Google Teacher Academy Hopes

I completed my application and one minute video for this years application to the Google Teacher Academy just before the midnight deadline on Sunday. While I realize the odds are slim, they only take 50 educators from all over the world, each time I apply I have hopes of attending this intensive training with Google experts and other educators who get excited as much as I do about using Google for teaching and learning. I wish I had had more time to edit the video, I missed a few point I wanted to make about online learning and the flipped classroom. Oh well, wish me luck.

It's Not About The Technology

Short and Sweet Message for Educators. 

Power Searching with Google

I wanted to share a Google learning opportunity with you all. I'm currently taking a free online course called Power Searching with Google http://www.powersearchingwithgoogle.com/
There are six classes where you watch a video, practice the searches, take a quiz and discussion your findings in a forum. You take a mid-class assessment and final assessment and if you pass you get a Google Power Searcher certificate (I have an image everyone who passes wearing Power Ranger like uniforms with Google logos but that's just the Google Geek in me;) There will also be a couple of Google Hangouts (video conferences...here is one that was held this week (http://youtu.be/ZhhiXxiAVtM). I believe the classes will be available until the end of July. Each class takes about 40 minutes to complete and contains a lot of useful information on using Google searches. So, if you have time and inclination it's a good opportunity to learn more about Google Search. I am finding that I thought I knew enough to use Google Search effectively but there are subtle terms/operators and techniques to use for being a "Power Searcher."

Review of Focus

Our district administrators are currently reading Mike Schmoker’s book “Focus.” Out of self interest I felt the need to keep up with where our leadership might be heading so I purchased the Kindle version of Schmoker’s book and read it on my iPad yesterday.
My initial reaction was that I should update my resume. If Schmoker’s prescription for reform is bought wholesale then as the technology integration specialist for the district my role is not needed. Schmoker doesn’t consider technology as a valid means of achieving what he considers the three “essential elements” for school reform; what we teach, how we teach and authentic literacy. While I agreed with the main premise of Schmoker’s book which is to “focus” on what is essential for good teaching and learning, I don’t agree that we need to turn the clock back and ignore the fact that we live in a world that uses technology as an everyday tool. I don’t believe Schmoker has ever seen a classroom that modeled effective technology integration given his comments such as  “faddish, time-gobbling activities,” nor does he seem to be aware of current research and successful 21st century learning initiatives that  “harness the deeper learning skills of critical thinking, problem solving, effective communication, collaboration, and learning how to learn to help students develop a strong foundation in traditional academic subjects.” as advocated by the Hewlett Foundation.

Another one of my concerns, (besides being eliminated;)  is that if the district were to adopt this approach and go back to the 20th century model of teaching that Schmoker suggests it would provide the excuse for many to continue the lecture based, stand and deliver instruction we have in many classrooms which ignores the full potential for differentiating and engaging students through digital learning. It would also invalidate or dismiss the work of many who are successfully integrating technology into their classrooms to differentiate and engage students in learning using current online technologies and resources rather than static outdated textbooks. In addition to being anti-technology, Schmoker does not seem to believe in differentiation or student centered learning.

I hope our administrators read this book with the same critical lense that we expect from our students as they read informational text to become informed learners. Schmoker’s message for focusing on what is essential and to simplify are worthy goals, but the fact that his book is more opinion than research and his suggestion that we go back to old ways of teaching ignoring the fact that students live in a different world than when he first taught 20 years ago are not valid reasons for adopting this approach wholesale.

What does it mean to be literate in a digital world?

This is a question I have been asking myself and others for some time, particularly with the constant changes in how we communicate and find information online, as well as the fact that more and more of us have access to online digital devices. How is the way we teach literacy skills in school keeping up with what it means to be literate in a world where information is no longer just printed text on paper? Are students using digital literacy to develop understanding and engage in their learning?

Steve Covello outlines the subdisciplines of the digital literacies as information literacy, computer literacy, media literacy, communication literacy, visual literacy, technology literacy. Since his list in 2010, I would add the newer domain of social media (Facebook, Twitter, Google+, etc...) To be literate in today’s world is to be able to access online information, comprehend it at high levels, critically evaluate information as to it’s reliability and credibility, as well as create, collaborate, communicate, curate and publish all within the subdisciplines of digital literacy.

In the past many of these disciplines have been in the purview of the Librarian/Media Specialist  or Technology Class where students learn about online research, created media products and learn basic technology skills. The new digital literacy skills are “literacy skills” and must be embedded into classroom curriculum and literacy instruction. “Review of research on reading comprehension concludes that the Internet requires additional comprehension skills beyond those required for reading traditional print texts (RAND Reading Study Group, 2002).” Yet, when we teach reading and writing we focus on text based materials. While traditional reading and writing skills are the foundation for being a literate person we need to expand teaching of traditional literacy skills to include the new digital literacies. 
I believe this is an opportunity to transform teaching and learning as we align curriculum to the Common Core to embrace the digital learning that is embedded into and expected from the Common Core State Standards. As we adjust our curriculum to meet the new standards, we should be looking for ways to shift traditional text based activities to digital learning opportunities. One example of a new literacy activity might be, instead of student's writing book reviews and passing them in as papers have them create and publish video trailers, or create and publish their own book review blogs.  
Listen to Glynda Hull from University of California Berkeley talk about this opportunity and review the Google Presentation created by Maggie Eaton, Middle School LA teacher/Curriculum Leader and myself. As you listen to Glynda and go through the slideshow consider how you might begin to embrace the new literacies.

http://ell.stanford.edu/publication/5-what-development-literacy-development



How can we learn more about what it means to be literate in a digital world? 
How can we shift classroom practices to provide opportunities for students to learn and use digital literacy skills?