Help learners build a positive digital footprint #IMMOOC

When it comes to discussing digital citizenship, this is a topic that I am quite passionate about teaching students. So I take my role very serious when it comes to creating an effective digital citizenship curriculum for my school. Through a variety of personal experiences, I understand the importance of having a positive digital footprint. During Monday’s Live YouTube Session with George Couros, Katie MartinJennifer Casa-Todd, there was a big discussion around using social media and helping students build a positive online presence. I found this to be very timely, as I have recently been having conversations with teachers about having more positive conversations with our students, instead of always telling them what they shouldn’t be doing online.

Here is an image I created to encourage our students to use social media as a powerful tool for their learning while creating a positive digital footprint.

TO BECOME A RESPONSIBLE DIGITAL CITIZENI AM ENCOURAGED TO...

Furthermore, the discussion about digital citizenship and social media usage on the #IMMOOC Twitter chat also caught the attention of Paul Davis, a very highly reputable speaker who travels across Canada and the US to educate students, teachers, parents, and law enforcement about being safe and smart online. He has a very powerful message to share with everyone, with presentations that are targeted to different age levels, leaving each audience member empowered after his presentation to make positive changes in how they continue to use technology and social media. If you haven’t had the privilege to have Paul Davis address your school community, I highly recommend contacting him. To learn more about his presentation at my school this past fall, please read my article, Keeping Kids Safe Online.

Thursday morning, I was honored to get a call from Paul Davis to further discuss some comments and questions that were posted on the #IMMOCC feed. We had a passionate discussion around the power of social media and its role in the classroom.

We both agreed that it is great and important that teachers want to introduce students to using social media to help them build their positive digital footprint; however, educators need to understand to successfully and effectively do this, that it involves effort and time. Educators need to invest time to understand how to keep their students safe by guiding them in an established and secure environment and need to invest the effort to properly set up the necessary parameters.

Paul Davis recommends that the best tool to do this with is Twitter. With his professional expertise, he believes it is the safest, easiest and least challenging tool to learn to use. In addition, unlike many other social media sites which state:

“You must be at least 13 years old to use the Service.” Instagram TOS 
“No individual under the age of thirteen (13) may use the Services” Tumblr TOS
“No one under 13 is allowed to create an account or use the Services” Snapchat TOS 

“You will not use Facebook if you are under 13” Facebook TOS

for residents outside of the US, there are no minimum age requirements for the usage of Twitter. And, for residents of the US, “you must be at least 13 years old to use the Services. [Unless]..you are accepting these Terms and using the Services on behalf of a company, organization, government, or other legal entity…” Twitter TOS. Therefore, making Twitter the ideal social media platform for an educator to use in their classroom, with a classroom account, with students under the age of 13.

Furthermore, Twitter’s platform allows educators to use protected Tweets to connect with other classrooms privately. Currently, with parent permission, our Kindergarten and Grade 1 classrooms are using protected Tweets, to connect globally with other children their age. Our grade 12s are using protected Tweets within the classroom to have discussions around their current topics of study in Social Studies. And one of my next steps in using social media in a positive way with my students in my Design & Innovation course is to create an opportunity that allows my students to connect with subject matter experts on Twitter to help them with their projects. (This is an idea inspired by the book Pure Genius: Building a Culture of Innovation and Taking 20% Time to the Next Level written by Don Wettrick.) 

Slowly introducing students to social media in the classroom, in a controlled environment, allows an educator to help lead by example and educate students on how to post and have conversations online. Beginning this at a young age will better prepare our students for when they are of the legal age. This way, when that time comes, they will be ready to begin building their positive digital footprint, sharing their voice and passions in a powerfully positive way, to create an accurate reflection of who they are, in a digital world.

Paul Davis also recommends encouraging students to create a blog, a similar idea to George Couros, who encourages students to create digital portfolios. A blog/portfolio really helps students share who they are, and allows any future employee, that conducts an online search on the individual, to get a more in-depth overview of them. I think of it as an online resume that accompanies the one- to two-page paper resume.

One last thing to consider, for those teaching in high school, is to help students build their LinkedIn profile before they graduate. According to LinkedIn’s TOSyou must be the “Minimum Age” (which means) (a) 18 years old for the People’s Republic of China, (b) 16 years old for the Netherlands, (c) 14 years old for the United States, Canada, Germany, Spain, Australia and South Korea, and (d) 13 years old for all other countries.”  So once students reach the minimum age, it is a great idea to introduce them to this tool.

In closing, to learn more about integrating social media, digital citizenship, and supporting your students in building their positive digital foot, check out what Jason Shaffer has done in his school, by reading Helping Students Develop Their Online Identity written by George Couros. Please also remember to invest time in creating a safe online environment for your students to learn in, lead by example, monitor your student’s participation, and last but not least, consider using Twitter as the social media platform you use in your classroom.

Empowering Language Learners with Technology

No matter where you teach in the world, the opportunity to work in an immersion or bilingual setting is an extremely unique and rewarding experience. Dora Deboer and I met through the #IMMOOC, an Online Book Study and decided to work in collaboration to write this blog post to share our unique experiences.

Dora is a Bilingual Intervention Specialist at a Title I school in a suburb of North Texas and her school district follows an early exit bilingual program. This means Dora’s students receive initial instruction in Spanish (her students’ first language) then transition into English language instruction as soon as they are ready. I am the Director of Educational Technology and Innovation at Calgary French & International School in Canada. My school follows an immersion educational model to teach French as a second language. This means the students at my school receive their instruction in French from preschool to grade 12.

As we prepared for the #IMMOOC blogging buddy challenge, we learned that we both share the same love for our job! And although our work settings might seemed very different at first, we both encounter some of the same challenges.

One of the biggest challenges working in any bilingual/trilingual setting, is to keep students engaged and excited to learn a new language. Keeping students motivated to learn a language that is not spoken at home or spoken in the community can leave students often feeling frustrated. In addition, some students like Dora’s spanish speaking students can be passive learners and reluctant to participate in language production activities. In my French Immersion setting, students are excited to learn a new language when they are younger, however when they reach upper elementary, they become more reluctant to converse and communicate with their peers in French.

But this “challenge” is also one of the of the reasons we love our jobs so much because it forces us to find new and creative ways to engage students in the learning of a new language. We need to look at our instruction differently in order to design opportunities where our students are motivated to learn a language.

Thanks to having access to various technology tools, there are many ways they can be used to support second language instruction. At Calgary French & International, we use the iPads to create various types of videos, from digital storytelling, to interviews, to small videos clips on the ePortfolio, video is a great way to capture what students are capable of doing in their second language. Furthermore, using video allows the teacher to capture the learning and then share it with the child’s parents, who don’t always have the opportunity to see what their child is capable of doing in the other language. This also helps strengthening home-school connections because it creates a bird’s eye view into the classroom.

Another benefit of using videos is that it allows students to listen to themselves and provide opportunities to self-reflect, which empowers them to take ownership of their learning by setting personal goals. The reaction of watching students listen to themselves for the first time with their foreign language is priceless.


The Aurasma App allows students to get involved in critiquing each other’s language production and learning how to provide specific feedback. This App gives students the opportunity to become active participants in the learning process because the teachers is not longer the only one assessing students. Students learn to be critical listeners!

ChatterPix is another great tool to encourage oral language production. This provides an opportunity for students to practice the target language in a fun and creative way. Students love going around the classroom to take pictures of newly learned vocabulary and then recording themselves practicing their new words. This is perfect for reducing students’ speaking anxiety since it allows them to give voice to any object. Another favorite tool in grade 1 for learning new vocabulary is PicCollage. Below are some pictures the students created while learning the French terminology for different emotions.
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Technology tools like the ones described above can also help level the playing field in the classroom. This is especially the case when working with a language that learners are at different proficiency levels. These tools and many others like it can support and encourage students to develop their second language skills in engaging ways. Teachers can also benefit from incorporating technology into their teaching because it can help personalize instruction to address individual needs.

It is clear to us that technology has the power to transform the way we teach and learn; however, we understand that by just integrating technology in our lessons, we are not harnessing this power. We need to start with the learner and their individual needs, then we need to design lessons where students feel empowered and are active participants in their own learning.

Building trust within a team

I believe that one of the first things in building relationships and a culture of trust in your team is by being available for your team members. One of my teachers had a major breakthrough last week and shared with me that she experienced an “A-ha moment” by feeling supported. She knew that I was there to help her and I would continue to encourage her. Teachers will more likely be willing to take risks when they know that they can rely on their coach. I also believe that active listening is an important skill to develop trust. And not just listening, but caring. Taking the time to find out how your team members are doing, looking out for their health and best interest, and reminding them when it is time to take a break, are all important things to remember. Coaches also need to be open and honest, and available for discussions. They need to celebrate with their team when things go well and provide guidance when things don’t go as planned. Coaches also need to be able to provide constructive feedback and not be afraid to ask questions. Many of my teachers also say that they see me as their cheerleader, because no matter how big or small, I will always be on the sidelines to help see them through to the finish line.

What does your team say about you?

Building 
trust with your team.png

My journey from CanadianTechEd to Alex Lianne Carter – Innovator & Coach

Six years ago when I was first introduced to Twitter and blogging, I was quite shy about having my name and picture all over the web. Only I knew, that if I wanted to break into the online world of Educational Technology, I needed to create a presence for myself online. So like any problem solver, I found a solution that would help me create an online presence without being “too out there”. I decided to create a brand CanadianTechEd and chose to create a cartoon avatar, as my image. At the time, I was living in Ottawa and feeling very patriotic, I created my brand with the goal of being known as THE Canadian technology educator. Being fully bilingual, I thought there would be quite a market for myself, as I would be able to reach out and support the instruction of technology education in schools across Canada, in both official languages.

Over time, the role of technology instruction has changed, and my career has brought me across Canada, around the world, and now back in Alberta. As I stop and reflect, I realize am no longer THE Canadian Technology Educator, but that I have become an international innovator, who is very passionate about the integration of Educational Technology in the classroom to support the innovation of student learning.

So today, I found it quite ironic when George Couros contacted me this afternoon to discuss my Twitter handle. I just so happened to be reflecting the other day on my brand and my website, and asking myself if @CanadianTechEd really reflects who I am today.

After six years of being CanadianTechEd, it is time to move forward and focus on who I am at this stage of my career.

Thank you to the #IMMOOC community who have played a huge role in this self-reflection over the past few weeks.

If you missed #IMMOOC Season 2, Episode 3 – Check it out! And keep your ears open around the 14-minute, 10-second mark, when George makes a special shout out to yours truly!

How I embody the 8 characteristics of the Innovator’s Mindset!

I believe that in order to be an innovator, you need to demonstrate an innovator’s mindset. During week two of the #IMMOOC discussion, one of the blog prompts was to reflect on these eight characteristics. To do so, I decided to create my own image of how I demonstrate these traits, using Canva, and answered the 8 Characteristics of the Innovator’s Mindset (Interview Questions) created by George Couros.

As I am in a leadership role, I have slightly reworded some of these interview questions to reflect my day-to-day interaction with educators and students around the school.

1. Empathy – 
Describe your office from the viewpoint of a teacher or student. What would they tell me if I was to walk in?

I actually had a teacher tell me the other week that my office is calm and inviting. Between the pink lights that are up in my office, accompanied by music often playing, and a shelf a student built me as part of their Design & Innovation course that has pink flowers, the teacher explained that this all creates almost a spa ambiance and atmosphere. I was so touched to hear that because I wanted to create a safe space that is a reflection of my personality, but also a comfortable place that teachers and students feel welcome to visit to be able to ask me questions, get advice, discuss project ideas, or even to come ask for help when they need it.

2. Problem-Finders/Solvers – 
a) How do you encourage teachers and students to make an impact both locally and globally? 

I am very lucky to be working in a UNESCO school where at each grade level students are encourage to create partnerships with other schools and to organize and lead a philanthropic initiative.

Here is a list of ideas I shared with the school’s Core Experience representatives to support connecting with classrooms and schools from around the world.

Kidnected World * The Wonderment * Digital Pen Pals * Mystery Skype * The Wonder Guides * Dancing Around the World * Our Global Friendships * Global Read Aloud * Making sense of this world * Flick-It-On! * Peace Day – September 21st * Global School Net * Dot Day – September 15th * iEarn * Travelling Teddy – great for grade 1 * Flat Stanley Project – great for grade 2 * Global Education Conference – lots of great resources * Connected Learning Partnerships * Global Classroom Project * Taking IT global * Connect To Learn – connect classrooms in impoverished communities with classrooms around the world to foster collaborative learning, cross-cultural understanding, and global awareness. * Around the world in 80 schools

I also encouraged the Core Experience school representatives to follow #GlobalEdu on Twitter.

Furthermore, I began teaching a Design & Innovation course that encourages students to think about an invention that could help solve a problem or to work on something that could help make a difference. For example, one of my current students is working on a project to reduce the amount of plastic bags that are being used for shopping in Calgary. She has done a lot of research about other cities that have stopped using plastic bags in their stores and would like to be a part of that change here in Calgary.

b) What are some ways that you help tap into their passions for learning?

I tap into their passions for learning through conversations and relationship building, both with educators and students around the school. Taking the time to show an interest, asking how their weekend was, getting to know what activities outside of school they partake in, and following up after a competition, race, game, performance, and asking how it went. In addition, I try to attend school organized events, and volunteer with sports and the school musical to help build relationships with the students and teachers throughout the school. Furthermore, the goal of the Design & Innovation course that I am teaching, is also to tap into students interests. And one of the first activities I do in this course is to get to know my students and what their interests and passions are.

4. Risk Takers – 
Share a time that you tried something that didn’t work with students. What did you learn from the process?

Just like I teach my students when they print something for the first time with the 3D printer, is that everything doesn’t work perfectly the first time that you try something new. You may have to make small adjustments and try again. Just because it doesn’t work well the first time, don’t give up. Take a step back, reflect, and try again! As my role heavily involves tech integration and using technology, we all know that it is often two steps forward and one step back when using it. It is great when it works and it can get frustrating at times when it doesn’t! What I have learned over time with working with technology is to remain patient. Stop. Take a deep breath and think what are the reasons why this may not be working. I try my best to share this with anyone I work with, students and teachers, so that everyone can learn to be a troubleshooter.

4.  Networked –
a) Outside of teachers and leaders that you have worked with, who is a “current day” educator (or thinker) that has influenced your leadership role? How have you connected with them?

At the moment it is George Couros and all the amazing educators currently participating in the #IMMOOC discussion. I currently connect with George via Twitter through the online Twitter discussions and via private messaging.

b) How have you made connections both locally and globally? 

I am also currently connecting with teachers globally through the online book study #CogCoachStudy. This book study is organized by some leaders at a school in India. We will all be learning together for the next several months and I look forward to advancing my knowledge and skills on cognitive coaching with this group of educators.

c) What does networked mean to you?

Having a network of leaders, coaches, and educators available with a click of a button that I know that I can reach out to with questions and receive suggestions when something comes up, is being networked. This is especially important in my current position, as there is no one else at my school in a similar role. Therefore, it is so important to me that I have a community outside of school that I know I am able to connect with.

d) What opportunities will students and teachers have in your school to make connections outside of it?

Whenever the opportunity presents itself, I introduce teachers from my school to other educators with similar interests via Twitter. I also coach and offer PD opportunities in my school to help guide teachers in Twitter chats using common hashtags to be part of a discussion about a topic that interests them. Some of the most recent Twitter chats I have introduced my team to are: #DesignThinking, #Gamification, #IMMOOC, #MinecraftEdu, #Frimm, #GlobalEdu and #flexibleseating. In addition, as previously mentioned, each grade level is encouraged to connect with another school, therefore I am always supporting and working with teachers to help them connect their classroom with other ones.

5. a) Observant – Share a time you were inspired by something outside of education and brought it into the school.

Recently I have begun the Miracle Morning and I often will speak about this or make reference to this when I get asked how do I have time to blog or to be on Social Media all the time. I share and explain that I have built these items into my Miracle Morning routine and it really helps me advance and stay on top of being connected.

b) Where do you find your “best ideas”?

Currently, I find my best ideas on Twitter & Pinterest!

6. Creators –
What have you created from your own learning? What impact did it have on you? Explain opportunities you have developed, or you would develop, for students to “create” to delve deeper into the curriculum. What about outside of the curriculum?

I have recently created a Design & Innovation course that encourages students to design an invention that helps solve a problem. Students work through the Design Cycle, based on the IB MYP Personal Project Design Cycle, that has students work through four steps: Inquiry, Planning, Creation, Reflection. This course is also very similar to what I have read about Genius Hour and Passion Project.

Cycle du projet -Design & Innovation- (1)

7. Resilient – 
Talk about a time that you overcame adversity in your life, either personally or professionally. What did you learn from the experience? How do you model resiliency to students? How do you develop resiliency in your students with varying levels of learning?

What I have learned so far to overcome adversity is to set goals and be determined to reach those goals. Having completed the Strengths Finder 2.0, I discovered that my top strength is achiever, which would most likely explain why I am a very determined individual who successfully reaches any desired objective. Therefore, this is something I constantly try and model for my students and teachers, and I work with them in putting together a realistic plan to help them reach their goals.

8. Reflective –
How do you make time for reflection in your practice? What impact has “reflection” had on your role as a leader? How do you implement reflection time in learning for your students and teachers?

I believe blogging is a way to reflect on your practice and participating in online Twitter discussions, such as #IMMOOC. I am quite impressed by the amount of questions being asked on Twitter chats that provoke reflection. As for the teachers I work with during our one-on-one meetings, I often ask questions to encourage them to reflect on something new they tried. For my students, they are asked to fill out a reflection journal at the end of each Design & Innovation class. Students are also asked to complete a self-evaluation that encourages them to reflect on some of the challenges they were faced with throughout their project. Next steps, in collaboration with the principles, we would like to incorporate reflection as part of something we ask of the teachers to do when they have completed a workshop, seminar or other PD opportunities. Reflection is a very important process of the role of an educator as it helps us improve and allows us to continue to tweak the things we do each day.

Question for you –
How do you demonstrate the eight characteristics of the Innovator’s Mindset?

What questions did you ask at school today?

With years of experience working in an IB school, I became used to starting new units of inquiry by discovering what questions students had about their new topic of study. When I returned to working in a non-IB school, I forgot at what point students need to be used to an environment where they are invited to ask questions, versus being in a learning environment where it is the teacher asking most of the questions. From my early days working at an IB school, I saw how quickly students were so excited to learn because they felt like what they were learning came from their interests and their questions. This so quickly helps change the culture of “why are we learning this, because the curriculum says we have to learn this” to students being excited to learn because they were the ones that asked questions about the topic and want to further their knowledge in that area.

Having experienced this, I am quite passionate about promoting student questioning, to see curious and engaged learners who are eager to learn the “required content”. By simply changing up the way you start a new unit, by exploring what students would like to learn, can completely change the outcome and direction of your unit, while covering all the required material.

I could probably go on writing all day about encouraging student questioning, however being limited to the suggested 200 words, I would like to finish off with the following recommendations:

Teachers:

  • Encourage your students to ask questions, no matter what the question is, keep challenging your students.
  • Model different types of questioning so students can slowly reach higher level questions. 
  • Start a new unit of by asking students what they would like to learn, what questions to do they have about this unit.
  • Learn more about helping students vary the types of questions they ask and visit Sonya Terborg’s blog post on Concept-Question Cards – This is a great resource to guide you in creating opportunities for students to ask questions. To download a PDF set of the cards that Sonya talks about in her blog click here.

Parents:

  • I challenge you to change the dinner table conversation from “how was school today?” and “what did you learn today?” to “what questions did you ask at school today?”

Let us all be curious together!

-what questions did you ask at school today--

 

Modeling self-directed learning

For the next few months, I will be reading Cognitive Coaching – Developing Self-Directed Leaders and Learners by Arthur Costa and Robert Garmston, while I participate in the #CogCoachStudy book study and Twitter chat.

In our first week of reading, I discovered the (multiple) meanings of Cognitive Coaching and was asked to reflect and share how I model self-directed learning.

From the very first day that I set foot in my own classroom, I always told others that I saw myself more of a coach to my students than a traditional teacher. I expressed this because I always encouraged my students to be self-directed learners, and I saw my role in the classroom to be the one to provide my learners with the tools they would need to accomplish this. Over time, as I have worked my way up into a leadership position, my “students” are now teachers. However, my teaching philosophy has not changed and I continue to provide teachers with the tools they need to be empowered with a willingness to be life-long learners, like myself. To accomplish this, I model some of the following skills that encompass what it is to be a self-directed learner:

  1. I am resourceful – I am an active participant in social media. I participate in Twitter chats and online book studies, to develop my PLN of like-minded educators and leaders in educational technology. I am not afraid to ask questions and to seek out help and advice. I visit other schools and contact other Directors and individuals in a similar role to learn about their school, their strategic plan, their challenges and successes, and I learn from their experiences.
  2. I am goal orientated – I set professional and departmental goals each academic year and put them up in my office. In addition, I set personal goals at the beginning of a new calendar year. I revise, edit, and update those goals, and I ask my team of teachers to also set their own goals related to educationally technology and innovation.
  3. I am committed to life-long learning – My yearly goals always include learning something new, attending a seminar or workshop, reading books, traveling, etc.
  4. I ask questions – Though not currently a strength of mine, I have begun to ask more questions to myself, to reflect and challenge my own reasoning when making certain decisions. In addition, following the viewing of Start With Why – Simon Sinek TED talk, this past summer I have begun many conversations with my team, with the question why?

As I continue to be a role model in my leadership position, I look forward to developing the foundational skills related to cognitive coaching to encourage my team of educators to not only become self-directed learners but also to grow into cognitive coaches for their teams.