Conference Registration Made Easy Using a Wiki

Strengths and Goals Conferences
In the fall our classroom teachers have three-way conferences. They meet with each student and their parents to discuss the child's strengths and to set goals. On that same day, if parents or children wish, they may also schedule a conference with any of the specialist teachers (e.g. art, Chinese, computers, library, music, P.E.)

Sibling and some support student conference are pre-scheduled. After that point, most teachers assigned conference times to the rest of their families and sent home the letter informing families of their scheduled time.

The system worked reasonably for classroom teachers, but not as well for specialists since families contacted the classroom teacher, who then contacted the specialist, who then contacted the family. It often took many phone calls.


Enter the Wiki!
In an effort to improve that process, we decided to try using a wiki so that parents could schedule their own specialist conferences. We decided to use a private Wetpaint wiki. We choose Wetpaint because it isvisually attractive, easy to use, the table feature works well, and private wikis can be accessed with a generic password account. We did not register it as an education wiki so ours had ads along the side but they were no problem since this wiki was not being used by children.

When users visit the wiki, they are greeted with a login screen. A few key users, like myself and the principal had their own account for administering the wiki. Beyond that, I created a generic teacher account and a generic parent account. At first, the teacher account and the parent accounts had the same level of access, but we decided to raise the teacher's level so that they
could lock their page if needed.





The design of the wiki is simple. The front page contains basic directions and links to each teacher.



Clicking on the teacher's link takes you to their schedule. Clicking on the EasyEdit button allows them to add their name to a timeslot on the schedule. Clicking Save records their changes and returns them to the web page.

(Note: When I shrunk my browser window to fit more into this image, the table formatting on the schedule changed appearance.)

Originally, only the specialists were taking part, but as the process moved forward, 18 classroom teachers and a few of the support teachers decided to join the pilot.

Before the wiki was opened to parents, teachers entered the sibling conferences onto their schedule. Our school pre-schedules sibling conferences to ensure those families have back-to-back conferences for their children. Teachers also entered in the pre-scheduled support students conferences to ensure that the support teacher was able to take part. Support families were asked to NOT move their child's conference without contacting the classroom teacher to ensure that the support teacher would be able to attend.

For support teachers with pull-out classes, families were not able to sign up directly for the conference due to confidentiality issues. Instead, the schedules showed which slots were open and which were already reserved, making it easier for families to find a time that worked for them when they contacted the support teacher. One support teacher reported that this was the first time ever that he wasn't double-booked between his push-in and pull-out student conferences.


Concerns and Solutions
We had many concerns at the start of the pilot. The biggest was that allowing families to add their names to the schedule actually meant they could change ANYTHING on the page. The wiki did not allow us to someone lock parts of the page while leaving the other parts available for editing. Someone could intentionally or unintentionally delete large parts of the page. Since we were using generic logins for convenience sake, we would not even know who did it.

Fortunately, Wetpaint (like most wikis) has a robust history section. You can roll the page back to any previous revision. If someone messed up a page, we could roll back to a point where it still had most of its data. As a further safeguard, we asked the instructional assistants to print out their teachers' pages each day during the sign up period so we could refer to them if needed.

Another concern was simultaneous edits of the same page. Fortunately, our testing showed that if two people were editing the same page at the same time, when they tried to save, it warned them. It gave them the option to overwrite or cancel. We told them to cancel and try again. Even if they chose to overwrite, Wetpaint seemed to be cancelling.

Still other concerns were that someone might accidentally delete someone else's name, leaving that space erroneously open for a third person to sign into. Our directions at the top of the page told families what to do if they accidentally delete someone's name. It also let them know we were printing the schedule each day so we could check our records to see who had that slot previously. Fortunately, we only received one report that a name had been deleted, and further research showed that was erroneous; the parent had originally signed up on the wrong teacher's schedule.

A final concern was that some families would be intimidated by the technology. The letter that went home told families that they could still contact the teacher via email or phone, but warned that the slot they wanted may be gone by the time the teacher got to their message.


Training
In the month before the wiki opened to parents, I held training session for the teachers and instructional assistants so they could learn how it all worked, and so that I could help them if they needed to change the schedule, since making changes to the table was the trickiest part of this entire process. I created a handout that they could take away with them. It was also stored in our tech help One Note so they could refer to that as needed.

Both trainings went quickly and well. Most participants were surprised at how easy it was to use.


Timeline

• January: Set up wiki. Many meeting with my principal to revise the design and the directions.

• February: Train specialists and support teachers, train instructional assistants, solicit classroom teachers to pilot the process

• Early March: Train the classroom teachers. Enter the pre-scheduled sibling and support conferences into the classroom schedules. Letter sent home to families. Open the wiki to families.

• March 16 -17: Strength and Goals Conferences
  

Results
We were surprised that the sign up process went so smoothly. We expected confusion, mistakes, and technical problems. Fortunately, we had almost none. One teacher reported that everything went so smoothly that she didn't need to make a single phone call to parents. The biggest problem was families with multiple children mixing up their own conference times, but that had nothing to do with the wiki (and probably everything to do with busy families.)

We are in the process of surveying participants. With most of the surveys in, the response from teachers, especially specialists was overwhelming supportive. Using the wiki made the schedule process easier and in some cases, much quicker. They reported that some families who knew each other, even arranged time swaps since they could "see" the entire schedule. Other teachers reported that during the sign up week, they could see some families changing their own time repeatedly as scheduling conflicts arose. The wiki was able to accommodate their needs.

Among the families, the response was also strongly positive. One parent asked, "You aren't going to take this away from us, are you? All teachers should have to use it! It was great!" Of the 10% who did not like it, most wrote a comment regarding that it worked well, but they aren't comfortable with technology.

All in all, using a wiki to schedule strengths and goals conferences was a success. We are discussing whether or not to require it next year. The primary school is not looking at using it because their teachers prefer being able to schedule the conferences without giving families a choice so that they can maximize their own effectiveness as teachers, scheduling the challenging conferences for when they can best direct them.

Are you using technology to allow families to schedule conference times? I'd like to hear about it.

Not Only is the Jury Still Out... Court Isn't Even in Session

This is my third year at my current school. I arrived when the IWBs did. That first year I found it difficult to lead the charge because I was trying to figure out a new school, a new country, and Windows after many blissful years in Mac Land.

I thought all would be different my second year because...
- I finally had a board of my own.
- I wasn't quite so new.
- I'd been doing my reading and gathering resources.

Well, it turned out, my lab was closed most of the year and the room I taught in could accommodate the IWB or the children, but not both. And while my reading was helpful, it only took me so far. Our wonderful trainer that we brought in, Jenny Black from Tanglin Trust School, could show me excellent examples of the boards being used for higher order thinking, but I was unable to transfer those examples to my tech class.

So now we are in year three. My admin is comfortable putting boards in the rooms of teachers who want them, and has been helping me find time in next year's calendar for more training. I have a few teachers doing great things with the board. It is integral to how they teach. They aren't using it as an expensive mouse. The kids are at the board doing work. The work is captured and saved to the CMS where they can refer to it as they work on their homework. Many other teachers are using flipcharts created by a teammate. It is better than not having the board, but it is not disruptive, not leading to the revolution.

Given this history, you can see why, when someone asked me recently to explain why IWBs are so essential, I was unable to do so. It is not that I'm convinced they aren't essential, it's that we are still mostly using them in old ways to do old things. We get glimmers of new ways, but just glimmers as we scurry here and there under a pile of worthwhile but large initiatives. We spend time feeling bad we haven't put more time into IWBs.

But of course, that is just more doing old things the old way. I suspect that as long as we look at the in-service model for transformation, we'll never get there. Too often, in-services are dead ends. We need instead to look more at the Understanding by Design model, and look at where we want kids to be and work backward from there. Training staff is important, but I've found kids learn tech skills best when I don't teach them as separate skills, but embed them into projects. The point then isn't the skill, it is the project, and we get a two-for-one type of deal.

Can we do the same with IWBs and other potentially disruptive technologies? Can we quit holding in-services to get teachers up to speed, and instead, start with where we want kids to be and then pull in the tools that best help us get them there?

I don't know. I think it might work better for some. Others probably won't feel comfortable to make the shift. They'll keep wanting direct instruction, waiting until they are good enough at it to use it. Of course, they never get there.

What do you think? Could this model work better? How would you start it? I'm interested in what you have to say.

Need IWB Resources for Chinese Teachers

Help!
I'm really struggling to help our elementary Chinese teachers use their IWBs to powerfully impact student learning. They've seen people using them to present Powerpoint presentations, and they are correctly unimpressed.

I've looked through the blog posts from IWB Challenge participants and I learned a bunch from them, but my teachers are needing to see and use ready made charts.

I've check Diigo groups. I've searched Promethean Planet and found a few flipcharts that helped them. But I need more. I need to innundate them with ideas, or put them in touch with an active group. Making this more challenging, is that they don't teach writing. They are a speaking and culture class.

If you have any suggestions of where I can find the resources I'm seeking, please leave me a note in the comments.

Thank you in advance.

OneNote

Last year, our school began using OneNote. It is part of our Microsoft Office bundle. One of the tech coordinators started playing with it, found it useful, and soon we were using it as a team.

OneNote is a virtual notebook. It has pages. Those pages can be in sections. You can even create subpages and subsections. Information is easily moved from one section to another, or one notebook to another. Pages can contain text, graphics, audio and other items. Items can be flagged and they show up in your Outlook to-do list. Pages can be as long as you need them to be.

Adding information is easy. No need to create text boxes. Just click anywhere on a page and type. Need a table? Just start typing the top rows contents. Tab each time you want a new column. Hit enter to go down to the next row. A full range of formatting options are available such as bullets, highlighting, strikeout.

You can add your ready made documents, such as Word documents as a link (and it appears as an icon on the page) or as a printout. In the latter case, the entire document appears on the page.

OneNote has a powerful search feature. You can search that notebooks or all of your notebooks. The search feature will even search photos. For example, if you had a photo of a business card, it could find the person's name in the photo.

Notebooks can be private or shared. If you store them on a server, you can still work locally when you can't access that server. The notebook will sync with the server the next time it is connected. If the notebook is in Sharepoint, it will even update when you work on it from home.

OneNote is proving to be a powerful tool for collaboration. We can all work on it, and it keeps all our pages synced. At a basic level, think of it for agendas and minutes. However, since more than one person can edit a page at a time, it is good for drafting documents and polishing them. Anything that needs a wiki-like environment could work well in here. However, there is no history, no ability to roll back to an earlier version.

At our school, use of OneNote has grown tremendously this year because my principal saw the power of it and began using it extensively herself. Now departments and committees that meet with her regularly each have their own OneNote notebook.

Here are a few of the ways I'm using OneNote this year.

• I'm a tech integration teacher. This year I set up my lesson plan book as a OneNote notebook. I met with each teacher to plan the semester. I gave each teacher read only access to the notebook because I didn't want someone to add information for the next class and me not notice it in time. I can work on it from home or school. Access it from any room in the building, and I no longer need to give paper copies or even electronic copies to my principal; she just subscribed to the notebook.

• I created a Tech Help Notebook full of step-by-step directions. For teachers who are comfortable trying new things as long as they have directions, this has worked well and they haven't needed to wait for me to come help them.

• Budgeting. I created a tab for each department. As they contacted me during the year with requests, I'd click the "Send to OneNote" button in Outlook and then move it to the correct location. As I did research on requests, I'd paste in information from the web and other sources.

• The Tech Coordinators meet weekly and our notebook has headings such as agenda and minutes, computer builds, policies and forms, and tabs for current projects.

All is not perfect, of course. We have found that notebooks need to be kept under 5 MB or they are prone to synchronization problems. OneNote occasionally has caching problems. OneNote is only available for Windows, not in the Mac version of Microsoft Office.

There are many other programs that offer similar functions. For example, Circus Ponies makes Notebook. Evernote is available online.

If you would like a good, quick demo of OneNote, watch it online here.

Vast Numbers and Useful Examples

The news surrounding our economic crisis, including the US stimulus package and the bailouts of the banking and auto industry, have us flinging around huge numbers that are difficult to grasp. That's why I appreciated an article that appeared in my newsreader today from CNN.

In the article Numb and Number: Is trillion the new billion? Christine Romans uses the following examples from Temple University math professor John Allen Paulos to give meaning to million, billion and trillion.

"A million seconds is about 11½ days. A billion seconds is about 32 years, and a trillion seconds is 32,000 years," Paulos said. "People tend to lump them together, perhaps because they rhyme, but if you think of it in terms of a jail sentence, do you want to go to jail for 11½ days or 32 years or maybe 32,000 years? So, they're vastly different, and people generally don't really have a real visceral grasp of the differences among them."

I find this type of example much more comprehensible than the others I've read, such as a stack of bills reaching 1/3 of the way to the moon.

I don't know that as a computer teacher in an elementary school I'm going to get to use this example in the next few days or months, but I know it will help give meaning to the news as I read it.

How do you make large numbers accessible to your students?

The Weight of Unread Posts

I just spent a few hours and now my Google Reader lists zero unread posts instead of 1000+. I will not claim I read all closely; it was an exercise in skimming, and in some, such as TechCrunch, blantant marking all as read.

I wonder why I feel so much lighter now that there are no longer 1000+ posts waiting for me to read them. After all, it is MY blog roll. No one is forcing me to read them. And if the weight of the unread ones is pulling me down, why don't I delete them?

I probably do need to prune my blog roll, and occasionally I do lop a few off that no longer speak to me. However, I find I am still adding. Most of what I add are not edublogs. My blog roll now better reflects some of my hobbies and interests outside of education and technology. I'm also reading more news sites via RSS now that I let my newspaper subscription lapse.

The same is true of my podcast subscriptions. I'm spending less time listening to educational ones, and more time on my hobbies, news, science, and audio books.

Part of me really misses being as in-the-know as I used to be when I read lots of edublogs. I loved being part of the discussions. I didn't always have anything to add to it, but it let me see ideas evolve over time in the community. It let me be an early adopter of new technologies and that has served me well, making me comfortable with them before I need to be using them on the job, and letting me "see" where things were going.

It also saved me a lots of headache. For example, reading someone's post about what did and didn't go well with their class Voicethread project allowed me to avoid the pitfalls and build on the strengths. It gave me answers to my questions and to ones I hadn't yet anticipated.

Another part I miss is the substance. Facebook has been great for catching up with distant friends. Twitter is amazingly good at just-in-time answers. But neither has the depth of extended thinking. Neither makes me think in the ways a good blog post does. Neither informs my practice nor challenges me out of complacency.

I do notice that many prolific bloggers are blogging less. I don't think that means the blog will die any time soon. I hope it means that posts will be more thoughtful. I'd much rather read one good post a month from someone than having my feed reader filled up with posts that are nothing more than lists of the sites they added to Delicious.

I'm seeing I do value edublogs. I appreciate what they add to my life and my work. I guess what I really need to learn is to not let the unread ones get me down.

How has your blog roll or blog reading habits changed in the past year?

Return of Service Notice

Dear World,

We, the United States of America, your top-quality supplier of the ideals of liberty and democracy, would like to apologize for our 2001-2008 interruption in service.

The technical fault that led to this eight-year service outage has been located and the software responsible was replaced on November 4, 2008.

Early tests of the newly-installed program indicate we are now operating correctly and are fully-functional as of January 20, 2009.

We apologize for any inconvenience caused by the outage. We look forward to providing full service and hope to improve in years to come. We thank you for your patience and understanding.

Sincerely,

The United States Of America

(A friend sent this to me. I haven't found its origin yet. If you know it, please let me know.)

Movtivators and Demotivators

From the title, you might think this was going to be a post of some substance. WRONG! Instead, I want to quickly highlight a fun web tool you could use with students.

The website is Motivator from Big Huge Labs. It allows you to use a photo from your computer, Flickr, Photobucket or a URL, and turn it into a motivational poster.



I can see using FlickrCC images to allow you to create posters of character traits, themes, decision-making, vocabulary. The list goes on and on. You do need to register to upload images or link to a Flickr account. I think you can enter a photo's URL without registering.

Registration is free but requires an email address. I did not test out linked Gmail addresses to see if they worked.

If you aren't very fond of this type of motivational poster, check out the demotivational posters at Despair.com. If you've ever been part of ISO 2000 or a school accreditation review, you may especially appreciate this poster.

99 Things Meme

I saw this on Doug Johnson's Blue Skunk Blog, along with is very intriguing adaptation of it. Here's my stab at the original meme...

THE 99 THINGS MEME

Things you’ve already done: bold
Things you want to do: italicize
Things you haven’t done and don’t want to - leave in plain font

1. Started your own blog.
2. Slept under the stars. (Can't unbold this for some reason. I haven't done it but I've slept in a family stilt hut in northern Thailand, with the pigs and chickens walking around below us.)
3. Played in a band.
4. Visited Hawaii.
5. Watched a meteor shower.
6. Given more than you can afford to charity.
7. Been to Disneyland/world.

8. Climbed a mountain.
9. Held a praying mantis. (andwatched my cat play with them in the condo in KL)
10. Sang a solo.
11. Bungee jumped. (But I've helped kids on a rope course for hours.)
12. Visited Paris. (But I've been to Kathmandu.)

13. Watched a lightening storm at sea. (How about from an airplane? I've done that often.)

14. Taught yourself an art from scratch. (How about knitting and swimming? I retaught myself both.)

15. Adopted a child. (Adopted an abandoned animal.)
16. Had food poisoning.
17. Walked to the top of the Statue of Liberty. (Walked to the top of Batu Caves and up to Namché Bazaar in the Himalayas.)

18. Grown your own vegetables. (Supported organic farmers, grown plants with kids cared for U of MN corn fields.)
19. Seen the Mona Lisa in France. (Seen prehistoric cave drawings in Thailand.)
20. Slept on an overnight train. - from Cairo to Luxor in Egypt.
21. Had a pillow fight.
22. Hitch hiked.
23. Taken a sick day when you’re not ill.
24. Built a snow fort.
25. Held a lamb. (I've held a piglet, and they are not easy to hold! And I've bottle fed a calf.)
26. Gone skinny dipping.
27. Run a marathon. Nope, but I've biked across the state three times.
28. Ridden a gondola in Venice. Nope, but I've ridden an elephant in Thailand.
29. Seen a total eclipse.
30. Watched a sunrise or sunset.
31. Hit a home run.
32. Been on a cruise.
33. Seen Niagara Falls in person.
34. Visited the birthplace of your ancestors.
35. Seen an Amish community.
36. Taught yourself a new language.
37.Had enough money to be truly satisfied.
38. Seen the Leaning Tower of Pisa in person. I've seen the pyramids in Egypt.
39. Gone rock climbing.
40. Seen Michelangelo’s David in person.
41. Sung Karaoke. (unfortunately)
42. Seen Old Faithful geyser erupt.
43. Bought a stranger a meal in a restaurant. Bought a homeless person a meal.
44. Visited Africa.
45. Walked on a beach by moonlight.
46. Been transported in an ambulance. (I don't think so, but my Red Cross certification is up to date.)
47. Had your portrait painted. (No, but my sister has taken great portrait photos of me.)
48. Gone deep sea fishing. (Nope, but I've snorkeled on the Great Barrier Reef.)
49. Seen the Sistine chapel in person.
50. Been to the top of the Eiffel Tower in Paris.
51. Gone scuba diving or snorkeling.
52. Kissed in the rain.
53. Played in the mud.
54. Gone to a drive-in theater.
55. Been in a movie. (I've directed a few plays.)

56. Visited the Great Wall of China.
57. Started a business.
58. Taken a martial arts class
59. Visited Russia.
60. Served at a soup kitchen. (I've delivered Meals on Wheels.)
61. Sold Girl Scout cookies.
62. Gone whale watching.
63. Gotten flowers for no reason.
64. Donated blood.
65. Gone sky diving.
66. Visited a Nazi Concentration Camp. (Visited the Holocaust Museum in Washington, D.C.)
67. Bounced a check.
68. Flown in a helicopter. - Through the Himalayas no less!
69. Saved a favorite childhood toy.
70. Visited the Lincoln Memorial.
71. Eaten Caviar.
72. Pieced a quilt. (Nope, but I can knit a sock!)
73. Stood in Times Square. (I've stood in Tienanmen Square.)
74. Toured the Everglades. (I've ridden on the Mekong.)
75. Been fired from a job.
76. Seen the Changing of the Guard in London.
77. Broken a bone.
78. Been on a speeding motorcycle.
79. Seen the Grand Canyon in person.
80. Published a book.
81. Visited the Vatican.
82. Bought a brand new car.
83. Walked in Jerusalem. (I've walked and talked with landmine victims in Siem Reap, Cambodia. I've chatted with young Buddhist monks in Luang Prabang, Laos.)
84. Had your picture in the newspaper.
85. Read the entire Bible. (I've read most of it. The book of numbers nearly killed me.)
86. Visited the White House.
87. Killed and prepared an animal for eating. (I did have to cut the head and feet off the last chicken I purchased in the grocery store.)
88. Had chickenpox.
89. Saved someone’s life.
90. Sat on a jury.
91. Met someone famous.
92. Joined a book club.
93. Lost a loved one.
94. Had a baby.
95. Seen the Alamo in person.
96. Swum in the Great Salt Lake.
97. Been involved in a law suit.
98. Owned a cell phone.
99. Been stung by a bee.

How about you? Consider yourself tagged.

Movie Trailers for Books

One of the projects I enjoyed the most this term was the book talk videos created by one of our fifth grade classes.

The unit began in the classroom. The teacher showed the class a number of movie trailers and challenged the students to figure out what strategies and movie devices were used to capture their attention, hold their interest, and make the viewer want to see the film.

Next she had her students select one of the books they have read so far this year and she sent them to me. I introduced Flickr and the idea of Creative Commons license as opposed to regular copyright. This discussion also introduced the concept of tags and reviewed the correct actions to take if their search should pull up inappropriate images.

From there, they went into Sharepoint to open a copy of our photo sources form. The directions on this form are more than a child is likely to read, but we knew some children would be working at home and wanted to give enough information that parents could successfully support their children on this step of the project.

Most of the students seemed to really enjoy using FlickrCC to find their photos. Finding photos to fit their story or the mood they were trying to create was a good challenge.

As you could predict, many students forgot to complete step 8. Fortunately, most of them did remember to paste the photo name and URL onto the photo sources form, so it was easy to locate the photo again and save it to their computer.

When they had all the photos they needed, students went into Windows Movie Maker to create their movie trailer. This program is easy to learn and offered enough control for most of the projects. We were fortunate that many of the students in this class had become adept at using it last year when their fourth grade teacher had her class create movies of a poem they had written. These students were our experts as we began this fifth grade project.

I don't necessarily agree with the claims that most of my students are digital natives, but I do think they are media natives. They have a great deal more experience than I have with watching videos. They clearly drew on that experience to craft their movies. For example, one student selected a theme song for each of the main characters and she'd play the appropriate theme each time that character was in the trailer. Another student showed a succession of photos, each photo visible for less time than the previous one, to build tension.

As is common with upper elementary students, most focused on some aspects of story telling and cinematography while ignoring others, but I think these first attempts at creating book trailers are very well done.

We have them posted on our school website. We have dropped them into our web photo gallery which was easy and made them accessible to our families, but it doesn't allow you to see the title of the book. We had thought of putting the videos into YouTube but the class didn't feel ready for that step. You are welcome to view the videos here (until they are taken down when the web server begins to fill).

There is no way to leave comments in the web gallery, but if you leave comments here on this blog post, I'll forward the positive/constructive comments to the children.

Search-Cube

Has anyone used Search-Cube with kids? I can see that it might work really well for them when they are doing research. It is powered by Google, but instead of returning pages of hits as text, it gives you a virtual 3-D cube of hits as thumbnails. You can use the arrow keys to rotate the cube to view all the hits. Hovering over a thumbnail pops up a larger copy of the image. Clicking on an image opens that site in a new tab or window. Here is a search-cube of hits for a search of the word knitting.

Uploaded with plasq's Skitch!

Now generally I'm not a proponent of having elementary kids use Google. Their media literacy skills are such that they can't scan a list of hits to quickly determine which hits are relevant and which are from reliable sources. I much prefer vetting sites in advance.

However, there are plenty of times when I do turn to Google with a child, usually when they come to me with a question and I don't know the answer. I wonder if being able to "see" the hits rather than read their text would help them more quickly find hits that meet their needs.

Or, it could be more problematic and distracting. I remember years ago a child was researching prairie fires. I was sitting with him and in addition to the relevant hits, the Google search brought up hits for a music group and a mixed drink, both of whom were called Prairie Fire. I can imagine this child being easily distracted by rock group photos. I can also imagine them more often "seeing" inappropriate things.

What do you think? Would you use it with kids? Do you think it would be more useful to them than a straight Google search?

Tech Ideas for Elementary Music

The invitation was pure gold; the elementary music department asked for an hour of my time on the inservice day, to teach them about new technologies that they could use in their instruction. What tech coordinator would turn down an opportunity to work with the willing?

I really struggled with the agenda. It wasn't a how-to session, but I knew that getting them actively involved would be more engaging and more powerful. However I only had an hour before they had to rush off campus for an inservice in Little India.

I was tempted to show them Animoto, but it is so slow that I had to give up that idea. I also decided to steer away from good music websites since they are skilled at finding those on their own.

I started the inservice telling the music teachers, that I knew lots of tech tools that could enhance their curriculum, but I didn't know how to teach music. It was up to them to find ways to make use of these tools as they saw fit. To my delight, they did that all hour. In the end, here was my agenda. In green I'll give a quick explanation of what was discussed.

When to use tech

• Tech As Problem Solver: work more effectively, efficiently
  

• Tech As Enhancer, do things not possible without it, take lessons to next level, collaborate
  

Blackboard
Our school has Blackboard. You may have used it or something like it if you have taken an online course that required you to take part in asynchronous discussions. All our classes are automatically set up in Blackboard, thanks to a script that runs to pull data from Powerschool.

• Discussion Boards: Allow for discussions to continue outside of class. Allow you to hear from every student. Often children who don't talk much in class are very willing participants in written
  

• Voiceboards: Like discussion board forums but with sound! Teacher can upload music. Students can record themselves talking, singing, playing an instrument. Student posts can be listened to by entire class or made private so only the teacher can hear them. Already in regular use by high school language classes, the elementary music teachers saw many ways they could make use the voice boards, especially with their grade five instrumental students.

VoiceThread

I discovered that the link you see when you have found a thread by searching, does not get you back to that thread later, so the links below may not work for you.

• I showed them an thread of a Norman Rockwell print. Each student had left a comment to interpret the painting. http://voicethread.com/?#q+norman+rockwell.b5990
• I also showed them a very simple one of pictures of musicians playing stringed instruments. The children had each made a comment such as "Violins are made of wood." http://voicethread.com/?#q+music.b66062

Wikis

• Wikis in Plain English: http://www.youtube.com/watch?v=-dnL00TdmLY
• Parent wiki: A parent has set up a wiki to make it easy for parents to sign up to bring the snacks to the boys varsity basketball games. She used Wikispaces and did not protect it with a password, so it is possible, but not likely that someone could maliciously edit it. Other than one parent accidentally adding extra cells.
• Class wiki: http://mrcarroll.wetpaint.compage/Any+Words+of+Wisdom+for+the+New+Class%3F
• Conference wiki: This password protected wiki is something we might use to facilitate parents signing up for optional spring conferences with specialist teachers. The music teachers cheered and immediately and saw ways to extend its usefulness. http://sasconferences.wetpaint.com/

You Tube
We didn't have time to discuss YouTube. I wanted to show them how it can be used for finding clips of ethnic music to support the diversity aspects of their curriculum. Can also find examples of instruments and their sounds, and other useful clips. If they view in Internet Explorer, the RealPlayer plugin will download the clip to their RealPlayer library so that their lesson is not sabotaged if our internet is slow or not working.


Voice Recorders
Like a thumb drive, these stick MP3 recorders are highly portable. They could be used to record a guest lecturer, to record ensembles, to let the class hear how their performance pieces are sounding.


Flip Video Camera

• One of my music teachers has been using the Flip video camera to record voice students. For example, possibly she signs along with the student and then they burn that clip to a CD so the student can practice with it at home.
  
• Another use was to have each stings player go to another room to record their performance piece. That allowed her to observe it outside of class, share the video with parents at conference time and offer suggestions for how to help the child improve their playing.

This session flew by. The teachers were great fun, enthusiastically trying out and discussing uses for each tool. An added bonus was that instead of preparing a Powerpoint presentation, I created the agenda in their shared department One Note notebook. They were happy to see they could go back later and explore the links I'd used, such as Wikis in Plain English again on their own.

What did I miss? If they invite me back, what other hardware and software tools should I show them? They already use Music Ace, Groovy Music, Finale Notepad. They already have iPods on which they create playlists for their lessons. They already have data projectors and wireless mouse and keyboard sets. What other tools would positively impact student learning?

Lest We Forget... Never Again

It's already November 12 here, but I'm still going to take this chance to observe Veteran's Day. Every year on this day I find myself shedding tears over the sacrifices made, knowing that even those who come back have paid a terrible price.

In Flanders Fields the poppies blow
Between the crosses row on row,
That mark our place; and in the sky
The larks, still bravely singing, fly
Scarce heard amid the guns below.

We are the Dead. Short days ago
We lived, felt dawn, saw sunset glow,
Loved and were loved, and now we lie
In Flanders fields.

Take up our quarrel with the foe:
To you from failing hands we throw
The torch; be yours to hold it high.
If ye break faith with us who die
We shall not sleep, though poppies grow
In Flanders fields.

Thank you.

 Credits:

Poem In Flanders Fields by  John McCrae

Poppies by Tony.M
Arlington Cemetery by theohiosource

A Thing with Feathers...

I first moved overseas in the summer of 2001. With the exception of the 2005-2006 school year, I’ve been overseas ever since. For all of that time, and to an increasing degree, I’ve tried to keep my nationality a secret. When people asked where I was from, I’d say, “I live in Malaysia,” or “I live in Singapore” because I felt my nation did not represent me.

With each passing year of the President George W. Bush’s presidency, I felt more disenfranchised, more ashamed of my country’s actions at home and especially overseas. I don’t expect that any administration will carry out my policy wishes to a T, but this current administration seems to be diametrically opposed to both my political views and my values. It’s policies on the environment, education, and regulating companies, just to name a few, seem to me to be crafted to reward the administration’s friends in the short term while destroying the nation’s infrastructure. It’s foreign policy was a disaster on every front, making the world a less safe place and destroying other nations’ willingness to collaborate with us for a common good. In short, its policies seemed to build upon and strengthen our worst traits, our greediness and our egocentric-ism.

But this is an age of “miracle and wonder.” I was on my lunch break watching elementary kids rush down the halls yelling, “Obama is President!” I watched Senator McCain’s concession speech and was moved to see in it a return of the person I had respected before this campaign.

I was teaching again by the time President-elect Obama gave his acceptance speech. But thanks to YouTube, I was able to watch it in its entirety this morning. I sat here, stroking the cats as tears ran down my face to again hear an administration speaking my values.

– tonight we proved once more that the true strength of our nation comes not from our the might of our arms or the scale of our wealth, but from the enduring power of our ideals: democracy, liberty, opportunity, and unyielding hope.

-President-Elect Obama’s acceptance speech

Admittedly, those are just words. More importantly, I heard a politician admit that things are a mess, and the only ways to fix them require hard work, sacrifice and time. I am truly astonished that the American people had the wisdom to hear that and vote for him anyway. As a nation, we have an embarrassing history of avoiding people who speak those truths. Maybe we, as a nation, are finally growing up. Maybe things have gotten bad enough that people are willing to accept some responsibility for the problems and the solutions.

I can only hope. And that is a big step. It’s been a long time since I felt hopeful about our nation. As I see people around the world rejoicing in this election’s results, I feel hope that America has another chance. I feel thankful that the present administration has become so unpopular that people around the world seem willing to consider the possibility that with a change in regime, we may become someone they can tolerate. If we are very fortunate, as a nation we may become someone they can respect.

I do not expect smooth sailing. The nation is a mess. The world economy has crashed into recession. We are embroiled in two wars. Further complicating this are the huge campaign donations that President-Elect Obama accepted from corporate America. He is further fettered by the current administration which seems willing to let him start now, as long as he is willing to make certain concessions. The forces in place to prevent change are strong. They will constantly try to preserve the status quo.

But there is this hope, this thing with feathers that perches in my soul. For this moment, that is enough.

A Good Thursday

Today was a good Thursday.

First off, the rain stopped before we had to walk to work.

Next, my first hour class really enjoyed their lesson. They worked hard, and remembered what I had taught them earlier, so they didn't need lots of support. I was able to work one-on-one with kids who needed special help.

Then I had chicken rice porridge, a breakfast treat only served in the canteen on Thursdays. While I ate, I talked with my friend Eric, who I hadn't been able to eat lunch with all week. We came up with two possible web solutions to a problem for my principal.

From there, I met with the math coach. I was able to solve all her current computer problems and help her with some workflow issues. And then I met with members of the Chinese Department and helped them learn to do what they wanted to do with their website.

My third graders in the afternoon were adding Halloween clip art to their project. They were enchanted with the results. They kept beaming at their printouts. Then they played gleefully with our drawing program, Kidpix.

My last class was full of ah-has! as basic web page coding clicked for them. At the end of class, we couldn't get them to leave! They were so excited and working so hard. To the rest of the world the pages at this point would look pretty plain, but to the kids who created them by writing the codes themselves, the pages are full of wonder.

Next, I managed to solve a navigation problem with Sharepoint, making Kent really happy. Then he managed to temporarily fix his neighbor's computer. She hadn't backed up her files all year, and the hard drive appeared to have failed. He got it back up long enough for me to help her back up her files.

After school, I had the first voluntary meeting with some of my interactive whiteboard teachers. It was an after school meeting late in the week, but when they all started talking about what they had been doing, answering each other's questions, showing each other things they'd tried, they all became very energized. One of the happily asked if we were meeting again next week and looked truly disappointed when I told him we only meet once a month.

On top of that, some earrings I ordered through Etsy arrived and they are high quality and lovely. I will get lots of use out of them.

And now, I am home and hope to have time to do a bit of work and then knit.

Life is Good.

Current Multimedia Works in Progress

Although this is the first term that's I've met with each teacher to collaborate on a tech class semester plan, I'm increasingly enchanted with the results. Here are just a few of the projects that are in the works.

Need a Good Book?
Jeff Scott, a fourth grade teacher, worked with me to create a voice discussion board full of book reviews. His students wrote a synopsis of the book they were reading and then selected a "golden passage", a passage that they felt gave a good taste of the book. They rehearsed reading the passages, focusing on the reading skills he'd been focusing on in class. Then they were ready for me.

The first week I introduced students to Blackboard, our CMS. They learned to find their way around and to use the Wimba Voiceboard module that we have installed.

The next week, they went into the book review voiceboard. They created their own post. They put the book's title in the subject line. In the body of the message, they typed their synopsis. Then they used the voiceboard's recording tools to make an audio recording of themselves reading the gold passage.

Now the students are enthusiastically using the voiceboard to find good books. They keep a log of books they want to read and they are eagerly using the voiceboard to find good books to add to their list. The project is now independent. The students will be able to come in any time and add another post. Jeff is not sure how often he will require them to post.

Book Trailers
Jemma Hooykaas has her fifth graders immersed in higher order thinking to create movie trailer style book teasers. She worked closely with me to design the assignment and create the rubric. She worked with the students to select their books. I created a movie resources form to help them gather their photos and record the photo information for their movie credits.

Jemma started students using a storyboard form she created. Students were challenged to identify the tone and important elements of the book they read, and then to find images to set the tone and represent those elements

I taught students about Flickr and Creative Commons. I introduced the FlickrCC image search engine. I modeled how to use that website and the form I gave them to gather their photos and record important information about the photos to include in their credits.

This past week, students were to bring in their photos so we could use Windows Movie Maker to create the movies. As we expected, not all students had all their photos, but this gave us time for individualized instruction as needed.

One exciting discovery was to see how much some of the students remembered about Movie Maker from last year. All of those students worked on a powerful Poetry Cafe project last year with their homeroom teacher and they are now our movie making experts.

This coming week, I'll show students how to access our school library of royalty-free music to set the tone of their movies.

The final products will either be posted in our school web photo gallery or on our school's YouTube channel.

There are other great projects in the works. I'll try to write about them soon.

Blog Awards

Doug Johnson over at the Blue Skunk Blog honored me with a blog award. Now I have the good fortune to be able to award it to seven other bloggers.

1. I suspect Clarence Fisher has already received this, but I don't remember seeing it on his blog, so here goes. Remote Access is one of those blogs that I find myself reflecting on days, even months after I read the posts. They often come up in conversations with others. I appreciate that be blogs so regularly, giving us an ongoing view into his classroom. We see his projects and his ideas evolve over time. He reads widely and thinks deeply. Enjoy!



2. Technology in the Middle is Patrick Woesnner's blog. It covers a good range of topics, from helpful utilities and websites, to notes from classes, to curricular projects.



3. Betchablog is a place where Chris Betcher connects Best Practices to every day use. He's a skilled podcaster, and he also makes video tutorials, so don't miss those parts of his blog.



4. Kathy Sierra's Creating Passionate Users is no longer being written, but it is still online and worth reading. She is a computer programmer, author, horse trainer, and artist. Her ideas for creating passionate users apply not just to software, but to education and life, and her graphics are powerful and fun.



5. Dr. Scott McLeod's Dangerously Irreleveant blog is anything but irrelevant, He is a university-level lecturer and researcher who is now working to get education students and administrators up to speed.
   
   
6. Dan Meyer's dy/dan blog's tagline is "Working hard to make it look easy." He fascinates me with the way he draws on technology to bring the world to his math class.
   



7. Stephanie Pearl-McPhee's Yarn Harlot blog has next to nothing to do with education and a whole lot to do with knitting and book tours and good humor. Check out her recent post on an unfortunate (but hilarious) coffee episode at an airport during her recent book tour.
   
   

You will notice that two of those blogs aren't education blogs. I think it is important that we read outside out fields, both for our jobs and for ourselves.

Amplifying Possiblities

We are less than a month away from the pre-conference keynote of this year's K-12 Online Conference!

Uploaded with plasq's Skitch!

The K-12 Online Conference invites participation from educators around the world interested in innovative ways Web 2.0 tools and technologies can be used to improve learning. This FREE conference is run by volunteers and open to everyone. The 2008 conference theme is “Amplifying Possibilities”. This year’s conference begins with a pre-conference keynote the week of October 13, 2008. The following two weeks, October 20-24 and October 27-31, forty presentations will be posted online to the conference blog (this website) for participants to download and view. Live Events in the form of three “Fireside Chats” and a culminating “When Night Falls” event will be announced. Everyone is encouraged to participate in both live events during the conference as well as asynchronous conversations. More information about podcast channels and conference web feeds is available!

An anthropological introduction to YouTube

Just as I'm thinking about the hows and whys of connecting elementary children to the larger community, I read injenuity's blog post about Michael Wesch's presentation to the Library of Congress regarding an An anthropological introduction to YouTube.

Wesch's videos are always thought provoking and this one will give you and interesting view of the impact YouTube is having on our cultures and ourselves.

Moving Towards Tech Integration and Students as Contributors of Content

We are making progress. In the past, my colleague and I wrote a semester tech plan and brought it to the staff. Most teachers approved it as written. A few would ask us to work on other projects with them.

This term, I am meeting with each of my teachers to create a semester plan. In most cases, this isn't the deep, rich collaboration I envision since my class provides them with prep time, but it is a good start given time constraints. It means I no longer have every class in a grade level on approximately the same lesson. I'm looking at 15 potentially unrelated preps a week, but since I was a classroom teacher for 11 years, I'm used to far more preps a week than that.

None of this would be possible without the teachers being willing to work with me. They each either gave up a prep time or met with me after school. This may not sound like much, but our school is a fast-paced place and they are all involved in many projects, meetings and conferences beyond their regular planning for lessons and assessing their students. With so many tasks competing for their time, I am appreciative of their generosity.

I'm happy that what I'm doing with the students is more closely integrated with the classroom curriculum, and that this process allows me to help the teachers see ways to teach with technology. In some of our plans, they will book time beyond my class to work on the projects. Other teachers will team teach with me some of the time. For other classes, the entire plan is contained in my weekly class.

Ideally, I want to move towards the type of integration and collaboration that Kim Cofino blogged about here>and here. That change requires a different staffing model. My principal has made a staffing request for next year, but their are many competing requests so we will have to wait and see if it is funded for next year.

As happy as I am with the progress made, I keep mulling over the words of one of my teachers. As we finished the semester plan, she lamented that it wasn't very Web 2.0. She attended the Learning 2.0 conference in Shanghai last year and embraced the need for teaching 21st century skills instead of the old consumer model of information.

She's right. While many of the semester plans do allow students to create content, show their learning in new ways that involve higher-order thinking, there is not much connection with the rest of the world. Except for a few YouTube videos and VoiceThreads, there isn't much in these plans that connect our students with the world outside of our school. Does there need to be in an international school where the children are sitting in class each day with other international children? Does there need to be at the elementary level where so much of what we do with technology is still new to them?

My first response is, "Of course!" However, I need to think more about the whys and hows. If you are using Web 2.0 tools to connect your elementary students with the larger community, what drives you? Why do you personally think it is import? I'd love to hear what you have to say.