My Name is "Innovative Technology" and I've been around a LONG TIME

"I've been around a very long time. Perhaps I was a stick to be used as a walking staff for Adam of biblical fame. Later I came in the form of fire and changed the dynamics of cave life. I then became a pencil- a sliver of graphite stuck inside a slender piece of wood. Most lately I've been a handheld computing device known as a tablet; but watch out, my future of 'wearable technology' is on the rise and ready for change!"

All these innovations have things in common- they have revolutionized the way we accomplish things. They have eased a strain in our life. They have opened the door to something new. 

With any new innovation, people find different sides of the fence to take. Do the benefits outweigh the detriments? Shall we be early or late adopters of the innovation? 

We question, we criticize, we applaud, we adapt, we balance from good to bad and back again in our thoughts of "Is this really a good and helpful thing?" All of these processes are relevant for each of us to get to a point where we decide "is this acceptable or not?"

Most inventions that are labeled "innovative technology" end up revolutionizing the world- some slowly, some so quickly our head spins.

While most of us probably don't know someone that sees the use of a pencil as a bad thing, there was a time when it was concidered a novelty. Most people couldn't read or write anyways and there were questions about whether it was a good idea for the "common man" to have these skills.

What is it we fear about tablet devices? Lack of control...certainly. But even deeper than that is a fear that resonates inside of the heart of a teacher...what if I'm no longer seen as a master of this subject? What if the world no longer needs people who are super knowledgable of subject areas? What if what we have strived to be good at, proven to have an above average understanding of, can all be ascertained from a days worth of well written 3 minute videos on YouTube? What becomes of us?

This is one of my underlying fears, I'll be honest. Two years ago my classroom went away and now I work hand in hand with teachers integrating the technology I used to teach all by myself. In theory, if I'm truly good at what I do shouldn't I eventually teach myself out of a job when all my co-teachers become proficient integrators of technology without my help? 

What must I do to protect my livelihood? What must I do to stay relevant? ADAPT, ADOPT, LEARN, STAY ABOVE THE EDGE OF NORMALLY ACCEPTED PRACTICE. I must morph into what the world of education needs based on the tools at hand. I must take opportunities to learn more, dream more, do more. My overall goal is to meet the needs of my students in the best way possible. I must remember that. Are changes scary for me? Yes. Are changes necessary for me? Always. Do I sometimes miss the safety net of my classroom? Often. Can I be a benefit to the education system of the future? Without a doubt. Does that mean technology is the only way? Never. 

We need to be open to new ideas and new innovations always. After recently visiting an innovative STEM school in the area, one thing stuck with me that the principal of that school said, "I don't hire people that I know are good with technology. I hire teachers that are excellent in the classroom but are always thinking "there's got to be a better way to _________."" 

I want to be a great teacher always looking for great ways to teach. I want to be open to innovative technology. I want to find the appropriate balance to meet needs well but not just for the sake of using technology. I want to use the best practice regardless of the tools before me. I want to feel confident and trusted as a teacher. I want to be respected for the knowledge I do have- I need this from my students, parents, peers, and administration. I want to be a help and a benefit as a teacher. At the end of the day I want to know I made a difference with the tools at hand.

Becoming A Confident Instructional Technologist

Truths about Julie:

•  I don't like it when people don't like me.
•  I don't like it when I think people MAY NOT like me.
•  I don't like it when I say something that might make people THINK ABOUT not liking me. 

Yes, as you can tell these are ME issues. I realize I can't make everybody happy all the time. I'm aging and striving to be less of a "people pleaser" in my life (a healthy balance is needed).  I realize I often make decisions from a fearful perspective although most people don't see my outgoing, sometimes outspoken personality that way. I am an enigma, wrapped in a riddle, surrounded by mystery. Or at least my often competing personalities feels that way at times.

That being said, after dealing with some technology issues this last week that were not pleasant for me, I realized that I am often not standing my ground regarding Instructional Technology usage in the elementary setting for fear of push back. I have thought long and hard on this issue last week and this week and decided it's time to make a change. (Any time I am faced with an uncomfortable situation I ask myself what I can learn from it- underscored and bolded). 

I believe in the power of gaming and that creative thinking apps would, could, and should benefit our elementary students. BUT, I haven't "lived that." I'm currently coming up with a list of creative thinking apps to add to a folder on all the iPads in all the carts in the elementary school. These apps will include coding opportunities as well as games designed to improve students' critical thinking and creativity skills.

I see these apps being available to be used during recess time when it is rainy or too cold to go outside. I see these apps being used by teachers as an incentive for getting something else done, etc. I see these apps being used during center time on a regular basis in some of our grade levels. The opportunities are endless and the research of positive effects are widely proven. 

Will I get some pushback? Probably some...but I have decided to stand firmer in my role as an Instructional Technologist. I've decided to give my teachers more opportunities to use technology in the classroom with this outlet. I have decided to stand firmer and be bolder. I'm not going where no man has ever gone before, but in my community I do feel I little bit more pioneering than ever before. 

These aren't new ideas, I was using these apps and teaching coding when I had my own classroom two years ago. The biggest difference is that now every technology decision that is made is more closely scrutinized. I'm down with that. Let the mind blowing critical thought begin!

Social Media and Dating- A Good or Bad Change?

I was having a conversation with my daughter, who is in college, that has me thinking. We were having one of those rare moments when she was SHARING with me. In this little mother/daughter chat on the sofa she said, "Guess who asked me out? Someone we both know and have known for a very long time but I didn't go to school with. He's a year older than me." I didn't know who it was but the following conversation after she told me who the gentleman was has me thinking. It went like this:

J: "It was __________."

Mom: (A bit surprised) "Really? What did you say?"

J: "I don't know, it was weird, I don't really know him. I told him I didn't know what I was doing tonight."

Mom: "You've known him since you were like 7, but you're right you don't know him well. How did he ask you?"

J: "He sent me a Facebook message. I don't know, I just don't know him well, maybe if S (another mutual friend of the two who is a girl) went with us, I would go.

Mom: "I doubt he wants to hang with both of you. Sounds like he wants a date with you."

J: "But I don't even know him."

Mom: "But that's what dates are for, to get to know someone.

J: "Mom, that's not the way I do it."

*Scene closed*

I walked away wondering why it seems so different from when I was in college MANY, MANY, years ago. I think the answer is...Social Media. Social media gets a lot of bad publicity but hear me out, I think this might be a positive in the world. Today's teens and 20-somethings are getting to know each other BEFORE they go out on a date via communicating using Facebook, Instagram, snapchat, or "fill in the blank." This is where the attraction often begins, the flirting begins, BEFORE the first date. 

Couldn't this be a good thing? Young ladies and men not opening themselves up to being with a date they don't know very well, like we did in my generation. Sure, some things are probably lost in translation of using the Internet but it sure feels safer to this momma. Of course, I'm not saying that all relationships follow this pattern but thinking about my own kids and their friends, I see this happening a lot. 

Maybe just maybe this generation is using social media in positive digital citizenship ways when it comes to getting to know potential love interests. That possibility makes me smile. I know that as a mom I often call my kids on some of their social media choices but I'm very interested in seeing how this generation balances it with their "real life," how they learn from their mistakes, and the overall effect this life of constant "contactability" will look. 

Photo from Home By Design (Design Publishing) Dec/Jan 2015

When Did The Shift Begin And Why?

For 9 years at my school I was basically a "silo" teacher in my little computer lab seeing every student in the school one day a week for keyboarding instruction and whatever happened to be the latest thing I felt I needed to teach our students for success. In those 9 years I never ONCE had a parent or teacher come and question anything I chose to do in my classroom with their students. In fact, most the time they didn't even ask what I was doing.

BUT the culture has shifted dramatically and I sit here this morning wondering WHY? When and why did the use of technology in the classroom become something that is inherently questioned? Why does society assume the worst about it instead of seeing its benefits now? Why does society assume the teacher can no longer manage technology? Each week I feel like I have to constantly find a balance for the "trusting parents" vs. the "hyper-vigilant" parents regarding technology. Every week I feel like I make someone mad. It's not a fun place to be but it seems to be a necessary place to be. In our elementary school, our students as a whole have LESS time with technology now that we are using tablet devices than they did when they came and met me in the classroom this week but I'm questioned more than ever.

In "my perfect world," my elementary students would have scheduled technology class once a week where they would be taught digital citizenship lessons along with basic technology skills constantly throughout the year. That "perfect world" would include me having time to observe in classrooms to make suggestions on how to infuse technology into lessons already being taught. It would allow me to make sure best-practices are in place in all classrooms.  It would give me opportunities to teach teachers new technology "stuff" on a regular basis as well as co-teach with teachers willing to give something a try.

In my "perfect world," my elementary students would be gaming- yes! I said it...gaming. They would be using critical thinking games/apps on a regular basis. They would be using intuitive software that would help them feel like successful students because their educational needs would be met where the student was at that moment. In my "perfect world," teachers would be encouraged to use social media as an asset to their classrooms and any technology would be acceptable- including cell phones.  *GASP*

BUT the world is not perfect. I push, I pull, I tug, I tow with the amount of time I have, the resources at my disposal, and the attitudes of our community. Every teacher feels overwhelmed at times and today I feel that way. Sometimes I get stuck on the potential and forget to see the current growth. Sometimes I feel I've had to justify the school's (and my own) position so many times that I begin to shake my head and wonder "IS IT WORTH IT?" I know I can't make everyone happy. I'm living that daily but I would like to think that I am making a difference; that parents, teachers, students, and administrators are seeing the positive results of technology used well. Will there be issues? You betcha but I am convinced beyond a shadow of a doubt that the attributes technology brings to education far outweighs any detriment.

By teaching students HOW to learn instead of WHAT to learn we are opening wider the door for lifelong learning. By creating a culture of inquisitiveness we are teaching these students how to reach into their back pocket for the rest of their lives, grab their computer in the shape of a smartphone, and search the web for anything they don't understand or want to know more about. THIS is the first generation that truly can learn on the go; lets embrace that wonderful gift and allow them to enjoy "just in time" learning!

I know my "perfect world" is not the same as other people's "perfect world" and so I seek balance. I know I need to lead and teach in baby steps regarding technology. I know I have a responsibility to help others understand best practices, how we work as a community in deciding how much and what kind of technology we use, and to be available to help when someone is ready to take that "next step." Some days it is overwhelming. Other days it is so wonderfully done that it puts a smile on my face and in my heart. Those are the days I realize my "perfect world" is based on attitude and intent as much as any long term goals I might have. Regardless of what my dreams might be, the ever-changing fluid nature of instructional technology will never be "perfect" but it will always be worth it in my eyes.

The Hardest Thing About Being a Technology Coach For Me

I don't have a classroom. Students don't come to me for instruction. I co-teach with in-classroom teachers on subjects that they want to infuse with technology. Most of the time I have great leeway in helping those teachers decide what type of technology they want to use and what apps should be taught or offered for certain projects. I appreciate the fact that my co-teachers allow me to try new things with their students, but I miss having time with my students (especially the one on one bonding it allowed) and being able to do things on my own. I realize that the structure we are in now is best for the place we are now, at our school. My co-teachers feel they can call on me to guide and support them as they venture into using technology more regularly. This can only be a positive in terms of using more technology for instructional purposes across the board (and yes, I see more technology usage in the classroom as a positive because it leads to individualized instruction); but I miss being able to have my "own" agenda. Now don't take that wrong, I am not trying to deviate from curriculum or teach inappropriate or subversive technology. I miss opportunities to try out new things I've heard about to see if they are truly as good as people are talking about. I miss my "guinea pig" moments.

In the past, when I was part of the related arts rotation, students came to me once a week for instruction. It wasn't the ideal way for technology instruction but the consistency allowed me to do things that I just can't do as a technology coach anymore. I miss that. Now, every single time I try something new in the classroom with a teacher it has the potential for "realness" to be all up in the lesson. Playing around with an app as a teacher and teaching an app to 24 students is very different and can have remarkably different outcomes. Now before you shake your head and say "Psssh, she teaches apps." Yes, I do. I try to teach new apps to students all the time, not because I feel like every project should just be done one way, but as an elementary technology coach I see part of my job as filling their technology tool belt with different options for later on in life. That being said, we do a lot of app-smashing projects and as the year floats by students are given options on how they want to do a project. It doesn't matter what means the end results are made with because they are graded by a rubric. So don't judge us technology coaches so harshly for teaching apps or websites. Somebody has to do it!

This year I am trying to find a solution for missing out on that exploratory instructional time. Do I start an elementary tech club after school? Do I find some teachers that might be willing for me to take time to just try things occasionally? Do I use a teacher's aide to play with an app that I am considering and just watch to see what questions they might have? Do I just go for it and see what kind of realness happens?

Regardless of the answers to the above questions, I love the fact that part of my job is to always be looking for new things. It fills a basic part of who I am. I never get bored with my job because it is always evolving and changing. It can sometimes be overwhelming because I also can never just pull out an old lesson plan, but for now, that's just fine. The hardest part is less continuity with the students, both professionally and personally, that's now a void that I struggle with filling. Teaching faces occasionally verses teaching names and personalities weekly is a big adjustment for me.

What I learned at #ISTE2014- I am a little fish in a big pond.

I am a little fish in a big pond. I thought I was special. I thought I had the DL on how to make technology work in a school setting- to encourage, to support, to coach teachers out of their comfort zone, to show the benefits, to be honest about the limitations, and to change my K-12 world one teacher at a time. I'm not special. I attended ISTE with 14,000 educators in Atlanta all wanting to make a difference by using technology in the classroom. It was an overwhelming experience.

I am a little fish in a big pond. I saw vendors "courting and wooing" big name educators in hopes of getting endorsements for huge school districts. I sat in my room in the evening while vendors were offering special evenings for educators. I wasn't invited...It felt much like high school all over again. ;)

I am a little fish in a big pond. I realized (and knew this already), that we really aren't doing anything cutting edge at our school regarding technology.- we are adopters and I am thankful we are doing what we are doing. I was awed by Gwinnett County, Georgia's push for BYOT in elementary schools. I was blown away by the amount of Augmented Reality workshops and posters that were out there. Nothing I'm doing is cutting edge, even though it might feel that way to me because I have been a first implementor at my school.

I am a little fish in a big pond. I got a little down, maybe even mad, as I saw the technology support that these big public schools often have because of great funding. We just don't have the funding to do that type of thing at my school, even though we are the largest private school in Chattanooga. We are dependent on enrollment and supporters, and there are always other very important and needed things vying for money at my school.

So what did I walk away with after I got over my initial feelings of inadequacies and not feeling like I was as special as I thought I was or that I wanted to be?

A. I am a fan of a technology. I do not believe technology is the end to a means, I believe technology is a tool. I see the benefits as I teach- students collaborating, students engaged, students organized, teacher workloads decreased so that more one on one can take place in the classroom, immediate feedback to help teachers, parents, and students plan, teach, support, and learn. I find myself having to stand up for my love of technology in ways that amaze me, with my own co-workers and complete strangers. Teachers feel threatened by technology. I want them to feel less threatened and more supported.

B. I am a innovator. I want to be a part of things that are cutting edge. I want a makers space for students to be creative, via cardboard box models or 3d printers. I want to do things that causes students to have to answer questions that can't be googled. I want to be a part of teaching students critical thinking skills. I want to dig deeper and see what bits and pieces I've learned and heard about would best meet the needs of OUR students in the elementary school. How can we reach every student? What forms of teaching does THAT student respond best to? How can WE help that student feel like a confident learner?

C. I want to bloom where I am planted. I struggle with being content where I am, which kind of makes me a pain because I am always pushing for more. I want to be the best support as a technology coach that I can be to my fellow teachers. I want to be the best teacher of technology that I can be to my students. I want to take technology to the next level at the elementary school, but not in a fearful climate, in a way that the teachers feel supported and confident in this process.

D. I want to set goals for myself and my school curriculum. These include:

1. Thoroughly defining what my job description is and how it can best help my school (i.e.- writing down what a tech coach looks like at CCS elementary school) and share it with my co-workers so they can feel confident in what they can expect from this role.
2. Immerse lesson plans in digital citizenship so that my students realize technology can exacerbate a heart issue quickly. Talk about digital footprints and show grace and love to those that struggle with using technology inappropriately. Teach students to set self-discipline with the amount of time they spend with technology (and perhaps teach myself).
3. Get keyboarding back into the curriculum.
4. Ask for us to go BYOT in the elementary school sooner than planned with a push in 3-5th grades starting with simple classroom blogging opportunities.
5. Find software, apps, options that gives teachers immediate feedback and students a feeling of accomplishment because of intelligent adaptive programming that differentiates to meet the needs of the student constantly.
6. Be hands on- find "guinea pigs" that want to try something new in the classroom, to work with their strengths and build. 
7. Incorporate project-based learning opportunities, including cross-curriculum subject matter, in order to make student learning more authentic.
8. I want to be more flexible and openminded. To know I do not have the DL on all things technology in the classroom. I am truly a little fish in a big pond, but I want to be a rainbow fish. ;)

Freedom to Choose and Goals for the Future

As a technology coach I find it important to teach and explain different ways for my students to CREATE using their devices. This school year I have "taught"at varying levels: Keynote, Popplet, Padlet, Haiku Deck, Pages, Google Documents, Sock Puppets, Tellagami, StoryKit, Stop Motion, Toontastic, SCVNGR, Picstitch,  Moodle, Edmodo, QR Code usage, and Noodlebib to various grade levels and/or teachers. I teach apps and websites so that students and teachers have choices.

The more I teach in this role of a tech coach, the more I realize my job is two-fold. First, it is my desire for technology to be used in the classroom in a way that it becomes interwoven in the day without a lot of thought put into it. As we embarked on this BYOT 1:1 adventure in the middle school and now having 3 iPad carts in the elementary school, I feel like this has been a year of legwork. I feel like I have learned much on how to be a better help to the teachers and the students next year. I feel that I have helped many of the teachers with a toolbox of tools and ideas to implement in the future. I feel I have introduced many CREATION options to students for future projects. It is this last thought that leads me to this post...

I am a fan of giving students choice. When they can choose how they want to present information, they take more ownership in their presentations. So this year, I have explained to them what some apps do that others do not. For instance, StoryKit allows students to write a "book," while Haiku Deck allows students to make a presentation. The same topic could be presented with both apps but it is important that they know the strengths and weaknesses of their options and the audience they are trying to reach. 

As teachers, how do we allow freedom to choose and still grade fairly? RUBRICS for grading. If we give our students rubrics with required information needed for their presentations, it doesn't matter if they choose to create a clay panorama, a podcast, a Toontastic cartoon, a slideshow, or poster art. They can meet the requirements in the manner that most appeals to them. When students feel they have choices in creativity, they own their projects more. 

So this was a year of filling their toolboxes with different app possibilities. We did a little app-smashing (morphing two apps together to create presentations), we learned the pros and cons to different apps (sometimes the hard way), and as always we learned from each other. 

I am very excited to see what next school year will be like. I have goals in place:

1. MORE classroom management training for the teachers so they feel more comfortable with the devices in their classrooms and I feel more comfortable not being in control. ;)

2. MORE time teaching students research skills and how to curate information.

3. Bring keyboarding back to the 4th and 5th grade curriculum.

4. Teach and integrate digital citizenship skills and lessons for preK-5th grade.

5. Finding opportunities for classes to collaborate with others- next door or around the world.

6. Spend more time in each grade for more projects.