Last weekend I had the privilege of sharing learning at the Ontario GAFE Summit in Kitchener. I presented with Mark Carbone, CIO, Waterloo Region District School Board. I have embedded our slides below. These are presentation slides so there is not a lot of content.
However, I think you will find the links and resources useful.
We will post our slides from this weekend’s GAFE Summit in Thunder Bay after the event ends on Sunday.
Please be sure to check out these three key OSAPAC Resources:
OSSEMOOC – a community of leaders supporting each other in getting connected.
Digital Citizenship and Leadership for the Classroom
Recently, Ontario educators identified the need for resources for teaching the various aspects of Digital Citizenship. When OSAPAC looked for a suitable product, it was decided that a living resource was most appropriate. Ontario educators curated suitable resources for Ontario students by organizing them by division and topic. Then, they wrote classroom connections for teachers.
The full, open, living resource can be found here.
Educators choose a category and a division, and are then provided with a list of appropriate resources.
For example, Critical Thinking, Junior Division
As well, many classroom connections have been written to guide educators in using resources.
OSSEMOOC was created to scaffold and support school and system leaders in their personal self-directed professional learning about how to leverage technology to enhance and enrich student learning.
The open (no password required, no sign up required) site has a content area where information is shared about events (live chats, Twitter chats, livestreaming conferences, GHO on air, blog hops, collaborative projects, book studies, etc.).
Blogs written by school and system leaders and aspiring leaders are linked to the site.
Courses on how to use social media are run regularly, and can also be completely self-directed.
Links to other OSSEMOOC social media are on the site as well as our 30 days to get connected in 10 minutes per day program.
Be sure to access these free, open, no password required resources.
Contact ossemooc at gmail dot com for more information on free personal support services for education leaders.
Feature image by OSAPAC.ca, under a CC-BY-NC-SA-2.0 licence.
This month, most of my writing time has been spent on a daily blog for OSSEMOOC, the project I co-lead with Mark Carbone in our current roles with OSAPAC in Ontario.
We say that “connected learners need connected leaders”.
We work every single day trying to convince education leaders in Ontario that they need to become proficient in digital spaces and they need to become connected learners.
Why do we say this? Why are we so passionate about this work?
Why do we need educators to be connected leaders?
1.Innovation isn’t cultivated through isolation.
Participating in open networks gives ideas opportunities to spread. “Crowd Accelerated Innovation” is a concept explained by Chris Anderson in this TED Talk. If we want to build innovative schools and systems in education, our leaders must be connected to the best ideas.
2. Digital citizenship is not something to be taught in isolation as a “subject”.
Digital citizenship is a way of being, to be integrated into all that we do (@TanyaAvrith).
Digital citizenship is part of who we are, and education leaders need an established positive digital footprint to fully understand this, and to embrace the digital world our students exist in.
3. If you don’t understand the digital environment, you are becoming illiterate. Doug Belshaw explains the essential elements of digital literacies in his TEDxTalk.
4. Our learning community exists in BOTH physical and digital spaces.
This quote from Dr. John Malloy, currently the Director of Education for HWDSB, reminds us of the critical importance of choosing leaders with the capacity to make great decisions about student learning in both physical and digital spaces:
“Using technology is no longer an option for us. We must support our students to succeed in our physical and digital world.
Students who do not have this opportunity to learn in the digital world will be disadvantaged, something that we cannot accept.”
(Update: Catherine Montreuil is now the Assistant Deputy Minister of Education, Learning and Curriculum – July 2015)
We can’t just “close the door and teach” any more. The smartest
person in the room is the room, unless someone in the room is a connected leader, and then it’s the world. We need leaders who bring the world to their schools and districts.
6. Connected learning must be modelled at all levels.
Today, it’s no longer about content. It’s about networks. Leaders need to model networked learning for teachers and students. Connected leaders demonstrate that networking is a priority. We need to show our students what our learning looks like. We need to demonstrate to teachers how we learn. We need to share our thinking, leave it open to conversations, and let it be questioned.
Sometimes, leaders are very fortunate to be able to travel to a learning event such as a conference. All that learning needs to be shared!
Live-tweeting at the event is a great start, but why shouldn’t everyone could benefit from your learning? When you share the learning on your blog, it becomes searchable to everyone. Educators from around the world now have free access to that learning.
If nobody shares, nobody learns! Put Open and Access at the centre of your learning.
9. As a connected leader, you bring a world of learning to your practice.
If leaders aren’t learning online, how can they make good decisions around what technology to purchase with public funds, and what learning is required so the teachers can make effective use of technology for deep learning in their classrooms?
Leaders must be participating in “deep learning” so they can understand what that learning looks like, and they can make valid, essential decisions about how to spend funds and time that are critical to moving learning forward.
Update: If leaders do not understand how technology can enable their learning to become a seamless part of their daily lives, they will not understand the importance of their students’ access to the tools for learning.
Update: 10. The End Game Keeps Changing: What’s an Education Worth Having in 2015?
Getting better at old strategies won’t work. An education worth having in 2015 is not the same as an education worth having in 2000. If the world is changing faster than the school system, the school system is doing an excellent job of moving toward irrelevance.
Educators gave up Saturday to meet in a school and learn together, and shared the learning online for all who wanted to join in the conversation. It’s powerful stuff, and as we all reflect on how best to meet the needs of all learners in the system, these success stories move our thinking forward.
What did I learn? Lots! Here is part 1: the morning…
First, Mark and I learned lots about technology. Mark has been playing with combinations of video and livestreaming, figuring out how he can be a catalyst to spread this f2f learning around the province and indeed the world. As we know, the one doing the work is doing the learning, and Mark did most of the tech learning, but I still needed to figure out how to best follow the day on my end.
There is other learning that is easily overlooked. Just seeing the board showing the sessions helps me to understand what people want to learn about.
As I watched the LiveStream for the first session, I heard someone talk about the immensity of the difficulty to effect change at the system level. Where do you start? How can you be effective?
Mark and I texted about this thinking and we believe this would be a great #OSSEMOOC question. It’s also a terrific topic for a blog post – something to reflect on current thinking, then build as I learn more and as my thinking evolves.
And here is a key point – *access*.
Access is vital. Fullan, in “A Rich Seam“, often cites internet access as the critical piece in moving to “excellence”. WRDSB obviously understands this.
I was able to listen to/watch much of the Digital Citizenship discussion and these are my key learnings:
Students have capacity. Student voice must be central in our work on digital citizenship.
The concept of digital citizenship continues to evolve and change. It is not static. We need to keep up.
So much of our work in #digcit is reactive. Let’s make it proactive and positive (including modelling) instead.
How do we support/create digital leaders in our schools?
Where do we start on all of this at the system level?
(Incidentally, I curate #digitalcitizenship resources as part of our ongoing OSAPAC work on creating a valuable #digcit resource for Ontario teachers.)
The original blog post begins below the solid line. I have added a number of updates here at the top of the page. You will need to read the original post first to understand the significance of the updates.
Thank you for taking the time to engage in this post.
This is a blog post I have been trying to write for over a month.
It is a sensitive subject, but it is a subject we need to talk about. By avoiding finishing and publishing this post, I am modelling the very behaviour that I want to draw attention to: avoiding this topic.
Over the last few years as a school leader, I have been appalled at some of the examples of how young men treat the young women at school. It puzzled me, because I really thought that equality for women had really become the norm. But more and more, incidents involving the public disrespecting of young women came to my attention.
It wasn’t until I listened to this podcast that I began to have a better understanding of what I might be witnessing:
“Thirty years ago, a peek at a Playboy centrefold was a rite of passage for teenage boys. Today kids as young as ten can view pornography on smart phones. Hassan Ghedi Santur explores the long-term consequences of this burgeoning exposure to pornography.”
Porn is more accessible than it has ever been before.
Porn is no longer just the images from Penthouse and Playboy. It is violent, degrading, and geared (by the industry) to “tap into the core, basic engines of male sexual arousal”.
2) There is some research to suggest that porn is dopamine producing and therefore addictive. Thousands of young men claim to be suffering from or recovering from “porn addiction“, which can lead to depression, anxiety, and sexual disfunction.
3) According to sociologist Gail Dines: “If you are 11 or 12, you have no repertoire of sexual behaviour to draw on. So when you go into You Porn or Porn Hub and you see this violent dehumanizing debasing pornography, you can’t say, “You know what, I’ve been with women and they don’t like this, and this isn’t what I want to do.” You’ve got nothing to draw upon. This becomes the only thing you have ever seen to define who you are sexually. That, is great business practice because the earlier you shape the sexual template of a boy, the longer you’ve got him for life”
We do good work in Ontario schools, teaching students to be critical thinkers and to look at how our thinking is influenced by media.
Are we doing a good job of teaching our young people about the real concerns around accessing violent, degrading pornography on a regular basis?