Today, we get to share with you a look into the mind of Vicki Davis, the person behind the Cool Cat Teacher blog that is always providing useful information for educators, especially those excited about using technology in their classrooms. We had the chance to ask her a few questions. You can read the questions and her responses below!

1.) How did you get to be interested in education technology?

I have been using computers since I was eight (a TRS-80) and my Mom was a teacher – she taught me typing in elementary school and I have used computers ever since. When she put her new computer lab in the school in 1991, we had to raise money to pay for the computers, so although I was in school to get my business degree, I helped her teach classes in Microsoft Windows, Word, Excel, etc. and loved it. Although I’ve taught at the high school level for 7 years, I’ve worked with adults and technology since the early 1990′s. The transformative power of technology has kept me coming back – people’s lives are improved positively when they know how to use technology to accomplish their unique goals in faster, easier, more useful ways. That is the power of edTech!

2.) What was your motivation for initially introducing technology into your own classroom?

I was hired as the “computer teacher” so really, my goal has been to make sure my students not only understood technology but understood how to learn about new technology and change with it so that they can be successful. we started using blogs and wikis in December 2005 and it has been incredibly transformational for both my class and me personally – the new web apps and educational networking tools truly allow my students to be globally minded while located in our tiny rural town in south Georgia.

3.) What is your favorite teaching/learning tool available for teachers and students today?

I have a wiki-centric classroom and love the wiki, although Google Docs and the Microsoft Office suite run a close second. The wiki is so powerful because it is like a scrapbook that holds all of the other tools we use on the web, but allows me to track the exact contribution of each student and coach them to achieve their own, personal best.

4.) What are some of your favorite resources for teachers?

I have so many, although personally I find twitter and my iGoogle page to be the things I come to daily. Classtools.net and RubiStar are very useful in addition to Wikispaces and Ning. You might want to take a look at my blog post 122 Tools for You which I created to give a gift to my blog readers when I turned 40 this past April! I also LOVE my iTouch because it lets me update my lesson plans (which I do on Google Calendar) and plan on converting all of the PDF files that come with my textbook into the Kindle I am buying right now!

5.) What do you believe the classroom of the future looks like? What technologies are teachers of the future using?

Currently, microprocessors are being integrated into table-like devices like Microsoft Surface and paper-thin video displays are soon to be released. Additionally, the evolution of the hyperlink is just beginning and is called a “hardlink” – this is a link between the real world and virtual world. Interestingly, what a combination of these tools are going to do is mean that our classrooms will have less wires, have increasing freedom of movement and literally be able to happen anywhere as students use their cell phones to access information on all types of tools.

I believe the cell phone will become literally unblockable in the next 3-5 years and the schools that will thrive are those who learn to utilize and harness the power of handheld computing tools like cell phones and the iTouch (by Apple) to create personal learning environments for students. Additionally, global collaboration will become part of the curriculum of the best schools with curriculum directors having a world map on their wall with pushpins for where their students collaborate each year. It is never about the technology but rather, about what the technology lets us do.

We can reach each student with their learning style and harness multiple modes of expression. The question is, however, are we going to simply use these tools to encourage students to learn rote, routine information or are we going to use these tools to catapult students into a future where their ability to think and create are paramount. I see the redefinition of how we define a well educated student as essential to how we will be allowed to take advantage of the technologies before us.

I also think that the Learning Commons will take hold and replace the current structure of libraries as it makes so much sense to house technology, media specialists, and technology integrators together where they can best serve students and teachers.

6.) What are some tips you have for educators who are looking to incorporate more or newer technologies into their classrooms?

I have been teaching at the k12 level for 7 years but only since December 2005 have I transformed. It was then when I committed to take 15 minutes two to three times a week to learn something new and embed my own professional development in what I do weekly. I keep a list of the next 3 things I want to learn and work on that several times a week while students are at break and my room is empty.

To me, the binge model of professional development (the 10 hours of training model so many of us are used to) has really not ever transformed my teaching — I have improved in the same way I have lost 15 pounds over the past year — a little bit at a time with slow steady improvement. The Japanese call this Kaizen and it truly is the only way to change.

I have such love and affection for teachers who feel overwhelmed by technology but just want to reach through my computer to tell each of them to just break it down into the next few things they want to learn. Transformation happens slowly and steadily, not overnight. Calm down, relax, and begin by connecting yourself to the world through your personal learning network! I build my plan through my iGoogle reader, Google Reader, and Twitter.

7.) Where have you seen the biggest advances in education technology?

The biggest advances are in the classrooms of the world where teacherpreneurship is allowed and encouraged. In these schools, teachers are empowered to customize their classrooms to their students and to create learning relationships with teachers in other parts of the world, to create a rich learning environment for students much like Julie Lindsay and I have done with our Flat Classroom Projects

It is astounding that teachers now have the power to do this – to connect at a grassroots level. While I still involve my curriculum director in the work I do, I no longer have to go through some big umbrella organization to connect for me and now have friends around the world. I am no longer an island and it is that empowerment and encouragement that is transforming so many of us who have been working alone for so long in our schools. We can help each other and have a network of friends around the world. It is this informal network of educators that has truly begun to transform classrooms and schools as we share best practices at lightning speed.

Those who aren’t connected often feel left out and in many ways they are. The landmark book on change, Influencer: The Power to Change Anything, calls this NQ or networking quotient and says that this skill is more important that IQ in today’s world. I believe that every teacher should begin harnessing their NQ and build their own personal learning network of resources and people.

8.) Do you run into people that disagree with the way you emphasize technology? How do you deal with it?

Education is as beautiful and varied as my grandmother’s patchwork quilt and I believe in my dual role as IT Director at my school, that my job is to empower the teachers that want it and to just encourage those who do not. Change is a slow, steady thing, and sometimes the best way to promote change is to create an environment where the teachers feel supported and also to harness the power of the opinion leaders. I have an amazing curriculum director and principal and sometimes it is most appropriate to let them handle certain initiatives.

The biggest obstacle to change is often the techno-jargon or “geek-speak” that people immersed in IT use – if you insist on speaking a language that others do not understand, then you’ll continually be pushing for things that others will not accept. This about students and providing the tools to their teachers that will help the students learn in the best way. Teachers should be treated with respect as the professionals they are, and when technology is forced upon them it often goes unused. Teachers should be part of the process of school improvement and technology is part of that. None of us know all the answers.

One of my most valued mentors is our 82 year old learning lab director and another is our curriculum director who has been teaching over 30 years. It isn’t about technology but about teaching and helping others. When interpersonal issues crop up, as they always will in a school, I find that the tried and true principles of influence as outlined by Dale Carnegie in How to Win Friends and Influence People are my best friends as I try to look at it from the other person’s point of view and am very cautious about criticizing, condemning or complaining. As long as I treat others like the professionals that they are and understand that although I may know a bit about technology that it does not make me omnipotent, the struggles have always worked out in a positive way. Humble service from the IT department gets a lot further than arrogant edicts. I hope to serve, encourage, and always speak out for students who are being left out.

Thanks so much for taking the time to answer our questions, Ms Davis! You have many words of wisdom for teachers looking to use more, and better, technologies in their everyday classrooms. We’re sure we’ll be seeing you in the world of education technology for many years to come and look forward to all that you will contribute!

To find out more about Vicki Davis or read her words of advice, check out her Cool Cat Teacher blog!

Apparently, course designers from San Juan College, a community college in Farmington, N.M., agree with me. They’ve been experimenting with “microlectures” for certain online classes. These audio or video lectures last just 1-3 minutes and focus on introducing key terms and concepts. The details are left for the students to discover on their own through assignments and discussion.

This short-form pedagogical tool is designed to remove the instructor as the center of attention, increase active learning and speed up course development time. San Juan administrators say the program is a success, citing increased enrollment in courses using microlectures.

While the idea is intriguing and certainly time-efficient, I wonder if microlectures are simply pandering to students with short attention spans at the expense of a rich learning experience. Increased enrollment may indicate that students enjoy these brief lectures, but are they learning more?

In a recent interview, author Nicholas Carr suggests that offering less information may actually increase critical thinking.

Do you believe that intelligence is a matter of tapping into huge amounts of information as fast as possible — being “more productive”… — or do you think intelligence means stepping back from that information, thinking about it, and drawing your own conclusions in a calm, thoughtful way? My own feeling is that I’d rather have less information and more thoughtfulness.

On the other hand, I wonder if microlectures are shortchanging students, distancing them from their expert instructors who have a wealth of information to share. Learners undoubtedly benefit from discussing, researching, experiencing and contemplating information. But we can’t discount the role of a knowledgeable mentor, who is trained and motivated to empower her students with information and passion.

What do you think? Is this an innovative teaching format, or an excuse for expecting less out of students and teachers?

It’s easy to laugh now, but many educators are still using technology that makes the Walkman look modern and that is a problem. If we want to connect with students we can’t expect to use technology from the past. Students have Xbox, PlayStation and iPod and use interactive websites and HDTVs every day. Students aren’t interested in technology for technology’s sake. Student’s merely expect that technology in the classroom will live up to the standards set by technology they use in their personal lives. Students don’t necessarily criticize outdated technology because it is old, but they do get frustrated with technology that does not function correctly, has limited capabilities or is substandard to another technology they are familiar with. Why would Campbell be excited about a Walkman when he already has an iPod?

The same logic applies to technology we use in our classrooms. The challenge for us as educators is to find ways to use modern technology in the classroom despite our limited budgets. One thing is certain, though, using a Walkman won’t help.

This world is right around the corner with Edutopia leading the way.  The George Lucas Educational Foundation’s Edutopia was created to address the issues of the slowly-adapting education system to the fast paced world and constantly improving technologies students are growing up in and with.   Their vision is powerful, but expressed simply:

“Our vision is of a new world of learning. A place where kids and parents, teachers and administrators, policy makers and the people they serve, all are empowered to change education for the better. A place where schools have access to the same invaluable technology as businesses and universities — where innovation is the rule, not the exception. A place where children become lifelong learners and develop the technical, cultural, and interpersonal skills to succeed in the twenty-first century. A place of inspiration, aspiration, and an urgent belief that improving education improves the world we live in.”

Through Eutopia’s magazine, website, and videos, they are able to “spread the word about ideal, interactive learning environments and enable others to adapt these successes locally”.

Helping them to reach their goals of creating a better world of education are Edutopia’s six core concepts – comprehensive assessment, integrated studies, project learning, social and emotional learning, technology integration, and teacher development. Each provides specific direction that will surely help them to achieve their goals. Each concept certainly deserves more attention than what is presented here, so please click over and discover more about each one!

The reason we want to feature them in our “We Celebrate Learning” series should be pretty obvious! They are education leaders, connecting educators, and essentially improving the world we all live in and share. We, too, are passionate about helping students get the most from their educations and are excited to see the once imagined technologically advanced educational tools becoming a reality.

How can Edutopia help you and your classroom? Read the articles they provide, watch the videos, connect with the bloggers. Look into all of their resources and use them. But then, go a step farther and begin creating your own “edutopia” – start making positive changes in your classroom, introducing new technologies to your students, and helping them connect with the world around them. This can be done at any level and in countless ways.

To find out more about Edutopia, check out their very informative About Us page. Or, just look around the website to discover over 2,200 helpful features and 150 informative videos. And, if you’re interested, check out the exciting webinars they have coming up, or subscribe to the e-newsletter to stay connected.

The Open Architecture Challenge is an open, international design competition hosted once every two years on the Open Architecture Network. It reaches beyond the traditional bounds of architecture by challenging architects and designers to partner with the broader public to address architectural inequities affecting the health, prosperity and well-being of under-served communities.

This years challenge was designing a classroom that met the unique needs of the future. While the submission deadline has already passed, we are still quite excited about seeing the results that come from increased collaboration. The most exciting part of challenges like these are that students and teachers across the globe can let the world know what they need to meet the unique needs of the 21st century classroom. By working together we can certainly create a better future for us all.

Flat World Knowledge, founded in 2007 by two textbook industry executives, is changing the name of the game when it comes to publishing by “offering books by leading experts, rigorously reviewed and developed to the highest standards completely free online.” Flat World Knowledge instead profits on low cost distribution by offering print-on-demand soft-cover textbooks, audio textbooks, and digital study aids for a fraction of the cost of a traditional textbook.

Perhaps the biggest change Flat World Knowledge seeks to make is in textbook usage. Traditionally the textbook has been a supplement to other course content. Flat World Knowledge instead makes the textbook a central hub for all learning. This is achieved by allowing instructors to edit the text right down to the very sentence. Professors can rearrange or eliminate chapters, supplement the material with their own examples and piggy back off of what other professors are doing in their own classroom. By having these features, professors can meet their own unique classroom requirements.

Students, on the other hand, can access the material whenever they want and in whatever manner they choose. Additionally, the student can harness the power of social learning by posting questions about course material to a learning center where the student can get an answer from any other student using the same material in the world, not just other students in their course. Flat World Knowledge describes this as “an online social learning platform that allows students to learn from each other as well as from the book.” This type of collaborative learning helps instructors create the all important teachable moment that is missing in many classes.

So what does this mean for you? While Flat World Knowledge won’t be the end solution to rising higher education costs, it does prove that there are people working hard to innovate and change the current system. It’s up to us as educators to utilize these collaborative tools so that students not only have a better chance at affording education, but will also be exposed to the kind of positive learning environment that we strive to have in our universities.

Students will get more out of writing if they’re excited about the topic. Ask a 12-year-old to tell you why he likes Call of Duty, and I bet he’ll produce 3 or 4 volumes of well-developed prose.

Or, as Rob Stone suggests, have them write about music.

As the online host of the “iPod-inspired, Writing Across the Curriculum homepage“, Rob argues that the two most important things for any student are technology and music.

Thanks to the emergence of personal music players (that’s the PC way of saying iPod) and music studios’ relentless pursuit of students with a disposable income, student’s lives are accompanied by an endless stream of pop music. While music is primarily distributed for entertainment, most artists explore concepts and themes in their music which may used as a basis for thoughtful writing.

Over at WritingFix, Rob has collected over 50 lessons plans tied to a specific “mentor text” (a song and its lyrics), designed to engage students through writing.

Involving artists like Ben Harper, The Cure, The Beatles, Jack Johnson, and Sara Bareilles, the lessons generally asks students to write a poem that expands on a theme in the song, or to mimic the content and format of a particular selection.

One thing to keep in mind: just because you’re using music doesn’t mean you’re being relevant. A senior in high school (born around 1991) probably won’t be too familiar with Pat Benatar, Jim Croce, Neil Diamond, or Don McLean.

It’s worth checking out the current Top 30 to see what music your students are likely listening to. Of course, make sure to check the lyrics to make sure they’re appropriate for class.

And there’s no reason to limit the lesson output to poetry. You can use “We Didn’t Start the Fire” by Billy Joel to prompt some discussion of historical events and how they shaped our society. “The 3 R’s” by Jack Johnson is a great way to get students thinking about the environment and they can help the school “go green”.

Let your imagination go wild. Then, surprise your students by asking them to take out their iPods instead of their pencils.

We have opted not to create schools as places where children’s curiosity, sensory awareness, power, and communication can flourish, but rather to erect temples of knowledge where we sit them down, tell them a lot of stuff we think is important, try to control their restless curiosity, and test them to see how well they’ve listened to us.

- Robert Fried
The Game of School, pp. 58–59

After a bit of prodding, though, my new friend admitted she graduated with only 18 other students. Gotta love these small Missouri towns.

Of course, a student graduating with a handful of other students could be smarter than students at larger high schools, but it’s hard to compare. When students are only measured against one another, it’s hard to assess what they know, and don’t.

What is Standards-Based Education?

It’s this challenge, in part, that’s fueling the revitalized interest in standards-based education.

Standards-based education bases instruction and assessment on explicitly defined standards. Rather than aiming to get through a certain number of chapters in a math book, or ensuring students sit through a year’s worth of class, the goal of a standards-based system is a high level of student understanding.

In other words, no more sliding through American History with a C-. Students need to master the material before moving on.

Adams 50 school district in Colorado sees this as a way to empower students and take control of their own learning.

“They need to have ownership of their learning. Unless they take ownership and decide they want to achieve a certain goal they’re not going to get there. They’re the learners; I’m just the teacher,” explains Laurel Rogstad, a teacher at Flynn Elementary.

Students at the Wheel

Some schools help their students keep track of their progress using learning matrices. A matrix includes learning targets with clearly defined knowledge or skills. A learning target in American Government may include something like: Describes and explains three functions of the Federal Reserve.

Teachers evaluate students’ progress, but they can also evaluate themselves. By comparing their performance to a definitive set of objectives, a student can see exactly how to improve and set specific goals to get there.

One benefit: students typically seen as less intelligent can improve their performance and learning through effort. The system ensures that students who need more help get the resources they need to excel.

Dr. Copper Stoll, Chief Academic Officer of School District 50 believes students will appreciate the flexibility of the system.

“It should inspire hope in children. Children should look forward to taking an assessment…and then use the results of that assessment to write their goal-setting process….to know what they need to work on next.”

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Links:

http://www.sbsadams50.org/content/

http://www.eschoolnews.com/news/top-news/index.cfm?i=57283&page=3

http://www.am.dodea.edu/ddessasc/aboutddess/standards/standardsbased.html

For some, it only takes a glimpse of life outside the classroom to start questioning the purpose of school. Especially when all the fun seems to happen beyond the academic calendar.

Of course, parental pressure aside, most students stay in school because they realize an education will help them sustain a career they (hopefully) enjoy, affording them a comfortable, satisfying lifestyle. And some students simply like to learn.

But, as a society, are these the only reasons we have school?

Seth Godin thinks there are at least 27 purposes for school. Things like:

6. Pasteurize out the dangerous ideas
7. Give kids something to do while parents work
12. Generate future scientists who will advance medicine and technology
25. Decrease crime by teaching civics and ethics
27. Make sure the sports teams have enough players

Perhaps most compelling is reason #1: “Become an informed citizen”.

Democratic societies give equal power (well, voting rights) to every citizen, and depend on an informed citizenry to make wise decisions. Critics of democracy say that voters will always be irrational to a certain extent, but no one doubts that education is a step in the right direction. What voters know (or think they know) helps determine their vote.

Education also plays a major role in what you care about. For instance, knowing that one billion people do not have access to clean water probably makes you more likely to pressure your congressman to support international relief efforts. And this influences the political trends of the nation as a whole.

A Rand-McNally Grammar School Geography book from 1897 puts it this way:

The republican form of government is the form consistent with the highest degree of civilization. It is a government of the people, by themselves, for their own benefit. As the sovereignty is vested in the whole people, the vote of the poorest, humblest, and most ignorant citizen is as potent as that of the wealthiest, greatest, and most learned.

The danger attending such a government is that ignorant citizens may so far outnumber wise men that, when misled by those who are designing and unprincipled, laws may be enacted that are hurtful to society.

As guard against this danger, republican governments establish systems of public education designed to give to all their citizens such knowledge and mental discipline as will enable them to act with intelligence and judgment in the exercise of sovereignty.

I love it. It’s exciting to think of education as more than job preparation. It’s a contribution to the success of our nation, and people everywhere.

And in addition to “mental discipline”, I think democracy most benefits when educators help students discover the intersection of their passions and skills. Competent workers, doing what they love, inspiring others to achieve more….sounds like a pretty nice place to live.