globalconnections

To say that the summer of 2019 was tremendous is an understatement. Besides having time to spend with family and friends, I enjoy having extra time in the summer to participate in professional learning opportunities and to connect with educators from around the world. As educators, it is important that we continue learning and involving ourselves in opportunities to build our own skills and also to contribute to the personal and professional growth of others. I am fortunate to have been asked to be one of the writers for this year’s Education Write Now book.

In July, ten of us met in Boston for three days to work on chapters that will become part of Volume 3 of Education Write Now, a book whose proceeds will go toward The Will to Live Foundation, a non-profit organization founded to support teen suicide prevention. The time together started with a welcome from Jeff, an introduction to what the organization does, and an opportunity to hear from John Trautwein, a father who lost his son to suicide. John created The Will to Live Foundation to honor his son and to provide support for other families and their children.

It was an honor to be a part of this project and work alongside and collaborate with Jeff Zoul, Sanee Bell, David Guerin, Josh Stumpenhorst, Jennifer CasaTodd, Danny Steele, Katie Marin, Ross Cooper, and Lynell Powell. It was a great experience, although initially, the thought of writing a chapter within a short period of time of two days was a little bit stressful. However, having that time to work together, have peer feedback time, to listen and share out what we were writing with the other collaborators, made all the difference. It just reaffirmed the importance of connections and building those professional relationships. We need to make time to share what we are doing in our classrooms, exchange ideas, solve problems together, and embrace risks and face the challenges that are part of education today, but to do so with a supportive network.

The theme for this year was “Solutions to Common Challenges in Your School or Classroom.” In thinking about this theme, I decided to write about teaching in isolation and sharing my own story of how I chose to be isolated for many of my years of teaching. In my chapter, I explore how isolation happens and offer ways for educators to escape what can sometimes become an isolating profession.

Here are a few excerpts from my chapter, Chapter 2: Choosing to teach in isolation is a choice to isolate our students from a world of learning opportunities.

Have you ever experienced any of the following?

You have to make your very first phone call home to a parent and you are worried that you won’t say the right thing.

You are going to be observed for the first or fifteenth time, and you are worried that you will make a mistake or not use the right instructional strategies. The class starts in five minutes.

How many of these statements can you relate to? For each one, think about if you reached out to someone or just kept it to yourself. Did you choose isolation rather than asking for help?

Clarity:

You are not alone

For years I struggled with classroom management and student behaviors. Rather than ask for advice, explore resources, or try to work it out by talking with my students, I kept it to myself and did my best to make it through each day. I hoped for improvement, but I did not actively try to make changes. I did not ask for help or even talk about the problems that I was having. I did not know where to begin but at that time, so I thought that I was better off keeping it to myself. My biggest mistake was hiding in my classroom and not reaching out to colleagues or other educator friends.

Isolation is not something new

Life as an educator, trying to complete everything that we need to can lead to a career spent in isolation if we let it.

Ten ways to break free or avoid isolation

There is so much potential for connecting regardless of where we are and the amount of time we have. We must take the first step and just start somewhere. We can leverage technology to check-in with colleagues, even if they teach next door to you. Sometimes seeing our neighbors does not happen on our busy days, which are most days. There are ways to stay connected while driving to and from school, taking a walk, wherever you are and on your schedule.

In the end

The most important thing to remember is that you are not alone.

You are not alone in feeling like you do, like the job is difficult, or there are too many things to remember, too many initiatives to keep up with.

We all understand the importance of asking for help; Those who achieve big things are the ones who accept it when it’s offered. Simon Sinek

The choice is now yours, how do you want to connect?

 

Be sure to check out next week’s post from Jennifer Casa-Todd, Chapter 3 “The Challenge: Broadening our Definition of Literacy.”

 

Guest Post by  Laurie Guyon, @smilelearning

If you have met me at a conference, a workshop, or in a school, you would consider me an extrovert. I’m friendly, always smiling, and comfortable talking to anyone.  Even as a self-proclaimed chatterbox, I get anxious in certain social situations. One on one conversations makes me nervous. My mind reels with thoughts like “will I talk too much” or “will I overshare” or “will I say something stupid” or “what if there is a lapse in the conversation’.  These thoughts have caused me to avoid what might have been a wonderful conversation. I try to step outside my comfort zone and engage in these moments more often. I know that these thoughts and ‘what ifs’ are part of being human.

“I restore myself when I am alone.” – Marilyn Monroe

While reflecting on these moments, I thought about my teenage daughter.  She is a self-proclaimed introvert. Her anxiety in social settings is completely the opposite of mine.  She is fine one on one, but crowds get her inner thinkings reeling. She hates public speaking and will avoid group situations whenever possible.  She once told me that my teaching style would give her hives because I like a loud and active classroom. She prefers quiet and independent work. In our classrooms, we have students with all different communication abilities and fears.  How do we foster an environment that can support all learners and communicators?

 

In the TED talk about introverts by Susan Cain, she defines shyness as fear of social judgment.  She states that introversion is more about how you respond to stimulation.  In the classroom, there is a multitude of stimulation. These can be visual noise, people, and expectations.  How each of our students responds to this stimulation tells us if they are comfortable or not. We may even discipline students based on their behaviors.  But, what if we are pushing students outside of their social norms?

 

Bob Dillon and Rebecca Louise Hare ask educators to make sure that there are spaces for all learners in their book, “The Space: A Guide for Educators”.  They mention creating areas that give students a chance to learn and work so they can thrive. When I taught 6th grade, I created a variety of learning spaces.  I then asked my students to choose the spots in the room where they feel they could learn best. I learned so much about my students by giving them the agency to choose.  I utilized choice boards to give students autonomy. Students were more likely to create quality work when given a choice on how they would showcase what they learned.

Have you ever gone to a presentation or a workshop and the presenter asks you to do something you don’t want to do?  For example, I was in one recently where they asked us to do charades. I am not a fan of playing that game for a variety of reasons, but we had to.  I did everything I could to be the guesser and never have to act it out. Then, at ISTE I lead a mini engagement session with the amazing MCE Melody McAllister and Nearpod.  In the session, we had to lead the participants in a rousing game of charades. Once again, I was outside of my comfort zone. The energy of Melody, the Nearpod team, and engaged educators allowed me to participate in the activity.  It was the support and encouragement that allowed me to be successful.

“The greatest art is to sit, wait and let it come.” – Yogi Bhajan

To reach all learners, we need to think about our learning spaces.  We need to think about the amount of agency we give our students and give them a chance to be inside their own heads.  We also need to encourage them to try and do what may not be in their wheelhouse. We can support them with encouragement and time to build on their comfort level.

We want to maximize talent and success for all our students.  This does not need to always be group work and active activities.  Sometimes, the best activity is in speaking softly or to work alone in silence.  But sometimes, it’s using our talents as part of a community that can make us successful.  Finding this balance is what will help us reach all learners.  

 

Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.

 

Books available

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Originally published on Getting Smart,

Augmented (AR) and Virtual Reality (VR) are becoming more commonly used in our classrooms, with many new tools being added that promote more authentic and immersive learning experiences for students. As educators, we should welcome these unique tools because they can help with designing more authentic and innovative learning spaces, and are a means to transform “how” students are learning. We can take students on virtual trips and really open a world of opportunities for them to explore.

Why use AR and VR? These tools enable educators to provide powerful opportunities for students to do more than learn through videos or photos. Students can closely explore objects or places, in ways that the traditional tools of textbooks and videos cannot provide. Students have more control in how they are learning and interacting with the content. Through these augmented and virtual reality tools, we can bring never before possible learning experiences, such as travel and the use of holograms, to our students. These tools make it possible for students to travel anywhere around the world or into outer space even and explore these places more closely. Students can explore what they want and learn in a more immersive way, which helps to engage students more.

4 Tools to Try for AR/VR Explorations

1. Nearpod enables students to experience Virtual Reality through the use of 3D shapes, or go on a Virtual Field Trip powered by 360 cities. Nearpod became beneficial in my Spanish courses, because its immersive capability promotes global knowledge, helps to expand student comprehension of different perspectives and enables students to become immersed in a variety of environments. It has an extensive library of VR lessons ready for free download as well as additional ones available in the pro account. Using tools like Nearpod can help provide opportunities to really engage students in learning, be active, explore and have multiple options for assessing student learning and receiving timely feedback. Some recent additions to the VR library include College Tours, which are a great way to have students take a look at different colleges they might be interested in, without having to travel the distance to do so. Using these options, students can immerse in the campus and look around more closely, although it is not a complete replacement for being able to physically visit, it gives students the chance to explore many colleges from wherever they are. There are currently 43 different colleges represented in the collection, which include universities such as Cambridge, Harvard, Oxford, Penn State, Tokyo and Vassar to name a few. A fun idea for these VR tours is to have students participate in a scavenger hunt, which will push them to really explore the sites and think through what they are seeing.

2. Google Expeditions is a free tool that teachers can use to take students on a field trip to virtually anywhere. It is an immersive app that can be downloaded using either Google Play or the App Store, that students view using their devices and a Google cardboard or other viewer. There are more than 800 virtual reality tours to choose from and 100 augmented reality tours. Some of the VR tours include famous locations, exploring career paths, and learning about global initiatives. With the recent addition of AR objects, students can now interact more with the objects by walking around and seeing it placed in their physical space. Teachers and students take on the roles of “Guide” and “Explorer” by being connected on the same network. Teachers can lead their explorers by following the script and guiding questions that are included within each tour, and can also opt to have the audio narration used with students as well.

With the augmented reality tours, teachers select the objects and tours to bring into the classroom, and students can then walk around and interact with the object as though it were in the classroom space. During the tours, pictures can point out specific locations or use some of the guiding questions to engage students more and conversation and promote curiosity and learning while they explore in this more immersive learning space.

3. Google Tour Builder is a great way for teachers and even students to be able to create their own tour for use in the classroom or connect with other classrooms globally. Through the creation of an interactive story or tour, students can better understand locations they are studying, explore a place of historical or cultural significance, or even narrate a trip that they have taken. It is easy to create and share a tour. Tours can include images and videos that you upload, as well as images selected from the Google Street View options. The tour can include descriptions and hyperlinks to extend the learning and add more resources for students. Originally Google Tour Builder was created for veterans to record the places where their military service took them and it has become a great tool to use to help people understand different locations and interact with multimedia formats. Students can even create a tour of their town to share with global penpals in order to broaden global connections and cultural awareness.

4. Skype can be a good way to connect classrooms globally and even involve students in problem-solving and critical thinking by using Mystery Skype. There are opportunities to set up a Mystery Skype as well as a Skype session with an expert, by connecting through Microsoft. Using this type of technology to bring in experts and to connect students with other classrooms can really add to the authenticity of the learning experience, and make it more meaningful for students. When students take part in a Mystery Skype, it promotes collaboration with their classmates, critical thinking as they try to uncover where the other classroom is located, problem-solving as they are working through the clues and the responses, and of course it is a fun activity to do that will likely promote social-emotional learning skills as well.

Activities to Engage Students Globally

Think about the tools you are currently using to amplify or facilitate student learning. What is making a difference in how, what and where students learn? Could one of these tools be used in place of something you are already using that only offers one-way interaction or a static image? The use of virtual field trips and augmented reality explorations can engage students more in learning and provide opportunities for them to move from consumers to creators.

 

by Rachelle Dene Poth

It is amazing today what we can accomplish through the use of technology. Past methods we relied on for communicating with friends, family, other schools, and abroad were limited to telephone calls, letters, meeting in person (if geographical location afforded this), for a few examples. When it came to learning, our opportunities for connecting students with others were limited to classrooms within the same school or a nearby school. These interactions had to be set up in advance either by making a phone call or even sending a letter in standard mail. (This goes way back to  my own elementary and high school experience, we did not have cell phones or the Internet and I am not sure about fax). Finding ways to create diverse learning experiences, took a good bit of time and collaboration for everyone. Schools needed to set up transportation, plan the schedule and other logistics, and of course the purpose had to be for a beneficial learning experience if it meant disrupting the school day.

We can provide so many more activities and learning experiences for students today, and they can be carried out with little to no real pre-planning, because of the diverse tools we have available through technology. Whether we use a form of social media or connect with a member of our PLN, and try using a tool like Voxer, or Slack, we can have a quick conversation instantly. Differences between time and place do not matter anymore, there is not even a need to move groups to different locations. We can simply talk, share images, livestream videos, use web conferencing, collaborate to add resources, (anything is possible) for us to quickly connect our classroom and our students, with another classroom and students somewhere in the world.

How we can open up these opportunities

There are many options for encouraging and supporting our students as they become globally connected. We should promote these connections so that students can develop a broader understanding of diverse world cultures, perspectives and have an appreciation of different experiences. With so many resources available, we have the ability to truly bring learning experiences to life, immerse students into different cultures and parts of the world, by simply connecting. It just takes one step.

Some examples of how easily this can be accomplished are by using some of the web-based tools available to teachers and students today. Through the use of video tools, many of which are available as free platforms, classrooms can connect with others throughout the world, regardless of differences in time and place. You can truly see what others experience in their day-to-day learning and living, and engage in conversations in real time.

Students can participate in activities like a mystery Skype or collaborate through a discussion, by using tools such as  Padlet or Flipgrid or use something like Appear.In or Zoom, for a live interaction or even Google Hangouts. These are just a few of the many options available to classrooms today. To promote conversation without video, we can use collaborative tools such as Padlet, Gecko or even a class Twitter account, (depending on grade level), as ways to have students connect through writing. In addition to learning about different cultures and establishing global connections, we can build other critical skills like communication and collaboration, digital citizenship and help to engage students more in the learning environment.  Imagine being able to have a conversation with people from 80 different countries at the same time. Regardless of geographical location or time zone, everyone can connect using one of these forms of technology and the many others that are out there.

Getting Started

Connecting globally requires that we as educators be connected. It always starts with us to set an example for our students. We have to build our own professional and globally connected network so that we can provide these learning opportunities to our students. It is worth the time, the risk, and the effort to seek out learning communities and build a community of support. We become stronger and better together, and when we collaborate to provide opportunities for our students to learn from other students, to gain new perspectives, to experience the multitude of ways of collaborating and communicating globally, we take their educational experience to a whole new level. Become a more globally connected classroom today.

 

Start by joining in on Global Maker Day!

Published originally on Getting Smart 

One of the most important roles for educators today is that of being a mentor. As educators, we are often called upon to mentor the students in our classroom, as well as colleagues in our school. Throughout our lives, we have all had at one time or another a person who has served as a mentor, whether they have been selected for us or it is a relationship that simply formed on its own. Take a moment and think about the different mentors that you have had in your life. How many of them were teachers? How many of them were other adults, such as family friends or perhaps even coaches? How many of your own mentors have been the colleagues in your building or members of your PLN (Personal or Professional Learning Network)?

There may be a few that come to mind immediately, both because you remember having a specific time that was set aside to work with your mentor, maybe during your first-year of teaching or as a teacher who needed some guidance while working through some of the challenges of teaching. There is probably a mentor that comes to mind because you credit them with some aspect of personal and or professional growth. For myself, I have been fortunate to have some supportive mentors that have helped me to grow professionally and taught me what it means to be a mentor. These relationships are so important because it is through mentorships that we continue to learn and grow and become a better version of ourselves. In the process, we also develop our skills to serve as a mentor to someone else and continue the practice promoting growth.

Getting Started with Mentoring

Take a moment and think about your classroom or your school and the types of programs which may be already in place in your building. Are there specific times set aside for teachers to act as mentors for students? To their colleagues? In my school district, Riverview, we implemented a homeroom mentoring program a few years ago, as part of our RCEP (Riverview Customized Educational Plan) which we were making available for our students. A few years prior to that, we began with the Olweus Bullying Prevention Program, and our school was among the first schools in the United States to achieve national/state recognition for bully prevention. Through the program, we implemented a variety of learning activities, with the goal of engaging students in learning and collaboration, to promote a positive school climate and to create opportunities for students to build positive and supportive peer relationships.

For our Homeroom Mentoring Program, small groups of students in grades 9 through 12, are assigned to a homeroom, with a mentor. By having these smaller groups, the teachers are able to serve as a mentor for each student, working with them closely, to not only support them during their high school experience but also to prepare them for their future after graduation. It is a way to provide a more personalized learning approach for each student and for each student to know they have support available to them. These mentoring homerooms meet on a regular basis, providing ongoing opportunities for the teacher and students to interact in team-building and work on fostering peer relationships. During these homeroom meetings, some of the activities include pride lessons, goal-setting discussions, career exploration surveys and job shadowing, community service experiences and other topics which come up throughout the year. It is a good opportunity for the students to have a small group to work with and to develop critical skills for their future, such as communicating, collaborating, problem-solving, and developing social and emotional learning skills as well.

In addition to the planned activities, a key part of our mentoring program is the creation of a “portfolio” which includes samples of student work, a job shadow reflection, resume, list of volunteer experiences and additional artifacts that students can curate in their portfolio. The past few years, students have organized these materials into a binder, which has been kept in the mentoring homeroom. The materials become a part of their required senior graduation project. This year, we have started creating an e-portfolio, using Naviance, a program that promotes college and career readiness. Students begin by creating their online profile and sharing their activities and interests. Using the program, students can take surveys to learn more about their own skill areas and interests, learn about colleges which might match their interests, and also continue to build their digital citizenship skills. According to one of our guidance counselors, Mrs. Roberta Gross, the mentoring program was implemented to help students make transitions toward post-secondary goals and plans, and moving to the e-portfolio is creating more opportunities for students to explore their own interests and create their online presence.

There are many benefits of having students create an e-portfolio. Moving to an e-portfolio makes it easier to access the information for each student, it can be shared with parents and it opens up more conversations between the students and the mentor teacher. It is important to prepare our students for whatever the future holds for them beyond high school graduation, and working with them as they grow, in these small groups, really promotes more personalized learning experiences and authentic connections.

As a final part of this program, our seniors take part in a senior “exit interview”, a simulated job interview with a panel of three teachers, a mix of elementary teachers and high school teachers. It truly is a great experience to have time to see the growth of each student, learn about their future plans and to provide feedback which will help them continue to grow and be better prepared for their next steps after graduation. And for students, being able to look through their portfolios, reflect on their experiences, self-assess and set new goals, knowing they have support available, is the purpose of the mentoring program.

Resources on Mentoring

There are many resources available that can provide some direction for getting started with an official mentoring program.

  1. The “Adopt a class” program, founded by Patty Alper, who also wrote a book on mentoring called “Teach to Work: How a Mentor, a Mentee, and a Project Can Close the Skills Gap in America.” Alper talks about the impact of mentoring and how her view of it is towards an “entrepreneurial” mindset, preparing students for the future, with the skills they need. Alper breaks down the process into practical steps, with examples and encouragement for those new to the mentoring experience.
  2. The national mentoring partnership “MENTOR”, offers a website full of resources and ways to connect with other mentoring programs. MENTOR even held a Mentoring Summit in Washington, D.C., this January, where professionals and researchers gathered to share ideas and best practices for starting a mentoring program. Be sure to check out their monthly themes and presence on Twitter.
  3. The National Mentoring Resource Center offers a collection of different resources for mentoring include manuals, handouts and a long list of additional guidelines for different content areas, grade levels, culturally responsive materials, toolkits and more. The website has most of the resources available as downloads.

How you can get started

I would recommend that you think about mentors that you may have had at some point during your life. What are some of the qualities that they had which made them a good mentor and why? For me, I felt comfortable talking with my mentor, being open to the feedback that I would receive, and I knew that my mentor was available to support me when I needed. Another benefit is that we learn how to become a mentor for others, and when we have these programs in place, our students will become mentors for one another. I have seen the positive effects in my own classroom, and many times, these new mentorships have formed on their own.

 

A phenomenal mentor that taught me what it means to be an educator.

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Thrilled to have an awesome mentor and professor, thank you Bruce Antkowiak

I wrote this about a month ago…time flies when you’re spending it with your PLN! #iste18 #RealEDU #USMSpark #ST4T #tlap #FETC Connecting is everything!

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ISTE

 

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Live tweeting for #tlap at Summer Spark

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Women in EDTech Ignites

Why you need a PLN

One of the many benefits of being part of a PLN (Personal or Professional Learning Network) is having a constant system of support. Because of my PLN, I have access to new ideas, tools, methods at any time. Being “connected” means having a personal and professional support system, whenever you need it and wherever you are. We can connect in person with colleagues at our schools or during conferences, but at times this can be difficult because of the availability of time or based on location. The solution? Technology. We can connect virtually through the numerous forms of social media and web tools that promote anytime collaborating, communicating and conferencing. We become “connected” by connecting.

Gone are the days where educators have to scour the Internet for resources, search through books, or even travel for professional learning. We don’t even have to leave our homes to participate in professional development.  (Although it is nice to get out and meet our PLN F2F). And when it comes to our teaching practice, we don’t necessarily need to create all of our own materials or wait in line at the copier. (if we are in the habit of making packets, but that is another conversation entirely #paperless).

 

We have access to support and thousands of resources instantly, simply by connecting through our devices and reaching out into our “network.” The power of connecting and collaborating. Sharing our own ideas and gathering new ones, building on our strengths and honing in on areas in which we need to grow. Through our PLN, we have these opportunities and whatever we need, available to us at any time. It just takes one tweet, one post, one Vox, and the connecting begins and the support is available.

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Unexpected PLN

Sometimes we just happen to become part of a PLN, or a PLF (Personal or Professional Learning Family). The same can be said for mentoring. Sometimes we make these connections, develop relationships that grow into something powerful and life-changing, without even realizing it as it is happening. When I first heard about the “power of a PLN”, I really didn’t get it. I thought it was the same as being a “colleague” or having “work friends” as they are often called. But I have learned that I was way off about this, and I am glad to know that I was wrong (again). I have become “connected” through several PLNs, that have also somehow interconnected with one another.  It has become a super PLN, or mega PLN. And it evolved through Social Media, which I was so wrong about the value for education.

 

My first true PLN is referred to as the “53s”. A group that grew from a Facebook group of ISTE goers, created by Rodney Turner, that then evolved into a Voxer group. Rodney’s message was to make connections, see someone sitting alone, ask them to join in. As a group, we met face to face at ISTE 2016 in Denver. There are also a few members of this group that I met through Twitter chats and then met in person at other conferences, and had time to spend with them learning in the same physical space. We welcomed our friends into the group and continued to build a core PLN. We have come together to be the 53s, a name significant to us. A name which evolved after our initial core group grew. A group based on trust, transparency, empathy, kindness, pushback, fun and passion for education and the power of learning. And most importantly, true friendship.

These people, my friends, are my source of inspiration and the ones that I rely on heavily each day. We are a unique group that spans the United States and Canada.  I am so fortunate to be a part of a core PLN that I know will be there for me no matter what. The only thing I wish I could change is our geographical locations. We are from different states and a different country, and so time together does not happen that often. But when it does, it truly is the best time ever. #singoff #booksnaps #carpoolkaraoke.  LOVE our times at FETC, Summer Spark, ShiftinEDU and ISTE and more to come!

I am not sure where I would be without my 53s. The times we have shared are so special, and I am so thankful for this group and wish for everyone to have a core PLN like this: Evan Abramson, Jarod Bormann, Jennifer Casa-Todd, Jaime Donally, Mandy Froehlich, Tisha Richmond and Rodney Turner. Add to that our awesome Snapchat singing group which also includes Tara Martin, Andrew Easton and Mandy Taylor. They are an amazing group of educators, who would drop everything to be there to support you. I am proud and honored to call them my friends.

Another PLN: adding to the PLF

I am also fortunate to be connected with two other tremendous groups (my PLF) and cannot wait to meet more of them in person.  The #4OCFPLN and Edugladiators! Loved the adventures trying to meet up in Chicago!

 I had read the book “Four O’Clock Faculty” by Rich Czyz  and was part of a Voxer group doing a book study. Once the book study ended, many members of the group stayed connected and kept the conversation going. A group that stayed together and continued to connect and grow long after the book study had ended. We have become a real PLF and I enjoy learning new things from this group every day and knowing that they are there when I need them. “We” have had our picture taken with many authors and we have stickers and our own hashtag even #4OCFPLN. And stickers too! Shirts on the way.

4OCFPLN

There are so many great conversations, a lot of laughs and fun that happens within this group every day.  I love knowing that I can reach out to this group at any time. It is a very supportive and fun group with a lot of diverse perspectives and a bond that continues to grow and get better. Laughs, inside jokes, challenges, pushback, inspiration and amazing connections. REAL connections. We know more about each other and learn and push boundaries of learning every day.

Everybody needs to be part of a PLN. Depending on your time and what you’re looking for, there are lots of options available for making these connections fit with your schedule and based on your interests. It might be formed through Twitter and it might be through a book study or other focus group using Voxer,  or one of the other social media tools out there. It doesn’t really matter what you use, as long as you make connections that will help you to continue to grow and have the support you need when you need it. Whether it is a group you join, a chat you follow, or a mix, get out there and connect. The best is when we get to spend time together, learn from each other, share the same nervousness before giving an ignite, and knowing that there is always someone there to help you whenever you need. (ST4T Tech Fail, thank you David Lockhart and Nik!)

We are better together!

Love meeting up with my #4OCFPLN, Fellow #Edugladiators Core Warriors, Edumatch PLF, Buncee Family, Future Ready PLN, the Women in EdTech and of course, the 53s.

And a tremendous surprise having one of my students be in Chicago during ISTE. That may have been the best part! Sharing some of the awesomeness of ISTE and the people there.

 

 

Published on Getting Smart, November 15, 2017

In honor of International Education Week, we’re bringing you a series of blogs that celebrate the benefits of global competencies, international education and cultural exchanges. Stay tuned for more like this throughout the week!

Project-Based​ Learning​ (PBL)​ offers tremendous benefits for students to become engaged in more authentic and purposeful learning. Providing opportunities in which students have choices in what to explore, where to seek information, and ultimately how to share their learning, will lead to higher student engagement and more meaningful learning experiences. By giving students the chance to be curious in exploring a concept which is of personal interest, or working together to tackle a problem or engage in some challenge-based learning, we foster more student-driven classrooms and promote curiosity in learning.

As educators, we need to strive to open up opportunities for students to broaden their perspectives, to engage in collaboration with their peers, and more importantly, to become globally connected learners. PBL is a way to connect our students globally and it also addresses the 4 C’s: critical thinking, collaboration, communication, and creativity. Opportunities like this, in which students can become more independent and have choices for where their search leads them will amplify the learning potential of all students in the classroom as well as for the new connections made.

Entering my second year of project-based learning I wanted to take it to another level with my Spanish classes, after attending and presenting at EdmodoCon. I was  amazed at the power of technology to unite educators from around the world and I wanted to do more in my classroom. Learning from such diverse perspectives, and fascinated by the ability to communicate with my new colleagues, at any time from around the world further solidified my belief that this was something that must be done in my classroom. I wanted my students to have as many diverse, authentic opportunities to explore the world as they could.

Setting up a process to connect students with the world can take some time to plan as you must decide what is the best method and structure to use, but getting the connections started is really quite simple. There are many different learning communities available depending on what is used for a classroom website. I use Edmodo, but there are also professional learning communities available through ISTE or Google+. Getting started simply takes posting a message in the community and awaiting responses from other educators interested in making new connections.

Here is the process I followed to get started with my class:

Screen Shot 2017-10-28 at 9.48.24 PM.png1. Shared the idea: I told students the idea for making global connections and the “why” behind this newexperience. While doing PBL, it is essential to have the students connect with real-world experiences in authentic ways. Once I explained to my students how I had planned to do this, I then posted a message in a few of the Edmodo communities. In my message, I explained what my students would be doing, the types of topics they would be learning about and how we could collaborate.

2. Collected responses: I received several responses to my message and replied to each to gather more details about the age group of the students, the location of the classroom and options for connecting our classes.

3. Created groups on Edmodo: Once several educators were interested, I created a separate group on Edmodo and shared the join code with my students as well as the students from the other classrooms. Edmodo provides a safe place to interact to not only help students become globally connected and share their perspective, but is also an opportunity to learn and connect with other educators.

4. Got started: We started by simply making introductions and then the students started to ask questions related to their project-based learning and essential questions. The students were amazed and excited about how quickly responses were received and how willing the other students were to share information, provide resources and interact with one another. It has been tremendous to see how much the students have learned in such a short amount of time. This type of learning could not occur without technology, it provides authentic and personalized learning because the students are connecting globally and broadening their perspectives in a more engaging and personalized way.

5. Expanded the project: In order to take it even further, once the conversations and connections had been established, we wanted to interact through audio and video. Due to the difference in time zones and schedules, we needed to find a more convenient way to interact. Flipgrid presented the perfect solution for setting up an online space for students to introduce themselves, show their schools, and have some fun interacting in a moderated and safe environment. It was very exciting to receive the notifications that a new Flipgrid response had been posted, and watching it immediately in class was fantastic for the students. Students can learn by looking at pictures, reading books and watching videos but to be able to interact in this way and this quickly is truly an amazing experience. The best part was when the students were finally able to see the students they had been interacting with. We also used Padlet as another virtual space to interact through photos and conversations.

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Being an educator does not mean that you are an expert. We are constantly learning and should be seeking new ways to bring knowledge and different learning experiences into our classrooms. In just a few short weeks of working with these global connections and setting aside the time to open up and increase the learning potential for my students, I have learned so much. For the four teachers in our group, this is the first time that any of us are doing anything like this and we are learning and growing together. We are enjoying the experience with our students and the best part for me, is learning more about my own students through their interactions online and I believe that the students are learning more about themselves as well.

Honored and Amazed: EdmodoCon 2017

 

I have been a huge fan of Edmodo the last four years and it has really brought about tremendous, positive changes in my classroom, for my students and opened up a lot of new opportunities for me as well  Edmodocon, an online conference, takes place in August and is held at Edmodo headquarters in San Mateo, California. Each spring, Edmodo accepts proposals from educators to be selected as one of the featured speakers during this event. The last two years I had submitted a proposal to speak at EdmodoCon, not fully understanding the magnitude of it even though I had watched it each year, and definitely not expecting that I would be one of those selected to present.  I took a chance again this past year and submitted a proposal and definitely put some extra time into what I wanted to say and decided to just go for it. Honestly, I did not think that I would be selected.

​Finding out I was one of the educators selected to speak at ​EdmodoCon was really an emotional moment where I felt a little bit overwhelmed, very surprised, tremendously honored, and definitely scared. There was also ongoing disbelief that I had been chosen.

I had watched ​EdmodoCon the last two years and knew how it was set up​,​ where the people were speaking from​,​ and also that many thousands of people were watching from around the world while the event was ​streaming live. All of these images passed through my mind a​t​ a glimpse when I found out I was selected but the excitement ​was sometimes exchanged for nerves. I​ just could not believe that I was chosen and could not wait to attend.
I have been using Edmodo ​since 2015 and it truly has made a huge impact in my classroom. I found it almost accidentally, looking to find a way to open up more access for my students and to help solve some problems in communication, and availability. Over the years, the way​s​ that we have used Edmodo has changed and many new features have been added, making it even better than it already was. Having the opportunity to see the people working behind the scenes at Edmodo and to talk with ​each person was phenomenal.

How does one prepare for ​EdmodoCon?

Unlike any other presentation you have prepared for! While I have given many presentations in the form of Professional Development sessions, speaking at conferences and online learning ​events, preparing for something like this was a much greater feat. My session would be a ​2​​0 to ​30 minute presentation, speaking ​live from​ Edmodo. I needed to craft a message that would inform the participants or “Edmodians”, who were​ ​already familiar with Edmodo and knew so much about it. My goal was to convey my message of why and how it has made such an impact ​in​ my classroom.
Countless hours spent crafting the presentation​,​ re​-​working the images​,​ thinking through what I would say on August 1st, and lots of communication between myself and N​iccolina and ​Claire. The support I received was fantastic. The team was always readily available to give guidance and feedback, to do practice run​s​ ​or​ whatever was needed. They were there to support me and all of the speakers and definitely made the whole experience phenomenal, and always found ways to calm those nerves with reassurances and positive encouragement.

 

Prepping for EdmodoCon

I think I lucked out because I had the benefit of a little preparation when I was asked to speak about Edmodo during the Microsoft Hack the Classroom in San Antonio​ while at ISTE​ this summer. I prepared a​ ​5 minute “Ignite” talk on the integration of Microsoft Office with Edmodo and this experience definitely help​ed​ me to better prepare for EdmodoCon, but then again it was unlike any other experience I have had. It gave me some practice speaking in a studio setting with a live audience, microphone and cameras, but it didn’t quite prepare me for the full experience since it was only a five minute talk. But nevertheless, I am grateful for having had that opportunity to connect and to get a little bit of practice in before heading to the main event. Being able to step out of my comfort zone, and do something like this for the first time, was a challenge and I was very nervous about it, but having this experience definitely helped.

Heading to EdmodoCon

Going ​to San Francisco, arriving at Edmodo Headquarters, and meeting the other educators was tremendous. I was very excited about the day, getting to spend time at Edmodo, practicing a little and just being in the same space with educators from around the world, and having time to sit down with them and share how we use Edmodo was awesome. Being there and having the support and generosity of the whole Edmodo team, becoming connected with these other educators, really added so much more to what I already love about Edmodo. The whole team of Edmodo is people focus​ed,​ they work ​​for the students, they are a family and they are there to be a constant source of  support and encouragement to one another.

The way that we were all welcomed by the team was unlike anything I have ever experienced. We were greeted at check-in with welcome bags full of Edmodo gear, picked up by members of the team and driven to Edmodo headquarters where we had time to tour the office and also to ask questions of all of the team members working hard to make Edmodo what it is. We had catered meals, access to anything we could possibly want to make our time there more comfortable and most of all, we experienced a true sense of belonging and being part of the Edmodo family. Being able to meet for the first time people who have done nothing but work to make Edmodo a better platform for students and for education and who truly value the input from educators and the connections made, was an honor. Edmodo is how I made changes to my classroom that enabled me to open up more access to the resources the students need and also access to a world full of learning opportunities. Being selected to speak there and to share my experience with so many educators around the world was very humbling.

It is probably the most nervous I have ever been before a presentation and waiting for it to be my turn to speak was definitely a challenge for me to stay calm and focused.  But hearing Jennifer’s presentation before mine helped and once I entered into the room and put the headset on, my nerves pushed aside and I was ready to go. Of course I was still nervous but I felt like I could get through it, I was ready to share our story.  And I think the one thing that really helped to break the ice for me was when my slide deck would not load correctly and I just had to go on and start talking with fingers crossed that it would actually work. It’s really not much of a surprise that I would have some kind of a technical difficulty because I often joke that the technology cloud of darkness follows me at times. But the show must go on and if my slides did not work well then I was just going to have to talk my way through it as best as I could. Fortunately it only took a few minutes for everything to reload and so I was able to carry on through the presentation.

How did it go? I think for the most part I am pleased with how it went and I caught myself getting a little emotional at the start because it really hit me that I was speaking there and I have been so thankful for what Edmodo has provided for me to make things available for my students in my classroom. But standing there and having that chance to speak and share our experience with my own personal learning revelations about my teaching methods and why I needed to change was bittersweet.

Because I’m a reflective person and I did want to evaluate my speaking and be mindful of words or mannerisms that catch my attention, I watch the replay of the video. I first noticed the look on my face when told that my slides weren’t loading and then I should just start, it was a look of wait what? And as for my overall presentation, of course I did come up with a few things  that I would change. But that’s how we learn and grow and move forward. We have to reflect, we will make mistakes, we will face challenges and while it is important to acknowledge these, the most important thing is that we share our message and that we also share our learning and reflections in the process.

 

Edmodocon was amazing and it gave me a lot of new ideas for this school year and ways we can use Edmodo to knock down those classroom walls and to bring in opportunities for students to learn more about the world and to provide a safe space for them to connect with other students in the world. We can empower our connected learners.

Celebrating together after EdmodoCon 2017

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  1. Empowered Learner
  2. Digital Citizen
  3. Knowledge Constructor
  4. Innovative Designer
  5. Computational Thinker
  6. Creative Communicator
  7. Global Collaborator

 

The Student Standards reflect the skills that we want the students of today to develop, so they can become more connected with their learning and prepare for their future in an increasingly digital world. The use of blogging is a good way to address the ISTE Standards for Students. The new standards, which were released in June 2016, focus more on what we want for students – The pursuit of lifelong learning and ways in which we can help to empower students in their learning. The emphasis is on providing opportunities which promote student voice and choice and help educators to implement technology in ways that will increase student growth and readiness for the future. The ISTE standards represent the skills and qualities that students need for su​​ccess in the 21st century.

Supporting the standards with technology
There are many educational tools (both digital and traditional) available to promote student voice in the classroom. Blogging is one tool that serves to support and meet the ISTE standards. Educators can refer to the standards as a guide for selecting tools to use with students that will amplify learning and promote student choice. The goal is to support students so they begin to take ownership in their learning. A move in the classroom from teacher-centered, to student-centered and optimally, student driven. Here is how Kidblog can help.

1. Empowered Learner: As empowered learners, students “leverage” technology to show their learning and demonstrate their mastery in a platform that is comfortable to them and in a personalized space. Students take more responsibility for and have choices in how to show their learning.

2. Digital Citizen: Blogging promotes digital citizenship as it helps students to develop their social presence. Through blogging, students become active in online communication, learn about proper use of internet and resources and interact in a safe learning environment. Posting online and sharing information helps students to develop the skills they will need in the future and to recognize their responsibility when it comes to digital resources. Blogging gives students the opportunity to practice appropriate and ethical online behaviors, which transfer into the classroom space as well.

3. Knowledge Constructor: Students gather information and resources to use in creating stories, conveying information in a way that is more authentic and meaningful for their learning. The use of blogs helps students to work on their writing skills and ties in nicely with gathering information to share in their digital space. Students can research and analyze the resources, to determine which is most relevant and applicable to their task.

4. Innovative Designer: Students can use the different tools and features in the Kidblog platform to express themselves in a more unique way, share ideas and create in an innovative way. Designing and creating more authentic ways to show their knowledge as well as creating new and more “imaginative” solutions to a question or problem presented.

5. Computational Thinker: Students can use blogs as a way to discuss and talk through a process of decision-making. Blogging is a great format for working through projects or solving complex problems, and to demonstrate the thought processes and analysis involved through their writing.

6. Creative Communicator: Students can use the different features of Kidblog to share their knowledge, convey information or tell a story in a more engaging and creative way, to be shared with peers and the teacher. Blogging opens up more opportunities for students to be more expressive than the traditional formats such as paper or other digital tools. Students can express themselves in a way which promotes creativity and with Kidblog, can incorporate other tools to present their information in a way that supports the learning goals and meets individual student needs and interests.

7. Global Collaborator: Students can use blogs as a way to learn about other cultures and connect with others by posting their blogs and sharing information with peers. Students narrate background experiences and connect with others in a safe learning environment that builds confidence and promotes student learning. Students share their blogs with peers and can also connect with other students from around the world. It facilitates the opportunity to local and global issues and perspectives, and to use the blog as a way to express their thoughts.

The focus of the ISTE Student Standards, helping students to become better with communication, collaboration, critical thinking, problem solving and to express themselves in more creative and innovative ways, falls in line with the features of Kidblog.

This is the next post in my series about Social Media and the different tools available for learning and connecting. I was wrong about Facebook, Twitter and LinkedIn….and now Voxer. WOW!

I think that this might be one of my favorites, even though it is difficult for me to make any kind of decision when given more than 1 option. But the thing about Voxer is that it enables live communication between anyone and anywhere. It absolutely fascinates me and I am wowed each day by the many ways it can be used.

Why am I such a fan? Well honestly, maybe a part of this is because I had a real set of walkie talkies and was amazed that you could talk into it and somebody, somewhere else could hear and answer you right back.  When I was 13, I remember trying out the set in my parents’ car and talking to someone that ended up living a few streets away.  Michele and I became great friends and it amazes me to this day that I met someone by using the Walkie-Talkie,way back then in 1984. Who knew what the possibilities would be for today, using Voxer, is amazing.

I remember having a set of them sometime in the late 1990’s and using them at the mall, thinking it was the coolest thing ever. (I know, there were probably cell phones, I did not have one yet, they were still in the big bags or attached in cars).

Learning about Voxer

But my first experience with Voxer was becoming involved in a group preparing for ISTE in Denver last summer. How did I find out about this? Ironic moment. You might laugh but it was through a Facebook group. An interesting series of events. Sometimes we question what if? What if I had made a different choice? What if I didn’t go in that direction  and in this case what if I had never created a Facebook account? Still can’t believe that I am asking myself that question.

There are still many things between then and now that would be so different. I would have found less classmates for high school reunions, I wouldn’t know about friends who’ve moved away from or back into the area. Connecting with family and friends, seeing pictures and sharing news would happen a lot less often. So the crazy thing is that the one account I was so hesitant to get, led me to become involved with all of these different social media platforms and build my connections even more. So very wrong I was. 

Adding on Voxer: There was a Facebook group for people attending ISTE 2016, and someone (Rodney Turner, @techyturner) started a Voxer group. I had no clue what it was but I joined it and at the time I was on a basic account, but upgraded to the PRO account, which is nice because if you send a message and you want to recall it, you can. How many times do you wish you could say something over?  Once again, it did not take too long to see the tremendous value in this form of communication as well. Being able to ask a question and have someone answer you immediately, a person who may be on the other side of the world and talking to you live is tremendous. Seeing the green light up that indicates they are talking live is amazing.

Now people might think “well it’s not that much different than talking to somebody on the phone.”  And that is partially true, you are having a conversation or could have a conversation just as you would on the phone, however the difference is if you have a question and you make that phone call, that person may not answer right away, if at all. Being part of a Voxer group, there are many people available to answer instantly while we pose the question. Unlike a phone call, it goes out to many people, leading to many responses and perspectives immediately. 

Some uses

Voxer has been a great platform for leading and participating in a book study, which might sound a little bit different when you think about how traditional book studies occur. It is a great way to connect with others for a book talk. I have been able to connect with so many more educators through Voxer which  has led to more connecting on those other social media platforms, yes Facebook and Twitter and LinkedIn. The ability to listen and learn anywhere at anytime is unbelievable.

With my students, it has been a tremendous way to listen to their PBL ideas and help them brainstorm, for them to ask questions when needed and for them to form their own groups.  They love the capabilities of using Voxer for education and fun!

If you don’t yet have Voxer, try it out. There are so many groups full of conversation, inspiration and motivation and definitely fun! If you want some ideas, let me know.  There are groups for connecting Educators, learning about Snapchat!, Breakouts, LeadupChat and so many more.  Connect with me on Voxer, I am @rdene915

 

Thanks for reading!voxer