Tag Archives: george couros

Should every educator be an “innovator”?

Having a conversation with an administrator, and talking about the notion of the “innovator’s mindset“, they asked me if I thought every educator should be an innovator.  I answered with one word.

Yes.

When we went deeper into the conversation, and the comment was made that not every educator is good with technology.   Innovation doesn’t necessarily have anything to do with technology as the two words are not necessarily synonymous, although technology allows us to accelerate and amplify the process if used in purposeful ways.  It is about having a mindset towards continuously developing new and better ideas as outlined below.

Innovator's Mindset

This was obviously built on Carol Dweck‘s work regarding the “fixed and growth mindset”, but it goes further in the notion and is essential in our work with students every day.

For example, you are working with a student and you have learned several strategies that you use to help for reading, yet none of them work for the student.  Do you give up, or do you take what you know (or find out things that you don’t know)  and try to figure out a new way to help this student?  If we simply go with what we know right now, a lot of students will be left behind since there is no one solution that helps every kid.  If there was, we would all know it.

Or what about the administrator that may have budget constraints and work within a system that expects us to do more with less?  If we do not think of new ways that we can do things, then how will we ever move forward?  Innovation is not about “stuff” but more about a way of thinking.  We live in a complex world that needs us to not do just what we have done, but to look for new and better ways to solve problems to help those we serve.  These are the characteristics of the innovator’s mindset.  This way of thinking is by far the biggest game changer in education; it will never be a technology.

This is not about embracing failure, but doing whatever we can to help our students today become successful.  The other idea is that “innovation” is not something reserved for the select few in education, but is something that all levels of our organization, from students to superintendents, need to embrace.

When we look at ourselves in terms of having the “innovator’s mindset” and say “that’s not me”, not only do we sell ourselves short, but our kids.  We need to constantly ask the question, “what is best for this learner?” This is a question we all need to continuously ask in education.

What’s your one word?

I was reading my friend Tony Sinanis’ blog and his post on “Dear Sucky Teacher”, which was preceded by “Dear Sucky Administrator“.  I have had a lot of conversations with Tony, and I can tell you that he is one of the kindest and most supportive people I know, but I will admit, the title threw me off.  I have said before that nobody gets up in the morning wanting to be terrible, and although there are teachers out there that don’t love their job, there is always more to a story than we know.  In no way is this meant to be a challenge on Tony’s post, but it just made me think and connect to my own learning.

One of the comments that I made about the post would be on changing the title to, “Dear Struggling Teacher”.  What would that say?  I know some amazing teachers who have not lived up to their own standards themselves, and have had tough years.  I know that I have had my own tough times and I have not lived up to my own standards whether it be personally or professionally.  Some people actually excel in their jobs when things are bad in other areas. It is often how they are wired, sometimes it is the superior ability to compartmentalize, and sometimes it’s avoidance.  As someone who wears their heart on their sleeve, you can see when I am having a bad day from a mile away, and I know it can affect what I do.

So in light of Tony’s post and people sharing their “word” for 2015, I have thought about a word that has kept popping up into my head over and over again; empathy.  I have especially thought about it a lot in a world where technology so dominates us, that we often forget that there is a human being on the other side of that connection.  It has made me step back and really think about how it is so easy to go online and complain about a bad customer interaction, not really knowing more to the story. I know that I have been prone to push in person and online, so I have tried to step back and ask more questions than anything, and as Stephen Covey would say, “seeking to understand”.

Empathy is crucial to innovation and design thinking, and that is being mentioned quite a bit, but it is also crucial to every interaction that we have. So personally and professionally, So in 2015, I am going to focus more on asking questions and trying to understand, as opposed to being stuck to an opinion.  Hopefully this goes way beyond this year.

What’s your word?

3 Ideas on Innovation in Education from Vine

I have really started looking at Vine as a social media platform, and have been really interested in how it is being used.  Over the Christmas holidays, I could easily get lost in going through the posts of others and seeing what they have shared, and an hour could disappear in seemingly seconds.

If you don’t know what Vine is, here is the summary from Wikipedia:

Vine is a short-form video sharing service. Founded in June 2012, it was acquired by microblogging website Twitter in October 2012, just before its official launch. The service allows users to record and edit five- to six-second-long looping video clips, and to “revine”, or share others’ posts with followers. Some Vines are revined automatically based on what is popular. The videos can then be published through Vine’s social network and shared on other services such as Facebook and Twitter. Vine’s app can also be used to browse through videos posted by other users, along with groups of videos by theme, and trending, or popular, videos.

When I first heard of the platform, I didn’t think it would ever catch on.  I mean really, what could you do with only 6 seconds in a video?  But quickly, it has become one of the largest platforms for sharing videos, and there are many people (many of them in their teens), who have acquired millions of followers from their highly entertaining videos that they have shared.  Like any social media platform, not all content shared is something that I would be interested in, or even appropriate, but there is a lot of really interesting things being shared through the service.

This one made me really laugh, combining a “viral video” from the past to today’s popular music:

As I look deeper into the idea of “innovation”, especially as it relates to schools, there are some lessons I have noticed from the use of Vine.

1. Innovation can still happen with constraints.  As mentioned earlier, there was not much I thought that could be done with a 6 second video, but people are making some pretty amazing videos. Check out the following time lapse of the Northern Lights:

Or this one of a simple leaf:

Instead of focusing on what people “don’t” have in the use of Vine, they focus on what they do have, and many, try to create something amazing within the system.  There are many people that would love to totally start school from scratch, and sometimes I agree, but the reality of our world is that this is not likely to happen, and we are going to look at what he have to not always think “outside of the box”, but figure out how to be innovative inside of it.

2.  Multiple ideas can often lead to multiple great ones.  Some of the most followed “viners” post something new daily, and although many of the things they share are great, some of them are duds.  Instead of quitting, they continue to share different videos and make something new consistently.  In education, we might try something new and it doesn’t work the way we expected, but we need to continue on pushing new ideas and focusing on what works best for kids.  Even in my own blog, some of my posts are better than others, but I focus on continuing to write instead of focusing on something that I feel did not turn out the way I wanted it to.  Many teachers self-identify as “perfectionists” but here is the reality; if you are waiting for “perfect”, you will be waiting forever.  Being “perfect” and “learning” do not go hand-in-hand, so we have to keep trying and taking the good with the bad in our pursuit of growth.

3.  You are more likely to grow if you support others, as opposed to only focusing on yourself.  One of the things that I noticed about some of the most followed “Viners” is that they don’t just share their content, but the content of others.  It is their way of pushing the community and helping everyone to get better, not just trying to be the best.  In education, the people that are often the most successful are usually the ones that connect and support others.  People are drawn to those that give themselves to others, and that often comes back to the individual when those come back to support them.  In leadership and education, the people that are the most successful, are the ones that support and make those that surround them better.  A teacher’s and leader’s  legacy is not in what they do, but what is made by those they support.

As I wrote this post, I realized that these ideas for innovation that I connected from watching Vine, are universal in so many other areas.  How will you apply them in your work?

School vs. Learning

I have been thinking a lot about the “traditional” model of school and how people actually learn. If done the wrong way, school can actually go against what is needed for learning.  There are a lot of schools and classrooms that are doing amazing jobs at really promoting there students become learners as opposed to learning stuff.  

Here are some of the ways where school and learning can become divergent.

School promotes starting by looking for answers.  Learning promotes starting with questions.

School is about consuming.  Learning is about creating.

School is about finding information on something prescribed for you.  Learning is about exploring your passions and interests.

Schools teaches compliance.  Learning is about challenging perceived norms.

School is scheduled at certain times.  Learning can happen any time, all of the time.

School often isolates.  Learning is often social.

School is standardized.  Learning is personal.

School teaches us to obtain information from certain people.  Learning promotes that everyone is a teacher, and everyone is a learner.

School is about giving you information.  Learning is about making your own connections.

School is sequential.  Learning is random and non-linear.

School promotes surface-level thinking. Learning is about deep exploration.

I know that the statements above are not 100% true on either side of the spectrum, but what if you combined the statements to make something new?  Would schools become a place that is truly developing learners that are flexible and agile in a world that is constantly changing?  For example, take the statement:

School promotes starting by looking for answers.  Learning promotes starting with questions.

… and change it to this:

School promotes developing your own questions and finding answers.

What would school look like if we really focused on developing our own statements that focus on the power of developing learners?  I would love your thoughts on this.

Update:

Here is an image that Sylvia Duckworth created to correspond with the post.

Screen Shot 2014-12-29 at 4.44.10 PM

Character, Credibility, and Social Media

Stephen Covey talks about the idea of “character and credibility” being essential to successful leadership.  Character is how people perceive you as a person, and credibility is how they perceive your ability as a leader.  Years ago, while many principals were against the use of social media due to hearing things about online safety, cyberbullying, and a myriad of other issues, you saw many administrators against the idea of using social media.  Yet, there were a many administrators that saw these new “tools” had the potential to not only build their own credibility as leaders, but also create a deeper connection into their own character.

The expectation for school leaders is that they are instructional leaders. Although long before social media existed, many administrators were actively learning and enhancing their craft, it was hard to exhibit the characteristics of “lifelong learners” that we promote so actively to our students.  Instead of simply going with sharing their learning at the sporadic staff meeting, administrators are now actively sharing their learning through Twitter, blogging, Google Plus, and a plethora of other tools.  They are showing not only their expertise, but their growth as learners in a much more open example of transparent leadership.

To be a leader in schools, you need to be a learner first.  Where are your examples?

But how do we show character?

Social media is not only about sharing our learning, but it gives a view into our outside interests as well.  Principals are not just principals.  They are mothers, fathers, brothers, sisters, friends, music lovers, pet advocates, and a whole host of other things, that they can now show their community.  In Rita Pierson’s Ted Talk, she states, “kids don’t learn from people they don’t like”.  This goes for adults as well.  The best teachers in the world connect with their students on some personal level; this is point that should not be lost on the connection leaders have with their schools.

5 Questions You Should Ask Your Principal

 

I was recently asked by a superintendent if I had some questions to ask his principals to start off the year.  The questions I gave him were based on the following areas:

  • Fostering Effective Relationships
  • Instructional Leadership
  • Embodying Visionary Leadership
  • Developing Leadership Capacity
  • Creating Sustainable Change

In my opinion, the principal is probably the most important job in an educational organization.  There are many studies that reiterate this, but I think it is that they have the most authority closest to kids.  It is not to say that teachers aren’t important; they are absolutely vital.  But a great principal will help to develop great teachers, and a weak principal will do the opposite. They also tend to push great teachers out of schools, although most of the time unintentionally.  Bad leaders tend to drive away great talent.  A great teacher can become even better with a great principal.  As the very wise Todd Whitaker says “when the principal sneezes, the whole school gets a cold.”

Even though the questions were developed for superintendents to ask principals, I think that they should be questions any educator, parent, and even student should be able to openly ask their principal.

1.  What are some ways that you connect with your school community? (Fostering Effective Relationships) – When asking a principal this question, it is important to look for answers that go beyond the basic answers like staff meetings, emails, etc.  I would look for answers that go above and beyond what is expected.  For example, one of the best principals that I knew spent every morning welcoming staff and students to the school at the main doorway.  He would ask questions about their family, talk to them about their lives, and get to know them in a much deeper way than what was expected.  Although this principal has been retired for a few years, many of his staff refer to him as legendary because of the way that he would go above and beyond connecting with kids and community, before and after school.

2. What are some areas of teaching and learning that you can lead in the school? (Instructional Leadership) Covey talks about two important areas for leaders; character and credibility.  Many principals are great with people, yet really do not understand the art and science of teaching, or have lost touch with what it is like to be in the classroom.  Although a leaders does not need to be the master of all, they should be able to still be able to walk into a classroom and teach kids.  They should also definitely be able to lead the staff in workshops that focus directly on teaching and learning.  If teachers understand that a principal understands teaching and learning, any initiatives are more likely to be seen as credible in their eyes.

3.  What are you hoping teaching and learning looks like in your school and how do you communicate that vision? (Embodying Visionary Leadership) – There are many leaders in schools that often communicate a BIG PICTURE of what schools should look like, but can’t clearly communicate what it looks like for teachers and students. It is important to be able to discuss elements of learning that you are looking for in the classroom.  Not only is important to hold this vision, but to help develop it with staff and be able to communicate it clearly.  Many new educators walk into schools thinking that “quiet and order” are the expectations for classrooms, so even though they are doing some powerful work in their classrooms that looks quite messy, they are worried that it does not fit in with the vision of their boss. Due to this, many will often try to tailor their work to look like what they think the principal wants because they really don’t know what is expected.  Having a vision is important but clearly communicating and developing that with staff is also essential.

4. How do you build leadership in your school? (Developing Leadership Capacity) - Many principals are great at developing followers, but fewer are great at developing more leaders.  There has been this notion for years that you do everything to keep your best talent at all costs, but in reality, it is important to figure out ways to develop people, even if that means they will eventually leave. Great schools have become “leadership” hubs that they are continually losing great people, but they often get a reputation of being places where leadership in all areas is developed, which actually tends to attract some great people.  Wouldn’t you want to work with someone who is going to try to get the best out of you? There is a great quote that I’ve shared before (paraphrased) on this exact topic.

Many leaders are scared about developing people and then having them leave.  They should be more worried about not developing people and having them stay.

Again, great leaders develop more leaders.  What is your plan to make this happen?

5. What will be your “fingerprints” on this building after you leave? (Creating Sustainable Change) This has been a question that was asked of me years ago by my former superintendent, and has been one that has always resonated.  What she had shared with me is that she should be able to walk into my school and see the impact that I have had as the leader of the building.  This is not to say we throw out what the former leader has done, in fact, quite the opposite.  Great leaders will not come into maintain the status quo, but will bring their unique abilities to a school that will help them get to the next level.  They will build upon what has been left, but they will work with a community to ensure that their impact on a school lasts long after their time serving the community.  This where all of the other questions above truly come together, but it takes time and dedication to make it happen.

The old notion is that teachers and students are accountable to a principal is one that is dying (thankfully).  Great principals know that to be truly successful, it is the principal that is accountable and serves the community.  They will help create a powerful vision but will also ensure that they do whatever work is needed to be done to help teachers and students become successful.  I encourage you to talk to your principal, no matter what your role, and ask her/him their thoughts on some of these questions provided.

The Myths of Technology Series: “Technology Makes Us Dumb”

For ISTE 2014 in Atlanta, I will be presenting on the “Myths of Technology and Learning”. As I am really thinking about what I will be sharing at the conference, I wanted to write a series of blog posts that will help myself and others “rethink” some of these statements or arguments that you hear in relation to technology in school.  I will be writing a series of blog posts on different myths, and will be posting them on this page.  I hope to generate discussion on these topics to further my own learning in this area and appreciate any comments you have on each idea shared.

The Myths of Technology Series: “Technology Makes Us Dumb”

“In short, people who are able to keep up with technology will outsmart those who don’t (even more than they do now). Therefore, educators, parents and employers should try to foster an appetite for complexity, a curious and hungry mind…” From Is Technology Making Us Stupid (and Smarter)?, Tomas Chamorro-Premuzic, Ph.D.

When I was a kid, I had this ability to memorize every single phone number of seemingly hundreds of people in my life.  Now I can safely say that I know four.  My mom, my work, my own phone number, and 911.  There are hundreds of numbers that are stored in my phone, more than I could have ever possibly memorized.  Did I lose the ability to memorize or did I lose the need to memorize?  Am I “dumber” than I was before because of this lack of “rolodex-like” memory, or, is someone “dumber” because they don’t know how to put the information in their phone in the first place?  Who loses out more?

The argument that I have heard often is that “technology makes us dumb”, and I will admit, things have changed a lot in a short amount of time.  In a hilarious bit by Pete Holmes, he talks about how Google is “ruining our lives”, and he states that, “the time between ‘knowing’ and ‘not knowing’ is so brief that ‘knowing’ feels exactly like ‘not knowing’.”  We don’t “wonder” as much anymore and we have to make sure that we allow our kids, “to be curious, to imagine deeply and to think creatively”, that we were afforded as children (and adults).

A shift in thinking?

In one of the many articles I found when researching this topic, entitled, “Education in the information age: is technology making us stupid?”, they author posts a powerful statement on a possible shift in the world of education:

“So perhaps what is more important is not whether technology is making us stupid but if educational systems need to shift from teaching us what to think, to showing us how to think.” Jason Lodge

Is the idea that “technology makes us dumb” so readily shared by many because it actually has lessened our “knowledge”, or because it is throwing what we have done in the past, and what we are comfortable with, out the window?

Dan Brown, a former university student, posted an “Open Letter to Educators” talked about the shift that has happened in our world with the democratization of information and how knowledge becoming “free” to the masses has made many aspects of traditional education irrelevant.  He makes an ominous statement to educators in a video that has been viewed over 276 000 times:

“Educators of the world…you don’t need to change anything.  You simply need to understand, that the world is changing, and if you don’t change with it, the world will decide that it doesn’t need you anymore.”

Perhaps we need to view the idea of “knowledge” and “intelligence” in a different light.

Creating opportunities 

One of the biggest opportunities technology has afforded us as an individuals, and more importantly our students, is opportunities to learn that work for us as the individual.  Assistive technologies have been used for years in classrooms, but with a push towards “Universal Design for Learning” (Ira Socol is one blogger that has really taught me a lot in this area), there is a focus on what works for every individual learner.  I think back to my days in school and how tired my hand would become quickly from “cursive writing”, and how that physical fatigue, even small in nature, would quickly lead to mental fatigue.  Now, instead of writing notes in a book which was the standard practice when I was a student, I now have the opportunity to write on my phone, tablet, computer, or even record my own voice using Evernote to come back and revisit ideas.  This opportunity to use a myriad of tools has allowed me to learn in a way that works best for me, not what someone else might be comfortable using.

David Crystal, a professor who has researched the the impact of texting on literacy, discusses the idea that the use of mobile technology has actually improved our ability to write.  His research led him to find that the earlier you have a mobile device, the better your literacy scores while also improving spelling.  If you summarized his research, it would be that people are becoming more literate because of the use of mobile devices because they are reading and writing more.  People often argue the opposite, not because it is wrong, but because reading and writing on a device looks different than how we did it as children.  If you think about it, how many times as a kid were you reading, writing, and walking at the exact same time?

The simplest things with technology can make a huge difference with students.  Inspired by the movie, “The King’s Speech”, a teacher gave a student with a stammer, the opportunity to speak while using headphones and listening to music:

This technology gave a student a voice that they might not have been comfortable using before.  This does not feel like “dumber” to me.

The world at your fingertips

So when you can Google everything and all of the information in the world now resides in your pocket, we have to start thinking differently about school.  If I asked a teacher a question, and they used Google, or tweeted out the question and found the information through a social network, many people would consider that adult “resourceful”.  Yet if a student does the same thing, they are considered a cheater.  Ewan McIntosh has talked about the idea of “Google vs. Non-Googleable Questions” that leads to higher level thinking.  It is not that content has become unimportant, but as Thomas Friedman states in his article on how to get a job at Google, “the world only cares about what you can do with what you know (and it doesn’t care how you learned it)”.

Information to a library was never seen as a detriment to knowledge, in fact, it was often seen as an advantage.  If you actually look deeper into that process, many students would take what was found in the library as “fact” as someone had went through that information for you as someone had most likely went through that information for us.  When we now carry the information (way more information than could ever be stored in books in a library) in our pocket, we have to teach our students to discern what is credible information, while also giving them opportunities to do something with that information.  A library in a school would never be seen as a detriment to knowledge; neither should the vast library on our phone.

As many have pushed back on the idea of allowing students to bring in devices to exams, we have to think that if you can simply google the answer to a question on a test, is the question really that strong?  The shift in schools should not be away from content; the shift should be what do we do and create with the content.

A focus on creation

“If it were clear in my mind, I should have no incentive or need to write about it. . . We do not write in order to be understood; we write in order to understand.” Cecil Day-Lewis

Clive Thompson, author of “Smarter Than You Think“, is a strong believer that technology has given us opportunities to learn in ways that we have not been afforded to us in the past.  In his article, “Why Even The Worst Bloggers Are Making Us Smarter“, he discusses how having an audience can actually help us to think deeper about what we are sharing:

 

Literacy in North America has historically been focused mainly on reading, not writing; consumption, not production. While many parents worked hard to ensure their children were regular readers, they rarely pushed them to become regular writers. But according to Deborah Brandt, a scholar who has researched American literacy in the 20th and 21st centuries, the advent of digital communications has helped change that notion.

We are now a global culture of avid writers, one almost always writing for an audience. When you write something online—whether it’s a one-sentence status update, a comment on someone’s photo, or a thousand-word post—you’re doing it with the expectation that someone might read it, even if you’re doing it anonymously.

Having an audience can clarify thinking. It’s easy to win an argument inside your head. But when you face a real audience, you have to be truly convincing.

Social scientists have identified something called the audience effect—the shift in our performance when we know people are watching. It isn’t always positive. In live, face-to-face situations, like sports or concerts, the audience effect can make athletes or musicians perform better—but it can sometimes psych them out and make them choke, too.

Yet studies have found that the effort of communicating to someone else forces you to pay more attention and learn more.

Thompson also discusses that before the Internet, people rarely wrote after high school or college, but more and more, people are writing because they have the opportunity to connect easily with others.  Although school has had a strong emphasis on “reading”, writing seems to get much less attention.  With the ability to write about what you are interested in to an audience that cares, it can be the difference between someone being literate or fluent.

Writing makes us smarter.  We often focus so much in education about the notion of our students “googling” but we should think more about the content they can create so they can be “googled”.  The biggest shift on the Internet is not necessarily the knowledge we can access, but more the knowledge that we can easily create and share.

As Thompson states, “The members of ‘dumbest generation’ aren’t just passively consuming media any more. They’re talking back to it.”

More than just information

“The smartest person in the room, is the room.” David Weinberger

I have used this quote in every single presentation I have given in the last four years, and have encouraged participants to share their knowledge through social media outlets such as Twitter through the use of a hashtag. It is my way, as the presenter, even sometimes considered to be the “expert in the room”, to continuously learn from others, whether they are in the room or not.   No matter my abundance of knowledge in any topic, I am never smarter than everyone combined in front of me., nor out there on the Internet.  The knowledge that is out there online now is similar to an abundance of a natural resource found in any area.  It is not about understanding the benefit of this resource; we know knowledge is power.  It is simply learning how to tap into it, access it, and using it in meaningful ways.

My question to the Weinberger quote is, “How big is your room?”  Are you limited to the five people in the meeting, the 50 person on your staff, or to anyone willing to connect?

Yet sometimes the audience just needs to be one person.

When one of our students blogged about a booked named “The Dot”, she was surprised that approximately five hours after it was posted, the author commented back to her.  This impact from one person and the connection facilitated brings a different type of motivation to students that was non-existent when I went to school.  As Steven Johnson states, “Chance favours the connected mind”, and we need to take advantage of this new opportunity that is afforded to both ourselves and our students.  Someone once told me that after years of school, when students hand in assignments to their teacher, they just want it to be “good enough” but when they are writing for an authentic audience, they want it to be “good”.

Conclusion

The jump in our knowledge and understanding can be monumental because of technology. Educators just need to learn to tap into the opportunities that are afforded to us in an increasingly networked world and utilize to its fullest potential.   It is not only about “knowing”.  There is so much more we can do with and for our students because of technology.  Let’s take advantage not only of the information, but the access to one another.

Myths of Technology Series: “Technology Will Replace Face-to-Face Interaction”

For ISTE 2014 in Atlanta, I will be presenting on the “Myths of Technology and Learning”. As I am really thinking about what I will be sharing at the conference, I wanted to write a series of blog posts that will help myself and others “rethink” some of these statements or arguments that you hear in relation to technology in school.  I will be writing a series of blog posts on different myths, and will be posting them on this page.  I hope to generate discussion on these topics to further my own learning in this area and appreciate any comments you have on each idea shared.

A fear for many is that the continuous interactions that we have with one another through technology will replace face-to-face interaction.

Sometimes it seems that we forget our own childhood and that we had many peers that had trouble with interactions before mobile devices were the norm.  Technology did not inhibit them from speaking to others, nor do we need to necessarily think less of someone who may be an introvert.  People have different strengths and some actually thrive in isolation.  Their issue or our issue?

What some teachers have done is use technology to actually give students a voice and options that they didn’t have before.  I thought it was brilliant to see one teacher use Google Forms to do a simple “check-in” with students to give them the opportunity to share what is going on in their lives to ensure that she could help them in any way possible.

What this actually facilitated was the opportunity for the teacher to get to know her students better through the use of technology and she saw it as a way of actually enhancing their face-to-face interactions.  Some students are fine going up to a teacher and sharing some of the struggles that they have in their lives, but from my experience, those students would actually be in the minority.

Instead of accepting that some people are more open than others, we have often tried to force students talk to a point which would be our ideal.  Many educators, including myself, used to give marks for “participation” in class discussions to push our students to talk.  What this would often do would force some kids to speak when they are totally uncomfortable, and not facilitate anything that would be beneficial outside of the classroom.  With others that continued to not talk, tying marks to their “lack” of participation, only makes them feel worse and punishes them for sometimes being shy.  Is this really helping the problem?

We have to see that for some students, technology actually can provide them the voice that they have never had before.  I spoke to one student that said the use of social media actually inspired them to start speaking publicly because they developed confidence through a medium that worked for them.  I think of how many students would benefit and feel more comfortable talking in public when they would be allowed to use a medium that works for them first.

Then you have the other argument that the constant use of technology actually takes away the ability for some students that are already social.  The reality with many people are social, means they will actually connect both online and offline.  Social media has not made me any less social when in an “offline” environment.  In fact, it is quite the opposite.  I now feel that I am always comfortable going to any conference on my own as I will know people there that I have connected with through Twitter.  Instead of simply going to workshops and being by myself, I now can easily find a group of friends and connect with them in person.  This only started happening for me when I started using social media and if anything, it has actually made me more social in face-to-face settings.  Before I would have never gone to a conference on my own, and now, I don’t even think twice about it.

What I have also seen is that technology and social media has actually given people the opportunity to connect with others that have similar interests or experiences.  I was moved, as many were, by the video of two girls that were both born with one arm, connecting continuously through Skype.  Although they had never met, they considered each other “best friends”, and talked constantly, even though they were on opposite sides of the world.  The moment they finally met was inspiring, and to say that this relationship is lesser because it started and grew online, would most likely be an insult to these two, as it would be to others who have met some of their best friends and partners online.

It is pretty amazing to see the opportunities we have to connect, see, and learn about one another because of technology, but sometimes the ease of use leads us to take it for granted.  As I see my nephews and nieces grow up through my brother’s sharing of their lives, our conversations are much richer and deeper each time I see them.  I know more about their lives and feel that even though I am living far away, I am still able to watch them grow up.  I would take opportunities to see them in person over online interactions, but since I do not always have that option, I will continue to enjoy connecting with them through technology in-between visits.

Technology can give us the opportunity to enhance face-to-face interactions, not replace them.  We just have to take advantage.

Screen Shot 2014-04-12 at 11.42.29 AM

Learning and Life

My dad passed away almost a year ago and I have been forever changed.

I have written this before, but I feel that everything has just slowed down a bit.  Life doesn’t seem as fast paced as what it once was and his passing has made me refocus.  It is often said that great athletes see the game they play at a slower pace and can recognize things coming at them differently.  I feel that since my dad has passed, the game has slowed down for me.  Sometimes it’s good and sometimes it’s bad.

In the last year, I have taken the time to focus more on myself and the people closest to me.  I have enjoyed having some of those people experiencing great things with me. I have tweeted less, blogged less, and feel like I have lived and experienced more.  I learned quickly that life is short and although I want to make a difference in the world, I also want to appreciate those closest to me and make a difference with them.  I have not been as successful with those relationships in many ways, but I have tried harder.  I have spent better time with fewer people.

Although I started this site to be an “educational blog”, it was weird for me at first to write about personal things in this space.  I have written about times that I have struggled personally, and events such as when I lost my first dog, and the opportunity for reflection in an open space, I feel, has made me more cognizant of my own life.  Many people get turned off by this type of writing in what is an “educational space”, but what I realized is that this space was never meant to be focused solely on education, but always on learning.  If you don’t think that you learn something when your dad dies that applies to the kids you deal with every day in a school, you are wrong.  How much will a kid care about math when they lose someone close to them?   The human connection that we have in schools will be the reason that schools will always be relevant and these life lessons, and how we deal with them, bring a lot to our students.  If you only teach the curriculum to a child, you have come up short.

In a weird way, I feel closer to my dad now more than ever.  I make it a focus to talk about him when I speak to honour his impact on me as an educator, but more importantly, as a person.  When you lose someone, you always have regrets on what you didn’t do or say, but I am trying to focus on what my dad gave me and what I can give others.

Am I where I want to be?  When I ask this question, I am not talking about my career but my development as a person.  I know that I have a long way to go but these moments in life teach you a lot about yourself, where you have been, and where you want to go.

I miss my dad every day, but I know that even though he is gone, my continuous reflection on his life and what I learned from him, ensure that he will impact me and help me grow as a person and teacher.