MEd Musings…

As I mentioned in my previous post, I start the final year of my Masters in Education in Educational Practice at SFU in September. I’m very excited, but there’s one small problem – could someone please remind my overactive brain that I don’t start for another five months? Why? Because the MEd is constantly invading my thoughts – inquiry questions, plans for research, the slant the questions should have, the resources I’ll need…and on and on and on. It’s like my brain has kicked into high gear already.

These are my thoughts (ramblings, really at this point) so far:

  1. Through the use of video conferencing, Elluminate, SMART boards and Bridgit (all of which I need to learn about first) teach a Digital Media 11/12 course (probably, I would guess the Visual Arts: Media Arts 11/12 curriculum) to students throughout the district. Several teachers in my district are in the first year of this type of teaching in the district, although the only courses offered this past year were (I think) senior math and biology, no electives. This type of teaching seems to be the future for our district (and others) as the school district is comprised of several small towns and smaller isolated communities, all spread out over a vast geographic area. You need to drive over four hours of windy mountainous highways to get from one edge of the district to the other. Being able to offer more choices to students using technology is a direction I believe the district is headed in. I could help build on that at the (almost) initial stages of the project.
  2. The project started last September. I’m guessing most of the major bugs have been worked out and there are three teachers at my school that have taught in this manner already. This means that resources, both of human and technical nature, are in place.
  3. I could focus/teach units on how to use digital cameras, digital photography, image editing software and free online photo editors, multimedia slideshows, audio and audio editing, story boarding, digital storytelling, video, movie making, and all the information literacy that comes with working in an online environment (copyright issues, royalty free music/audio, creative commons licenses, online safety, and digital footprints/online identity). There’s more than enough in what I already teach that could be adapted to teaching via video conferencing.
  4. I am curious about the student/teacher relationship and how to establish and maintain rapport when teaching and learning in an online environment.
  5. I wonder if that rapport and that relationship would develop differently in an elective, arts based course as compared to a core course with less personal curricula.
  6. I’m curious about how the video conferencing project fits in with Clayton Christensen‘s theories on disruption in the field of education. I even have nation wide statistics that I’d like to match with the formulas in Christensen’s book, Disrupting Class. And I have a previous offer of help from the books co-author, Michael Horn, to help run the numbers with the formulas in the book ūüôā
  7. I wonder about visual literacy and how visually literate students could become learning in this type of course with the technological tools in place.
  8. I wonder about the Freedom of Information and Protection of Privacy Act and how that would affect online learning environments of students in BC and beyond.
  9. I wonder about how to best engage students in the critiquing process when in an online learning environment.
  10. I wonder how best to engage, teach, motivate, guide, focus, and learn from learners in an online teaching environment.

My questions at this point are:

  • Do my ideas fit in with the direction the district is taking? Will I be able to participate in the project?
  • If my plans do fit, would I be able to teach the course in the second semester when I would need to do the research for my Masters?
  • What happens to the 9 weeks of Black and White photography with manual SLR cameras and traditional darkroom techniques that I usually start the VAMT course with? Would I have to shut down the darkroom for a year? Can I really teach students how to fully understand how to use digital cameras without teaching them how to use manual SLRs first?
  • Would the other schools around the district have the resources available for students that I’ve managed to accumulate at my school? We have six digital cameras (one a beautiful digital SLR), three digital video recorders, Inspiration Software, Photoshop, Adobe Premier and a MAC with Final Cut software.
  • Are students around the district interested in this type of elective course? I know that I’m the only full time art teacher in the district and that my art program offers more course offerings than other schools offer in the district.

Those are the thoughts that have been racing around inside my head. Of course, along with all this is, as always a strong desire to advocate for the visual arts. Up until now, I’ve advocated in my school, the other local elementary schools and in the community. With the Masters, I may have the opportunity to extend that advocation throughout the district and provide students with opportunities they may not otherwise have.

Exciting stuff!! Maybe, if you’ve made it through all my ideas, just maybe, you’ll understand why I’m constantly thinking about my future MEd inquiries.

As always, I’d love to hear your comments!

Disrupting Class

dis_classIf you’re a teacher¬†involved in the community of educators online, you may have heard of the book Disrupting Class by Clayton M. Christensen with Michael B. Horn and Curtis W. Johnson as co-authors. I decided to read the book after seeing Michael Horn’s keynote address at the VSS Annual Spring Conference¬†last April.

During his keynote, Michael introduced disruptive innovation theory and how it applied to current changes in education. I was intrigued by the combination of business theory¬†and the field of education so, after being assured by Michael that the book wasn’t too US-centric for a Canadian teacher, I bought the book and have seen posts and articles about it online ever since.

It’s a good read and I would definitely recommend it to any educator. The book essentially looks at the reasons underlying schools’ current struggles to improve and then¬†offers recommendations to solve the problems and end the struggles. The authors’ viewpoints are important:

“Our approach in researching and writing this book has been to stand outside the public education industry and put our innovation research on almost like a set of lenses to examine the industry’s problems from this different perspective.” (p. 6)

Their perspective hinges on the idea of disruptive innovation, which I’ll briefly try to describe (read the book, their description, with examples and graphs, is much better than I can do in a short paragraph). Disruptive innovation creates asymmetrical competition in any given market. A sustaining innovation, such as the public school system, is the industry leader providing certain services or products to consumers, whereas¬†a disruptive innovation offers a product or service to non-consumers, thereby disrupting the market just enough to create change.

For example, the high school where I work is small (less than 300 students) and there is no French teacher, but, in the last two years, French 11 has been offered as a Distance Learning (DL) course online. The DL course is a disruptive innovation offering an alternative for students who previously had no way to take the course. Overall, the idea is that new and emerging technology in the field of education is a disruptive innovation which offers an alternate to a standard education in the public system. Since many students struggle in school, disruptive innovation within schools may be the answer needed to help more students succeed more of the time.

What I liked:

  • the book is well written and easy to read. I liked the writing style.
  • the detailed notes at the end of each chapter offer some great resources, articles, websites and readings to explore if you so desire
  • the vignettes at the start of each chapter are a nice connecting thread throughout the book and offer a shift in writing style and perspective
  • the book is full of excellent examples which help illustrate the authors’ arguments
  • individual learning styles are key. Howard Gardner’s theory of multiple intelligences is discussed.
  • the authors’ acknowledge the importance of using technology in transformative ways. There’s no point in using a SMART Board as one would use a flip chart (an example of an adaptive use of technology – one where the new technology is used in exactly the same way as old technology and the learning¬†that occurs is essentially the same). Transformative uses of technology actually change the learning that occurs by creating the opportunity for new things to be learned that couldn’t have been learned without the use of the technology (for example, a collaborative blogging project involving two groups of grade five students, one group in Canada and one group in Austalia, could not occur without the use of blogs and the internet).

What could have been better:

  • this is purely¬†from a design point of view – I didn’t like the graphs in Chapter Two which helped to explain the theory of disruptive innovation. There are several 3D graphs, but it’s¬†difficult to tell that¬†they are 3D because they’re simple line graphs. Someone with a background in¬†visual arts or design could easily¬†add some tonal development to add form and depth, therefore making them look 3D.

Is this U.S.-based book applicable to educators outside of the U.S.?

Before I bought the book, I approached Michael to ask him this question. He was honest with his answer, admitting the book was based on research and statistics from the United States, but that the book was still applicable outside of the U.S. After reading the book I’ve noted many similiarities and differences between the situation in the States and Canada (specifically British Columbia), however,¬†I definitely think that it’s worth the read no matter where one teaches.

Similiarities to education in British Columbia:

  • more and more courses are being offered online. Many districts have a ‘virtual school’ with a variety of online options for students to choose from.
  • the small, rural school where I work offers courses via Distance Learning that wouldn’t otherwise be offered

Differences to education in British Columbia:

  • much less emphasis on standardized testing as compared to the U.S.
  • Individual Education Planning, or IEPs, are designed for students who need drastic changes to be successful in the classroom
  • in B.C., our curriculum is based not on textbooks, but on the Integrated Resources Packages created by B.C. teachers and local curriculum specialists
  • many districts have Strong Start and other programs for early literacy interventions
  • the politics are different
  • teacher training is different with longer programs and rigorous certification requirements

Questions I still have:

  • I’d like to know what the statistics are for British Columbia, Canada and other countries around the world. There are many interesting statistics in the book, for example, “by 2019, about 50 percent of high school courses will be delivered online” (p. 98) I’d like to know what the prediction is for Canada. And what about the projected stats for a country such as Finland which has an education system famous worldwide for it’s success?
  • I don’t see¬† how computer softare could be used to effectively and completely teach open-ended subjects such as art. I can see how computer software could be used by students to individualize their learning in a fact based subject like Math or Science, but what about Physical Education, or writing skills, or Dance?

Well, that ends my book report! Have you read the book? What did you think?

Imagery courtesy of an online image search¬†– I hope McGraw Hill and the authors don’t mind…

Professional Development Meme 2009

Happy Summer Holidays to all of those who teach/learn from September to June!¬†I was catching up with my Google Reader and thanks to Claire, thought I’d begin my summer posting by sharing my pro-d plans for the lazy days ahead.

Directions

Summer can be a great time for professional development. It is an opportunity to learn more about a topic, read a particular work or the works of a particular author, beef up an existing unit of instruction, advance one’s technical skills, work on that advanced degree or certification, pick up a new hobby, and finish many of the other items on our ever-growing To Do Lists. Let’s make Summer 2009 a time when we actually get to accomplish a few of those things and enjoy the thrill of marking them off our lists.

The Rules

  1. Pick 1-3 professional development goals and commit to achieving them this summer.
  2. For the purposes of this activity the end of summer will be Labor Day (09/07/09).
  3. Post the above directions along with your 1-3 goals on your blog.
  4. Title your post Professional Development Meme 2009 and link back/trackback to http://clifmims.com/blog/archives/2447.
  5. Use the following tag/ keyword/ category on your post: pdmeme09.
  6. Tag 5-8 others to participate in the meme.
  7. Achieve your goals and ‚Äúdevelop professionally.‚ÄĚ
  8. Commit to sharing your results on your blog during early or mid-September.

My Professional Development Goals

1. Finish reading A Whole New Mind by Daniel H. Pink and Here Comes Everybody¬†by Clay Shirky. I read the first chapter of each of these, but never continued because I was distracted by other learning. That seems to happen to me quite a bit. Sometimes I think my learning is a huge web full of divergence…

2. Post once every 1-2 weeks – There are several post ideas waiting in my little black book and simmering in my head.¬†I’ve read Disrupting Class¬†and Dances With Dependency in the last few months and¬†I think writing about them would help to solidify¬†my learning.¬†

3. Finish my e-portfolio. I have the basic layout of an online resume completed. Now I need to collect, scan and import all the photos, newspaper articles, and other visual extras that will help to explain my unique teaching experience.

Like Claire and Phil, I’m not tagging anyone. If you read this post I hope you decide to join in and complete the meme in your own blog! Also like Phil, I’m going to add¬†some extras. These are not necessarily goals, they’re more like professional development¬†play to amuse me during the summer:

1. I’d like to play with Twitter this summer. I just signed up and love it already! Follow me!

2. I’d like to play with my blog. I should redo my About page, and I should also probably finish the 31 Day Blogging Challenge I started in, *cough*, January.

3. I need to¬†start prepping a¬†yearbook course. I’ve sponsored the school yearbook for three years, but always as an extra, after school activity. Next year, I’ve convinced admin to allow me to teach it for credit within the timetable. There’s a lot of potential for some great learning and collaboration here, so I’d like to be ready to maximize that.

That’s it! That’s enough! I’m so thankful to have a job I love which allows me summers off work¬†to relax and rejuvenate. Ten weeks of nothing but time – time to read, play,¬†learn,¬†nap,¬†run, bake,¬†bike,¬†socialize. It’s amazing to live¬†life¬†minus the¬†forced¬†work schedule.

Imagery by threedaysatseaat Flickr.com.

VSS Conference 2009

Have you ever experienced an absolutely overwhelming professional development event? For example, a¬†conference¬†where your mind feels so full of new and interesting information that if one more¬†idea tries to fit into your brain, your head will explode? I’m sure that would never actually happen, but you know what I mean…

That’s how I felt last week at the 2009 VSS Annual Spring Conference. I still feel ‘full’, although my mind has had a couple of days to sift through and absorb the experience. It was a great conference for many reasons and¬†the¬†three days I¬†attended were¬†filled with¬†opportunities for learning and networking. If I have time, I would like to write a few posts about the conference, but for now, I’ll sum up the experience with my¬†four favourites.

My favourite keynote speaker was Michael Horn. He is a brilliant man, the kind of person I could sit and listen to for days. Michael’s keynote focused on applying the theory of disruptive innovation to the field of education. It was an interesting blend of¬†MBA¬†vernacular¬†and what’s happening in education today.¬†I’ve just started reading¬†the¬†book he co-authored, Disrupting Class, upon which the keynote was based. So far, I like it. I like the writing style and the argument that is building makes sense. The book is U.S. based, but definitely applicable outside of the States.

My favourite session was “What’s New on the Net” presented by John Goldsmith. The session I attended was standing room only. John¬†went through his blogsite, DE Tools of the Trade, a resource you don’t want to miss! From free online file converters to online safety sites, there are countless websites to explore.

My favourite coincidence was being invited by Betty to sit with her one morning. I sat down, Betty introduced me to the two other women at the table, and the small talk continued.¬† The interesting part was that I sat right next to a lady named Claire. After a few minutes, Betty pointed out that I follow Claire’s blog, at which point I realized I was sitting beside someone that I¬†knew of and had ‘met’, but only virtually through blogging!¬†I have been reading Claire’s blog since last summer. I¬†like¬†what she has to say so¬†I have commented on her posts and she’s replied back. Last Thursday morning, I sat right next to her and never would have realized who she was¬†had it not been for the fact that Betty made the connection.

My favourite exhibitor was virtualmuseum.ca. You have to check this out. This site allows teachers to create and store lesson plans using interactive, multimedia material based on content found in Canadian museums. Created by the Department of Canadian Heritage, it is very clever and has a lot of potential uses. 

Finally, the benefits of attending a conference are not limited to the formal learning that occurs. It was a really great week for me. Playing Wii Tennis at an exhibitor’s booth with Lisa was fun, even if she did beat me! Going out to watch the Canucks win the fourth game of the series¬†and sweep St. Louis was awesome! And all the fun little experiences, the quick yummy¬†breakfasts, shopping trips with family and inside jokes involving crayons, made it a very memorable, stimulating and exciting week for me.

Imagery by me.