What should 21st Century Skills look like in a classroom?

When I think about a 21st Century Skills Classroom, I see a classroom where students are actively involved in learning. More time and attention is spent on discovering information, finding solutions, and figuring out ways to present what has been learned rather than just memorizing facts and listing them on a test. Students may be working in small groups, completing whole class activities, or working independently. They are not fixed to one spot doing one type of activity over and over but are able to move back and forth as they work on integrated projects designed to increase communication, creativity, innovation, critical thinking, and problem solving.

In this 21st Century Skills Classroom, technology is present but is not the main focus. Students and teachers are using technology to enhance learning and instruction, not just because it is there. Lessons and projects determine what and how technology is used; not the other way around. Are all students and teachers doing things the same exact way? No, there are many pathways to the same end result. Students are using the ways that work best for them to achieve the stated goals, whether those goals are teacher-directed or student-initiated. There is a “technology toolbox” providing a variety of available options to complete the task at hand. While students are involved in these learning experiences, they are using various technology tools that are readily available in this 21st Century Skills Classroom. Using these tools allows students to be exposed to and learn more about the information, media, and technology skills they will need to be successful.

A certain type of teacher is needed for this 21st Century Skills Classroom. Vicki Davis (http://coolcatteacher.blogspot.com/) describes this teacher as a “teacherpreneur” who is interested in collaboration, reflection, and always learning (NCTIES Opening Session, March 2009). The teacher of this class will work hard to form partnership to benefit his or her students, as well as think about what does and does not work with his or her instruction, and strive to gain new ideas and insights, possibly form a Personal Learning Network (PLN). The teacher in this 21st Century Skills Classroom is more concerned with teaching the skills students need for learning than focusing on the tools they may use.

Students and teachers in this 21st Century Classroom may be using things like interactive boards, document cameras, wikis, blog, and all kinds of things we don’t even know about yet. But the main focus of this classroom and its teachers or students will be the LEARNING that is taking place whether using the newest forms of technology or not. The technology that is used will be used to bring about greater levels of learning.

It is all about making CONNECTIONS

When students make a connections with the books they read, their understanding, comprehension, and recall of the information increases.

Normally when I think of students make connections with stories, I focus on either a connection with the author or relating something that has happened to them to something that happens in the story (event). A teacher may be able to help students make connections with the author using blogs, websites, or even skype. Students could do some type of writing or art activity to express personal connections to stories possibly using a blog or something like webspiration.

Reading Kristin's Blog: Blogging with Afghanistan got me thinking about another type of connection that teachers can help provide for students using technology tools . . . a connection to the setting. A little background to her blog: In the past, her class read a story and posted discussion on a blog. The story was set in Afghanistan. A person who lives in Afghanistan read her blog and contacted her. He became her "friend" and offered to help out when she did the story the next year. . . it is all about making connections

A teacher could build background knowledge about the setting of a story by having students research general information about the area online, maybe look at pictures, or take a Google Earth trip. Those students would know a little more about the setting than before, but imagine how that level of knowledge would change if students could "talk" to someone actually in that area and ask questions not only about the geography/landforms but also about the culture.
The experiences of these students has the potential to greatly influence their understanding of the story.

Think about all the technology tools we have available to make it possible to make these connections to enhance student learning: skype, blogs, wikis, videos, pictures, voicethread, twitter . . .

So you don't have a friend or connection in the area of study or setting of the book . . . chances are that posting on Twitter could prove to be beneficial . . . chances are somebody knows somebody who knows somebody . . . it is all about making connections.

Global Studies involves learning so much more by making connections rather than just reading or research from a book or online.

Great post

Essential Tools for the Connected Teacher: Part 3

• "Every teacher is an expert. Twitter allows everyone to share what they know."
• Info about twitter, nings, skype, and google wave that include videos and details
  

To become a better reader, you have to read . . .

Interesting and though-provoking ideas taken from Warlick's 2cents worth blog: Can Literacy be Taught?
"Students who become fluent in reading, do so because they read, not because they were taught the basic reading skills. Of course, it wouldn’t have happened without having been taught the basic reading skills. But they become fluent because they are required to read for the rest of their formal education and beyond.

If we expect students to become fluent in the broader and equally critical information and technology skills of being literate in a networked, digital, and abundant (contemporary) information environment, then they should be required to use those skills in all of their formal education, just like reading. Reading, for education, is a learning literacy. Reading, processing, and expressing knowledge in a networked, digital, and abundant information landscape are equally important learning skills — learning literacies. "

Thoughts

Reading this blog post http://jenuinetech.com/blog/?p=1232 reminds me of that one afternoon when teachers questioned the educational value of blogging. My first thought (after I got over the "I can't believe you said that" feeling) was that I need to find more ways to convince them or show them the educational value of blogging. Maybe that is not what I need to do. Maybe I need to just make things available, share examples, and find other ways to encourage the use of technology without focusing on one tool specifically. I guess part of the problem is that I am still having some difficulty with that statement because I have seen the benefits for students both in person and from observing others. It is not the "tool" of a blog that makes its educational value. It is the way a teacher uses that tool that can be educational or not. That is true of any tool, whether technology-related or not. There are non-educational ways to use books, calculators, pencils, and notebooks too.

A Tweet about me! :)

Yesterday, this was posted as a tweet on twitter about me :) by web20classroom (S. Anderson http://web20classroom.blogspot.com/)

A fabulous educator who is an example of the what we need in Instructional Technologists in our schools...@mwedwards #TeacherTuesday

Blogging at Forest Park

When I started at Forest Park this year, there was only one class blogging. A Kindergarten Teacher updated (and still does) her blog at the end of each day with students reviewing what they have done that day. Just after the beginning of the year, a first grade teacher set up her blog. Shortly after, I helped a second grade teacher set up one to use with her class. Those three teachers have worked together with some encouragement from me (and the K teacher) to become pretty successful with their class blogs.

Through some year-long staff development trainings and emails/support from me (I created a pageflakes page about blogs that provides lots of examples and good ideas), now all of the 4th and 5th grade classes have class blogs that are posted on our school webpage. In the next few weeks, hopefully we can get more teachers to create blogs.

After some training on blogs, there was a mad dash to sign up for time for teachers to bring their classes to the lab to post comments on their blogs. Some teachers are now letting students work on the blogs in their classrooms when they finish assignments early. One teachers had students ask if she could post something general that they could respond to at home (another form of communication), which she gladly did and is quite pleased with the response from students.

I just had a 5th grade class in the "laptop lab" and they were told they could go to their class blog or look around at some other class blogs. Some students went to class blogs from other schools to see what types of things they are doing. It is neat that these students are willing to do the things that we teachers to do :)
In fact the students saw some blogs with videos on them and asked their teacher is they could do that too. I let him borrow my Flip Video and his students are going to create videos about saving the ecosystems (or something they are talking about in science). The students and teacher were excited about it. He said that he would be able to address standards/objectives in 5 different areas doing this project! That teacher just brought back my Flip and said his students were excited and their videos would get even better with time. He has some students that already want to bring costumes. I think an idea for a Christmas Presentation Project may be forming in his mind!

We have a 4th grade teacher who had baby chicks hatch in his classroom. He had taken pictures and videos to post on his blog for students to respond to. Other classes at the school are keeping up with the baby chicks by looking at his blog.
A 5th grade teacher wanted to have her class be penpals with a class in Florida. We created a penpal blog for the students to use.

Another 4th grade teacher had her class interview other students at the beginning of the year. They used the information they collected to create Bio Books powerpoints. The students and I uploaded the powerpoints into VoiceThread so we could post the projects on their class blog. That teacher also has a VoiceThread project (with just written comments, not audio yet) posted on her blog about the Field Trip they went on earlier in the year.

These are just a few of the things that have happened at FP with blogs so far this year! I look forward to even more great things happening! I can't wait to our next sharing session to find out what other things teachers have done with blogs in their classrooms. It makes me smile to look at the "new" FP blogs and see the great things that are happening :)

Feeling quite proud of myself!

I am feeling quite proud of myself for the things I have done today! I managed (without notes) to set up a document camera, laptop, and activboard without using a splitter so they remote can be used to go back and forth between the computer and the doc camera. I managed (with notes) to successfully install the queue software (that has been driving me crazy for weeks). I did a one-on-one schoolcenter workshop with the curriculum coordinator after checking everybody's sites for monthly updates earlier today. I helped some teachers with their blogs. I found where the ActivVotes, ActivExpressions, and ActivSlates are in the building so I can hopefully get them ready for teachers to check out to use. I figured out a way for the one 4th grade class without an activboard to be able to use a slate and a projector to create somewhat of an interactive board (now I just have to try it out and make it happen).

Yay for all I have learned and done today!!

Google stuff!

I met with a teacher yesterday and was able to help guide her through some google stuff. I helped her find her igoogle account, showed her how to get to the blog she created, and helped with blog stuff! I realize that may not sound like much, but I picked that stuff up from just listening to Emory's google workshops and I was proud of myself! :) I started working on a google calendar yesterday and really like it too. I am having a good time finding and showing people "new" things!

I also started using google reader yesterday!

blogging tech training

On the way home, I thought more about the tech training today. I had two 3rd grade teachers ask me (of all people to ask) what the educational value of blogging. I told them how I used it, which I thought was for a very educational purpose. I guess that means they have not looked at the stuff on blogs that I sent that include some links about why kids should be blogging (and it probably would not do any good to send it again) :)

Even though the negatives are the things that stick out, I think some good things came out of today's training. I have already had emails asking for more guidance/suggestions concerning using blogging with students.

I think it all goes back to changing the mindset of the teacher. If the teacher sets it up so there is a purpose and a structure (while still allowing for some freedom), wonderful things can come from student blogging (or any type of project, especially one related to technology). I saw that for myself last year. I saw how much more students were capable of doing if they were just given the chance. I keep hearing the "our kids can't use this at home and the parents won't look at it" excuse. My students last year for the most part did not have home access. We did it at school. Yes, it was a bit daunting at first to think about, but I just felt like I needed to jump in and do something to figure it out. I was/am so impressed with the results. I can't imagine teaching and not doing the technology stuff that I did, which was why I found the question about the educational value of blogging so surprising. I probably did not do a very good job answering it since just the question itself totally shocked me.

blogging

I created a pageflakes connecting the resources I have pulled together to encourage teachers to blog and have students blog. There are several teachers at FP who now have blogs. One teacher said to me today that I am all about blogging! :)

voicethread

I have a 4th grade teacher who is having her students make a powerpoint about another student they interviewed. Her plan was to print out the powerpoints for each student to make a book. When she printed the first one to the office, the secretary said the colored backgrounds were taking to much toner and blah blah blah. I told the teacher that we the students could connect them to the class blog so they would be accessible that way. I sent her some information on VoiceThread (and examples from my students last year). She emailed me back that she wants to do that!

I thought I would pass this little story along since I remember having a question at the beginning of last year about how I could put the student-created powerpoints on the webpage and Emory suggested VoiceThread :) which I then used in many different ways throughout the rest of the year. My students really enjoyed it.

Then I had another teacher asking me how I could help her class and what did I do last year. She asked if I could show her students how to do things on Excel and how much advance time I would need before she could bring them. Responded with hmmm I could but . . . :)

Good Week!!

I feel that I have had a good week in my new job. I have learned lots and begun to trouble-shoot some technology problems pretty well, especially related to the ActivBoard. :) People have signed up to come work on projects and assessments in the laptop lab (where my desk is located). People email me with questions about their ActivBoards. I have even helped some other learn different things to try when they think their board is not working.
I am looking foward to the things that come from the Year-Long Staff Technology Training (I sense excitement and interest in many teachers about trying new things).
While it is true that document camera have been my downfall so far, I will continue to try to figure out what to do with those pieces of equipment because there are lots of things that have worked well including:
• I’ve been made the webmaster of the school site and learned some things to try to make it more interesting/appealing
• I’ve successfully loaded SRI and SRC (reading tests) on the laptops in my room, and I have learned (after several calls with customer service) how to use SAM
• I got 4 ActivBoards to work yesterday (even had to reinstall a driver on one) with help via Skype!!
• I was able to find answers to questions teachers had rather quickly (ActivInspire, SAM, SchoolCenter, SRI . . . )
• I talked with Cortez, Rothwell, and Voigt about class blogs. I sent information to some and hope to get them started next week so we can work on projects!
• I posted a request for information about digital penpals (teacher request) on twitter, and was directed to a link to OnlineProjects4Teachers Ning where I found a neat project to do with 4th grade students when they learn about the Native Americans in NC (involves a wiki)
• I have a teacher interested in some type of Stockmarket game (that I need to find out more about)
• I have several teachers doing About Me powerpoints with students at the beginning of the year (one is going to upload the projects from his class through MovieMaker so they can make movies)
• I have a teacher interested in learning more about Podcasting (me too) and still wants to know if/how document cameras can be used as webcams

Research

We started working on a new PBL project this week. It involves creating a display about 20th Century Inventions and Inventors. To find out the information that we need to display, students need to do some research. I provided them with a Invention TimeLine Website to use as a starting point. I took the students to the computer lab so they could focus better. I was very pleased with their progress. Listening to them discover new information reminded me of the importance of them knowing how to read nonfiction text.
This project helps me realize how much the processes used in the Independendent Investigation Method would be beneficial for students. I need to figure out a way to get those materials. Maybe I will try to find another grant to apply for? I wonder if I could find that material on DonorsChoose?
My previous copyright lessons that I have done with these students seem to have helped them. When they took notes today, I said that it might be a good idea for them to write down the web address of where they find the information. One of the girls said she wanted to do that so she could do more of this work at home, and another student reminded all us that we need that information for when we write a report to cite our sources. :)

Measure my Effectiveness?

I have done a lot of work with my students this year using Problem-Based Learning (PBL) experiences. In the beginning of the year, I was more of a teacher and director during these explorations. I introduced a PBL activity two days ago, and as I observed my students working, I reflected on how far they had come in terms of their critical as well as creative thinking skills and reasoning abilities. Those skills are not easily measured on a standardized test. My role in conducting PBL activities shifted from teacher/director to providing guidance as a facilitator.The technology things we have done this year have also followed that same progression. I smiled when I saw how quickly my students went to our class blog to type about their thinking and what things they did to solve the problems.These observations and personal reflections are a few of the ways I am "measuring my effectiveness" this year.

PBL

Why have I not been doing PBL activities the last few weeks? That question repeatedly came to mind today as I watched my students work with a new one after I introduced it today. The logic, reasoning, and thinking skills I witnessed as I watched and listened to the conversations that took place while students were figuring out what to do was amazing. Any idea given was quickly followed by a reason supporting it and/or a question or idea challenging/supporting the thinking behind it. My 3rd graders got together on the rug across the room (turned away from me and everything else going on in the room) while my 4th graders sat on the other side of the table from me. They seemed to be arguing their respective sides, but were in fact stating and supporting something opposing ideas and/or positions. The one we worked on today involved math, and I think this IS the way for me to teach math!

Unwrapping the Gifted

Unwrapping the Gifted: This Year's Kid, Not Next Year's Teacher

I completed my final classes for my AIG Certification this week! While I have really enjoyed the learning and sharing of ideas that has taken place in these classes, I am glad that it is over (for now anyway)!

DonorsChoose!!

I found out today that another DonorsChoose project of mine has been fully funded! I put in a request for 15 copies of From the Mixed-up File of Mrs. Basil E. Frankweiler. I have so many ideas for student activities and projects to go along with this book. I have been learning about creating pageflakes. I might even do one for activities and critical/creative thinking questions to go with this book.
What I think is really neat about the fulfillment of this DonorsChoose project is that it came from lots of people contributing small amounts. Collaboration seems to be an ongoing theme at my school this year, and getting the funding for this project is a good example of what can be done by several people working together.

Visual Dictionary Online

Welcome to the Visual DictionaryOnline, the dictionary with a newpoint of view.

Description from their site:

The Visual Dictionary Online is an interactive dictionary with an innovative approach.
From the image to the word and its definition, the Visual Dictionary Online is an all-in-one reference. Search the themes to quickly locate words, or find the meaning of a word by viewing the image it represents. What’s more, the Visual Dictionary Online helps you learn English in a visual and accessible way. The Visual Dictionary Online is ideal for teachers, parents, translators and students of all skill levels. Explore the Visual Dictionary Online and enrich your mind. Perfect for home, school or work. Discover a visual world of information!


http://visual.merriam-webster.com/

Vocabulary

Several months ago, I posted a link on the AIG Blog to a vocabulary site that has a Word of the Day definition each day. We talked about it and checked it in class for about a week or so. Several times since then (including today), my 4th grade AG girls have used the current word of the day in a sentence to see if we know what they are talking about. They are going to the site independently! :)