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Keri-Lee Beasley

Social Media for Administrators - 0 views

georgecouros.ca/...ocial-media-for-administrators

social_media administrators leadership howto learning teaching education media social twitter technology professional_development

shared by Keri-Lee Beasley on 05 Aug 12 - No Cached
  • As I have done a lot of work with school administrators on why they should be using social media and some practical ways to use it within their schools, I wanted to compile some articles together that will help schools/organizations move forward.  They will be listed under two categories; the why and the how.  The articles are listed below:
  • Keri-Lee Beasley on 05 Aug 12
     
    George Couros outlines the Why & How of social media for administrators. Great collection here.
Katie Day

New Book Chapter-Social media is changing the way we live and learn « 21st Ce... - 0 views

21stcenturycollaborative.com/...-technologies-and-social-media

21stcenturylearning teaching books technology

shared by Katie Day on 04 Jan 11 - No Cached
  • Katie Day on 04 Jan 11
     
    "McLeod, S., & Lehmann, C. (Eds.). (in press). What school administrators need to know about digital technologies and social media."
Louise Phinney

Mobile That Works -- THE Journal - 0 views

thejournal.com/...mobile-that-works.aspx

mobile journal 21stcenturylearning

shared by Louise Phinney on 01 Dec 12 - No Cached
  • Louise Phinney on 01 Dec 12
     
    "In order for mobile technologies to be effective in the classroom, teachers and administrators will need to let go of the reins and let students take the lead, according to University of Michigan professor and researcher Elliot Soloway. "Kids are the experts on the technology," Soloway says. "Teachers are the experts not on the content but on the pedagogy and classroom management. The two have to live together. They have to learn together.""
Sean McHugh

Common Sense Media Debuts 1-to-1 Essentials | Common Sense Media - 0 views

www.commonsensemedia.org/...media-debuts-1-to-1-essentials

technology parents

shared by Sean McHugh on 05 Apr 13 - No Cached
  • Sean McHugh on 05 Apr 13
     
    "Gone are the days when you can dump out a backpack or flip through a folder to see your kids' work. The answers to "What did you do today?" are locked inside a password-protected device. Often kids have the upper hand in understanding how the device works -- and those 10-inch screens make it difficult to look over kids' shoulders. That's why the Common Sense Media Education team created the 1-to-1 Essentials Program. It's a first-of-its-kind, comprehensive, and free offering that covers everything that administrators, teachers, and parents need to know to maximize the benefits of schools' technology programs. "
Jeffrey Plaman

Google Apps for Education Singapore Summit - 1 views

sg.gafesummit.com

google apps google education pd singapore

shared by Jeffrey Plaman on 29 May 12 - No Cached
  • Jeffrey Plaman on 29 May 12
     
    We invite you to join us for the first annual Google Apps for Education Singapore Summit to be held at the Singapore American School on September 8 and 9. This high intensity two day event focuses on deploying, integrating and using Google Apps for Education to promote student learning in K-12 and higher education. The program features Google Certified Teachers, Google Apps for Education Certified Trainers, practicing administrators, solution providers, Google engineers, and representatives from the Google Apps for Education team. 
Louise Phinney

It's Time to Disrupt the System - Getting Smart by Alison Anderson - - 1 views

gettingsmart.com/...its-time-disrupt-system

education disruption change

shared by Louise Phinney on 15 Jul 12 - No Cached
  • Louise Phinney on 15 Jul 12
     
    For as long as I have been involved in education, the focus for finding the key to fixing education has always been about providing professional development for the teachers and administrators. The philosophy is top-down with the intent that knowledge will eventually trickle down to benefit the students.
Katie Day

YouCanBook.Me - 1 views

youcanbook.me/index.jsp

shared by Katie Day on 23 Apr 11 - No Cached
  • Katie Day on 23 Apr 11
     
    ". a free and simple online service for people who manage their time using a Google Calendar. Log in using your Google account, approve our access to your calendar and you immediately get a simple dedicated web page that lets your customers/students/colleagues see when you are free. Then, with just a couple of clicks, they can book you. Add your logo at the top of the page, and a few words of instruction, and you have a simple booking web-presence in a few minutes. Alternatively, grab the emebed code to include the calendar on your blog or website." NB: must be turned on by the administrator for GAPPS accounts
Louise Phinney

Empowering Students with Digital Reading | District Administration Magazine - 0 views

www.districtadministration.com/...ering-students-digital-reading

ebooks reading literacy digital books schoolibrarymedia

shared by Louise Phinney on 01 May 12 - No Cached
  • Louise Phinney on 01 May 12
     
    By the end of the school year, those 206 books had been accessed more than 101,000 times by K12 students all over the district. One Title I elementary school had accessed the books 58,000 times.
Katie Day

Education Week Teacher Professional Development Sourcebook: Change Agent - 0 views

www.edweek.org/...01richardson.h04.html

teaching 21stcenturylearning

shared by Katie Day on 17 Oct 10 - No Cached
  • You’ve written that too many teachers are “un-Googleable.” What do you mean by that and why does it matter? What I mean is that too few teachers have a visible presence on the Web. The primary reason this matters is that the kids in our classrooms are going to be Googled—they're going to be searched for on the Web—over and over again. That's just the reality of their lives, right? So they need models. They need to have adults who know what it means to have a strong and appropriate search portfolio—I call it the “G-portfolio.” But right now—and this is my ongoing refrain—there’s no one teaching them how to learn and share with these technologies. There's no one teaching them about the nuances involved in creating a positive online footprint. It's all about what not to do instead of what they should be doing. The second thing is that, if you want to be part of an extended learning network or community, you have to be findable. And you have to participate in some way. The people I learn from on a day-to-day basis are Googleable. They’re findable, they have a presence, they’re participating, they’re transparent. That’s what makes them a part of my learning network. If you’re not out there—if you’re not transparent or findable in that way—I can’t learn with you.
  • Why do you think many teachers are not out there on the Web? I think it’s a huge culture shift. Education by and large has been a very closed type of profession. “Just let me close my doors and teach”—you hear that refrain all the time. I’ve had people come up to me after presentations and say, “Well, I’m not putting my stuff up on the Web because I don’t want anyone to take it and use it.” And I say, “But that’s the whole point.” I love what David Wiley, an instructional technology professor at Brigham Young University, says: “Without sharing, there is no education.” And it’s true.
  • What could a school administrator do to help teachers make that shift? Say you were a principal? What would you do? Well, first of all, I would be absolutely the best model that I could be. I would definitely share my own thoughts, my own experiences, and my own reflections on how the environment of learning is changing. I would be very transparent in my online learning activity and try to show people in the school that it’s OK, that it has value. I think it’s very hard to be a leader around these types of changes without modeling them.
  • ...6 more annotations...
  • Secondly, I would try to build a school culture where sharing is just a normal part of what we do and where we understand the relevance of this global exchange of ideas and information to what we do in the classroom.
  • There’s a great book called Rethinking Education in an Era of Technology by Allan Collins and Richard Halverson. For me, these guys absolutely peg it. They talk about how we went from a kind of apprenticeship model of education in the early 19th century to a more industrialized, everybody-does-the-same-thing model in the 20th century. And now we’re moving into what they call a “lifelong learning” model—which is to say that learning is much more fluid and much more independent, self-directed, and informal. That concept—that we can learn in profound new ways outside the classroom setting—poses huge challenges to traditional structures of schools, because that’s not what they were built for.
  • What we have to do is build a professional culture that says, “Look, you guys are learners, and we’re going to help you learn. We’re going to help you figure out your own learning path and practice.” It’s like the old “give a man a fish” saying. You know, we’re giving away a lot of fish right now, but we’re not teaching anybody how to fish.
  • If you were a principal, in order to foster network literacy as you envision it, what kind of professional development would you provide to teachers? I think that teachers need to have a very fundamental understanding of what these digital interactions look like, and the only way that you can do that is to pretty much immerse them in these types of learning environments over the long term. You can’t workshop it. That’s really been the basis of our work with Powerful Learning Practice: Traditional PD just isn’t going to work. It’s got to be long-term, job-embedded. So, if I’m a principal, I would definitely be thinking about how I could get my teachers into online learning communities, into these online networks. And again, from a leadership standpoint, I’d better be there first—or, if not first, at least be able to model it and talk about it.
  • But the other thing is, if you want to have workshops, well, that’s fine, go ahead and schedule a blogging workshop, but then the prerequisite for the workshop should be to learn how to blog. Then, when you come to the workshop, we’ll talk about what blogging means rather than just how to do it.
  • If you were starting a school right now that you hoped embodied these qualities, what traits would you look for in teachers? Well, certainly I would make sure they were Googleable. I would want to see that they have a presence online, that they are participating in these spaces, and, obviously, that they are doing so appropriately. Also, I’d want to know that they have some understanding of how technology is changing teaching and learning and the possibilities that are out there. I would also look for people who aren’t asking how, but instead are asking why. I don’t want people who say, “How do you blog?” I want people who are ready to explore the question of, “Why do you blog?” That’s what we need. We need people who are willing to really think critically about what they’re doing.
Keri-Lee Beasley

5 Reasons We Need Instructional Coaches - Finding Common Ground - Education Week - 0 views

blogs.edweek.org/...eed_instructional_coaches.html

coach Coaching instructional professional_development uwcsea_east

shared by Keri-Lee Beasley on 10 Dec 14 - No Cached
  • Most people don't know what it looks like when they do what they do."
  • Instructional coaches are not evaluators. They are not a mole for administration, and the conversations they have with teachers are confidential. Their purpose is to help work with teachers and bring them to the next level.
  • This is about two adults working together on a goal, and the instructional coach providing effective feedback on how to meet that goal. It is not about a "gotcha" but it is about becoming a better teacher without the fear that the hammer is going to drop at any minute.
  • ...1 more annotation...
  • "Instructional coaches who operate from the partnership principles enter relationships with teachers believing that the knowledge and expertise of teachers is as important as the knowledge and expertise of the coach."
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