Chapter 5: Using Tools to Support Connected Learning

I will be out of town on the 30th, so I am posting this one early. Feel free to start now...or wait until the 30th.

The beginning of this chapter gives us a lot to think about. I highlighted 2 lines from Sheryl  "I am a project- problem-, passion-based teacher who believes students need both hands-on and visceral learning." "However, I feel it is a disservice to children when educators become so enthralled with the tools that they lose sight of what is most important --- the learning." We need to focus on thinking and not thinging when we look at tools.  We also have to balance our study and PLN with the time we have, so please do not feel that you have to sign up for everything.

We all have tools we use in the classroom and in our PLN. Now, let's investigate some new tools that can be used to connect to others or use in our classroom. Choose one of the following tools (or suggest one of your own), investigate it and then report back to the group. Add instructions, links, articles...anything that might be useful to help the group understand the new tool.  (you may be asked to share a tool that you already use later but right now try something new).


To start...please sign up for the tool you will report on, then investigate and post your findings.

   Diigo
           Delicious
   Twitter/ Twitter Chat /Hootsuite 
   Blog (ex. Blogster or Edublogs)
   Wikispaces
   Flickr
   Podcast
   Skype
   VoiceThread
   PadLet
    Ning
           Evernote
           My Big Campus social networks.     Sue...will you do this one as a "visiting scholar"
           Simplek12 social network
           Pinterest.      Angy will do this one
           Suggest your own:

Chapter 4: Building a Collaborative Culture

This chapter gives us much to think about in relation to our learning networks (both face-to-face and online). I think we all have congenial relationships with our fellow teachers but do we have collegial relationships where we create real change? Page 63 (print) states that "collegial relationships are characterized by conversations about practice, problems, and solutions to learning challenges for all students, and about ways to improve the school overall."  Think about your learning networks...are they congenial or collegial? How can we move from the first to the second?   Look at the google sideshow at http://bit.ly/hxsC5y - how do you answer the questions listed at the end of the chapter? 1. What are our guiding principles for how we should operate and work together? 2. Why do they exist? 3. What do we want to create? 4. What should school look like to support the needs of today's learners? (Feel free to add a slide to the document and just submit the slide number in place of the answer if you want). 

Chapter 3: Learning to Learn

I will close out Chapter 2 this weekend, but I wanted to go ahead today and post the question for Chapter 3.

In this chapter about "Learning to Learn" we see 3 steps/stages of constructing knowledge. First, we gain knowledge for practice in "sit and get" traditional PD. In knowledge in practice, we take what we have learned and try it out and see if it works and then knowledge of practice where we reflect on successes and failures. I think we are all good in the knowledge for practice part of the scenario, but most of us fall down when it comes to the other two stages.

When we talk about Unlearning to Relearn, I agree - we must leave a lot behind in order to progress toward 21st century skills.  Have you thought much about this idea of unlearning in terms of your teaching? As an educator, what do you need to unlearn and relearn? Take a look at the conversation on https://www.facebook.com/edutopia/posts/146746198731330. How would you contribute to this conversation? What do you need to unlearn? What is your strategy in doing this, if you have one? Share your thoughts on unlearning here.

Chapter Two: Developing a Connected Learning Model

In chapter 2 the authors define and discuss the three prongs of connected learning communities: professional learning communities, personal learning networks, and communities of practice. They also talked about how important it is to have a diverse network. They provided a lot of data that supports our growth through connecting with others.

We are going to use the final question in this chapter for our discussion (print pg 44). Feel free to go to the voicethread listed in #1, but post your answer here too.

“Our schools need to change. We need to make the classroom a place that is tailored to the way connected learners learn. Can we accomplish that through collaboration and community? Do you believe that to remain effective for today’s learner, we must change the way we teach and the way we learn to provide time for deep conversations and reflection? Why or Why not? And if so, how?”

Chapter One: Defining the Connected educator

First..let's talk logistics. From the past 2 summer reading groups, I know that most folks will want to finish our reading before the end of summer. With this in mind, I will assume the same for this summer. If we want to complete our reading in the week before school starts, we will have to go a little faster than one chapter per week. So...I will be posting a new chapter question every 5 days.

Chapter 1: June 10                               Be prepared to make posts to the blog as the
Chapter 2: June 15                         questions are posted. We want this to be an
Chapter 3: June 20                         an informal group, so please post your own topics
Chapter 4: June 25                         if you have things to share. Just click on "New Post"
Chapter 5: June 30                    at the top of the page.
Chapter 6: July 5                               REMEMBER...you will go to the bottom of the page
Chapter 7: July 10                          and click on the word COMMENT to answer the
Chapter 8: July 15                          question or contribute to the discussion. You will
Chapter 9: July 20                          need to use your Google login information to post.

Now...for Chapter 1: Defining the Connected Educator.

The first chapter defines the "connected educator." In our introductions, we discussed some to the tools we are using to be connected educators. This week, let's how we rank ourselves as 21st century educators. Take the Self-evaluation for new literacies of the 21st century in figure 1.2 (print pages 14-17). Then answer the the "Think About" questions after the Self-Evaluation Rubric (print page 17): Are you multiliterate? Of these literacies, which is most surprising to you? Which do you find least and most challenging?