Connected Educator: Chapter 9... ...Connected Concerns
While being a connected educator brings about many positives, in this blog I wanted to look at concerns. These include both as a colleague and as an educator. Being on the fore-front of a new philosophy of education is unknown territory that can be scary and unknown at times. Some of these concerns also deal with students and how they are to overcome particular hurdles in reference to being connected. Remember, the grass may not always be greener on the other side.
1.) Too Much Tech
What is the balance that we have to achieve in order to be successful as an educator? I am finding that there are few days where I will go tech free. Yes we do discuss the idea of "unplugged" for a day but being connected in the digital world and reaping the benefits of that connectivity implies that we are needing to use digital technology often. We are spending less time doing what we did and more time on digital devices. What are the consequences?
From a student's perspective I am concerned about screen time and the lack of physical socialization. While students may be living out their lives online, are they loosing out on the traditional activities of life from riding a bicycle to playing a musical instrument? Only time will reveal the outcomes, but it is a concern.
Balance is what we strive for in the digital age and I think we as educators must remember that too. When assigning activities which require digital connection we must be sure to put ourselves in the "shoes" of our students and that the pros are outweighing the cons.
2.) Can't Keep Up
I sometimes feel that the connected educator platforms in the digital world are vast and continue to change at such an extreme rate that by the time you learn how to fully implement the digital application it is obsolete. There are apps that I would call fundamental (such as Twitter) when I think of being connected, but those even at times are becoming obsolete in the classroom. If we are to truly become connected educators how do we keep up.
I think the solution to this will come naturally. The digital market place will find quality over quantity and place particular programs at the forefront of connected education. While we may always have to decipher what is best for our own classroom, I do believe there will be a clear and proven standard to digital education.
3.) Access
The buzz is loud and proud in many districts about tech across the US, but there are students who struggle not because of capability, but because of access. Currently our city, state, and federal internet infrastructure does not support connected learning. There are particular elements that exist to aid students in school, but what about at home. How can we expect students to maintain connectivity and put learning into practice if we are not supplying them with internet access and the devices necessary to complete the tasks?
This is one of my biggest concerns. As teachers we need to be sure once again we are putting ourselves in the students perspective. Public education presents itself as an equalizer. This is not the case pertaining to internet access in homes. While someday this may change, for now a connected educator must always know the limitations of his/her students.
As we tap into the unknown in the digital age of connected education, it is important to meet our concerns head on. While pretending they are not there will no doubt lead to disaster, confronting our greatest fears I know will lead to success.
The Challenges of Raising a Digital Native | Devorah Heitner, Ph.D. | TEDxNaperville
Sunday, April 10, 2016
Connected Educator... ...Chapter 8: What Motivates Us to be Connected?
Connected Educator... ...Chapter 8: What Motivates Us to be Connected?
The 21st Century has arrived! With it has come a change in how we are motivated as educators. One of the most interesting books I have ever read on motivation is Drive by Daniel Pink. In it he discusses the extrinsic and intrinsic motivations that we have in our lives and how those motivations influence our decisions. Society is changing and whether we know it or not there is a strong motivation to be connected digitally.
Motivation applying to teachers falls into a category all of it's own. As a young high school student (never thinking of being in the role of a teacher) I had the perspective that teachers taught because they only had to work 9 months out of the year and the rest of the time was "vacation." I also thought that teachers taught because they wanted to have power over other people (students). As I graduated from college and began to teach I discovered a whole new motivation to why teachers teach. I teach to make a difference! I teach to connect with students! I teach because I see potential in people. Being an educator is one of the only jobs where your success is based on the performance and execution of others. It was always hard to explain to non-teachers why I am willing to take a pay cut. I will never financially make what some will, but I know that I make a difference in the world... ...for the better.
Check this video out!
Taylor Mali: What Do Teachers Make?
So where does being connected fit into the whole idea of why we teach.
1.) How.
Educators are life-long learners and experts at professional development. We do not settle for good-enough. We are always striving for something better. We can't do this alone and the expectations on teachers continue to grow on a daily basis. Not only do we have to teach, we have to prove to everybody outside of the classroom that our teaching is effective. The add-ons seem endless. But there are ways to go about doing our job better. New ideas and broader perspectives are only a click away. By sharing our ways how to teach with others we are opening doors that lead to endless potential for our students. We strive to thrive!
2.) Support.
While I often teach in a room filled with 50-70 students, I often feel alone. We need to have a professional learning network and a support system to reassure us that the risks and chances we take are well worth it.
3.) Innovate.
There are new and better ways of educating our students out there and before we were connected, we didn't even know they existed. Being connected gives us the power to innovate with our students on a level where we can make an impact with more people in the classroom. By connecting with others I am able to discover different perspectives on particular topics. This brings me to look through a new lens and drives me to innovate and share my discoveries.
4.) Fun.
Being connected is fun. Through being connected in our social lives we are creating endless relationships. We don't have to go to the coffee shop to find out the latest and greatest, we just jump on connected digital technology and are able to discover the latest and greatest. Being connected digitally bridges the gap between social and professional. I continue to observe educators building relationships socially and turning those interactions into new learning opportunities.
There are reasons why we continue the digital trend of being connected. The time and energy that it takes must be worth it as so many people are "drinking the water."
The Question (Please respond in comment area)
What motivates you to be connected?
The 21st Century has arrived! With it has come a change in how we are motivated as educators. One of the most interesting books I have ever read on motivation is Drive by Daniel Pink. In it he discusses the extrinsic and intrinsic motivations that we have in our lives and how those motivations influence our decisions. Society is changing and whether we know it or not there is a strong motivation to be connected digitally.
Motivation applying to teachers falls into a category all of it's own. As a young high school student (never thinking of being in the role of a teacher) I had the perspective that teachers taught because they only had to work 9 months out of the year and the rest of the time was "vacation." I also thought that teachers taught because they wanted to have power over other people (students). As I graduated from college and began to teach I discovered a whole new motivation to why teachers teach. I teach to make a difference! I teach to connect with students! I teach because I see potential in people. Being an educator is one of the only jobs where your success is based on the performance and execution of others. It was always hard to explain to non-teachers why I am willing to take a pay cut. I will never financially make what some will, but I know that I make a difference in the world... ...for the better.
Check this video out!
Taylor Mali: What Do Teachers Make?
So where does being connected fit into the whole idea of why we teach.
1.) How.
Educators are life-long learners and experts at professional development. We do not settle for good-enough. We are always striving for something better. We can't do this alone and the expectations on teachers continue to grow on a daily basis. Not only do we have to teach, we have to prove to everybody outside of the classroom that our teaching is effective. The add-ons seem endless. But there are ways to go about doing our job better. New ideas and broader perspectives are only a click away. By sharing our ways how to teach with others we are opening doors that lead to endless potential for our students. We strive to thrive!
2.) Support.
While I often teach in a room filled with 50-70 students, I often feel alone. We need to have a professional learning network and a support system to reassure us that the risks and chances we take are well worth it.
3.) Innovate.
There are new and better ways of educating our students out there and before we were connected, we didn't even know they existed. Being connected gives us the power to innovate with our students on a level where we can make an impact with more people in the classroom. By connecting with others I am able to discover different perspectives on particular topics. This brings me to look through a new lens and drives me to innovate and share my discoveries.
4.) Fun.
Being connected is fun. Through being connected in our social lives we are creating endless relationships. We don't have to go to the coffee shop to find out the latest and greatest, we just jump on connected digital technology and are able to discover the latest and greatest. Being connected digitally bridges the gap between social and professional. I continue to observe educators building relationships socially and turning those interactions into new learning opportunities.
There are reasons why we continue the digital trend of being connected. The time and energy that it takes must be worth it as so many people are "drinking the water."
The Question (Please respond in comment area)
What motivates you to be connected?
Friday, April 8, 2016
Connected Educator... ...Chapter 7: Attitude and Opportunity in the Digital Age
Connected Educator... ...Chapter 7: Attitude and Opportunity in the Digital Age
Skeptic: According to the Oxford Dictionary, a skeptic is "a person inclined to question or doubt all accepted opinions."
I lately indulged myself in the book The Professor and the Madman and discovered that I myself am a skeptic. I make assumptions of validity until I am convinced otherwise by cold and hard facts (or that which I define as truth). In now considering myself a "Connected Educator," I no doubt have shifted my thoughts on connectedness and technology in the digital age a 180 degrees. What once was wrong is now an opportunity.
We as educators find ourselves traveling in canyons, up mountains, and back again when considering professional growth and opportunity. What does it take for us to drastically shift our way of thinking? I argue that it is attitude. If we are looking for deception and void we will find it. If we are looking for opportunity and possibility, we discover that we only know what we know.
There are 3 different circumstances which have led me to defining myself as a connected educator. Some seem trivial while others seem prolific. I leave you to judge. First a connection with "the madman."
The Professor and the Madman tells the story of the greatest human contributor to the Oxford dictionary. After reading this book I will never "read" another dictionary the same way again. The "madman" as he is termed in the book takes the attitude of a philanthropist in his darkest time. Jailed, insane, and alone, he uses the opportunity to follow a calling to contribute to an unrewarded project in which he desires no recompense. This leads to a mystery in which opportunity leads to greatness. What is the setting of our professional life? Where do our opportunities lie? What is our attitude?
Out With the Old and in With the New
Courtesy of www.123rf.com
One of my first opportunities to dive into the digital age had to do with a yellow notepad. I took extreme care to always take notes and have my yellow notepads with me at all times. What I didn't realize is the opportunity knocking at my door with the introduction of the Ipad. I took notes, drew pictures, planned out lessons, and even sketched marching band formations on my yellow notepads. They were near and dear to me, but I needed more. While I indulged in my yellow notepads there was an entire digital world waiting to be discovered. I knew for my own sake if I was going to make the change I needed to let the yellow notepads go entirely and completely give myself over to the digital age... ...and I did just that. Five years later with little regret, I continue to use digital devices to record my notes, drawings, lessons, and even sketches. With opportunity came reward (yes I still have all my old yellow notepads, but just as keepsakes).
What's a Tweet?
Another digital opportunity that I recently took advantage of is Twitter. I have always been an extreme skeptic of Twitter as the media often presents it as a way for celebrities to express themselves universally. I didn't want that on my plate. But now... ...I discover that with a positive attitude and an open-mind I am able to see the benefits of participating in a Twitter environment. The endless amount of connections one can make opens doors and opportunities for a life time. I have discovered that I have so much more to learn from other music educators, general educators, administrators and even students via Twitter. In our digital connected society we do what we need to do to make a difference and connect. Twitter has become a practical and profound resource in my professional development. What's a Tweet? An opportunity. Who knows, some day we may even be able to get our news from Twitter. (check out the link below from the Wall Street Journal)
Let's Share: Google Drive
"Hey Mr. Mangan. Where's that file?" One of my most constant forms of organization in my professional life is Google Drive. Once a skeptic of security breach and intrusion by Google, I now find myself constantly developing new methods to better organize and share files. I developed a method in which I can access anything I've ever wanted to reference in an endless pool of data through Google Drive. The opportunity to have resources digitally and at my fingertips brought me to the realization that information equals value and I need to organize my value through a system. The paper cuts and many hours of filing are over. With a productive attitude and willingness to take advantage of a product I once found skeptical, I now find myself with the substance I need to be successful.
Meet Google Drive
I have found that my attitude limits my advances in opportunities in the digital age. While skepticism is sometimes a necessary characteristic for survival. I am finding more and more that attitude and a willingness to try often lead to success.
Onward!
Skeptic: According to the Oxford Dictionary, a skeptic is "a person inclined to question or doubt all accepted opinions."
I lately indulged myself in the book The Professor and the Madman and discovered that I myself am a skeptic. I make assumptions of validity until I am convinced otherwise by cold and hard facts (or that which I define as truth). In now considering myself a "Connected Educator," I no doubt have shifted my thoughts on connectedness and technology in the digital age a 180 degrees. What once was wrong is now an opportunity.
We as educators find ourselves traveling in canyons, up mountains, and back again when considering professional growth and opportunity. What does it take for us to drastically shift our way of thinking? I argue that it is attitude. If we are looking for deception and void we will find it. If we are looking for opportunity and possibility, we discover that we only know what we know.
There are 3 different circumstances which have led me to defining myself as a connected educator. Some seem trivial while others seem prolific. I leave you to judge. First a connection with "the madman."
The Professor and the Madman tells the story of the greatest human contributor to the Oxford dictionary. After reading this book I will never "read" another dictionary the same way again. The "madman" as he is termed in the book takes the attitude of a philanthropist in his darkest time. Jailed, insane, and alone, he uses the opportunity to follow a calling to contribute to an unrewarded project in which he desires no recompense. This leads to a mystery in which opportunity leads to greatness. What is the setting of our professional life? Where do our opportunities lie? What is our attitude?
Out With the Old and in With the New
One of my first opportunities to dive into the digital age had to do with a yellow notepad. I took extreme care to always take notes and have my yellow notepads with me at all times. What I didn't realize is the opportunity knocking at my door with the introduction of the Ipad. I took notes, drew pictures, planned out lessons, and even sketched marching band formations on my yellow notepads. They were near and dear to me, but I needed more. While I indulged in my yellow notepads there was an entire digital world waiting to be discovered. I knew for my own sake if I was going to make the change I needed to let the yellow notepads go entirely and completely give myself over to the digital age... ...and I did just that. Five years later with little regret, I continue to use digital devices to record my notes, drawings, lessons, and even sketches. With opportunity came reward (yes I still have all my old yellow notepads, but just as keepsakes).
What's a Tweet?
Another digital opportunity that I recently took advantage of is Twitter. I have always been an extreme skeptic of Twitter as the media often presents it as a way for celebrities to express themselves universally. I didn't want that on my plate. But now... ...I discover that with a positive attitude and an open-mind I am able to see the benefits of participating in a Twitter environment. The endless amount of connections one can make opens doors and opportunities for a life time. I have discovered that I have so much more to learn from other music educators, general educators, administrators and even students via Twitter. In our digital connected society we do what we need to do to make a difference and connect. Twitter has become a practical and profound resource in my professional development. What's a Tweet? An opportunity. Who knows, some day we may even be able to get our news from Twitter. (check out the link below from the Wall Street Journal)
Let's Share: Google Drive
"Hey Mr. Mangan. Where's that file?" One of my most constant forms of organization in my professional life is Google Drive. Once a skeptic of security breach and intrusion by Google, I now find myself constantly developing new methods to better organize and share files. I developed a method in which I can access anything I've ever wanted to reference in an endless pool of data through Google Drive. The opportunity to have resources digitally and at my fingertips brought me to the realization that information equals value and I need to organize my value through a system. The paper cuts and many hours of filing are over. With a productive attitude and willingness to take advantage of a product I once found skeptical, I now find myself with the substance I need to be successful.
Meet Google Drive
I have found that my attitude limits my advances in opportunities in the digital age. While skepticism is sometimes a necessary characteristic for survival. I am finding more and more that attitude and a willingness to try often lead to success.
Onward!
Thursday, April 7, 2016
Connected Educator... ...Chapter 6: Do As I Do, Not As I Say
Connected Educator... ...Chapter 6: Do As I Do, Not As I Say
So often we as educators feel pressured to say the right words, when in fact students are often better watchers than listeners. I notice particular trends with my students that have nothing to do with what I am asking them to do, but more so with what I am doing on a day to day basis.
I am going to focus on 2 areas where we as educators can "do" in order to get our students to become leaders in the classroom. It's time we start walking the walk.
Setup for Success
How do we setup for success in the classroom? In the music education setting this is a phrase that I use quite often. It could be physical to the space such as an arrangement or placement. It could also be a pedagogical setup. When working on a new exercise, chorale, or section of music I remind my students of what elements are necessary for success. It could simply be having a plan for the day which is centrally focused on student learning. Whatever it is, it is a recipe for achievement.
The physical space in the band room where I teach is the blank canvas which will eventually become a masterpiece. I take pride in the appearance and organization of my room and have the same expectation of my students. Are the chairs setup in an organized fashion? Are the music stands straight? Is the percussion section appropriately setup for the upcoming? Are the number of chairs in each row appropriate? The physical space is the launching point for success. I have found that students take pride in appearance and structure. There are times when I enter the band room and magically the stands and chairs are placed for the next class. To my surprise a student has done this. Actions over words... This is not my space. This is our space and we come to learn and paint our masterpiece.
Another way we setup for success is preparing ourselves for achievement. We first look through our music and decide which areas are the most challenging. From there we break down the fundamentals of those areas and make them pristine. They become simple when looked at in a micro setting. As we then look to play the entire excerpt, success seems to come easy. What was once unattainable is all of the sudden a problem solved.
No matter how an educator (or anyone for that matter) sets up their environment for success, we know that a little prep goes along way. If we expect our students to connect in the classroom, we must connect. If we expect greatness, we must be great. Often times more is said in silence than in words.
Check out this article on the "path of least resistance." It's a great resource for ideas on how to better the physical classroom environment.
Setting Students Up For Success
If at First We Don't Succeed...
Take pride in the failed attempt. Why do we feel we have to be perfect. Some of my greatest moments as a educator have come from my greatest failure. Once we accept that we are not perfect and will fail (and often at that) we become more focused on what is important... ...educating our students. This goes the same way with colleagues. Those that are talked about the most are often those that take the greatest risks... ...and fail! We are not in teaching to show we don't make mistakes. We are in teaching to encourage our students to try new things and take risks even if they might fail.
I enjoy greatly when a student in my class catches me making a mistake. I make no notice of it and move on. Through my actions I try to show them that it is okay to make mistakes. "If my teacher tries and fails why not try?"
https://s-media-cache-ak0.pinimg.com/236x/3e/72/c5/3e72c510b64af0e5494f0e0edb9b559e.jpg
Check out the video below of 2 former presidents discussing the importance of trying and being willing to fail...
People search out role models and examples to follow. We are constantly bombarded with people telling us what to do and how to act, and so are our students. Actions speak louder than words. Let's as educators focus on what we are doing instead what we are saying. Recall the 2 ways we can go about doing this in our classroom. First setup our environment for success. A little prep goes a long way. Second, teach our students that it is okay to fail. We don't know what we don't try.
Onward we go!
So often we as educators feel pressured to say the right words, when in fact students are often better watchers than listeners. I notice particular trends with my students that have nothing to do with what I am asking them to do, but more so with what I am doing on a day to day basis.
I am going to focus on 2 areas where we as educators can "do" in order to get our students to become leaders in the classroom. It's time we start walking the walk.
Setup for Success
How do we setup for success in the classroom? In the music education setting this is a phrase that I use quite often. It could be physical to the space such as an arrangement or placement. It could also be a pedagogical setup. When working on a new exercise, chorale, or section of music I remind my students of what elements are necessary for success. It could simply be having a plan for the day which is centrally focused on student learning. Whatever it is, it is a recipe for achievement.
The physical space in the band room where I teach is the blank canvas which will eventually become a masterpiece. I take pride in the appearance and organization of my room and have the same expectation of my students. Are the chairs setup in an organized fashion? Are the music stands straight? Is the percussion section appropriately setup for the upcoming? Are the number of chairs in each row appropriate? The physical space is the launching point for success. I have found that students take pride in appearance and structure. There are times when I enter the band room and magically the stands and chairs are placed for the next class. To my surprise a student has done this. Actions over words... This is not my space. This is our space and we come to learn and paint our masterpiece.
Another way we setup for success is preparing ourselves for achievement. We first look through our music and decide which areas are the most challenging. From there we break down the fundamentals of those areas and make them pristine. They become simple when looked at in a micro setting. As we then look to play the entire excerpt, success seems to come easy. What was once unattainable is all of the sudden a problem solved.
No matter how an educator (or anyone for that matter) sets up their environment for success, we know that a little prep goes along way. If we expect our students to connect in the classroom, we must connect. If we expect greatness, we must be great. Often times more is said in silence than in words.
Check out this article on the "path of least resistance." It's a great resource for ideas on how to better the physical classroom environment.
Setting Students Up For Success
If at First We Don't Succeed...
Take pride in the failed attempt. Why do we feel we have to be perfect. Some of my greatest moments as a educator have come from my greatest failure. Once we accept that we are not perfect and will fail (and often at that) we become more focused on what is important... ...educating our students. This goes the same way with colleagues. Those that are talked about the most are often those that take the greatest risks... ...and fail! We are not in teaching to show we don't make mistakes. We are in teaching to encourage our students to try new things and take risks even if they might fail.
I enjoy greatly when a student in my class catches me making a mistake. I make no notice of it and move on. Through my actions I try to show them that it is okay to make mistakes. "If my teacher tries and fails why not try?"
https://s-media-cache-ak0.pinimg.com/236x/3e/72/c5/3e72c510b64af0e5494f0e0edb9b559e.jpg
Check out the video below of 2 former presidents discussing the importance of trying and being willing to fail...
People search out role models and examples to follow. We are constantly bombarded with people telling us what to do and how to act, and so are our students. Actions speak louder than words. Let's as educators focus on what we are doing instead what we are saying. Recall the 2 ways we can go about doing this in our classroom. First setup our environment for success. A little prep goes a long way. Second, teach our students that it is okay to fail. We don't know what we don't try.
Onward we go!
Sunday, March 13, 2016
Connected Educator... ...Chapter 5: Co-Constructive and Collaborative Learning
Connected Education... ...Chapter 5: Co-Constructive and Collaborative Learning
Times are changing in reference to how students learn in the classroom and how teachers teach. The adult is no longer the expert in the room, but a facilitator of learning. It is our responsibility as educators to work together to develop positive and productive learning environments for our students. The best classroom is created by building our learning together as a team.
"The way a team plays as a whole determines its success. You may have the greatest bunch of individual stars in the world, but if they don't play together, the club won't be worth a dime."
Lecturing: Advantages and Disadvantages of the Traditional Lecture Method
Times are changing in reference to how students learn in the classroom and how teachers teach. The adult is no longer the expert in the room, but a facilitator of learning. It is our responsibility as educators to work together to develop positive and productive learning environments for our students. The best classroom is created by building our learning together as a team.
(Photo Credit: New York Yankees MLB.Com http://newyork.yankees.mlb.com/)
"The way a team plays as a whole determines its success. You may have the greatest bunch of individual stars in the world, but if they don't play together, the club won't be worth a dime."
Out With the Old, In With the New
A significant source of my learning came from my teachers growing up. We learned skills such as note taking, short-hand writing, and prioritizing content. This all came typically from "The Lecture Method."
Check out the following website from the 'Center of Research Teaching, and Learning' on the advantages and disadvantages of lecturing:
What we are finding is that learning can be done in a different way. Collaborative learning is taking the education world by storm. Teachers are working with other teachers, students, professionals, and the community to engage the classroom in active learning.
As a music educator I am finding it imperative to move towards a new way of teaching. I am taking the resources of old and adapting them with my own ideas to make a new way of learning. Students are also involved in the process of this development. We are co-constructing our learning.
The scene looks like this...
- Students put into practice particular fundamentals which apply to the music we are studying. (Students are performing and demonstrating what they are learning instantly). These fundamental concepts come from the Bruce Pearson Standard of Excellence Band Method.
- Based on the level of individual and group comprehension, I hybrid the fundamental, creating additional learning applications and exercises which develop a deeper understanding and connection with the student as an individual learner and musician. This is often done based on other music educators ideas through my PLN.
- Students then apply the fundamental at-will, whether it be in their composition, practice, or rehearsal.
- We continue to use all the resources we can get our hands on to apply the fundamental in a more complex manner. This includes using our new found skills in an environment of interpretation and expression, the band rehearsal!
We are moving in the education away from making it just the students' responsibility to learn and sailing towards a collaborative responsibility to create a productive and successful learning environment.
Put Yourself Out There
(Photo Credit: National Archives https://www.archives.gov/)
Franklin D. Roosevelt spoke the words "the only thing we have to fear...is fear itself" in his first inaugural speech in 1933 (National Archives). While FDR was dealing with the tragedy of the Great Depression, we as educators can learn from this in the way we go about educating our students in the digital age.
We need to understand that in order to reach our potential as educators and our students learning potential, we need to put ourselves out into the world. This means we have to define our learning environment and share it with others. We do this through our PLN and other interactive outlets (digital and analogue). This often brings about great fear over criticism and negative reaction. If we don't break free from that fear, we will never reach our fullest potential as educators.
Putting ourselves out there among our greatest critics, fellow educators, is a constant challenge, but a challenge that we must face. We ask our students to do it everyday, and as mentors and role models, we must do the same.
FDR significantly changed the role of the federal government in 1933 to wage a 'war on the Great Depression'. We can significantly change our teaching by overcoming fear and putting ourselves out there to share our ideas and learn from others
In the instrumental music setting we are constantly required to perform in a public setting. Concerts, sporting events, and ceremonies are often a platform where we are criticized as educators. This however is not enough. We need to share not just the product, but the process of our learning framework. This could be as simple as online conversations or as complex as live interactive learning with other classrooms via Skype. Either way we must challenge ourselves to engage our greatest critics, fellow educators.
What's Next?
As an educator I challenge myself to build a learning environment that is consistently co-constructive and collaborative. This means that I must share my ideas without fear. A new way of learning in the digital age has presented itself. It is our responsibility to embrace the given resources to become better educators.
Sunday, February 21, 2016
Connected Educator... ...Chapter 4: The Connected Community
Connected Educator... ...Chapter 4: The Connected Community
We as a society know that the future is one of being connected. It is our job as educators to engage our students in mediums that will bring them success in the present and the future. The tools and resources that build a connected environment are a necessity in the 21st century. As educators, if we are to engage our students in a connected community, we must first establish our own role in the digital age. It starts with our own community... ...our school.
The Buy In:
How is it with so many interactive and productive resources at our fingertips some folks don't buy-in to the benefits of a connected environment? Speaking from the experience of a skeptic, there are 3 reasons why.
1.) Fear of Judgement
Being connected means sharing what is happening in our professional lives and in our classroom with the whole world. In order to do this we need to embrace a transparent mentality and open our doors to let the world in. For all educators this can be challenging. We are self-conscious about what we do and how our students and colleagues will react to it. We know that to be connected we must be open to feedback and and criticism. How do we overcome the challenge of transparency?
In order to overcome we must go back to our philosophy of education. Why do we do what we do? Why did we decide to pursue a role in educating young people? For me personally it comes down to the fact that I do it for the students. I believe in the youth of our society and the potential that they carry. I overcome my fear of judgement by always asking myself "is this best for students?" With a solid foundation to stand on there is no need to have fear of what others may think. The response is simple... ...it's what I believe is best for students.
2.) Privacy
Being connected means opening up your professional life to everyone. The idea of professional privacy is no longer applicable in a connected world. In order to be connected we must be willing to work as a team in a global community. The question is do the pros outweigh the cons in order to benefit learning? I argue that they do.
The opportunities and resources that come from opening our professional lives up to the global community have many positive consequences. I have always been a team teacher and believe that all educators have gifts to share with students. With the global community, that team just got infinitely bigger and all members benefit from the sharing of resources and ideas.
3.) Lack of Knowledge and Understanding
Being connected means being open to understanding how to use new tools and resources to better learning. One of the most common discussions I hear from fellow educators is that students know these tools better than we do. How do we educate a population that has grown up in an age of technology?
While students may be able to navigate certain tools with ease, it is the educator who knows how these tools can be beneficial to learning. I often see students using ipads and smartphones for the use of entertainment. Our role is to help them unlock the endless possibilities of these devices. Technology is so much more than just a video player. It is an interactive tool for learning. Our knowledge and understanding comes from our desire to use the mediums of today to educate our leaders of tomorrow.
Also with digital training modules, learning new tools is easier than ever. A short investment will produce expansive results in our students. We must also engage our students to see outside of the box and discover new and exciting ways to use technology to learn in the 21st century.
At the end of the day...
It is our job to educate. Building a connected community creates a better learning environment for our all. Through connected learning students are interactive, provided personalized instruction, and engaged more directly in the learning process. A connected school community is better because it provides more learning opportunities at a fraction of the cost. We used to have to travel to find a primary source experience for our students. Now through virtual tours, traveling abroad digitally is only a click away. We are giving experiences to our students that we never received because growing up we were not connected digitally. A connected community will open the doors to limitless learning potential. Our learning will never be the same again. A new medium is just over the horizon.
Onward!
We as a society know that the future is one of being connected. It is our job as educators to engage our students in mediums that will bring them success in the present and the future. The tools and resources that build a connected environment are a necessity in the 21st century. As educators, if we are to engage our students in a connected community, we must first establish our own role in the digital age. It starts with our own community... ...our school.
The Buy In:
How is it with so many interactive and productive resources at our fingertips some folks don't buy-in to the benefits of a connected environment? Speaking from the experience of a skeptic, there are 3 reasons why.
1.) Fear of Judgement
Being connected means sharing what is happening in our professional lives and in our classroom with the whole world. In order to do this we need to embrace a transparent mentality and open our doors to let the world in. For all educators this can be challenging. We are self-conscious about what we do and how our students and colleagues will react to it. We know that to be connected we must be open to feedback and and criticism. How do we overcome the challenge of transparency?
In order to overcome we must go back to our philosophy of education. Why do we do what we do? Why did we decide to pursue a role in educating young people? For me personally it comes down to the fact that I do it for the students. I believe in the youth of our society and the potential that they carry. I overcome my fear of judgement by always asking myself "is this best for students?" With a solid foundation to stand on there is no need to have fear of what others may think. The response is simple... ...it's what I believe is best for students.
2.) Privacy
Being connected means opening up your professional life to everyone. The idea of professional privacy is no longer applicable in a connected world. In order to be connected we must be willing to work as a team in a global community. The question is do the pros outweigh the cons in order to benefit learning? I argue that they do.
The opportunities and resources that come from opening our professional lives up to the global community have many positive consequences. I have always been a team teacher and believe that all educators have gifts to share with students. With the global community, that team just got infinitely bigger and all members benefit from the sharing of resources and ideas.
3.) Lack of Knowledge and Understanding
Being connected means being open to understanding how to use new tools and resources to better learning. One of the most common discussions I hear from fellow educators is that students know these tools better than we do. How do we educate a population that has grown up in an age of technology?
While students may be able to navigate certain tools with ease, it is the educator who knows how these tools can be beneficial to learning. I often see students using ipads and smartphones for the use of entertainment. Our role is to help them unlock the endless possibilities of these devices. Technology is so much more than just a video player. It is an interactive tool for learning. Our knowledge and understanding comes from our desire to use the mediums of today to educate our leaders of tomorrow.
Also with digital training modules, learning new tools is easier than ever. A short investment will produce expansive results in our students. We must also engage our students to see outside of the box and discover new and exciting ways to use technology to learn in the 21st century.
At the end of the day...
It is our job to educate. Building a connected community creates a better learning environment for our all. Through connected learning students are interactive, provided personalized instruction, and engaged more directly in the learning process. A connected school community is better because it provides more learning opportunities at a fraction of the cost. We used to have to travel to find a primary source experience for our students. Now through virtual tours, traveling abroad digitally is only a click away. We are giving experiences to our students that we never received because growing up we were not connected digitally. A connected community will open the doors to limitless learning potential. Our learning will never be the same again. A new medium is just over the horizon.
Onward!
Sunday, February 7, 2016
Connected Educator... ...Chapter 3: The Connected Classroom
Connected Educator... ...Chapter 3
There is no doubt that the future of classrooms in America are "connected classrooms." Technology continues to become more affordable and online tools more accessible. These two factors bring numerous learning opportunities that change the face of education and connect students and teachers inside and outside of the classroom. There are two primary questions I will answer in this post. The first is to define what it means to be a connected classroom. The second is to outline the value in the creation and implementation. It often seems limitless in reference to the tools available. We start with particular tools and how those tools are used in a "connected classroom."
#Education - You Tube
As a music educator I have found that You Tube is an important part of the fabric in my "connected classroom." The continuous goal is to make You Tube a regular part of our learning. You Tube has taken an active role in our playing evaluations. Instead of doing live playing assessments with the teacher, students now have the option to submit their playing evaluation via You Tube. Students post the recorded video via their You Tube channel and share the link with me through our online Moodle class page. I also have the desire for students to use You Tube to share their musical experiences with people outside of the classroom. This could be through a performance or through a particular musical narrative. Other students from all over the world could share and exchange their musical experiences as well. Students also could use self-recorded You Tube videos as teaching tools for younger students. Currently I am working towards giving older students leadership opportunities to provide in-depth video examples of particular musical passages that younger students are working on. The connection is a win-win for both groups, providing additional instruction for younger students and leadership opportunities for the older. I continue to come up with ideas with the help of other educators on more ways for students to use You Tube in the classroom. Not only are students using You Tube, I am also using my You Tube channel to provide students with additional learning tools and resources.
I have now begun to introduce online lessons via You Tube in particular areas of fundamental music study. I also provide supplemental video recordings for students as they prepare musical pieces for performance. Students are able to access the videos through Moodle and repeat the short online lessons again and again to increase learning potential. I also can provide direct video feedback to students giving them specific evaluation information about particular videos they submit to me through You Tube.
Using You Tube in my connected classroom provides constant feedback on how students are progressing throughout their musical tenure. This is useful for parents, students, and the teacher to continue to increase individualized learning potential. While You Tube has become the most prominent app I use in my classroom, there are others which continue to help me discover the meaning of a "connected classroom."
Google Edu
Google has many different opportunities to increase student learning in a connected classroom. One in particular that I have used is Google Drive. We as a music department naturally archive all of our performances. In our "connected classroom," we now upload our videos into a Google Drive, forward, and share the link for students, parents, and the community members to view. This increases the visibility of the students to the world outside of our walls. Students also take pride in the performances and products that they produce knowing that their network just got a lot bigger.
Smart Music
Smart Music has become a staple of our connected music education classroom. Many of our lessons are taught using Smart Music. Students also have the opportunity to use the same product at home for better practice and a more consistent presentation of the content. Through the use of Smart Music I have found that school rehearsals have been more focused and home practice for students that have Smart Music has become more productive. Using the connected tool Smart Music has also increased opportunity for more individualized instruction, providing students with specific tools geared for a students specific learning stage. These tools have helped with rhythmic and note understanding. Smart Music has increased the connection between what students are doing in the classroom and what they are doing at home.
Skype
Skype is a way that I look forward to using to connect with other educators, conductors, musicians, clinicians, and experts in the field. In a "connected classroom" I envision that my students will be able to connect with students from all over the world. I also envision that we will play a particular piece of music and network with the composer via Skype to give us feedback and thoughts on his composition. Skype is also an excellent way to allow students from afar to sit in on our rehearsals and performances. While this is a new tool for me, Skype is bound to become a staple in my "connected classroom."
Moodle
There is one method I have used and foresee using to bring together the many tools and resources of my "connected classroom;" Moodle. While the actual apps don't always apply directly to what I do as a music educator, using Moodle as a hub has been a wonderful way to keep a safe, simple and accessible online learning environment for my students. Moodle makes the gateway to the "connected classroom" easily attainable.
The Value of a Connected Classroom
A "connected classroom" is valuable to a learning environment in the 21st century. It has the potential to leave a positive impact on students, teachers, parents, the educational institution, and the community at large.
There are several different areas of value that pertain to students. Being connected means being global. This provides students with the opportunity to realistically make a worldwide impact. The comprehension and understanding that students achieve through being connected is deeper and more collaborative. Students have direct access to experts and other students who share ideas and interact live. The learning is enhanced because being connected means being authentic. With this authenticity students are naturally prone to leadership opportunities. Many of these opportunities are evaluative in which students learn the success that comes from daring to fail.
They build responsibility in having to navigate not only the face-to-face classroom environment, but now the world stage as well. Some might think this may be a downfall due to the potential risks of negative reactions and feedback, but I see this more as an opportunity. Whether we admit it to ourselves or not, students are already familiar with this type of medium outside of the school walls in their social and family life. We are just bringing them the school environment medium they already know. In the connected environment students discover more about themselves and redefine their roles in learning. This brings them to reach beyond their potential with endless resources and support tools.
The "connected classroom" brings value to all stakeholders involved including parents and the community. Transparency is prominent in being connected. Parents and the community are able to be active members of the learning environment. The community takes pride in the learning accomplishments and becomes more apt to support the educational institution. This is great for students because the community is a natural part of their growth.
The face of education is changing and growing outside of the classroom. We as educators must embrace this change and use everything in our power to fulfill the very reason we became teachers... ...to engage students in learning.
There is no doubt that the future of classrooms in America are "connected classrooms." Technology continues to become more affordable and online tools more accessible. These two factors bring numerous learning opportunities that change the face of education and connect students and teachers inside and outside of the classroom. There are two primary questions I will answer in this post. The first is to define what it means to be a connected classroom. The second is to outline the value in the creation and implementation. It often seems limitless in reference to the tools available. We start with particular tools and how those tools are used in a "connected classroom."
#Education - You Tube
As a music educator I have found that You Tube is an important part of the fabric in my "connected classroom." The continuous goal is to make You Tube a regular part of our learning. You Tube has taken an active role in our playing evaluations. Instead of doing live playing assessments with the teacher, students now have the option to submit their playing evaluation via You Tube. Students post the recorded video via their You Tube channel and share the link with me through our online Moodle class page. I also have the desire for students to use You Tube to share their musical experiences with people outside of the classroom. This could be through a performance or through a particular musical narrative. Other students from all over the world could share and exchange their musical experiences as well. Students also could use self-recorded You Tube videos as teaching tools for younger students. Currently I am working towards giving older students leadership opportunities to provide in-depth video examples of particular musical passages that younger students are working on. The connection is a win-win for both groups, providing additional instruction for younger students and leadership opportunities for the older. I continue to come up with ideas with the help of other educators on more ways for students to use You Tube in the classroom. Not only are students using You Tube, I am also using my You Tube channel to provide students with additional learning tools and resources.
I have now begun to introduce online lessons via You Tube in particular areas of fundamental music study. I also provide supplemental video recordings for students as they prepare musical pieces for performance. Students are able to access the videos through Moodle and repeat the short online lessons again and again to increase learning potential. I also can provide direct video feedback to students giving them specific evaluation information about particular videos they submit to me through You Tube.
Using You Tube in my connected classroom provides constant feedback on how students are progressing throughout their musical tenure. This is useful for parents, students, and the teacher to continue to increase individualized learning potential. While You Tube has become the most prominent app I use in my classroom, there are others which continue to help me discover the meaning of a "connected classroom."
Google Edu
Google has many different opportunities to increase student learning in a connected classroom. One in particular that I have used is Google Drive. We as a music department naturally archive all of our performances. In our "connected classroom," we now upload our videos into a Google Drive, forward, and share the link for students, parents, and the community members to view. This increases the visibility of the students to the world outside of our walls. Students also take pride in the performances and products that they produce knowing that their network just got a lot bigger.
Smart Music
Smart Music has become a staple of our connected music education classroom. Many of our lessons are taught using Smart Music. Students also have the opportunity to use the same product at home for better practice and a more consistent presentation of the content. Through the use of Smart Music I have found that school rehearsals have been more focused and home practice for students that have Smart Music has become more productive. Using the connected tool Smart Music has also increased opportunity for more individualized instruction, providing students with specific tools geared for a students specific learning stage. These tools have helped with rhythmic and note understanding. Smart Music has increased the connection between what students are doing in the classroom and what they are doing at home.
Skype
Skype is a way that I look forward to using to connect with other educators, conductors, musicians, clinicians, and experts in the field. In a "connected classroom" I envision that my students will be able to connect with students from all over the world. I also envision that we will play a particular piece of music and network with the composer via Skype to give us feedback and thoughts on his composition. Skype is also an excellent way to allow students from afar to sit in on our rehearsals and performances. While this is a new tool for me, Skype is bound to become a staple in my "connected classroom."
Moodle
There is one method I have used and foresee using to bring together the many tools and resources of my "connected classroom;" Moodle. While the actual apps don't always apply directly to what I do as a music educator, using Moodle as a hub has been a wonderful way to keep a safe, simple and accessible online learning environment for my students. Moodle makes the gateway to the "connected classroom" easily attainable.
The Value of a Connected Classroom
A "connected classroom" is valuable to a learning environment in the 21st century. It has the potential to leave a positive impact on students, teachers, parents, the educational institution, and the community at large.
There are several different areas of value that pertain to students. Being connected means being global. This provides students with the opportunity to realistically make a worldwide impact. The comprehension and understanding that students achieve through being connected is deeper and more collaborative. Students have direct access to experts and other students who share ideas and interact live. The learning is enhanced because being connected means being authentic. With this authenticity students are naturally prone to leadership opportunities. Many of these opportunities are evaluative in which students learn the success that comes from daring to fail.
www.quotesvalley.com
The "connected classroom" brings value to all stakeholders involved including parents and the community. Transparency is prominent in being connected. Parents and the community are able to be active members of the learning environment. The community takes pride in the learning accomplishments and becomes more apt to support the educational institution. This is great for students because the community is a natural part of their growth.
The face of education is changing and growing outside of the classroom. We as educators must embrace this change and use everything in our power to fulfill the very reason we became teachers... ...to engage students in learning.
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