Place-based teaching and learning in SD61

Category: EdTech (Page 5 of 6)

Professional Goals

This was created using Canva for Educators. You are welcome to use and distribute this under Creative Commons licensing.

Questions for you:

  1. Do you have any resources or PLN connections to help me achieve this goal? Who is currently doing this work?
  2. What does it mean to you to apply an anti-oppressive analysis to technology integration and lesson design?

Get the link to this Canva Infographic here. You may use this as a template and edit to suit your personal learning goals!

My Focused PLN

Ok, let’s take a look at some of the leading PLN community platforms:

  1. ISTE: Right off the bat, I see that it costs $75/year for the membership required to join a PLN with ISTE. There are 20 focused PLNs with a diversity of topics and specializations that look interesting and exciting. I also see that PLNs have membership in the thousands, often with hundreds of discussions in each. I’d have to pay and log-in to see what kinds of discussions are taking place, which is a shame. I see that as an accessibility issue and a barrier to access for those who don’t have the funds or don’t want to pay before knowing whether the PLN will suit their needs.
  2. Microsoft Educator Centre: The first thing I notice is that there is no obvious route to PLNs, and I think that’s because they don’t actually exist here. I looked under “Programs” first, and see that those are courses offered by Microsoft to become a brand leader. I skipped over “Lesson Plans” (those look cool, I’ll come back to those later) and checked out “Training”, where the most likely option is “Learning Path” (which I think are actually mini-courses). Once I’m in, I really appreciate the menu on the left that allows me to filter for difficulty level, progress, subject, age group, skill development, duration, and product. I test it out to see if there is anything like the Social Justice PLN I mentioned in my last blog post. As it turns out, the menu options didn’t make it easier to find what I was looking for, but with only 34 options, I was able to scroll through and find this one: Creating a digitally inclusive learning community. Sure enough, this is a mini course that takes the learner through 6 modules over the course of 6 (non-consecutive) hours. I try to see if there is a cost associated with this and it lets me click right in and suddenly I’ve started the course without intending to! I’m not sure this course addresses the issue of tech accessibility for low socioeconomic families, nor does it meet the need of a PLN where folks can share knowledge and come together.
  3. Apple Teacher: First off, this is free. Secondly, like all things Apple, this is proprietary. It teaches you how to use Apple products and technology. Without logging in, I’m also not sure this offers PLNs. It looks like a similar offering to the Microsoft platform: lessons and courses. I keep looking and find something that sounds like a PLN under “Teacher Resources“: right on the banner, it says “join the conversation with fellow teachers.” It looks like I could follow and join in on conversations at #AppleEDUchat and on Twitter @AppleEDU .
  4. Google for Education: I scroll down the main page and I think I find what I’m looking for almost immediately. The Communities section offers connections to educators around the globe (with a neat digital map to show where those educators are!). It doesn’t look like there’s a group for Western Canada yet! While courses and trainings are easily and freely available through Google, it doesn’t look like my PLN needs would be met here.

So, it would seem as if ISTE has the most dedicated PLN platform. I wish I could dig through the discussion boards before having to pay the fee, so that I could see what topics have been covered. At the end of the day, I’m honestly most likely to start (and join) a focused PLN through Facebook, Instagram, Twitter, and Pinterest. That’s where I’m most active, where I’m comfortable, and where I know I can find the specific topics I’m looking for (for free) without barriers to access.

ADST: Design Thinking

In minute 3:37 of Sandra Averill’s overview of the BC K-9 ADST curriculum, I hear something that clicks into place for me:

“My concern is that we will take a traditional approach to this non-traditional curriculum.” (3:37, Averill)

Unlike traditional models of teaching, ADST is not intended to be a unit that we begin and complete. Instead, it is a model of thinking and learning that is woven throughout the curricula. The moment we apply constraints to the ADST process, we are limiting and moving away from the purpose of exploration, individualized learning, collaborative design, and growth mindset.

Sandra describes the ideal ADST process as “meeting the same learning outcomes, but arriving there through different materials.” (7:40, Averill)

Immersion, problem-solving, creating, big-picture thinking, uncharted territory, expeditionary learning, inquiry, context, life-improving, inspirational, stages of a project, skills for life… these key words help to define how ADST can transform the idea of what it means to be a teacher and a student in the 21st century. It starts with a problem and moves almost immediately into several questions to help define and meet that problem.

“I feel that schools shouldn’t just be about learning about problems, I think they should be about solving them. Because, if you aren’t learning about solving problems, then what will you do when you’re out of school?” – Liva Pierce, King Middle School, Maine School Engages Kids With Problem-Solving Challenges

As students move on to future grades, they may forget the particulars of the content they have been taught. That is to-be-expected. We retain what is relevant, interesting, and useful to us. What does not go away are the life skills: communicating with others, defining and tackling a problem, approaching an unknown with curiosity and wonder.

Imagine the products of an educational system that focussed on life skills over content, relevancy over ease-of-delivery, inspiring and empowering students to follow their passions over the more traditional “sage-on-the-stage” method of delivering content.

I’m curious, what is preventing more teachers and schools from adopting the problem-solving approach to learning? How can those barriers be addressed by the school librarian?

References:

BC ADST Curriculum

Applied Design Skills and Technologies K-9, published by Sandra Averill through Issuu.com on Oct 22, 2017

ADST Design Thinking K-9, uploaded by Sandra Averill through Vimeo.com on March 24, 2020

Maine School Engages Kids With Problem-Solving Challenges, a PBS NewsHour piece on Youtube, uploaded on May 6, 2013

TPACK and SAMR in the Library

The traditional school library is transforming. From the old model of checking books in-and-out into a new virtual and physical space that blends inquiry, exploration, socialization, collaboration, co-teaching, digital citizenship, and information literacy into a community hub within the school (and online!).

What does this mean for teacher librarians? Well, for one, it’s time to become the tech leaders of the school.

Two leading models for tech integration are TPACK and SAMR. How can these models be used to support teachers in the library? I’ve explored this in a mind map below.

Questions:

  • When assessing the richness of a tech tool, are you a lone wolf or do you reach out to colleagues for their advice and expertise?
  • As a TL, how would you go about overcoming hesitancy towards collaboration and receiving resource suggestions?

References:

https://www.edutopia.org/article/powerful-model-understanding-good-tech-integration

https://sites.google.com/site/bythebrooksdesignforlearning/samr

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