I had the chance to meet up with Jamilee Baroud this week to record an episode for her new Podcast called In a Click. Jamilee is an up-and-coming superstar in the ed-tech/critical digital literacies research community and it has been such a privilege to work with her during her PhD program at the University of Ottawa Faculty of Education. Here’s our conversation — 40-ish minutes of us talking about technologies, research, teaching and learning, deep fakes, embodied cognition, VR, makerspaces…and my first ever research project that helped me to reflect deeply on the complexities of digital technologies, teaching and learning. It as a lot of fun to do this — and I feel really lucky to have been invited onto Jamilee’s show.
I hope you will join me in following Jamilee’s work at In a Click as she shines light online.
Back-to-school means I get to meet another group of new teacher colleagues this week. It also means I get to talk with them about our Digital Hub Strategy in the Faculty of Education and about Making as a promising pedagogical approach. I’ve put together two short presentations on these topics and am sharing them here for anyone interested in the ways that we’re working to support innovative practices and development of advanced professional digital literacies skills at the Faculty of Education at the University of Ottawa.
Key insights from the discussion include:
Key Insights from the workshop:
We’ve been lucky, in this class to be able to learn to design 3D objects and print them at the Richard Labbé Makerspace in the Faculty of Engineering. The workshop is always taught by a student engineer and many Education students appreciate the chance to work in a space that is very different from the spaces where they usually work (i.e, classrooms, libraries, coffee shops). As the students design their objects, the conversation turns to pedagogical integrations, applications, aspirations. Here is a list of some of the great ideas we have discussed in our class for projects that integrate 3D design and printing with curriculum expectations.
When: Wednesday, February 28, 2018 at 2 PM Eastern time.
Where: https://zoom.us/j/6711552822
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At the time, I didn’t have children of my own. The things Dr. Thompson told me to do made sense. I followed his recommendations and they seemed to work. I saw his ideas as a helpful framework. Back then, I was mostly concerned with my own growth as a teacher and whether students were learning. I valued any helpful recommendations that would help me to become more effective and confident as a young teacher.
Now, fifteen years later, I am a parent with two school-aged children. They attend a publicly funded school. I’m also a teacher educator and, as I reflect on Dr. Thompson’s recommendations, I recognize them as absolutely brilliant. So far as I can tell, he was right. Absolutely right. And, I think they are relevant for any teacher, not just those working in independent schools because, at their core, they are about building human relationships.
Here are three things that I learned from Dr. Michael Thompson that I wish every teacher and principal understood about building meaningful relationships with parents.
So, tonight I attended a fall open house at my children’s school. My younger daughter has two teachers. My older daughter has four teachers. The idea of the open house is wonderful. I am happy that the school invites families in. This is essential and very much appreciated. And yet, I came away feeling really, really disappointed because the structure of the evening didn’t allow me to speak with most of my children’s teachers. There were just too many families. There were crowds of parents, actually — and with only one hour of time to see as many teachers as I could, I ended up speaking with only a couple of teachers directly and I didn’t even get to make a personal connection with either of my children’s homeroom teachers. There was no schedule. I understand wanting to keep the evening informal and yet, this resulted in many parents standing in a line to talk to their child’s teacher, which didn’t feel informal at all. Just like me, every parent wanted to make a personal connection with their child’s teacher. From the teacher’s perspective, I bet it was stressful. Teachers generally want to speak with everyone who takes the time to come to see them — but with so many families and no set schedule, some families get 15 minutes of time to talk with the teacher and others get no time. This is the way of these things. Sometimes, it’s great if you get lucky and have a chance to really chat with the teacher, but inevitably with so many families attending, the conversations are rushed at best and lack authenticity. And some will come and go, feeling that their time was wasted because they couldn’t wait it out (see the point about busy above).
So, teacher candidates, my question is, how will you build powerful, authentic connections with the families of the students you teach?
Here are some ideas for how you could turn an informal open house evening into an event that allows you to build real, authentic relationships with parents. You have to be there anyway — so why not use the opportunity to welcome families, help them get to know you, and most importantly, for you to show them that you really are getting to know their children?
Parents who feel authentically welcomed and who know that you know their children will support you. Really. It may seem like a lot of work to do these extra things when your colleagues are happy to just have parents line up in an informal open-house meet-and-greet. However, by doing these small things you can develop enduring and mutually supportive school-to-home connections with more parents.
*I use the word parent to refer to any loving, caring adult who has assumed the responsibility for the daily needs and care of a child. This includes grand-parents, aunts, uncles, foster parents, legal guardians and any other person who provides for the physical, emotional, spiritual and cognitive needs of a child.
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I discussed this with a teacher at a conference last spring. She was a woman, probably mid-forties-ish like me, who by any reasonable assessment had PLENTY of amazing ideas to share. She told me, “You know, as a girl, I was socialized to not have opinions, and especially to not have or express controversial ones. As an adult, even though I know I have ideas that others would be interested in hearing, I struggle to share them. I just feel like I shouldn’t stand out, or present myself as some kind of expert. It just feels socially unacceptable to have a website focused entirely on me and my ideas.”
Given all of this, when the B.Ed. program asks students to create a representation of self — of a professional self that is emerging and that they cannot yet know — we recognize that for many, this feels incredibly hard, and for good reason. We are asking students who don’t yet know who they are as teachers to write about themselves and their work in a public space.
The Digital Hub strategy asks teacher candidates to construct new professional identities and to share these identity shifts with others. For many, this may call into question years of living and moving in the world as quiet, polite, self-effacing, agreeable people. This activity may conjure worries about what will happen. What if, for example, they are viewed and judged by others as a tall poppy? I imagine the self-talk might go something like this: Sharing ideas, and taking credit for all of my good work on the Internet? Other people do this, not me. Usually, those people are famous. Or wanting to become famous. Or they’re Youtubers. Or they’re attention-seeking narcissists. These labels definitely do not apply to me. Plus, there are trolls on the Internet. There are bullies on the Internet. There are good reasons to not be public on the Internet.
In her 2005 book, Places of Learning: Media, Architecture and Pedagogy Elizabeth Ellsworth writes about transitional spaces. She writes, “Unlike spaces that put inside in relation to outside in an attempt to make the inside comply with the outside, transitional space opens up a potential for learning about the outside without obliterating the inside […] Transitional space allows us to use the environment to get lost in oneself, to make a spontaneous gesture, to get interested in something new, to surprise oneself, to organize bits of experience into a temporarily connected sense of self and then to allow those bits to un-integrate so that they can be surprised by themselves and reconfigured in new ways. And, so they can be reconfigured into new thoughts and ways of being with self and others.” (p. 61).
I think that Digital Hubs in Teacher Education can be transitional spaces. They may call into question how many of us live and move in the world but they also open up possibilities for new discovery. They invite us to surprise ourselves. They are an invitation to reconfigure bits of self into something our selves have never been before.
As a professional preparation program, we know that we are asking teacher candidates to think in challenging new ways about who they are becoming as teachers. But, as I write on the Institutional Vision page and in the introduction to the Digital Hub, there is much to be gained from an authentic investment in this work. Although many candidates might see the real purpose of a website as a way to position themselves in the job market, we see it as an opportunity to scaffold transition. We see the digital hub as an opportunity for every teacher candidate to learn essential digital literacies skills that serve teaching and learning purposes, to think deeply and make decisions about the very real tensions that now exist between their lives as private citizens and their professional lives as public intellectual workers. We see it as a place to engage in the processes of professional reflection that teachers have always done as they learn and grow. Substantively, it will be the content of the digital hubs that showcase each teacher candidate’s fit for the jobs to which they apply in future. So, as with everything about learning, it’s the journey, the process, and the getting there that prepares us for what’s next.
To me, owning one’s story and sharing the great work that one does as a teacher is not shameless self-promotion. Rather, as teachers, we enter into these open spaces because we are committed to bringing all that we are and all that we do to serve the public interest. As a teacher myself, I feel a deep and enduring responsibility to make my work visible to the public I serve. I know that students who don’t know me won’t choose to learn from or with me. If they can Google me and learn about what I do, what I have written, where I used to work, the kinds of things I value — then maybe that helps some students to identify a connection they wouldn’t otherwise have been able to make. As a researcher, I also know that colleagues who don’t know my work won’t choose to work with me, or choose to learn from the things I have written. So, in this way, being open about my thinking allows me to connect with others who do similar work. It opens opportunity for collaboration and learning. Fundamentally, I use the Internet as one way to fulfill my responsibilities to teaching and to the stakeholders I serve. And service — I am pretty sure that is a shared value that brings all of us to this profession.
Also, there is some great scholarship on teachers’ use of Twitter.
My go-to strategy is always to just Google a solution. And, as luck would have it, I found a terrific tutorial at Monkey Raptor. Using the code and the tips provided there (thank you, Monkey Raptor!) I was able to successfully embed a Twitter timeline widget on the Google Site that I recently built to support our edtech initiatives in the Teacher Education program at the University of Ottawa. And, I created a screencast to show how I did it. Lots of little steps along the way — but I hope that others can benefit from this little how-to video.
One thing to know, you can create a timeline widget like the one I created for aTwitter handle too – you just have to select “profile” and then “handle” when you create the Twitter widget rather than “search”. Since this is a community site, I chose to embed the timeline of our community hashtag #UOttawaEDU but if you’re integrating a timeline on a classroom or professional portfolio site, then it would make more sense to integrate tweets by you or by your class using your @handle
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