Fluid Conversations

I just finished reading a post by Patrick Woesser over at Academic Info entitled, “Putting the Education Back in the Ed Tech”. In it he states,

“This week, I attended an educational technology conference that drew participants from several states. Although turnout was low due to inclement weather, I couldn’t help but notice that the most popular sessions focused on tool-based technology integration. Web 2.0 applications were all the rage…and I’m not sure why.”

He goes on to clarify that although he is a proponent of web 2.0 tools, he cannot understand why people are still so mesmerized with the tools. I, too, have wondered the same thing but then I remember that I, too, was once mesmerized by them…oh, wait…I still am! He wants more “sustainable, meaningful transformation of teaching and learning” sessions because he feels teachers have an “obligation to become more independent in professional growth.”

I agree with almost everything he says; however, I keep hearing Patrick’s sentiments echoed over and over again from people all over the country and I’m beginning to wonder if we’re spending far too much time and energy resisting what IS. Perhaps we should be looking for ways to capitalize on their interests as a segue into a more meaningful discussion about how these tools can be used to support and enhance learning. To be sure it’s a “backdoor” way to get to the same place…I think we in education refer to it as “differentiation”. Who knows? The tools might ultimately lead teachers to re-imagine learning in their classrooms.

Yes,the stakes are high; there is an almost frenetic urgency to change education before we become irrelevant to our students. I’m not sure, however, that beating teachers over the head by insisting that the conversation begin with “meaningful talk about teaching and learning” is going to help us reach the goal of “getting students to take ownership of their Learning”?

As one of the people in charge of professional development for our district, I’ve stopped resisting the talk about the tools. Now, I may introduce a new tool, get past the “Oh’s” and “Ah’s” and THEN engage them in conversations about teaching and learning. Hopefully, one day, the conversations we have will ONLY be about learning… but until then, I’m going to meet them wherever they are on their journey. It was Bob Nelson who said, “You get the most effort from others not by lighting a fire underneath them, but by building a fire within them.” You bring the marshmallows and I’ll bring the chocolate.

So, the power of networking shines through once again. After twittering about our upcoming staff professional development day, Judith Epcke picked up on it and encouraged me to share with my PLP friends. (Thanks, Judith!) Why hadn’t I thought of that? I guess I’m still trying to wrap my brain around the ways in which this is all connected…you know…how the nodes are all connected to each other and how I fit into the community of nodes.

First, some background information:

We are in the third year of our T.A.B.L.E.T. Project. (Tools to Access Better Learning Environments through Technology) Each year, 90 staff members in grades K-12 participate in a year-long PD program that requires them to attend monthly meetings and read/reflect on a host of topics through our virtual learning environment. (Moodle) Each person is equipped with a tablet pc and a wireless projector. It was our first attempt to “Move our Mountain”. Like a drop of water, the effects of this project have rippled throughout the entire district…capacity building at its best.

To continue our journey, we invited Will to our district for two days last January. In addition to a keynote, he worked with a variety of groups exploring the idea that the web has profound implications for teaching and learning. Needless to say, his message registered high on the richter scale; I think it’s fair to say no one walked away from those two days without being forever changed in some way. His words were both inspiring and eye-opening. I remember when he told our staff that he undoubtedly would cause some cognitive dissonance…oh, yeah…just a wee bit. :0)

So this year, we continue the work with a morning focused on conversations around a variety of topics, including the following:

Learning in the 21st Century

Student Voices: Conversations about Life and Learning in the 21st Century

Teacher Voices: Beginning Conversations about Educating the 21st Century Learner

Content-based Sessions: Looking at the ICT Maps created by the 21st Century Partnership

Our hope is to continue the dialogue of what it means to learn in the 21st century. Although technology will undoubtedly be a part of our conversations, it is not the primary focus; there are no sessions dedicated to learning how to use a single tool. Teachers were given the opportunity to sign up for sessions which will be led by their colleagues.
This entry was originally published on my PLP Ning site.

Yes, indeed…we’ve jumped into some unknown territory here. (I’ve upped my dosage of Prilosec.) The mountain might regress…or erupt…or worse, stand still. It’s funny, though…I find when I listen to that still, quiet voice, more often than not, it provides me with the direction I need to take to affect positive change. How lucky am I to work for a district that supports forward movement and actually encourages me to listen to that voice?

So, back to moving mountains…I’ll let you know how it goes.