a difference in a big way by directly contributing lessons and curricular units.

If you're not familiar with OLPC, you can learn more about the vision here. The goal is to "provide children around the world with new opportunities to explore, experiment and express themselves" via a $100 laptop, designed to transform education for the world's poorest children. Nicholas Negroponte (founder) views OLPC as "an education project, not a laptop project." I love this viewpoint because hardware alone will never make the impact that a full educational revolution can make. In order for that to happen, people need to get involved.