This is the end...

Well, another AQ course has come and gone and now it's time to wrap things up.  As I'm sitting here typing this, I feel that I have grown in how I see myself as a potential leader in regards to the integration of technology in education.  ICT has a role in all levels of learning, but more often than not it's those in education that are resistant to the change.  What was good years ago must still be good today, right?

The use of the SAMR model has been one of the largest things I can take away from this course.  Before January, I had little understanding of it and its purposefulness.  However, now I'm working to do my best to achieve what it asks.  I find my courses offer more opportunity for collaboration and I try things that were not even around when I was in school.  Now that I think about it, it's amazing how quickly technology changes.

Which bring me to my next point, the need to stay current and keep it authentic.  Students have to be engaged in their learning and to do so means to keep the material authentic to their interests and needs.  All because I didn't have an iPod or iPad when I was growing up doesn't mean they're not useful for education.  The students of today have grown up in a world where technology is their driving force.  When the battery dies of a wifi signal is lost, these students are lost themselves.  We as educators must understand the role technology plays in their lives and how it can help their learning.

This, in itself, is one of the main reasons I took this course and completed my specialist.  I want to be that leader advocating change and working to improve student learning.  I want to be able to have a staff work closely and explore new ways to push the envelope and drive students to do their best.  The best way to get the ball rolling is through technology.

So, in closing, I hope that I can help the revolution continue and promote students engagement and success.  Here's a video based on a situation in Noway that, surprisingly, doesn't seem too far off from  where we are in Ontario.

It's been fun!

Professional Learning and Implementation Planning

Michael Fullan, Ontario's education guru, released in 2013 a guide to continuing the growth of success in Ontario schools.  In it, he noted that since 2003, "Ontario unequivocally has developed “from good to great.” But we are now at a crucial stage as we head for 2013 and beyond. Will we stand still — or worse, fall behind — while the rest of the world passes us by? Or will we take the necessary steps to build on our success and move from great to excellent?"

The statement above reflects the situation in Ontario when it comes to ICT.  A lot has changed since 2003, the year I graduated from secondary school, in regards to the use of technology in the classroom.  When I completed high school, there were no iPods, we had to go to a lab to complete assignments on computers because the software was too expensive for home use, and the majority of work was still done using pen and pencil.  Seven years later, in 2010, my youngest sister graduated from the very same school.  In those years, the approach to education had jumped immensely.  In the five years since, it has jumped even more.  It's difficult to imagine a world without iPods, iPads, Google and all the social media platforms, yet many educators choose to continue like it's still 2003.

What can be done to ensure student success in the 21st century environment?  Like schools have improvement plans, they also need implementation plans with regards to technology development and integration into the classroom space.  But how can that be achieved.

The wheel which all technology-enabled
education should strive to achieve

The first step in doing so is have a vision.  This vision is one that can be created using a team of individuals at a school.  Lead by the school eLC or principal, a team must be assembled with a group of staff members who are engaged and willing to work to shape success for 21st century instruction and success.  At the forefront of this there needs to be a strong team leader who is able to work with team members, administration and other stakeholders as well as be the face of the whole operation.

Following the establishment of the team, what then needs to happen is to ensure the school infrastructure is up to the demands that will be put on it.  In this case, the schools needs a hearty internet connection as well as the necessary components of hardware and software to realize the plan that has been put in place.  If the infrastructure is not there, or key devices or programs are missing, then what needs to be done is to examine how much money is available and whether it's realistic.  If something needs to be cut, the plan and the members must be flexible enough to work around any problem that might occur.

The next step is then working within the confines of the curriculum.  In Ontario schools, the curriculum is an excellent guide to where the learning will go, as well as providing the freedom for teachers to adapt their instruction to meet those goals.  However, the teachers in the school must be willing to do so.  And if they aren't, or unable to, it is up to team members to come together to support those teachers.  Through PD, mentorship and ongoing consultations, most staff members will come around.  If not, then it may be up to the administrator to step in and address any concerns that may exist.

Finally, what needs to happen is to gain the trust of the parents and students.  Everything will not go smoothly at first, and there will be bugs.  However, as time progresses, the problems will subside and success shall grow once again.  My school is currently in the later phase of a year-long plan to expand our blended learning and ICT instruction throughout the school.  It hasn't been easy (our school internet connection is still spotty at best), but we feel that the students are parents are buying into our plan.  However, we will not see our final results until the end of the school year.

Assessment and Evaluation with Information and Computer Technology

I've had the opportunity to teach a number of courses now that offer a virtual classroom environment.  This environment is though the Ministry of Education-approved Design2Learn software.  This software creates a safe environment for my students to access course content as well as submit their work.  As well, through Google Apps for Educators integration, students are able to access their Google Docs, Spreadsheets or Presentations and submit those directly through the D2L-enabled site.

Image courtesy of JISC

The virtual environment that I use has essentially become an e-portfolio - a collection of student work saved digitally throughout the school year.  Every assignment that students submit to me, there is an electronic copy saved on the site for them to review at a later date.

In my courses, I like to use the e-portfolio as a way for students to track their learning throughout a semester.  As well, it is a great source of knowledge to use as we work our way towards the end of a course.

For example, in my BTT2O class, we examine various office-related software, such as word processors, photo editors, spreadsheets, presentations as well as video editors.  In their e-portfolios, and in the dropbox, is a collection of their work over the semester.  All the skills that are required for the culminating activity at the end of the course is based on their works throughout the semester.  Therefore, students are encouraged to go back to review their past work, find what it is they did and review the skills necessary, and then use that knowledge to work on their other assignments.  This helps create a sense of self-satisfaction and success as everything they need is there available for them.

When it comes to assessment and evaluation using ICT, there are many benefits.  First and foremost, student work is all submitted to a neat and organized spot within the LMS.  Here, I am able to open each file individually, regardless of the file type.  It it's submitted as a Microsoft-type file (.doc, .ppt, .xls), then I open it up in the program and review their work.  What I can then do it turn on the edit/suggestion settings and provide feedback to students throughout their assignment.  The benefit to this is that all the suggestions are there, I have space to write, and the students can read my writing!  When it comes to using GAFE, it's eaven easier.  I have students send me their work in a way that I am able to comment, but not edit.  Like the Microsoft-type files, I am able to go through their work and provide suggestions, but the beauty of this also is I'm able to do it in real time to students can see the suggestions I'm making as it happens.  This allows for collaboration throughout the process.

The Learning for All document defines the three types of assessment - for, as and of.  Each of the three types are more than able to be used in ICT-based instruction.  All three help in the creation of the e-portfolio as a way to track progress throughout the semester.  In the end, students will have a great collection of work which they can use and share with themselves and others to show growth and knowledge of their semester, and provide them with the skills for success at future levels.

Universal Design - Making Education Accessible for All

Universal design in education is ensuring that learning is accessible to all in the environment, despite individual differences or demands.  This creates an inclusive environment for all.  Though this, classrooms are created "in which our day-to-day efforts no longer assume that a particular text, activity, or teaching mode will “work” to support any particular students’ learning” (Ferguson, 1995)

The Ontario Ministry of Education, though their Equity and Inclusive Education in Ontario Schools document, define four key areas to ensure success for all Ontario students:

• Achieving excellence: Children and students of all ages will achieve high levels of academic performance, acquire valuable skills, and demonstrate good citizenship. Educators will be supported in learning continuously and will be recognized as among the best in the world.
  
• Ensuring equity: All children and students will be inspired to reach their full potential, with access to rich learning experiences that begin at birth and continue into adulthood.
  
• Promoting well-being: All children and students will develop enhanced mental and physical health, a positive sense of self and belonging, and the skills to make positive choices.
  
• Enhancing public confidence: Ontarians will continue to have confidence in a publicly funded education system that helps develop new generations of confident, capable, and caring citizens. 

Who would profit in this ableist situation?

The goal through this strategy is to avoid a situation known as Ableism.  Ableism is defined as a society that treats the general perception of non-disabled individuals as the "benchmark" that all society should strive towards.  Some ways in which an ableist society perceives education is that individuals should work towards being able to do such things as read print rather than braille, be able to spell without the use of a spell-checker or have groups where able-bodies individuals and disabled individuals only socialize within their perceived groups. (Hehir, 2008)

This approach when applied to education completely goes against the goals set forth by the Ministry.  All students should have access to education and should be supported regardless of their needs.  Not only is it just morally wrong, discrimination against any student is regarded as a violation of Ontario's Human Rights Code.

In Ontario schools, Policy Program Memorandum (PPM) 119, Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools is structured to inform educators that any discrimination of any kind is prohibited in Ontario schools through the Ontario Human Rights Code.  Any discrimination based on race, sexual orientation, physical or mental ability, gender, gender identity, gender expression, and class will not be tolerated either by educator to student, or student to student.  The hope is by improving service to all students, three goals shall be achieved: higher levels of achievement; reduced gaps in student achievement; and increased public confidence in public education.

How is this achieved?  In the realm of ICT, we have an opportunity to help all students with their time in school.  Assistive technology has come a long way since the time I was in school.  Students, and often teacher, sometimes may not understand how their personal devices (iPods, iPads, laptops...) can help with their education.  For everything that is done in class, there is an assisstive technology available for them.

Just a few of the assistive
technologies available

In my school, we often use the iPads with students to aid in their learning.  The books that we have for class study are also all available digitally on the iPads.  Students are able to zoom into the text, have the iPad read aloud the highlighted text on the screen, or just listen to the audiobook version loaded through iTunes.  For our students who are English Language Learners, we have pens available that can highlight text and provide a definition of the word.  For other students, we have other technologies as well such as dictation programs that work from speech to text, projectors in classrooms to provide images or text on the board to go along with instruction, alternative methods to print work based on vision, and more options for students to use technology if its needed.

Recently, EQAO has begun the transition to using electronic methods for the delivery of the OSSLT.  Currently, there are various ways in which the OSSLT is provided for students with disabilities.  Sometimes it could be extra time, having a scribe, reading the questions aloud or having large print books.  In coming years, the test will shift to an electronic version to provide better accessibility for all.

We as educators in ICT need to recognize that students all have their own needs that have to be addressed to.  It is our legal and moral rights to ensure they have success regardless of need for success in school and after.

School and District Planning for ICT Integration

The leader sets the example and helps others though
the process

ICT integration has not always gone smoothly in all areas of Ontario.  In some places, especially in the south, the process has been much easier because of the resources available and the quality of infrastructure.  However, places in the north, such as Moosonee, aren't blessed in being as connected and set up for large-scale ICT integration.

My school and many teacher, myself included, have worked hard to set our school up for new approaches in using technology to deliver 21st century education.  The problem however exists where we need the most reliable service - our connection to the world wide web.

Currently, we pay for 50mps but as of right now are receiving only 16mps at most.  A large amount of dollars is being used to upgrade our systems in and effort to improve service, but this slow internet has created a problem.  With 20 Chromebooks, over 80 computers and 22 iPads available for use during any period of the day, plus any personal devices teachers may use, it's like trying to force a river's worth of water through a garden hose.  Frequent timeouts, proxy errors and other problems with inability to access cloud-based application, has caused some problems in getting staff onside with technological integration for 21st century delivery.  In order to ensure that we continue ahead and work to solve the problem, a strong approach to leadership is required from those involved in ICT at the school.

Don't be a Lumburgh - lead and inspire!

The ICT leaders in a school or board need to develop a vision that makes sense and is able to be integrated with few problems.  The reason why few problems is a requirement is sometimes all it takes is one or two small issues to turn off a member, or members, of a staff.  As it goes with students, one someone is lost or disinterested, it becomes difficult to regain their confidence and understanding.  Therefore, the leadership needs to be able to come up was a strategy that is effective and motive the staff to help through the process despite any speed bumps that may appear in the way.

The ICT leader at the school must be a promoter of new software available for the benefit of the students and teacher.  One example would be promoting the use of Google Docs versus Microsoft Office.  The leader must be able to justify themselves and explain to others why this transition is better for all.  Cost can be alluded to first and foremost as the need for a site license is no longer needed and the money can then be allocated somewhere else helping with other areas of improvement in the school.  As well, the ability to bring work wherever you are without the need for a USB stick and the ability to access the cloud from any platform helps as well.  By doing so, one achieves the infrastructural change of school technology leaders as outlined by Seng-Chee Tan.  The other areas proposed by Tan include organizational and policy change, pedagogical and learning change, and cultural change.

ICT leaders inspire other members of staff to adopt new
methods of engaging and instructing students in their
educations relevant to todays' world and needs

Michael Fullan recently was interviewed on the role ICT leaders and their colleagues play in the development of integration in schools.  According to him, the leader must being a change of the culture and perception of ICT and 21st century education in schools.  The right people must be chosen as "their sense of making a contribution is activated because they become less focused on themselves and feel that they are part of a bigger enterprise, which is a good thing – provided the leader has set the tone for that."  The key therefore through all this is collaboration and keeping people in the loop.  Make members of a staff wanted and have them feel what they have to contribute is important to the task at hand.  If members feel they have a role in developing the direction of the school, they are more likely to be advocates for the cause.  At the centre of all this, is the ICT leader who makes themselves available, listens and works with others and created a sense of ownership for all.

At the district level, it is not much different that at the school level in terms of crating a plan and keeping teachers in the loop, but rather than inspiring a staff, the district ICT leader is working with other ICT leaders from schools and it can be a tougher crowd to work with.  The Ontario Leadership Framework does provide some help when it comes to developing a vision and inspiring other through it.  District leaders are required to create coherence and structure as well as providing learning opportunities for all staff, monitor students progress and approaches to teaching, and first and foremost promote a collaborative atmosphere where all stakeholders have a say in what happens.

Social media is a digital representation of the world teachers occupy.  There must be interaction, people must be involved and there must be a clear vision for all.  At the head of the pack inspiring and promoting change for all is the ICT leader.

Digital Citizenship

In a 2001 document, the Elementary Teachers' Federation of Ontario (ETFO) released a document titled Blurred Vision: Rethinking Ontario's Curriculum.  This document was in response to the new curriculum being introduced by the Mike Harris government of the time.  Of the ideas presented in the document, there is a surprising mention of the need to improve media literacy as a "crucial element of responsible citizenship" in modern democracies.  At the time the idea of social media and the modern connected society seemed like something out of a Stanley Kubrick movie, where today we can't imagine a society without connectivity.

The concept of teaching citizenship is nothing new.  It is defined repeatedly through the Ontario curriculum and is a focus of the Grade 10 Civics course.  But the definition of citizenship has changed over time.  

To use a cliche, the dictionary defines "citizenship" as: "(a) membership in a community (as a college); (b) the quality of an individual's response to membership in a community".  This is important to note when dealing with the concept of digital citizenship.  Why?  Because just like the real-world communities all people are part of, the same concept of community exists in the virtual world.  Whether it be a Facebook or Twitter group, a clan on the Xbox or Playstation networks, or even responding to comments on a news website, the same expectations of politeness in society need to extend into the digital realm and teachers need to be at the forefront of helping develop these digital citizens for the 21st century.

In Ontario, the concept of a digital citizen is not lost with the provincial government.  On the Ministry's OSAPAC website, the concept of digital citizenship is targeted in four specific areas:

Critical thinking and Information Literacy

Creation and Credit

Presence and Communication

Health and Protection

Each of these areas are key points that need to be addressed when teaching students about digital citizenship.  Far too often they think that because they are hidden behind a username and will never come into contact with those they are communicating with it allows them to say what they want and act in ways which otherwise would not be acceptable in society.  I wouldn't want someone walking up to me on the street telling me something awful about my mother or how I should get to know my dog better, and I certainly don't feel as though I should encounter the same online.  However, for students, this is how they carry themselves.  Anonymity allows people to show their true colours. However, saying the wrong thing about the wrong person can easily lead to problems.  The key therefore is to find ways to understand how to approach and educate students.

Common sense media in a recent publication presents three goals that all educators should strive for when teaching digital citizenship - educate, empower, and protect.  The goal through this is to create a curriculum where digital citizenship is the centre focus for the curriculum.  By working to create a digital citizenship-centred curriculum, the same concepts of real-world citizenship can be extended into the digital realm.  Teach students that their actions online have consequences and that they are expected to act in a certain way.  


I included this image in my last post, but I cannot stress the importance of the T.H.I.N.K. approach to digital citizenship.  Students need to know that they need to follow their gut and know that if something about what they wish to post or say just doesn't seem right, it probably isn't.  

Another way to understand this is known as REP (Respect, Educate and Protect).  In this method, an approach to teaching and learning digital citizenship is introduced as early as kindergarten and reinforced throughout school.  By understanding the role of oneself and others in the digital realm, the common theme of REP will continue through education.

People naturally should be civil to each other and we as educators promote respect and care to others regardless of their background.  These same expectations need to be taught to students as their lives will continue to increasingly grow around the virtual world.  Citizenship extends in all directions and students need to be made aware of this.

ADDED Feb 24 - A great read from the National Post on technology etiquette: The Technology That Keeps Us Constantly Connected Is Changing The Way We Think About Etiquette

Social Media in 21st Century Learning

The way in which students socialize and learn is changing.  I graduated high school and entered into university just on the cusp of the social networking boom.  From the period of 2003 to 2006, the only social networking I remember was texting on phones (pressing the same number on the dial pad until I found the right letter) or by way of ICQ or MSN Messenger.  The idea of Facebook, Twitter or other social networks as a means of education did not seem practical as I myself was slow to latch onto them.  I was under the original approach that my education was just as good for the education I'd give to my students.  Boy, was I wrong.

Today in Canada, 99% of all students have access to the internet outside of school in the form of personal computers, portable computers or personal devices.  With so many ways to access the internet and so many websites to visit, what are the most common?  According to Young Canadians in a Wired World, the three most commonly visited sites are YouTube (75%), Facebook (57%) and Google (37%) with Twitter not being far behind and gaining ground every day.

Figure 1

So the question that I was asking myself when I first began teaching was, "How has the world changed and how has student learning changed?"

It's no secret that today that the best way for students to learn is "to design engaging, meaningful, and authentic work and technology-enhanced learning experiences" and bring them into the classroom.  The most effective way of doing this is through the incorporation of social media-based activities.

Social media in an education sense can include, but is not limited to, website such as Facebook, Twitter, Blogger or Instagram.  All of these sites offer ways that students are able to share with one another and collaborate in ways that were once thought unimaginable.

The resistance that is often seen from teacher and schools is the freedom that is allowed in social media.  There are those who feel that students will move off task, will not use it effectively, and, like is presented in Figure 1, use it as a means of cyber bullying, which is on the rise across the United States and Canada.

There is a way to avoid these fears is to teach students how to properly use social media for education purposes.  In the Ontario curriculum, the concept of citizenship is stressed multiple times through multiple grades and courses.  In the past, the idea of citizenship would be in regards to the role these students will be taking as adults in Canada as a nation.  But, is it not possible to address the issue of digital citizenship as well?  Students need to understand that just like in the off-device world, there are expectations and rules that they need to follow in the virtual environment.  What they do now can have an effect on them in later life.  It's therefore important to teacher the students to T.H.I.N.K. before they post to social media.  By T.H.I.N.K.-ing before posting, the quality of submissions, and approach to the material, should improve for more introduction of the tasks at hand.

Now that the skills are in place, now is the time to introduce it into the class and make it relevant to the tasks at hand.  Possibly the easiest and most secure way of using social media would be through a class learning management system (LMS) where all information and posts are protected and available only to members of the class.  The true idea, however, of social media education is to move beyond the confines of the class and expand into true open cyberspace.

The key is to have students become engaged in "authentic, inquiry-based tasks that captivate their hearts and minds" that allow the students to use the technology available at their fingertips.  This can be in the form of Twitter conversations on a particular topic from class, a blog responding to a questions or providing insights based on class work, a wiki created based on characters (real or fictional) that can be created and shared among members in a class and communally edited or updated or even the use of Google Docs for completing a project.

Social media is here to stay so teachers must be able to adapt and introduce, schools and boards must develop policy and students must use the services at hand.  Using social media in school will only help students be even more prepared for later in life.  21st century education means 21st century success.