Technologically Literate

Balance.  In personal life, and in professional life, we all need balance.  Balance in the way we approach, balance in the way present.  Comfort can disguise itself as balance.  Routine is easily misread as “I am doing a great job.”  I have been blown out of my routine both in my personal and professional life.  Personally, the birth of a child has weighted the scales towards extreme exhaustion and has left the counterbalance, mental clarity, dangerously teetering. 

Professionally, my wish has come true and I accepted a new position.  It will be my job to help our teachers prepare our students for the future.  That’s right, little ole’ me attempting the most dangerous job in all of teaching, teaching the teachers.  Of course I am extremely pleased with my new position, but I also realize the choas I just called for in my professional life.  No class schedule, no regular students, NO SUMMER OFF.  What have I done???  

As I sat back and enjoyed the holiday weekend, I was mindful of the battles abroad (My sister leaves in a week, stay safe Traci) and of our battles right here at home.  I am proud of the men and women of military and wish them all God’s speed.  I am also proud of the work we are doing for the education of our children.  As a parent and as a peer, I know that the future of education is in good hands with you folks around.  With your tireless efforts to improve education, you will help provide our students with balance.  I know that some day, God willing, those students will provide our world with it to. 

Hopefully this blog will soon start to take on it’s original intent, to share the journey of technology integration and professional development.  So if you are growing tired of my scatter brained reflection, fret not, soon you will also experience the wonderful world of my scatter brained ideas for technology integration.  I start writing new NETS curriculum June 11th.  Wish me luck.

In February of this year, I was moved to action by a visit to Pennsylvania’s Ed Tech Conference dubbed PETE&C.  Meeting and talking to people like Jim Gates spurred me to start blogging.  It was there that I saw a tremendous opportunity to bring online/open source tools to the students and teachers of DuBois.  Without PETE&C I am positive that I would not have the energy or passion to finish my masters or to continue helping other teachers.  Thank you administration and Title 1 funds.

Well, in typical Pruitt fashion (I am notoriously impatient when I get rolling)I have already submitted a proposal for 08′.  I am prosing a 3 hour “pre-conference” session on DV in the classroom and with 8 scant months to prepare I am already going overboard.

“So what?” you may say.  “So, I am already nervous!” I would reply.  I am writing this to reflect on some of my ideas and to hopefully hear what others would want out of 3 straight hours with me.  After all, that’s what the social networking is all about, right?

The only draw back is, if your here, you probably have a good idea about editing and posting video. So, put yourself in one of your teachers shoes.  One that is interested in DV, but not sure how to go about starting. 

My thoughts are, as a teacher and tech coach, I want to first do a good job of connecting the use of DV to rich, authentic learning.  With the proper amount of time, student produced video projects have to power to delve deep into the high-order thinking skills that are so prized today.  I will discuss project-based learning, group dynamic, and self-directed learning all in the context of Mr. Bloom and Mr. Gardner.

The meat will be reserved for three (so far…I am open to suggestions) methods of creation and online posting of videos.  As a PC based school, I plan on covering Windows Movie Maker/PhotoStory, SplashCast, and Jumpcut.  I figure that is a good cross-section. 

Finally, I will cover uploads and embeds using TeacherTube, hopefully finishing with time to work on a short version of the Internet Safety Video unit that I use with my 7th graders. 

Wheww! I feel better already.

I have personally witnessed the power of posting a students work online.  My second period was blown away by one student video being viewed 7000 times in a month.  It changed the way they approach projects in my room and that’s what I hope to share. 

If you have any input or reference material I would love to hear/read it.  Remember…I only have 8 months left…Wow, I’m a wreck             

I decided to give this a try. Here is a quick and dirty Audacity tutorial. I actually use this to help my students learn the program to produce podcasts. The nice part…Since it is open source the kids go home, grab a mic, and continue. There are not too many pieces of software you can send home with the students.

Download: Posted by kpruitt at TeacherTube.com.

I have been away for awhile.  The more I thought about blogging the less I felt I had to say.  I like the simplicity of the Tips blog I keep for the district, but in that blog I kinda stepped into it deep.

While I was on paternity leave I posted the Scott Mcleod rant about Margaret Spellings and her, let’s say, less than thorough exploration of how the government should position itself on technology in the classroom.  I applaud Scott because according to his new post Ms. Spellings would like to hear from the rest of us.  Since I re-posted and since I am genuinely hoping this is not just an appeasement tactic, I feel the need to offer my two cents.  (Not associated with David Warlick or his two cents blog)

Here is my email, tell me what you think, and then send your own:

Secretary Spellings:

I teach 7^th grade communications at DuBois Area Middle School in DuBois, PA.  I have three years of classroom experience and I am actively working on my master’s degree in technology integration.  Technology has improved our schools and classrooms immeasurably.  The consistent and concise flow of information has allowed both administration and staff to have what is necessary to make decisions about individual educational needs.  Paper costs have gone down due to the use of an electronic database and student engagement is on the rise due to learning occurring in context. 

In my opinion, as an educator and technology coach, the integration of technology has dramatically increased my efficiency and effectiveness.  An access to current data through professional networking along with online organizational tools has provided me with the most precious gift in education, time.  I use that extra time to develop engaging material and to connect with 120 students on a personal level. 

Technology on its own does not have the power to prepare our students for the future or come close to meeting the 100% proficiency goals set by NCLB.  However, a knowledgeable educator, with access to the right information, can help build a foundation that will give students the tools they need to be successful in any avenue they may choose.  I am not usually in the business of telling the federal government how to operate, but in my opinion, if you want globally competitive students that are meeting the lofty goals set by NCLB then you need to invest in district specific support systems.  Do not try to mandate an across the board position, but give the districts the support and resources they desperately need to develop and implement specific plans that benefit their situation.

Thank you for your time and the opportunity to voice my opinion.

Sincerely,

Kenneth B. Pruitt

Educator

I cannot say that I am as engaged in my graduate work as I should be.  Life often interferes and one must do what one can.  I am attending Walden University online and I am partially through a graduate degree in technology integration.  The class I am currently in is a study of habits of mind developed by Costa and Kallick (check older posts if you want to read about that) 

This week the class is learning more about rubrics within the discussion of teacher to student feedback.  This is what I submitted for discussion this week:

As we move our way through the degree program I try to adopt things that change weakness into strength.  The problem is that, as a new teacher, I find I am not often aware of my weak areas.  Feedback is one area where I have grown in this degree program.  I like to think of myself of a nice guy.  I talk with my students as much as I can and I try to reinforce the behaviors that I think are appropriate.  I have come to find that, although the students consider me easy to talk to about life, the classroom feedback I provide them is very general.  “Good job, well done, here is a good grade.” I am a guy against grades that is providing feedback in almost exclusively grade form. 

Lately, I am trying to incorporate more thought and even further action in my day to day feedback.  I comment on the overall design and color schemes of projects.  If possible I quickly bring up other examples and ask them to compare.  I ask if the students have come across interesting information related to their project.  I try to do what I can to spark a conversation about the content that the students are covering. 

Although I use rubrics, I don’t think I clearly explain why I do the things I do.  It is my goal in the future to include the vocabulary of feedback into the everyday classroom so that the students not only understand what I want, but can also see and understand it in situations outside of my classroom.    

Yes, I love myself; however, the purpose of posting this is to hear from other, more experienced teachers about the feedback they provide.  It may be teacher to student, teacher to teacher, or how you set student to student feedback.  Here is a cross section of  the people I would love to hear from:

Jim Gates

Ryan Bretag

Vicki Davis

Teacher Dude

Jennifer Dorman

Karl Fisch

Anastasia Goodstein 

Anyone else that wants to comment on the value of feedback in education.   

  It looks like the time has come to meet the boy that has already changed my focus on so many things.  Like I said before, waiting bites, but it’s the waiting that has allowed my wife and I to explore our lives in relation to his.  We have discussed religion, politics, education, and of course love.  Late last-night we came to a conclusion that all of these things have common threads.  We figured, after the need for power, the strongest thread is that when you involve human beings in any of them you often end up with more problems than solutions.

Take your pick on religion and politics, but I am continually taken back by problems public education creates for itself.  I am realitivly new to education and I cannot count how many times we have killed an idea because it didn’t work previously.  I also, cannot begin to tell you how many knee jerk reactions I have witnessed when the “newest” idea or education savior comes rolling into town.   

Let’s face it, we are all different.  Our communities and school all require specialized attention that only we can give.  So why do we keep mucking it up with the past?  If you read or listen at all, you know that education will shift and that we will all be okay.  The only thing left is us and the transition.  Only we have the power to dictate how that shift will occur.  Will it be a long and drawn out fight with hurt feelings and lost jobs or will it be a community effort where some professional (or ego) sacrifices are made for the good of the student?

Not to long ago, Jim Gates made a simple yet powerful statement.  I was venting some professional frustration to him and what he said gave me an “ah-ha” moment like I haven’t had in sometime.  He said, “Eventually you have to ask (teachers/administrators) is this as far as we are going to go?”  Is this it?  Are you at the peak of your professional practice?  Can we honestly say we are reaching out to our students and they are making the connections that will help them be successful?  Or, are we telling ourselves that this generation is lazy and stupid and there is no hope for them. 

Do you think the kids say the same about us?             

 I am not foolish enough to believe that I have caused worldwide or even local disappointment due to my lack of posting but, if I have there, is a pretty good excuse. 

My wife and I are anxiously awaiting the arrival of our first son.  I gotta tell ya, I have never really worked off someone else’s schedule, but waiting bites.  You find out and for 8 and 1/2 months you think…oh God, there is no time.  Then you hit the “maybe” weeks of 37, 38, 39, and soon 40 and you start to wonder if the child will ever be born.  I’m convinced we are on our way to birthing a high school junior.  (Hmm, only two years at home..)

 Is it a contraction or gas?  I can tell you what one feels like, but the other is any man’s guess.  My wife looks at me and says, “I think that’s one.”  She grins…I hyperventilate.

Anyway…When I am not aging rapidly,  I am keeping a new tips blog for my school district.  It’s a simple design based on the great work of my friend Jim Gates.  I am using the blog to try and spread the word about great sites, web tools, and blog posts from around the web.  Stop in and say hi.

I have also loaded some professional development material (mostly for DASD) to TeacherTube.  I am excitied about the prospect of a video sharing site specifically for education.  If you know me or my writing you know that I am an “open web” supporter, but big ripples start with small stones.  TeacherTube could be the small stone that gets nervous administrators to begin exploring web tool potential.

Next time I talk to you…I’ll be a Dad.   That is scary for all of us.             

“Whatever kind of technological programs educators decide to develop, the primary consideration should be the purpose of using the technology.” -Gary Burnett 1994

As I work my way through a graduate degree, I get the opportunity to page through some interesting research on the value of educational technology.  Being the great procrastenator that I am, I sometimes spend time perusing older publications that technically, shouldn’t apply to my fancy on-line degree.  After all, this is the 21st century and technology has changed the way we live and work.  Information and social interaction are just a click away.  Schools have technology standards the must adhere to.  We have come along way in 13 years right? 

In 1994 Gary Burnett was studying how technology could improve urban schools.  Burnett was aware that the landscape was changing and that all of the research of the day pointed to the importance of technology skills.   He did not dispute the facts, however; he saw the need for some forethought.   See if this sounds familar.

(Burnett 1994)”The methods and purposes of computer use often differ radically from school to school and from district to district: sometimes computer use enhances learning for all students and sometimes it simply confers a new technological sheen on the low-level programs…In some cases, they are present in the schools but are not being used for any clear purpose at all.”

 As we start to leave the 2006-2007 school year behind (state test are done, we’re done, right?), I wonder, how far have we really come in 13 years.  Sure the tools are changing, and access to information is changing, but where are we really?

Is it really now or never?

I sent Scott McLeod’s recent post to a group of educators that have a tough decision to make.  The group, including teachers, administrators, and librarians, are charged with writing a technology grant that has the potential of bringing hundreds of thousands of dollars worth of new technology into their classrooms.  No brainer right?  But what is involved in receiving such an enormous award?  Can a school just make a decision like this?  Does the message really have to be adapt or die?

Many problems, few solutions

If a school accepted such an award here are a few of the possible problems that they face.  First, who gets it?  By that I mean which classrooms are going to be updated.  The grant requires volunteer coaches.  How many teachers will be willing to commit to more time consuming coursework on top of a leadship role within their department.  What do you do with the teachers that will not buy in?  Second, what will an influx of technology like this do to the current infrastructure?  When do you start looking for qualified new techs to maintain the system?  Thirds, and for the sake of brevity, last, how does any of this improve student learning?

One, unqualified, solution

For me, slow and steady still wins the race.  Yes, other districts around you are gobbling up awards and your local news is featuring their kids looking directly at laptops live at 6, but that should not signal a new arms race.  It’s my opinion that time and a solid support system is the key.   Follow me for a second…A tech specialist helps interested teachers to update their skills.  Those teachers become more comfortable and willingly accept leadership positions knowing that they still have a place to go for answers. The staff becomes more savvy and frees up techs to focus on infastructure and less on printer ink.  Hardware works smoothly, consistently.  Communication between people, departments, grade levels, and other buildings increases.  That results in a better progression of skill K to 12.  New technology and equipment is purchased and implemented eventually resulting in huge savings on paper, ink, and text books.  New found money is used to continue training, provide better “hands on” learning activities and possibly cut taxes, gaining huge support within the community.

Gasp!              

Sounds logical, but it all depends on leadership giving ample time (and money) for a solid support system to work.  It could take two or three school years to build the relationships necessary to make this work.  It could take longer to realign curriculum to ensure an effective skill progression that provides students with 21 century skills.  Scott McLeod called for solutions.  Patience may not be popular, but being impulsive could be disastrous.

What do you think?       

There is much debate among students, teachers, administrators, and even technicians about the education value in YouTube.  I, for one, see it as a tremendous resource that, when used properly, brings much needed perspective to lessons.  For example, during a seventh grade discussion about the history of technology (remember they were born around 1995) I use a 1950’s “science and technology” video from Unitedstreaming.  The video is good, it illustrates how NASA and the military drove technology inovoation for decades.  I feel the video provides an excellent historical perspective, but the students response is usually “meh.”  However, when I follow the “boring” technology lesson with few retro Nintendo commercials, the room lights up.  The students bombard me and each other with comments and requests for more visions of the past.  

There are a couple of things that I learned from this.  One, YouTube is not the devil. Two, although a distribing image, the age old saying remains true, there is more than one way to skin a cat.       

Here are two videos I have used in class.  Borrowing a line from Karl Fisch, I use the videos to prompt a discussion about how students are being educated for jobs that don’t exist using technology that hasn’t been invented yet.  That is a tough concept for middle school students to understand, especially students living in a stagnate rural area where much of the economy still depends largely on farming, manufacturing, and mining.  I am happy to report that they like the videos, but they love the conversation about future possibilities. 

Just for fun, here is the Nintendo commercial I love.

Also, I am looking forward to my first NECC and discussing blogging at the edubloggercon.