By: Michael DrezekIn the spirit of connected learning, which is what in fact brought me here today, let’s take a moment to explore something that might be new, something that might spark creativity, and something that might help model to colleagues and staff to embrace taking a risk with technology. Before we jump in, I just want to highlight two ISTE Standards for Education Leaders that connect to what I’ll be sharing here. 1. Empowering Leader: Inspire a culture of innovation and collaboration that allows the time and space to explore and experiment with digital tools.I love the idea of empowering another. It feels great to be empowered so why not pay that forward. There are plenty of opportunities to do this in our work. Whether you are empowering a student or empowering a colleague, being a leader calls upon us to make this happen. In creating a culture of innovation and collaboration, technology will help and most importantly, modeling that technology use will help. Another challenge, especially this school year, is allowing for time and space to explore and experiment with digital tools. I encourage you to try and make this happen, for your students and for your colleagues. 2. Connected Learner: Leaders model and promote continuous professional learning for themselves and others.I am going to share some resources and ideas here today. Some you might have heard of or used and some might be new to you. It is my hope that at least one thing you read today is new and that you can put that to use in your practice in some way. And the idea of a connected learner requires another person to make that connection. I encourage you to share a resource or idea with a colleague and see where the conversation goes. I am grateful for thought partners in my world, both in my PLN, in my school district, and in my personal life that help me learn and grow. That learning comes through a combination of discussion and reflection. My best ideas and projects were never that of mine alone. It was always a team effort. And celebrating those wins is never as fun alone as it is with others so embrace the connections. My lens comes from that of a District Technology Integrator serving as a teacher on special assignment. While I thought this might have only been a one or two year grant funded position, I’m now in year 7 of this role (year 17 overall). I’m going to keep riding this education roller coaster and do my best to enjoy the ups and downs along the way. It’s been pretty neat to see the educational space evolve through the years. One thing I’ve learned is there is no silver bullet. But, when used intentionally, tech can be an accelerator to reaching certain goals in a classroom, school, or community. My hope in contributing to this space is that you’ll embrace a new tool and put your own personal leadership spin on how it can be used to model technology use, creatively communicate (and maybe collaborate) and give yourself some permission to take a risk and have some fun in the process. If you’re reading this, I already know you’re a connected learner. If you’re thinking, I don’t have time right now for one more new thing, that’s understandable. But if you’re up for it, I’d love to share a few nuggets with you. Here are 10 (in alphabetical order) that have helped me along my journey and just might help you too.
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For years I struggled to 'find' confidence in material possessions, impressive friendships, or my physical appearance. Ten years ago, I lost a family member that I love dearly. During the grieving process, I came across the work of Eckhart Tollee and learned that true confidence doesn’t come through material assets or high-profile associations. Confidence (or certainty in oneself) is actually 'earned' over time when we learn to accept ourselves, develop emotional intelligence (otherwise known as emotional quotient or EQ), and make the right strides to improve in the areas of our lives that we feel need our attention most. Those areas will be different for everyone, but for me currently that area is teaching. Lacking confidence as a teacher really took a personal toll on me as I struggled immensely to assertively present information during monthly faculty meetings at the schools I taught, in district meetings as a curriculum specialist, and later in workshops to adult learners. Don't get me wrong, I always did a good job, but internally I would suffer from anxiety and self-doubt. However, through years of paying close attention to my work's details and what I'm experiencing internally (emotionally), I have learned how to make all the butterflies fly in the same direction. I’ve also learned that confidence is not a permanent attribute. It is an amalgamation of our ever-changing thoughts and the actions we take and therefore needs to be consistently nurtured. Moreover, confidence is not based on our ability to be successful, but more so in the belief that we can be successful. Studies by Stanford University psychologist Carol Dweck have suggested the power of belief and growth mindset in relation to increasing confidence and thereby boosting the academic performance of students. However, developing a growth mindset should also be a priority for adults as well. Dweck writes, “True self-confidence is “the courage to be open—to welcome change and new ideas regardless of their source.” Real self-confidence is not reflected in a title, an expensive suit, a fancy car, or a series of acquisitions. It is reflected in your mindset: your readiness to grow.” This knowledge is essential for educators, and with attention to a few critical practices, we can become more confident in our work and better models for the students we serve. Here are five things educators can begin doing to become more confident in their teaching. By: Stacey RoshanAs teachers, we are constantly looking for creative solutions to get insight into what students are thinking and feeling. We have so many types of learners in our classrooms, it’s critical for us to differentiate how we ask questions and how we allow students to respond to these questions. I truly believe that, by embracing the right tech tools, we can empower all students — whether they are quiet or more vocal, whether they are quick to respond or more methodical — an equal chance to contribute to class discussion.
When we talk about tech tools, my biggest goal is to focus on how technology will help me best understand and support all students in my classroom. Will the technology help me target both individual and full class needs? How can these tools help me better connect with every one of my students on a personal level and provide students a safe space to respond? How can edtech alleviate stress in the classroom and ensure learning remains enjoyable? Finally, can I leverage technology to give students more creative freedom to express their ideas and individuality? Taking one step back, before even looking at new technology, I try to begin by assessing my current classroom environment. I ask myself:
By asking myself these essential questions, I am better able to select tools to address the needs of my class and my goals as a teacher. |