I like new frontiers. That’s why I’m excited to be participating in Karen’s attempt to create a School of Ed at P2P University this fall. It should be a neat opportunity to fiddle with what it means to do PD. I couldn’t be more excited to be facilitating a course we’re calling “.” I pitched […]Read More So I'm Going To Be Teaching This Class. And Could Use Your Help.
No fewer than three times today, my brain was tickled into considering the question that I’ve buried at the end of this hurried post. Let me recap: 1. In a few Google+ conversations about sharing1, I’ve seen folks state that the advantage of things like circles2, is that they can help you to narrowcast rather […]Read More Fuzzy Thinking: Fragmenting Us in Pursuit of, Well, Us.
Engchat 2011 from Ben Grey on Vimeo.1 Special thanks to Ben for spending time capturing this work. [↩]Read More #ISTE11: #engchat Reflection
I had the opportunity to hear Paul Allison, one of my favorite teachers, talk at length about his work with Youth Voices yesterday. Usually, Paul’s asking about others’ work, or showcasing the work he’s doing – but not talking about the thinking behind the work. And I like it when he does so. I hope […]Read More #ISTE11: On Longitudinal Web Presences for Writing, Learning, Being
So I’ll be hosting #engchat on Monday, June 27th. For the last few months, I’ve been wondering about Twitter chats in general, and their effectiveness. Of course, to determine their effectiveness, one has to have a sense of their purpose. And I can’t aways seem to tell the purpose of Twitter chats in general other […]Read More #engchat: Twitter Chat with Purpose?
It’s funny.1 I’ve been working with some folks to write about the centennial of English Journal, which is this year. One hundred years of writing about teaching and learning language arts. We’ve been focusing on the way that technology has been addressed in past issues of EJ, looking back at articles from the last one […]Read More Still Nothing New Under the Sun. We Pretend Otherwise.
I’m a bit tardy for this #EduConText Session 4 preview, but that’s okay. I wrote myself a pass. 1 Why Johnny Can’t Read: A Conversation About What It Means to Be Literate…Today When: Session Four: Sunday 10:30am–12:00pm Where: Room 204 Who: David Jakes, Laura Deisley Affiliation: David Jakes: Coordinator of Instructional Technology and Information Services at […]Read More #EduConText Session 4: Why Johnny Can't Read: A Conversation About What It Means to be Literate . . .Today"
Lately, I’ve found myself, quite by accident, thinking a great deal about what an “online school” might look like, were I to have the opportunity to be involved in the creation of one. I’m watching this process unfold in my school district, and it’s started some wheels a’turning. And this is thinking that, while I’ve […]Read More It’s Blurry. But It’s Still a Vision
I was listening tonight to a really smart collection of speakers offering an alternative voice to the Education Nation perspective. Deborah Meier’s comments really resonated. They often do. She talked about the fact that respect belongs in a school, and it belongs there when and how and because the stakeholders in the school join together […]Read More Democracy Matters in Online Classrooms, too.
In the Digital Learning Collaborative, we tell teachers that year one of their two-year commitment is to play with technology.1 And we mean “play” in the best sense of the word. Fiddle. Tinker. Explore. Discover. Try. Fail. Reengage.2 “Play” doesn’t sit easily with some of the teachers that I work with, nor with several the […]Read More On (Purposeful) Play