Reading Writing Responding

creative commons licensed (BY) flickr photo by Trekking Rinjani: http://flickr.com/photos/trekkingrinjani/4930552641 Last Wednesday night I participated in a Hangout with the team involved in coordinating the Teaching and Learning in the 21st Century  professional development program offered by the education department in Victoria. For whatever reason, I didn't sign up last year. Subsequently, I looked on in awe and a little bit of jealously (if I must be honest) at all the awesome learning (and fun) that seemed to be going on. When it was offered this year, I was therefore keen to be involved, especially after sitting the backchannel of the ACCELN broadcast reviewing last years program. As things unfolded, +John Thomas  got in contact, asked if I'd like to be a coach and the rest is history. It is interesting thinking about how I got to this point. Actually when you stop and think about it, it is interesting considering how anyone got to where they got to. For m...

creative commons licensed (BY-NC-SA) flickr photo by DennisCallahan: http://flickr.com/photos/denniscallahan/9321465398 My school is currently developing a long term plan in regards to our goals in 21st century learning, as well as investment in devices and infrastructure. Some of the questions of concern that were raised were: what 'packages' do schools offer their students, especially when they are further along the line in regards to BYO. What is the change over time in regards to devices, particularly in schools which dictate the device parents must purchase. Where are devices stored, especially during breaks. In an effort to gage a wider perspective, I created a Google Form and sent it out to my PLN. It was pleasing to open up the survey and find 35 different responses . The survey was made up of five multiple choice questions including:  What year levels do you have 1 to 1 devices and what are they? How are your devices funded? What is the time fra...

creative commons licensed (BY-NC) flickr photo by William M Ferriter: http://flickr.com/photos/plugusin/12859355904 A few years ago when I lived in country Victoria I had the privilege of working with my Koori kids alongside the local police to restore old bikes. The purpose of the exercise was to not only show the students that they could achieve something, but also to build relationships between police and the wider population. It therefore made me sad when funding for the program was pulled, to me I thought that it was a priceless experience to have the police involved in a proactive situation, rather than be lumped into the reactive situation that they are endlessly placed in. However, today when a local officer came to speak to the students I was left thinking that maybe not all attempts at proactive interactions with students are helpful. Sometimes, I believe, using a uniform to add creditials actually compromises the message. Although I agreed with many of the ...

creative commons licensed (BY-NC-SA) flickr photo by courosa: http://flickr.com/photos/courosa/2922421696 So far I have discussed connecting with others both off and online . In addition to this, I explored taking owner of our identity online , as well as elaborating on and engaging with the ideas of others . The fifth step in being a connected educator is learning. Ideas and inspiration can come from many places and like connections, are not always digital or online. Sometimes learning can be as simple as a chat around the photocopier or walking between classes. I have discussed this elsewhere as the incidental 'hidden' professional learning . The reality is, everything in life can offer a point of learning if we are willing to see it that way. For example, an activity that I have done with my students in the past is to reflect upon their classroom and what it says. I have done this in history when considering artefacts, as well as in music when thinking about per...

This post is a follow up to my presentation at the Melbourne Teachmeet held at the Immigration Museum on the 10th of May. The focus was the question, "are you really connecting if you are not giving back?" This was a topic that I had previously written about in a post of the same name . The one difference was the implications for sharing in the classroom. Are you really connecting if you are not sharing? from Aaron Davis I don't know how many times I have heard Edmodo referred to as being 'Facebook for education'. Other than the fact that it simply isn't, the biggest problem I have with this is that so often such spaces are set up as a place for one way communication. Where although the teacher has stepped off the physical space, they have merely stepped into a virtual stage. Now I understand that as the teacher we have a responsibility to manage such spaces. However, should it be any wonder when there is little traction from stud...

I recently wrote a post reflecting on the apparent 'failure' of the digital revolution . What came through from both my own reflections and the comments provided by others is that the reason for this supposed failure lies whole-heartedly with leadership. Whether it be at a local school-based level or at a governmental level, there has been a litany of errors. One of issues that often arises with the use of technology in schools are the ramifications for staff and students as their sense of citizenship has evolved to incorporate the digital realm. One organisation set up to allevate such stresses has been the eSmart Schools Program. The eSmart Schools Program was developed by the Alannah and Madeline Foundation , "a national charity with the belief that all children should have a safe and happy childhood without being subjected to any form of violence." One of its main purposes is dealing with threat of cyberbullying and child safety from the ground up. Unlike th...

creative commons licensed (BY-NC-SA) flickr photo by fredcavazza: http://flickr.com/photos/fredcavazza/278973402 In my previous posts, I spoke about connecting with people both in person and online . The problem that I found with both of these situations is that connections are often only ever as deep or strong we let them be. If we are unwilling to give back , should it be any surprise that people don't always want to share with us? However, what it took me a little bit of time to realise was that 'giving back' was more than just about ideas and information, it was actually giving a part of you. Taking more ownership over my online identify was therefore my fourth marker to becoming a more connected learner. A Digital Badge I had known that the only person I was fooling in trying to hide behind some sort of anonymity was myself. The reality was and is that if someone really wanted to piece together 'who' I was, there were enough crumbs left lyi...