Learning, Teaching and ICT

At the beginning of this session, I submitted a number of CPD ‘twighlight’ courses that I planned to present to teachers here who were willing to give up two hours of their own time after a day at school. This is quite a responsibility, I think, because I didn’t want teachers to go away believing that:

“ Well that was ok –  but I could probably have spent that time doing something more productive”

I know that I’ve attended quite a few of those sort of CPD sessions in my time

I wanted to hear the, ” Thanks for that – I feel that I could use some of these ideas tomorrow in my class” type of comment. I was delighted, therefore, that this was exactly the reaction I got from the last two sessions I provided. The first session was on Digital Storytelling. I’ve included a slideshare version of the handouts I provided for the session. 

Producing something like this before a CPD session helps me to focus on what it is I’m trying to portray – the theory behind the practice sort of research. Being seconded, however, means that I usually have practical examples to show. The short ‘story’ below, for instance, was made by the primary 7 children after a class trip. They were faced with a number of potentially dangerous scenarios and this helped them to become more aware of  water safety, fire safety, first aid, safety with animals, food safety, etc.  When we returned to school they were asked to use the pictures taken during the day as prompts to remind them of what was learned. A digital story resulted …. well it wasn’t what we called it at the time – but it almost fits the definition??

Untitled from Education Services on Vimeo.

 This was just one of the examples I was able to show. There are lots more on our class blog ….perhaps another good reason for keeping a blog – a record of what has been covered / learned etc. in class

One of the things that surprised me during the CPD session, however, was the interest in my wordle pic I’d used on one of the powerpoint slides:

 We spent a fair amount of time exploring http://www.wordle.net/ and looking and the great possibilities for interesting ways of using it in class.

Because of the interest shown, I made sure that ‘wordle’ was included in the next CPD session on ‘motivating learners through the use of freely available online tools’. I decided to focus on just a few so that they wouldn’t be too overwhelmed.

 The handout for that session is included here.

I sensed that the teachers were interested in what I was saying and, as a result, I went off on a tangent (once more!) and introduced them to a number of other tools. At the time, I worried that I was going too fast too quickly and had possibly bombarded them with too much information – I even pointed them in the direction of  http://cooltoolsforschools.wikispaces.com/ . I think this is a fantastic resource, but can find it overwhelming sometimes

At the end of the CPD session I was  pleasantly surprised again, though, by the feedback – especially the verbal comments as people were leaving. A few of them stopped to thank me, and the impression I got was that, although they felt a bit ‘snowed under’  they valued the many practical examples of how I’d used most of the tools mentioned in my own practice.

 I’m now three quarters of the way through my secondment as an ICT Curriculum Support Teacher (the title has been changed to ‘support teacher’ from ‘support officer’ recently – I think I prefer the new one). During this second half of the secondment, I’ve felt much more confident addressing adults during CPD sessions. This was one of the biggest challenges in the early days.

Undoubtedly, one of the reasons that I feel more comfortable in this role now is because I have more ownership over the courses and activities on offer. Although I was able to introduce some new CPD courses during the first year of the secondment (almost all of these were a direct result of being introduced to new websites and ideas via twitter, by the way!), many of the courses were inherited. This was mainly due to the timing of the interview, as it was necessary to have some courses in place before a candidate for the post was chosen. In fact, apart from the job of supporting staff in developing their school website and maintaining the Virtual Teacher Centre (both the pupil and the staff side), everything else has been designed by me – and I’ve really appreciated opportunity!

 As well as offering CPD courses on setting up and sustaining class blogs and raising awareness of free online tools to enhance learning and teaching, I’ve been involved in a number of interesting projects. One of these is an on-going pilot project with a group of children in a local primary school. I’ve set up ePortfolios for them, and in February I have a meeting with the Art Department in their feeder High School to discuss the possibility of developing this in to something that might help the primary/secondary transition stage. Hopefully, other departments will get involved as well. It’s very early days, but the eportfolios also have great potential for formative assessment, as well as self and peer assessment opportunities. Difficulties of setting up effective Personal Learning Plans may also be addressed. I do realise that, for this to work properly, it needs to be an Authority wide initiative. A long term strategy is required …. but it’s a start

Off On A Tangent!

….. just because it’s my blog and I can

It still amazes me that I’d scarcely heard of a blog until just over three years ago. I’ve written on here before about how I set off on a journey that would change my approach to learning and teaching. The journey also gave me the confidence to allow children to take more of a lead in their own learning. I’ve copied this brief summary from elsewhere on here:

• First I created a Class Blog so that I could give the pupils an audience for their work
• Very soon after creating the class blog, I realised that it was important to allow access to the children’s own work so I created a wikispace for the class to post their writing
• This didn’t work well, because if we all logged on and edited the space at the same time, problems occured (a “someone else is editing this space” message)
• I later discovered that Wikispaces will set up separate username and passwords for students if you email them the information required
• Soon I wanted the children to have their own blogs, but still have control over how they were used. I learned that East Lothian could help me set up individual blogs .
• The next session, I managed to safely set up individual blogs on my own ……  I found out about the ‘Gmail+’ trick. For example, If you have a ‘yourname@gmail.com’ account, it’s possible to create lots of new blogs using that same e-mail address. You can do this by creating new blogs with a ‘yourname+student1@gmail’ , ‘yourname+student2@gmail’ etc.
• One advantage is that, although the pupils have admin rights, the teacher can also login to the blogs at any time.
• Another advantage is that any comments appear in the teacher’s gmail account – even although the children can moderate them, the teacher has a record of what has appeared
• It’s quite easy to keep track of what is being posted on the children’s blogs by using ‘google reader’, or something similar

One thing I miss while on secondment is the relationships that are built up with children in your own class. So I was delighted, recently, when Anna contacted me on ths blog by leaving a comment on my last post. She’s now in second year at High School, and has decided that she would like to start using her blog again. It was a simple enough task to transfer it over to primaryblogger (where there’s loads of space and a guarantee of no ads). I’m really glad that she wants to do this, and I hope she doesn’t mind me quoting one of my favourite blog posts. Anna wrote this in primary 7 (two years go) and it still makes me smile ….. and she kept her promise of writing her ‘thought of the day’ posts regularly. She also inspired others in the class (including me!) to keep their blogs going at the time: 

 ”Well basically I’ve decided that I would like to have a future in blogging! I think that blogs are interesting and fun to write things on rather than writing something on paper. My thoughts for today are that blogs are a great way to learn, they are more interesting than doing something on  paper. When I’m older I think that I might do something to do with computers. I’m going to be starting a thing on my blog called thought of the day! Thought of the day is when I write a post about something I have realised, thought or discovered on that day.”

So thanks to Anna’s decision to take up blogging again, she has inspired me (just like before) to write a blog post. It always feels like work at the time, but it certainly helps – me anyway – to stay focussed  

Recently on twitter I noticed a comment by Fearghal Kelly . He wrote:

“As you can probably tell this has irked me. Ive been paying thousands for my MEd/CT I don’t want to be told what I can do with it”

I tried to trace the conversation that led up to him becoming so irritated and I discovered an exchange of views about the role of Chartered Teachers in Scottish education. it was apparent that there was a difference of opinion as to what this role should be. I’ve copied some of the comments from the twitter conversation here (I’ve left out the names of the contributors because some of them have chosen to protect their twitter updates).

• Do we encourage our best teachers to become CTs, to do research to apply for promoted posts or do we not want to lose them?
• is it not all about promoting cpd/learning however teachers want to do it? Then you end up with a great workforce.
• Is it not recognition for the process & learning which you have undertaken – in the past. That doesn’t go away when you leave!!
• So if they move into something else, what harm will that do? You now have a masters level educator out there you might not have
• Why? If you’ve paid yourself through a Masters why on earth should that close doors? Couldn’t disagree more!
• What are you going to do about CT’s who stay in the classroom but don’t do much to warrant the status/cash?
• I think financial rewards via promotion are readily available. CT status, for me, is a recognition rather than a promotion!
• Seems, again, just as with Senior Teacher, Chartered T is being used as a stepping stone away from the classroom.
• I thought the entire point of CT was to reward those that stayed in the classroom, without forcing them into promoted posts?

But it was the following statement that caused much of the controversy:

• I think any teacher leaving the classroom within 5 years of gaining CT status should have it rescinded!!!!

As a result of the ‘debate’,  Andrew Brown wrote this post.

I’ve copied just a small section of his post here:

“ …….To me, the entire point of CT was to reward and recognise someone’s dedication to classroom teaching. I have no objection to people taking up secondments and spending some time out of the classroom – in fact, I think many educators would benefit from doing so. But if someone is out for more that 5 years, are they dedicated to classroom practice? Should they go back in at the same level? I think that rescind is too strong a word, but I would call into question someone’s commitment to classroom teaching if they haven’t been doing it for more than five years.”

 I’ve tried to view the debate objectively, but this has been difficult because every individual has their own personal reasons for deciding to embark on the Chartered Teacher journey – different incentives. The reason for this blog post is to help me clarify what motivated me to spend almost 6 years (and a lot of money!) to gain full Chartered Teacher status. So here’s my story ….

• I’ve now been teaching for 15 years – and I distinctly remember graduating as a mature student swearing that I was finished with studying and writing essays/assignments. I’d spent 4 years at Moray House and had sacrificed a lot of time and effort getting that honours degree whilst bringing up three young children (thanks to JV’s contribution!)
• 7 or 8 years on, I was aware that the initial ‘buzz’ I’d felt at the start of my career had begun to dwindle.  Things were beginning to feel a little repetitive. Around that time, the Chartered Teacher initiative was launched and (after a LOT of soul searching) I was ready to ‘go for it’
• I learned loads during the first 8 modules (2 a year for 4 years) but it was a great deal of hard work …. Christmas and Easter holidays were always spent writing up essays explaining what I’d learned from the various action research projects I’d been involved in.
• I decided to combine the last 4 modules (2 years worth) into one large dissertation. It took me a while to collect the evidence (and a lot of blood, sweat and tears) so that I could write up the case study, but I’m enormously proud of it
• After graduating as a Chartered Teacher, I applied for a secondment post as an ICT Curriculum Support Officer. It’s a two year secondment, and I’ve spent my time sharing all the great things I learned from my C.T.  journey about how the use of free online tools can improve learning and teaching.

The twitter debate has led me to ask  questions about my right to retain C.T. status if I was  given the opportunity to continue to share what I’ve learned after my two year secondment was completed. I suppose the two questions in my mind are:

• Would my time be better spent back in the classroom using what I’ve learned to improve (hopefully) the education of my own primary school class? 
•  Would my time be better spent trying to spread what I’ve learned to colleagues who can then use this, in turn,  to (hopefully) improve the education of their pupils?

No matter what the answer is – I believe that I’ve earned the title of ‘Chartered Teacher’ and, as long as I’m continuing to try to make a difference to learning and teaching, why should it be rescinded?  Or maybe it’s the financial aspect that’s upsetting people???

Anyway, I’ve copied a bit from a post I wrote a while ago on here after attending the launch of The Association of Chartered Teachers in the Scottish Parliament building:

“…….I felt very proud to be part of the Association. The speeches were uplifting (as was the music!) and I’ll ‘bullet point’ just a few of the messages I heard on the day:

• It has to be a group decision as to what our role now is – it’s important not to sit passively and be told the way forward
• We are now in a unique position to take things forward…….”

The first half of my 23 month secondment as an ICT Support officer is now over – and it went by in a flash! I think I spent most of it ‘finding my feet’. The courses I provided were a mixture of ones that were either:

• in place before I came in to post
• developed to meet the needs of particular schools
• added by drawing on tools and activities I had used previously in my own classroom practice
• devised as a direct result of having heard of their existance via my twitter network.

Like last session, I plan to prepare CPD activities (just one of a number of remits) by introducing teachers to the available online tools I learn about via twitter. Courses on using tools such as Xtranormal or GoAnimate  were  well received last session – and I would not have known of their existence if it hadn’t been for the sharing culture I’ve become accustomed to by following my fellow ‘twitterers’.  More and more useful free online tools are becoming available at such a fast pace that it’s hard to keep up. Next session, I have some new ideas planned – but this post will concentrate on just one :

Blogging with Classes

The best find I’ve discovered for next session is a new blog host to recommend to teachers here. I came across it via an email a colleague at work received. When I took up this secondment post, I had been using edublogs for a couple of years. There were little annoying things like the slowness, and the occasional unexpected ‘down-times’ .. but it was free and it was under the umbrella of  ’education’ so it served my purpose. I’d also used eduBuzz to host a blog that I wanted to set up to compliment our photaday project adventure – and this led me to have the confidence to set up pupil individual blogs thanks to David Gilmour’s expertise

The following year, I managed to successfully set up individual pupil blogs via edublogs. At the time, they recommended using learnerblogs for pupils. The blogs were set up in such a way that I had equal administrative rights on each pupil blog, and comments needed to be moderated before appearing on a blog. This set-up worked well for a while. During the course of the year, however, learnerblogs were no longer supported by edublogs and advertisements began appearing on the pupils’ blogs. Annoying spam comments also began to surface on a few of the blogs.

One weekend, however, I noticed a disturbing comment on the class blog. It was from one of the primary 7 pupils. Monica wrote:

Hey i really enjoyed Crucial Crew it was great fun. Please would you visit my blog as someone has left a comment i dissaprove of. I dont knoe who it is. It is quite rude.
Bye x

When I investigated her blog, I was horrified to find that the comment was extremely offensive … so much so, that I immediately deleted her blog  – a decision made in haste. I spent the rest of the weekend setting up edublog accounts for the children and, on the Monday, I demonstrated to the class how to export all the information from their learnerblog accounts and import it in to their new edublogs one. I also explained how to activate the Akismet plugin and gave them a necessary API Key to enable it to work.

All went well after that, and I successfully completed a case study on my experience of giving the children in my class their own online space – and when I started my secondment post, I had no problem recommending using edublogs as a free blogging platform for other teachers in the Local Authority. The recommendation was short lived, however, when inapproriate adverts began appearing on the edublogs class blogs. The only solution was to sign up to be an edublogs supporter. It doesn’t cost a lot, really, to make a blog ad-free, and you can add 30 more blogs (a class set?) to that account so that they’re ad-free, too.

But there’s a catch ….. being ad-free is all they’re entitled to. There’s no option on these blogs to add any plugins – so Monica’s ‘extremely offensive’ spam comment could be repeated again and again … much more disturbing than just an annoying advert!!

And then it happened .. PrimaryBlogger to the rescue!!

I’ve already moved the Carronshore edublogs class blog over to Carronshore primaryblogger.

Cassie and primary 5L/W did a fantastic job of keeping it going last session. Next session, Evelyn W – our school art specialist (and my Chartered Teacher buddy), will use it to allow the Carronshore pupils to display and discuss their artwork.

 I plan on providing three twighlight sessions:

• A ‘taster’ session to introduce participants to the world of blogging with classes
• An introductory session on how to set up a class blog
• A third session to explore activities and available tools that can be used to take class blogging further

I’ve also (very quickly and easily) set up some ‘training blogs’ that can be used during twighlight sessions. These are shown in the screenshot below. Everyone will sign in to the main falkirkcpd blog, then scroll to their allocated blog on the dashboard. I’ve set 10 up, with the idea that participants can work through activities in pairs.

I’m off now to work on ideas for giving children space on a wiki so that they can build up their own ePortfolio. Thanks to Jaye for introducing me to the concept …. via twitter of course