Tag Archives: Google Doc

Let’s Share More and Duplicate Less at #ISTE12

Recently, I blogged about my first ISTE conference experience. After having some time to reflect, I want to share a few more thoughts and questions that have continued to bounce around in my head.

The theme of all of these ideas is the search for consistency from one’s educational philosophy to practice. I think many educators feel that their teaching philosophy is one that focuses on the student. It is a philosophy that values engagement, creativity, open-ended inquiry and exploration, as well as empowerment and respect. A philosophy that entails fostering collaboration and sharing among students and the creation of projects and meaningful products. Yet, when we step back and examine our practice, often times parts of this philosophy are missing, especially when it comes to practicing these tenets amongst ourselves. When we gather as educators, shouldn’t we practice our philosophy with one another?

Today, we talk about flipping the classroom but when will we flip the conference? While many of the ISTE conference materials were made available online during or after the event, they were rarely distributed prior to sessions in a way that would allow attendees to show up ready to discuss and engage in the material. ISTE was an amazing and rich experience but I believe it could have been even richer if there were less lecture and unidirectional dialogue in sessions and more collaboration, sharing, and discussion. In watching the post-conference Twitter feeds and blog posts, I’m continuing to learn so much content and I almost wish the content could be distributed before/after the conference so that sessions would be freed up for debate, sharing, questioning, and collaborative thinking.

The conference is such a unique opportunity for collaboration, creation, and communication across disciplines and roles, as people travel thousands of miles to gather face to face in one place. It seems like the perfect opportunity for people to sit down and deepen relationships, move beyond tools to think about their purpose and plan for technology use. It could be a chance for groups to make concrete plans and next steps about what we can each do for our own professional growth in using educational technologies and how we can share what we’ve learned to make a difference in our districts, our schools, and our classrooms.

We ask our students not to be consumers of media and technology tools but to be producers and creators of innovative works and collaborative products. What are the products that we each created at #ISTE12 that we can use to contribute to our local communities and the larger global education community?

One product could easily involve the many tools, resources, and ideas that were being shared across sessions, disciplines, and devices. I would love to see more unified collaboration and sharing, especially when we have so many tools at our disposal (e.g., Twitter, Google Docs, Evernote notebooks, Symbaloo mixes) to help each of us to share notes and links in real-time during the conference and asynchronously after it ends, so we can take advantage of being part of such a thoughtful community. I’m also guilty of curating my own tools, resources, and ideas from the conference and I understand that we each might be gathering specific resources for specific goals but I wonder if it’s still possible to share more and duplicate our work less. I was so excited to see this new compilation of posts with ISTE 2012 reflections and this Google Doc full of collaborative notes. I know many Google Docs and other backchannels were shared out during the conference and I hope we can gather them all in one place.

In addition to curating these resources for ourselves, I think it is just as important to document our learnings from the ISTE conference for others who could not attend or had not heard of the conference. While at ISTE, in a session where I ended up knowing most of the content, someone asked me why I was tweeting. I replied that I wasn’t tweeting for myself, I was tweeting for my PLN.

As an educator inspired by the Reggio Emilia approach, I believe deeply in the power of documentation to prompt reflection, demonstrate learning, and capture inquiry. I also believe that we need to model and practice what we are looking for in our classrooms and from our students. So I work to create products to document my own learning (e.g., blog posts, tweets, pinboards) so I can share it with others and engage them in a discussion about how, when, why, and if various tools and approaches I have learned about would fit in various educational settings. I worked hard to tweet throughout the conference but I was disappointed at the seemingly small number of people I saw tweeting through sessions and sharing out their ideas, tools, and questions.

I know (but at times struggle to remember) that social media, while an amazing tool for professional development and networking, is still new to many. I want to help use tools like Twitter to demonstrate to others how one person, attending one conference, can affect so many when knowledge is captured and shared globally online.

Curious George, my curiosity mentor!

I know one blogger (@engaginged) was recently discussing the challenge of breaking into the key networking areas at ISTE and as a newbie myself, I found this to be true. I appreciated his challenge to try and find a way to connect everyone at the conference into the same conversation and maybe, if more of us begin to tweet, blog, and share openly during the conference, there will be more space for inclusion and collaboration. And maybe to give things a little push, ISTE could even consider partnering new attendees with mentors who have experience in using tools to share during the conference, visiting the various networking lounges, and migrating new relationships to online spaces so they can continue after the conference. What do you think, would you want an ISTE mentor?

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What I Learned at the NAEYC PDI 2012

Taken by Giovanni Arroyo

Last week, I had the chance to attend my first National Association for the Education of Young Children (NAEYC) Professional Development Institute (PDI). I have attended the larger, annual conference many times but this year, after being selected as a Lasting Legacy Scholar, I was able to make it to the much smaller (around 2,000 people) PDI, which focused on: Leadership throughout the Early Childhood Profession: Research, Policy and Practice.

I was excited for the institute theme because leadership is a key ingredient in creating change and can be a scarce commodity in this field since so many educators are busy fighting to be considered professionals and overcome stereotypes about early childhood education. Additionally, through my work with the Tech Play Date at the PDI, I was interested to see what kinds of discussions would emerge about the need for leadership in developmentally appropriate technology integration in early childhood. There has been increased talk and sharing online about ways to learn more about how technology can be used as a tool to facilitate learning and expression in early childhood since NAEYC and Fred Rogers joint position statement on technology was released and I was curious to see if that would also be visible at the conference.

I learned so much at the Institute, not just from attending sessions but from talking and networking with other professionals and listening to what other attendees had to say. You can read a more in-depth overview of what I learned and what others’ learned at the conference in a Storify I compiled of tweets from the conference.

One of my favorite parts of the conference was the sharing and discussion that occurred during the Tech Play Date. It was great to see early childhood philosophy about the benefits of play in practice as educators took time to play and explore iPads, smartphones, and other devices to see how they could be used in developmentally appropriate ways. Additionally, a range of groups, including teacher educators, administrators, developers, and policy makers all came together in small groups to discuss why technology should or should not be integrated in the classroom and what challenges (and solutions!) they have found. You can find more of the specific apps, questions, ideas, and resources we discussed in our shared Google Doc.

I also loved hearing the range of opinions, ideas, and experiences others brought to the conference. Regarding technology, these ranged from skepticism about the  benefits of technology use to the need to pair developers and educators together to create more developmentally appropriate apps for the classroom. It was informative for me to talk with attendees and remember the range that exists  in terms of how comfortable people are with the new tech position statement, as well as the resources that they have available to truly implement it in their programs. I had a number of discussions about the digital divide and the struggle to fund technology integration, as well as professional development with people at the conference.

Our collaboratively designed “Image of the Child” from a Reggio session

Additionally, I enjoyed attending a few globally-focused sessions that encouraged educators to think about other approaches to early childhood education, such as Reggio-inspired practice. I was inspired by a research project that is taking place between U.S. and Italian teachers in Milan, who are exchanging video of their teaching practice to provoke dialogue and reflection about their existing practice. Some of the questions they are asking about attachment theory, ways of relating to children, and ways of trusting and respecting children seem vital to growing as educational leaders and improving the quality of care for all children. I hope these types of projects will only increase with technology, as it becomes easier and cheaper to connect and collaborate across states and oceans and share ideas about pedagogy and practice.

Overall, I walked away from the conference with three key takeaways:

  1. There are immense benefits in bringing together and supporting professionals in research, policy, and practice across the field of early childhood education to talk with one another and we could gain a lot by making these multi-group dialogues more frequent.
  2. Mentoring is a key part of leadership. In order to create new leaders, the current leaders in our field need to support those who are just starting out and we should all work together to provide guidance and support to others in the industry.
  3. The release of the new tech position statement was only step one. Now we need to focus on professional development, the creation and implementation of developmentally appropriate technologies, and the recording and sharing of best practices in meaningful, open-ended technology use in the classroom.
Were you at the PDI this year or did you follow along online? What were your big takeaways?