Tuesday, April 27, 2010

end of yr project

project has two requirements:
1. produce something you're passionate about
2. product is useful

ideas:
  •  a useful product would be a how to video - what to do when you're spammed on facebook ..
  • create something for field day to share with elem/middle school class
  • join student 2.0 - participate in or start your own group
  • join new school - participate in or start your own group
  • pretend to be an entrepreneur, who knows? (create a site or ad or ?)
  • read linchpin, diy u, mind set, talent code
  • start working on innovation lab/tech intern things for next year
  1. esp need some working on chsaa and ncaa requirements - if they'd accept innov lab courses for requireds - see Lucas
  2. colleges acceptance of alternate (innov) type courses
  3. tools needed icyte - tech
  4. physical design of the innov lab - cottage
  5. tech piece - safety & ethics - week course in summer - check out "new media literacies" in icyte link below
  6. check out my icyte collections for innov lab
  • find/refine your passion -do the tedx project:
  1. tedx project - watch at least 4 write a bit on each - what topic would you talk on
  2. ted talks
  3. tedxteen
  4. bif story studio
  5. bif conversations
  • put above tedx-like project on students 2.0 as a group
  • work on alg 2 summary - final prep
  1. ideal card for alg 2 (made by alg 2 students spring 09)
  2. algebra 2 formula sheet via regentpress
  3. cpm algebra 2 connections algebra 2 review splashr mosaic - kelsey/erin
  4. unit 2 big problems/projects
  • start an eportfolio of your art (art being whatever you're passionate about - not just drawing/painting)
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Monday, April 26, 2010

conversations

Some ways we are planning to get some conversations going...

The goal - if we are all more informed and have open communication - roadblocks in the way of things that matter will disappear.
Our agenda - everyone's agenda


fridge worthy - a collection of  rich, authentic learning students are experiencing (scroll down from fridge)
add more links here - note the waiver


redefine school - a collection of videos sharing the design of a model to redefine school (click on the top, "tumblr")
a visual - mapping of the Innovation Lab's 4 parts

talk-ed - started out as our class site


community meetings - face to face
school meetings - face to face
race to nowhere - may 6 showing/mtg

school - a voicethread massive collection of examples and ways to redefine school
redefine school videos - as a voicethread so comments can be made on each one

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Sunday, April 25, 2010

seeking validation

why are we here?.
used by Lucas to present to curriculum committee - requesting validation for innovation lab courses, here is a more formal google doc

1. We are seeking validation of some student-centric courses
2. Validation will be requested on an individual basis (created courses, tech interns)
3. This will affect only a very small percentage of TSD students next year.   50-100?
4. Your validation means much more than simply permission 
______________________________________________get why we're here?

why request a change?
                 
problem
A)  Great lessons- still lack engagement,
asked and listened, ...every answer to a solution was different, ...
less book work, more books, ... less lecture, more lecture, ... less tech, more tech, ...

B)  Info tech has been changing so fast for the past few decades that traditional schools and curricula can't keep up 115
2006 - doubling every 2 years, 2010, doubling every 3 days

solution: play
A)  The ideal education is different for each individual  106
The internet changes possibilities for how each of us can learn.. it allows for unlimited individualization and grouping per passion.
It will convert expensive institutions to expansive networks 110
It's not about being online or offline, it's about finding your connection  119
B)  Our best hope np is to get better at empowering individuals to find answers for themselves 134

learning how to learn, that process, is the skill set for the 21st cent, for skills we haven't even thought of yet.
Erica Mcwilliams, usefully ignorant - know what to do when you don't know what to do
Dan Pink on Drive, preparing for a different future, candle experiment - different skill set. 
Efforts to stop leak, new problems, different strategies


This prototype is being referred to as     
personal learning networks 113  
1. how to purposefully develop them for rigor
2. how to facilitate and optimally sustain them
3. how to validate them
___________________________________________get why personalization is needed?

what do we want to do?
redefine school play  (bird's eye view) 

We see an Innovation Lab as the foundation and sustaining piece for
Your School-Design It & Your Prof Development-Design It
















visual via Diane McInturff

innovation labremix by student - lab intern

_________________________________________get the Innovation Lab model?

what do we need from you?





ie: creating a course by "chess Joe"

1. a case for pln's
a) passion
not only other chess players that happen to be in his math class, or his school, or district, or state
instructor is the author of the book they are learning from, the author of the technique and history
no trite conversations, most definitely blues clues, flow
b) individualization and rigor
because the members of his pln are just as excited as he, he has 24/7 back up, support, accountability, stretching,...feedback, safe place to try and test AND they know the focus isn't chess... but learning how to learn... and mounds of research validate the logic of chess




2. a case for validation
a) chess Joe, isn't going to do it, even though his parents fully support it, reason, "doesn't see it as valid unless it comes from the district."
b) more than permission students need your validation
Jonathan Kozol, Savage Inequalities
garrison-like campuses located in high-crime areas, which often lack the most basic needs. ..diminishes poor children's horizons and aspirations.

3. a starting place
a) some specifics for you today
b) some conversations to help the transition

___________________________________________get why your validation matters?

We limit our youth when we continue to fit validation into rules the ed institutionalism has deemed as the way.
Lucas
Let's take a step outside that box...officially... validatingly.
Gabbi
Just with this small group... let's test it out... let's see if it has meat... let's give these young people of TSD the reins to play... in the safey of our district... before we send them off.... to search and play on their own.
Gus
Along the way, we'll encounter rough spots, growing pains, unintended and unforeseen consequences - but the alternative is to be satisfied with mediocrity, and insufficient supplies of it at that.  132

page references and a great deal of resources are from DIY U by Anya Kamenetz

personal learning network
_____________________________________________________________________________________

lucy buck

lucy just skyped me... they (childsi) just rescued a child - furuck (sp?) and she is finally getting him to eat.. so she wanted to call and let me share in the moment.

how could anyone not be blown away by the capabilities we have today - for human interaction.

i do love lucy.. 





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brad paisley

i'd never heard of Brad Paisley before John Carver tweeted this song this morning...

first... bravo to Brad. what a great message..
second... bravo to John. what a great leader...
third... bravo to personal learning networks...

my twitter network feeds my passion daily.
how could we not want that for our kids...?
_______________________________________________________________________

my expert individual tutor

up in the wee hours of the night... recollecting these great conversations with a most brilliant expert individual tutor....
one resonating with me just now...

we have to go through the efforts of social learning and remain perceptive of social knowledge

Social learning creates conditions in which we can learn what we could otherwise never learn. Since each social occasion is unique so is what we can learn as participants. 

Social knowledge is the spreading of awareness between people as a consequence of special circumstances that are larger than one or a few people. Such special circumstances are called Kairos in systems theory.

[update 2012 - shoot - none of the links below are Stephens... glad the video is still him]

more from steven:

one night i asked him his best piece of advice:


and another i asked about creativity:

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Saturday, April 24, 2010

personal learning networks - on the right track

dear friends... we are so on the right track. 

i just needed to stop ...and reaffirm that.

wherever you are on this trek... you have to know.. this individualization/personalization... is so good and solid. it's what we want... for school.

if you're doubtful, and care enough to not be... read DIY U by Anya Kamenetz.. even just the independence chapter..


resonating parts for me:
p. 110 - expensive institutions to expansive networks
p.111 (Siemens) - the world has become more and more complex. as a student you need to create your own learning network that will allow you to make sense of the abundance of information.
p. 112 (Illich) - either we continue to believe that institutionalized learning is a product which justifies unlimited investment, or we rediscover that legislation and planning and investment, if they have any place in formal ed, should be used mostly to tear down the barriers that impede opportunities for learning  which can only be a personal activity.
it's a mistake to identify social welfare fully with the institutions that are meant to provide it. ...more prisons doesn't mean more justice, and more schools doesn't mean more wisdom.
p. 113 - the internet changes the possibilities for how each of us can learn.
p. 115 - info tech has been changing so fast for the past few decades that traditional schools and curricula can't keep up.
(Hine) - people use the internet to organize important parts of their lives...a lot of institutions and professional hierarchies, for all their good intentions, have a self-perpetuating dynamic which isn't particularly to do with the interests of those they are serving.
p. 116 (Illich) - tech in itself was not necessarily a positive thing, it was only to the extent that it enabled people to have more convivial relationships, better ways of relating to each other, that it was beneficial.
p. 118 diy academia doesn't have to partake of advanced tech. the edupunk spirit is alive wherever people create alternatives to higher ed's cartel.
p. 119 - (Littky) - it's not just about being online or offline, it's about finding the connection.
and 
p. 128 - (Freire) - it's not the tools that are the most exciting thing about the transformation of higher ed, it's the humanization of man, especially the prospect of putting human beings in charge of their own learning.

recent interview:





and from Anya's site: diyubook.com
what about accreditation

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Thursday, April 22, 2010

theatre

what's up with the theatre?

conversations around ed lately keep bringing up theatre. several key advocators for change in ed - happen to have a background in theatre. Sir Ken Robinson for one...

from a book my daughter is reading in school.... Jonathan Kozol writes in his Savage Inequalities, of a teacher (jack forman)  in a "distressed" district (incredibly distressed, unbelievably unreal) that is making headway with students. Jack, Jonathan pens, believes (p. 101) that they should "give (students) every chance to grow beyond their present expectations. He says, "I have strong feelings about getting past the basics. Too many schools are stripping down curriculum to meet the pressure for success on tests that measure only minimal skills. That's why I teach a theater course. Students who don't respond to ordinary classes may surprise us, and surprise themselves, when they are asked to step out on a stage."
seems there's something about theatre we should all be listening to... yes?
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Monday, April 19, 2010

diy u

Anya Kamenetz has put together a brilliant book. i think i have written more in it than she has... so much is resonating.. (meaning i've scribbled stuff in the margins a ton...)

She begins with the history of ed, which is extremely insightful. And is exactly how Steven Devijver told me it should play out.

Then she goes into economics, and even makes you feel the need to shower - for the way ego gets in the way of a better world.

And then... well - dang - now - I've just read pp 80-100 and I'm on fire. thinking I won't sleep tonight. I can't decide if I should finish reading or stop to reflect.

[i'll come back to the history and econ later - because they are so perfect for a foundation - and proof of Anya's (and Steven's) brilliance - but the foundation worked so well on me - i have to log 80-100 first.]

I've called and skyped with Jim Folkestad at CSU (as we're working on the very things of which Anya writes) ... I swear he saved me from pulling my hair out.
This is how learning should be - yes?... You just have to share it - or you'll burst.
So while we're talking - he asks if I've read Rework, which I haven't - yet.., but I've watched Jason Fried's video and blogged about and repeated his comment a hundredfold at least, that "work (school) is where we get the least done."
So it was very fitting that Jim brought him up when pp 80-100 is talking about that very thing for higher ed.

Here's just a listing of my favs for now - just quoting Anya's words unless otherwise stated:

p. 84: She's quoting David Wiley on his realization of an online calculator - how it can be used by so many people, "That seemed to be somewhere between terribly fascinating and the kind of realization that it makes sense to spend the rest of your life working on."
[some linchpin passion/art happening]

p. 85: Students spend $1000 a year on textbooks, on average, and countless faculty hours go to preparing and updating course materials. Can uni's realize the power of Wiley's insight about the Javascript calculator at scale, and use it to cut costs and raise the quality of their offerings?

p. 88: After mentioning Downes and Siemens (and yes Couros on p xii) Anya sites Richard J. Light and the Harvard Grad School of Ed, ..."students' ability to form and participate in small study groups influenced their success in college more than multiple other factors."
and you're saying.. yeah - heard that... but read on.

p. 89: 2tor - (please fill me in if anyone knows more about this... i'm studying up - odd that their site isn't coming easy)
Anya writes: 2tor platform looks a lot like fb and that's by design says Johnson, who draws a distinction between his program and the two standard "learning management systems" in use at most colleges today, Blackboard and Moodle. "Any learning management system can deliver content, deliver exams, and have people red articles, but what you haven't been able to do before is build relationships - which are at least as valuable as the actual course content that you go through."
[which took me right to my recent following and conversing with junto folks - i mean our ning site with dabbleboard, twitterfeed, groups, etc, builds relationships for sure - but my question, does 2tor and/or junto have more... more for less? what would kids, who are network savvy pick? and why? ]

p. 90 - An introduction (for me) to OLI (Open Learning Initiative) at Carnegie Mellon Uni in Pittsburgh, with director Candice Thille

p. 91: Thille explains what happens with 2tor, "it's what might happen in a classroom under ideal circumstances, with a teacher of infinite patience, undivided attention, and inexhaustible resources of examples and hints."  Like our individualization to infinity.

p. 92: And intro to Carol Twigg, founder of NCAT (National Center for Academic Transformation), and Toni Farley at Arizona State who used NCAT's guidance to rewrite a Computer Science program. Key elements of the program: student's ability to go at their own pace, to reflect, and to collab.

p. 94 - [ere's the part i had already written jason fried in the margin, before jim 
mentioned him..]
Anya writes: When faculty can build on existing high-quality course material, rather than reproducing the work from scratch; when systems automate what can be automated - grading tests and quizzes, providing immediate, standardized feedback and practice; and when students can help teach each other as peers, there are significant savings to be had over traditional, butts -in-seats classroom model.
And a very cool comment from Twigg, about her accomplishments, "I'm getting tired of people saying how wonderful I am - I want them to do something along these lines"

p. 95: Prof's are far from obsolete, but it's clear their time and training is being extravagantly wasted drilling students on Spanish pronunciation, repeating 10 yr old lectures, or grading multiple-choice tests. Twigg says of traditional educators: "They really believe that the instructor and student, nose to nose, face to face is the way students learn, and they continue to believe it in spite of all evidence to the contrary."

p. 97: Anya gives a great definition of scaffolding: any kind of teaching aid that works like the training wheels on a bike to help a student until she can master a concept on her own.

p. 98: And her definition of disruptive innovation for higher ed: unbundling the various services college provides
twofold:
open courseware == content
games/networking == socialization
Then she says what's holding us back is assessment and accreditation...
She sites one father: "Why is it that my kid can't take Robotics at Carnegie Mellon, Linear Algebra at MIT, Law at Stanford? And put 130 of those together and make it a degree?"
To that she adds, "Wiley asks. Visionaries say this process, too, can be revolutionized by the right applications of technologies.."

i say let's hop to it..
exactly what we're trying to push in our district with our curriculum committee for kids creating their own courses. and in working with csu courses and pre-teacher training.

related post from @eduinnovation
related history from steven devijver
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Sunday, April 18, 2010

blink

new fav song:

blink by revive

the words - sing a long

revive talking about blink

_______________________________________

dan meyer rocks

TEDxNYED - Dan Meyer - 03/06/10



math text books - you can pass the class without knowing any physics, but just how to decode a text book

5 symptoms you're doing math reasoning wrong in school:











more on his:
impatience with irresolution
visual... which section is the steepest (has 2 good answers)
questions... what does steepness mean
structure...

what matters to you is such an underrepresented question in math ....

he said this... "because of my inexperience... i teach kids that are remedial.."  well ... craziness

what math teachers should do in the classroom:


math makes sense of the world.
math is the vocabulary for your own intuition.

cool that we get to read these comments as well... what a lucky time in which we live..
don't miss it.
don't blink.

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junto

junto is moving... and it's extremely exciting.

Junto is a concept for a global communications/collaboration platform. It starts with a simple interface, combining video chat with a text box and a twitter backchannel, all streaming in public, real-time. In Venessa's last post she even mentioned pivot.

Venessa Miemis is the inspiration and though she might not admit it... quite the mastermind behind it. Her twitter bio reads: futurist, philosopher, thought architect, metacog. MA candidate in Media Studies at The New School. 
Venessa has not only brought together a great and much needed concept...  conversations that matter, seen clearly in her letter to Tim Berners Lee, inventor of the world wide web, but she is also bringing together brilliantly innovative minds that are able to think and see past buzzwords and glitz to things that matter, and who are also able to make them happen. 
Emily Cunningham, in her post,  Me, We and Junto, cites that in formulating the ideas behind Junto, Vanessa modifies the Chatroulette model asking, Now what if instead of the “roulette” format, with two random stranger in a conversation for no good reason, what if we do this as purposeful dialogues between intelligent people to discuss big ideas

#junto is certainly worth  following, better yet - worth jumping in...

_____________________________________________

redefining assessment


Lots of good posts floating around... making me think and reflect... and finally pen some of *our methodology. Like some of you - I do it mostly for the critique.. critique that I need, that my kids need, ...so critique that I crave.

This last year *we have been working on redefining assessment...
*for the most part, the we/our refers to 30 brave students piloting a web class,.. doing some math but also in search of ways to make the time we spend at school matter
We've logged a lot of findings here and consolidated our thinking on redefining success here.
I read a great post by Grant Wiggins on authentic assessment here

Some things we've found that we really like:
1. grading per topic 
We especially like the do overs as described by Fisch and Meyer and Hanna applying Dan Meyer's test model. And, the shorter assessments. While we do like these ideas, we haven't used any yet...
2. students grading their own tests
This seemed crazy at first. Many students are burnt out on grading their own papers or each other's. Even though I know they know I'm not lazy, I felt the need to convince them I wasn't having them grade their own test to save me time. In fact, the first few times we did it, the entire process took approximately 3 times as long. Despite how difficult it was for all of us... everyone now agrees we much prefer these self-assessments. 
Students grade their test in a colored pen, using a key I have made with each answer labeled with possible points and exemplary answers. I look over them after they've graded them. So far only one was skewed in favor of the student. Most are accurate and a few have been skewed away from the student's favor. We finally have it down, so the scoring part doesn't take any explanation.
One pay-off has been that students find out how close they generally are to nailing a solution. Often when students see their graded test, that's an end in their thinking, since we've taught them so well that it's all about the grade, and they go away feeling stupid. Going through the process of grading their own test keeps their mind open, and learning. Students know they will receive recognition (name added to the key... I know -it's hard to believe that's enough) upon finding errors in my key and upon sharing alternate methods and/or solutions.
Another pay off is the rich discussion we have while we're grading. Students challenging other students about their answers or defending their answers. We've had great discussions about CSAP and ACT and SAT and how to take these tests. For many, we're finally squelching the mystery.
Another pay off is that we're developing better tests. My test writing skills are improving, but mostly because I'm listening to students create better questions while we discuss. Their buy-in has brought more clarity to the whole process.
3. alternate ways to assess
For students with "test anxiety" the biggest help has been their option for a per conference oral assessment. After a test, a student can schedule a one-on-one appointment with me. Then they revise any problems they missed on the test. When we meet, I'm asking them per problem, what they did when they took the test, how they would do the problem different now, and then I have them do some different form of the problem.
Every student to date that has gone through this process has improved their understanding. I'm guessing most of it is because of the timeliness and ability to probe their thinking to a deeper and more personalized level. But I also think part of it is just that they had a chance to redeem themselves before moving on. I think test anxiety has become such a common thing, real or not, because of the high stakes we put on tests, or one test, or grades. We've taught kids that tests are to tell them if they're good or bad. Then the tests themselves are generally trashed, whether literally or not, they aren't very often used to further learning.
I'm still not convinced there exists a summative test. Why would there?


A short while ago, we (12 of these students, 1 admin, a parent and myself) got the opportunity of a private session with James Paul Gee. One thing in particular really resonated with us. Gee explained that when a teacher teaches a topic for say 6 weeks, we find it quite normal to then give a test to see what the students learned. However, when you have a student play a very difficult game, and the student advances to the hardest level, and finishes, it would seem silly to then suggest that student take a test to see how well they learned the game. The fact that they finished is proof of their success. 
He said that some people are working on AP Calc after this manner. That once a student makes it through this "AP Calc game" which includes building a bridge, etc, that would grant them AP Calc credit.
Compentency vs Content.
Gee also pointed out that games don't make you feel stupid, because if they did, you wouldn't buy them and continue playing them. But how many times does a kid go home from school feeling stupid.
We have so much to learn about this, and so much to change. Kids should be craving feedback, to streamline success, not dreading it.


more controversy on project approval....
Say Aimee gets credit in algebra for taking some of her ap human geography group to student 2.0
Say what??
Here's my thinking...
We know kids can get info to a large group of others if a party changes location or if we forgot to tell them to bring $5.
Why don't we let them use those skills when prepping for school and standardized tests. It's silliness that we don't.
Aimee's group currently has 39 members, collaborating on a great study guide for their AP test. What if they go national? Surely students from other districts and other states can add even more insight. Heck, just talking to each other about it and explaining things to each other is helping them learn it.
So - why can't that act count for credit in math class. Sure, it's not "math" but this process is key to learning how to learn. Problem solving in the purest sense.
I'm betting they'll use this networking when it comes time for their AP Calc prep.
And better yet..what if they started using it daily. What if they started using their favorite tools and sites to teach each other...
Hey - off your phone... wait... what?...that looks like math... carry on.. :)

What if success is determined by how well your network is doing...? Wouldn't that be validation that you had success?

Ok, one more... we also think that for the big formal tests,... (summative) ... that students should get 1-2 phone a friend opportunities. We think that resembles real life more (even dr's do it).. and who of us can remember a time - that if we could have gotten one little question answered, the entire test would have looked completely different.

k - enough for now..

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Saturday, April 17, 2010

Jan Chipchase

Ted Talk by Jan, who is a principal researcher for Nokia. He travels around the world and inside our pockets in search of behavioral patterns that will inform the design of products we don't even know w


on our mobile phones
connections and consequences:


3 bill by the end of this year will have cell phones (and this talk was in 2007)

when you walk out the door, what do you take with you, and of the things you take, what do you use the most.

what do you carry:  (3 most important across cultures)
1. keys
2. money
3. mobile phone

why - for survival
1. keys - access to shelter and warmth and transport
2. money - to buy food and sustanence
3. cell - recovery tool


cells can transcend space and time

2004 - almost 800 mill who can't read and write worldwide

what does it mean when people's identities are mobile


the lifestrong bracelets personifies these connections..
what's it going to be like when everyone on the planet is connected... everyone can transcend space and time

four things:
1. immediacy of ideas - speed of which they go around, if you want a big idea, you need to embrace everyone on the planet
2. immediacy of objects - as the functionality becomes greater and the object becomes smaller,
3. as long as it meets base needs - people on the street will take it an innovate it

 ________________________________________


more thoughts after reading Ben Wilkoff's post on what do we have time for:


i thought the whole focus (from Jan's talk above) of what do we use as our value-meter was a good one. do our words of what we value match up with what we actually do.

in your mind, no way would you love the guitar and not play it.

i think this awareness... looking at trends can be helpful with virtual tools and real life apps. the real life like your guitar story.. and even more important, time spent with people that matter. the google-meter i have on my ning site, has you google yourself and go five pages back... if those five pages aren't filled with at least 90% (can't remember exact %) of what you say you're about... you're not digitally distinct.

it's a zoom out method... like get pivot shows...
we get so focused on busyness or day to day.. but are we doing the right things? the things we want to be doing?..

i might have already shared this with you, but jason fried (wrote rework) says that work is where we get the least done. i'm thinking - a lot of times - life is where we get the least done - in comparison to what we really want to get done, or be about.

my son's fav song - blink - by revive, tells me we should change this up.

____________________________________________________________________

Friday, April 16, 2010

Roger McGough

wow... take a listen via Mike Harrison, ..
a stop motion film of chalk writing and drawing on a black board of a poem by Roger McGough, My First Day At School.


amazing imagery... captures so many raw emotions and unfortunate games we play in school.

_____________________________________________________

professional development

interesting report on teacher development via the plpnetwork:

a snippet here:
One of the reasons opportunities for teacher development are superior in other nations is that teachers in those countries don’t spend all of their hours in the classroom. U.S. teachers average far more net teaching time in direct contact with students (1,080 hours per year) than any other OECD nation. By comparison, the OECD average is only 803 hours per year for primary schools and 664 hours per year for upper secondary schools. U.S. teachers spend about 80 percent of their total working time engaged in classroom instruction, as compared to about 60 percent for these other nations’ teachers, who thus have much more time to plan and learn together, and to develop high-quality curriculum and instruction.
In most countries, about 15 to 20 hours per week is spent on tasks related to teaching, such as preparing lessons, meeting with students and parents, and working with colleagues. By contrast, U.S. teachers generally have from 3 to 5 hours a week for lesson planning, which is done independently.

__________________________________________________________ 

Stefana Broadbent

how the internet enables intimacy

Scott McLeod captures some great quotes from Stefana's talk in his post
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Thursday, April 15, 2010

don't do it ning

gosh ning... keep us.. don't lose us.






Steve Hargadon working on it.

Lucy Gray working on it.

Alec Couros working on it.

my guys that will be sad...

______________________________

let's redefine school

i agree with @gcouros
every day of school should feel like this:


4 years... we can make it happen...













________________________________________________________________

Wednesday, April 14, 2010

iste bootcamp on aups

AUP's with Larry Anderson live


how to build policy that is laced to vision

people want to be led

what is vision:  ability to see
you can't call yourself a visionary, others can call you that , but you can't

visionary has to have imagination
act of anticipating
can see things others can't see
can see them and communicate them clearly - so the imagination comes to life

visionaries are about people
they have an energy
if you have vision it has to be cast...

current tv mission statement:
  • Building for a new generation!
  • Building the skills to achieve each student's academic/career goals
  • Building the skills to contribute to society
  • Building an understanding of cultural diversity
  • Building self-pride and self-confidence
  • Building a belief that learning is a life-long endeavor 
 
 
1st Paragraph of our Vision: Arapahoe High School commits itself to continued excellence in education while utilizing the ever-changing innovations in communication and
technology. While looking to the future, we also honor our unique and long-held relationship with the Arapaho Tribal Nation by appreciating their
values of respect and dignity. Through positive interpersonal relationships, relevant learning and rigorous curriculum, Arapahoe will continue to
produce responsible and empowered participants who make meaningful contributions in the greater society.

---------------------karl

do we have a vision statement? needs to not be filled with mush

do we have a tech policy?

who actually writes the policy
Moderator (Michelle Bourgeois): @kim Probably. But hopefully a good policy is not tool specific, but behavior specific
is it discrete? stands on its own - or integrated w/other policies
















what is policy
Bud Hunt: I hope that it's vision realized.  The creative constraints of an organization.



















want to insure that the policy is relevant and doesn't conflict w/existing laws, direct, for people, kind
policies should be visionary no reactive





















acceptable use policy vs responsible use policy
responsible much better

a father wanting a boy dating his daughter... does he want responsible or acceptable

what is our aup?

bad aup

just  a form, can't be enforced


minot - says we don't have a pencil or textbook policy - so we're having no policy..




Bud Hunt: @Karl - We're skipping opt-out.  We already have a curriculum objection process.  Why should technology be different?


tinker vs demoines
reasonably prudent person principal

policy checklist