Yesterday was our first district-wide training day of the current school year, requiring teachers to select an instructor-led session from several options offered across the district. These sessions are collectively referred to as Out of the Box training in Durham Public Schools. It's an initiative to allow teachers to lead and select their own professional development (PD) based on their interests and needs. I always try my best to either lead a session or attend one being offered at Durham School of the Arts, for simplicity's sake. This time, I selected an offering on digital literacy being offered in our media center, since training in this area has been made mandatory for license renewals starting in 2019.
This session was the first in a four part series being offered over the next two years. So, I guess I know what my Out of the Box PD selections will be for quite some time to come! It focused on the requirement area of Leadership in Digital Literacy. According to the description, teachers are expected to demonstrate leadership accelerating their integration of digital teaching and learning pedagogies. When broken down, this area states that teachers will:
One way teachers can demonstrate their mastery of technology is through the use of virtual learning communities. A virtual learning community (VLC) is a group of like-minded or goal oriented individuals who meet up online to discuss important information relevant to the group's overall topics or goals. They can include anything from technology education to game design/development to chicken farming. There are literally thousands of possibilities and everyone can find something relevant to their needs or interests.
The first VLC discussed involved using Twitter. If you are reading this post, odds are you know I am relatively active on Twitter as well. I have long known about searching for hashtags (heck, I use #dsaGAD for every post I make about my classes) and that there are lots of regularly scheduled group Tweet-chats which employ them for ease of communication. However, I did walk away with a valuable reference guide from the training containing a pretty comprehensive list of Tweet-chats and their schedules related to education specifically. It was recommended to keep track of our participation in them as evidence of our working with other teachers from around the state, nation and even world. I also shared how one can use of Tweetdeck in these conversations, which allows for filtering on hashtags and makes participating in them MUCH easier to follow.
The next tip provided was to use Listserv. Once again, there are tons of Listservs one can choose from based on interests. These collaborative conversations have been around for quite some time and are probably the grandparents of modern chat VLC groups using other, more social-oriented media. The difference is that they are shared via email, rather than in real-time, and this can quickly fill one's inbox. To be honest, Listservs don't appeal to me for that very reason.
The third tool we were introduced to was the Google+ Communities. I did a little searching through them and again I did not find them to be as useful for me as Tweet-chats. But, I can see them as a resource to use and perhaps direct students towards for advancing their knowledge. This conversation also included some introduction to Google Hangouts, which are similar to a Skype conference where you can chat in only text or include video.
Some additional resources for developing understanding of tools and techniques included Massive Open Online Courses (MOOCs) along with several options available through the school system and the Department of Public Instruction, though the use of NCCAT and Kenan Fellows were overlooked. If you search for MOOCs in association with related terms for your content areas or interests, you can find LOTS of free courses offered by colleges and universities as well as independent instructors for free. While you don't get credit from the schools for taking such courses, there is no reason to be confused on the tools and techniques one teaches given the possibilities.
How can teachers succeed in demonstrating leadership in digital literacy to meet the new licensure requirement? One method suggested by Dr. Reuben R. Puentedura is known as the SAMR Model. In SAMR, you begin by Substituting traditional instructional methods with digital alternatives while not making any changes to the activities. Next, you Augment those activities with functional improvements. Once improved, you begin working on Modifying the activities through significant changes to them utilizing technology. Finally, you Redefine what kind of activities are used which were not possible without the integration of technology.
So, where do I stack up in all of this? I use a number of tools to meet the various needs of this model. I use a learning management system (LMS) to distribute and collect work. I do my best to avoid the use of paper, which speeds up grading and provides students with access to my materials anywhere they can access the Internet. Activities like matchings, quizzes, tests, and so forth are augmented because they get graded immediately by the system and allow students to make attempts as many times as I want them to while randomizing questions and answers and providing immediate feedback when set up to do so. My students submit their work digitally and are involved in collaborative groups which allow them to work on simultaneous editing using tools like Google apps as well as communicate in individualized group settings. They also utilize websites for planning like Trello. These tools allow them to work in groups within the same class, different classes or even different schools/locations! Student collaboration and group work has never been easier!
This is also true for teachers and one reason why I always push using Schoology in their classrooms. Adding technology to instruction isn't only good for students, but it makes the lives of teachers easier as well. Automated grading, no papers to carry home for school breaks or weekends and transparency for all stakeholders in their students' education are just a few of the benefits teachers can experience.
So, to answer that earlier question: where do I stack up in all of this? I would say I am pretty far along in terms of being a leader for digital literacy in my school and well beyond! But, what else would one expect from a technology education teacher?
As a teacher working in the digital arts, the first thing that comes to mind when someone says transparency is being able to view one object within or underneath another object in a scene. But that is not exactly the kind of transparency I am referring to in this post. What I mean is the ability for parents and other adults invested in their student's education to see what goes on in my classroom. And, to that note, I have no problem stating that I most likely have the most transparent classroom at our school thanks to a couple of tools I use on a regular basis.
Probably the most effective tool in my bag is Schoology. Schoology is an online learning management system (LMS) that I integrate into every class I teach. This is the third year I have used this LMS and each year I learn a little more about it. Last year, I started sharing parent access codes with those who requested one. A parent access code allows parents to view their student's class in Schoology in much the same way the student can. This gives parents access to all of the resources I provide their student but it also allows them to view assignments/projects along with the associated rubrics, quizzes, tests, online discussions, two different formats for the event calendar, and comments between myself and their child. Unlike PowerSchool which provides parents with final grades on the various items I assign to their child, Schoology shows in high-def clarity the manner in which that final grade evolved.
This year, I emailed every parent their student's parent access code with a detailed explanation of how to create their account and why doing so is important. And, when a parent contacts me looking for clarification on how their student earned a specific grade, I typically point them right to Schoology and recommend they create an account if they haven't already done so. Parents who access their student's work in this manner typically have few questions for me and often find they don't need to have a face-to-face parent-teacher conference.
The next important tool is this blog. While I recognize that I do need to post more often (the goal is weekly), I use this site to reflect on what we are doing in the classroom, what I am doing as a teacher and how effective it seems to be working. If you want to know more about my inner thoughts on my classes, this is the place to find them.
Of course another important tools involves maintaining my class website. There are numerous tools and resources on the various menus above. Student resources holds information about my class and the tools I frequently employ and career and college tools are just that: a place for students to find useful items and information about careers and colleges offering degrees in game art and design.
The final and probably least specific tool I use to maintain transparency is Twitter. While I do not post a lot about classes specifically or my thoughts on teaching, I do share information relevant to the game industry as well as making some personal posts. This gives the reader insight into both the career of game design and my personality as an individual outside of teaching.
So, why is it important to have such transparency with my students and their families? If the students know me as more than their teacher, I can make a better connection with them and they will be more invested in succeeding in my classroom. For parents, it helps to build their investment in their children's education and hold their student responsible for their own success. Parents can see all the tools and techniques I employ and I believe that helps them understand just how invested I am in their child's success as well. And in the end, isn't student growth and success what education is all about in the first place?
I am a high school Career & Technical Education (CTE) teacher located in Durham, NC with a focus on game art and design. This blog provides a place for reflection on relevant classroom practices.
The views and opinions expressed in this blog are solely those of the author and do not represent those of my employer or anyone else associated with Durham Public Schools.