The third edition of Technology Integration for Meaningful Classroom Use: A Standards-Based Approach is now available from Cengage. If you’re familiar with the book, you know those standards are the ISTE Standards for Educators, which were released in their third edition last summer. I attended ISTE to learn as much about the new standards as possible, but my co-authors, Kathy Cennamo and Peg Ertmer, have been keeping tracking of trends and research in technology since the last edition, so we were able to pretty much completely revise the book over the rest of the summer and fall.
One of the aspects I like most about the new edition is the inclusion of lots and lots of stories from reach teachers, coaches, and others–many of whom are people I’ve worked with across the country. They share their stories of success and even some challenges they’ve overcome with technology integration. I’m deeply indebted to all the great educators who shared their stories with us so we could include them in the book. There’s even an index in the back, and Kathy created guidelines for how you might use the stories as you explore the book and reflect on your practice.
There are some things that remain the same, like the emphasis on our self-directed learning model, The GAME Plan (shown to have statistically significant impact on improving self-directed learning habits as determined in my dissertation), and lots of tips and tools. The new ISTE Standards for Educators focus on empowering student learning, and that’s the spirit we took with this edition. I hope many educators find it helpful.
I’ve just returned from my final coaching visits with some great teachers in Evergreen Public Schools in Vancouver, WA. We’ve been exploring PBL together. They’ve been developing and implementing PBL units and we discuss what they’ve learned and how that will impact their practice in the future. This last visit was the third in a series of three, and I’m so proud of the work these teachers have done—and their administrators. This has been such a rewarding experience because not only have teachers taken risks and tried new things, but their administrators have supported and encouraged them. They’ve become learners themselves, and have explored PBL right along with their teachers, acknowledging they have questions and want to learn, as well.
Steve Doyle connects history with current events through his PBL unit in his social studies class.
I was also fortunate to share some ideas with the full faculty of both schools—Legacy High School and Harmony Elementary. We explored some of the characteristics of PBL and what that might mean for their lessons. I also got to showcase the work and experiences of the great residency teachers I’ve been working with, who have really dug in and have the best stories to share.
You’ll notice I just use the term “PBL” and don’t elaborate. That’s because the P in PBL can mean different things to different people. Both in the textbook I’ve co-authored and in many schools where I’ve embarked down the PBL path with teachers, I like to acknowledge this. And often I ask people what they think the P should stand for?
For many, the P in PBL stands for project. I’m good with that. A really good project can be an engaging source of deeper learning—especially when that project requires students to develop new knowledge and skills that they can then demonstrate through that project. In this case, the project is the learning, and not just something students do at the end. It’s not that they won’t need some guidance, and even directed learning, as they work on their projects, but the project isn’t just something tacked on at the end of other learning. Teachers don’t have enough time to add on projects after the learning, so the best projects are the learning. But for me, simply engaging students in a project is not enough to make it good PBL.
With the changes in the summative assessment landscape over the past decade, some people also suggest that the P in PBL stands for performance. I like that one, too, partly because almost all of the learning my own students did led to some kind of a performance—a public performance. I was a band director. So whether it was Friday night on the football field, in a concert hall or cafeteria, or performances of soloists or small ensembles, my students engaged in PBL activities that led to a performance. My work in developing performance tasks is actually, in part, an attempt to accomplish what my last principal suggested I help him with. He asked me to help him figure out how to get other teachers, whether math, science, English—whatever—to get their students to “perform” their content. PBL can do that, but again, just adding a performance doesn’t get to the best PBL.
Principal, Laura Buno, explores PBL by visiting and learning with the faculty at Harmony Elementary.
For me, the one P that I think should be in every PBL unit is a problem. A real problem. A complex problem. Real-world problems help kids get to the level of strategic thinking unlike academic problems that can be fairly sanitized and yield only one correct answer. These are what Wiggins & McTighe would refer to as exercises, not problems. They’re important, because they help students develop knowledge and skills, but what for? To tackle real problems, of course, and so in my PBL, I try to ensure there’s some real-world problem students are investigating. You can have a project with a problem, and you can include a performance at the end of a project, but without a problem, your students are going to miss out on the greater benefits of PBL and not reach those higher levels of cognitive demand that lead to deeper learning and transfer. What does your P stand for?
When asked to reflect on what makes good learning memorable, some of the faculty and staff at Harmony Elementary reported that memorable learning is:
This summer I attended a great session in San Antonio with Julie Paddock (@jpaddock-tech) and Nancy Watson (@nancywtech), co-chairs of ISTE’s Digital Citizenship PLN (@DigCitPLN). They were great presenters and models, both for engaging presentation skills and promoting digital citizenship. I learned some new great ideas from Julie, Nancy, and the other participants, but one message resonated clearly: “Digital Citizenship is…the way you need to teach, ALL the time.”
I hadn’t previously considered the implications of their message, but it makes a lot of sense. Too many of the districts I work with take the approach of tackling digital citizenship through a one-day workshop or a citizenship lesson or two at the beginning of the year. Despite the best of intentions, this can cause digital citizenship to become an add-on, or worse, forgettable as the school year goes on. My goal was to take up the banner and try to encourage educators in some of my districts to model digital citizenship every lesson, every day.
ModelING Digital Citizenship: It’s Your Choice
Later in the summer I was presenting at one of those summer kick-off workshops that is typical of the approach Julie and Nancy were encouraging us to move beyond. It is what it is, however, and districts have to work within constraints, so I decided to try to move towards a more encompassing approach to digital citizenship within the limits of a three-hour workshop. What to do? Give them choice!
Taking a nod from many of my elementary colleagues, I created this choice board to help my teachers Be a Model Digital Citizen. The focus is providing educators the opportunity to explore the various facets of digital citizenship so they can “model positive digital citizenship every class, every day.” The categories are my interpretation of key components of the Digital Citizen standard from the new ISTE Standards for Students. Because we are ALL digital citizens, whether we want to be or not, the first level of the board is Citizen, and I encourage you to at least progress to the level of Model. You can challenge yourself to earn points to move up levels, if you prefer, because you may already have higher goals.
Full directions for options for using the choice board are at the beginning of the document. The idea is that educators—and it truly was educators as I had many counselors attend my sessions—can enter the digital citizenship discussion at their own level of comfort and expertise. Some may need further information about a key area of digital citizenship, while others are ready to move towards a more collaborative approach both within and beyond one’s school. The skills build in intensity from short individual tasks to collaborative ones that can take a significant amount of time to complete. You decide your goal and the actions you plan to take. Each activity links to a range of resources to get you started on modeling new citizenship skills every day.
Please feel free to use and share the choice board, and please let me know how you used it and how it worked out. I’m open to suggestion for improving it. I need to send out thanks to my colleague Dr. Kendall Latham, who reviewed and improved the board as it was being developed. I also want to thank Alice Keeler for her Digital Citizenship Badge Collector that several of my teachers really enjoyed using to track their progress.