It's the night before one of the most fun events of the year (and one that's happily NOT in Vegas): Learning Solutions! I just had an amusing day of playing absurd pirate mini golf with my work siblings, AKA: two of my awesome co-workers, and my mom. It should surprise no one that none of us are going to ditch L&D for a professional mini-golf career, but we had a great time in spite of our lack of athletic ability. Now I'm just settling in, getting excited about my schedule, and thinking about the sessions I'm going to see. Once again, I'm going to try and live tweet this thing, and here's my intended schedule for the next three days. It may change a little bit here and there, but this is at least what I expect I'll be live tweeting each day:Wednesday8:30-10:00 AM - Keynote - Return on imaginationSpeaker:Tom Wujec10:45-11:45 AM - Featured session: Bridging the gender gapSpeakers: Jennifer Hofmann, Mark Lassoff, Megan Torrance, and David Kelly1:00-2:00 PM - I know it's ugly, but I can't tell you why: Fixing common design mistakesSpeaker: Bianca WoodsOh look... it's my own session! Yeah... I somehow suspect I won't be live tweeting this one.2:30-3:30 PM - The second-screen experience: Designing a paperless classroomSpeaker: Andrew VecchiarelliAndrew is one of the awesome co-workers I mentioned earlier and you should totally go to his session. Also, I've seen his content and it is GOOD!  4:00-5:00 PM - Interactive video for training: Secrets of successSpeakers: Cass Sapir and Ty Marbut Thursday8:30-10:00 AM - Keynote- The future of learning at workSpeaker: Michael Furdyk10:45-11:45 AM - Training hacks to improve your practiceSpeaker: David Glow1:00-2:00 PM - Serious game secrets: What, why, where, who cares?Speaker: Andrew Hughes2:30-3:30 PM - Free and low-cost eLearning tools you should know!Speaker: Joe Ganci3:45-4:45 PM - BYOL: Project paramedic: Tools and resources to resuscitate your projectsSpeaker: Coline Son Lee4:45-6:45 PM - LS DemoFestFriday8:30-9:30 AM - BYOL: Video 101 - Creating captivating videos on a budgetSpeakers: Amanda Mahoney and Stacy Bodenner10:00-11:00 AM - BYOL: Video 102 - Building your intermediate video skillsSpeakers: Amanda Mahoney and Stacy Bodenner11:15 AM-12:30 PM - Keynote: Design thinking to enhance learningSpeaker: Juliette LaMontagneHope to see you there, either in-person or on the backchannel!

Now that I've been to quite a few conferences, I'm starting to get a good handle on what I like dragging around with me each day. Curious about what I think is worth the trouble to keep on you? Check out this video:So I'm curious... what are your conference best bets?

So let's talk about "technology in education".What does that mean exactly? Years ago, when I began learning about technology, (and rapidly teaching about it as I grew in awe of how it could improve performance), Dr. Chrys Panayiotou Sr., a valued colleague and respected professor took the time to explain to me how the origins of the word, "technology" actually stemmed from the Greek word, "technologia". A quick search confirms that the first part, "techne" may "be interpreted as skill or craft and ‘logia’ the comprehension of knowledge. Technology can be seen as a process that is handed down through society to transform and improve our lives" (Selwyn, 2011).Think about that. Just like my colleague had described, that could essentially be interpreted to mean any tool which changes lives for the better!The slate and chalk? Quill pen? Gutenberg's press?Ok, so let's advance to the meaning we all think of today when we think about the word "technology". Today, we think of digital technology, right? We see a plethora of digital technology everywhere we look. And people are using that digital technology. All generations, all cultures, all economic statuses have proven to be able to and want to learn from that technology. Hmmm, so if it’s "everywhere", how come we don’t see it infused into all segments of education, the field which is the foundation for all other fields? Here's an awesome timeline of digital technology's exponential growth: http://www.tiki-toki.com/timeline/entry/23941/Evolution-of-Educational-Technology/#vars!date=1960-12-20_07:35:36!  (This is yet, again, another fabulous resource compliments of Dr. Curry, my first professor in Morehead State University’s Educational Technology doctoral program,who is inspiring me to continue in my quest in becoming the best version of myself. In the first video lesson I watched of him, he described educators as being "servants". As I pursue bettering myself, I've become keenly aware that the more we give, the more we get.) :)The most current definition of Educational Technology as of today (and let's remember the "exponential growth concept" in case it's different by the time I finish typing) may be defined as: "Educational technology... is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources" (Richey, R.C., 2008).Wow! "Ethical practice." There it is again, defining education. It is the practice of finding and using the best resources we can to change lives for the better.To me, that seems to be a perfect way to define what great teachers strive for. According to respected collegiate circles, a good faculty member "teaches, researches, and serves" (Merrill, 2000). There it is again. Makes sense to me. Most teachers I know, especially our Adult Ed team, went into teaching because they truly cared about their students... not necessarily to be rich . :)I have had the pleasure of teaching Technology in Education to future and current teachers and, therefore, have the opportunity at the beginning of every term to get the students to think exactly about what this means to them. We go through the eras of technology use with examples from sand being used on a desk for students to learn the art of writing, to the use of pencils and posters, on up to the digital era.Then, I take my students through the exponential growth of the tools within this era. I clarify that from this point forward when we speak of technology, we will be honing in on digital technology. To my delight, the students have evolved from ~60% a few years ago to 100% of them now walking into my class saturated with technology in their pockets, on their shoulder and/or hanging from their ears.  They BYOD (bring their own devices)! :)Conversely, I also recognize a profoundly slower evolution in students even considering that these tools can be used in the classroom, disproportionate to the rate of technological growth. In fact, it reminds me of the Harry Chapin song which describes how students’ creativity is plucked from them: "There are so many colors in a flower, so many colors in the morning sun, so many colors in a flower and I see every one;" but, the teacher says: "Green leaves are green, young man. Flowers are red. There’s no need to see flowers any other way, but the way they always have been seen." And, there you have the summation of what I read between the lines that my students are telling me. They are not "allowed" to have cell phones, iPods, iPads, tablets, laptops, or anything else they can Google knowledge from in a classroom. They learn from these tools all day long, but are told to power-down upon entering an educational facility. In fact, they are also shocked about how little technology still exists within the classrooms they grew up in and/or their children’s classrooms once they get into a few lessons with me. My joy comes in watching the transformation of them throughout the term. A good portion of them become crusaders ready to energize their classrooms with the same technology that invigorates their everyday personal lives. But, perhaps, showing you might clarify what it’s all about. Here are some final projects (FREE lessons :)) from my students this year. The first was created by an ESL and grade school instructor.  The second incorporated civics into her lesson.  Sound familiar? :)http://estellepanagakos.weebly.com/introduction.html http://131272126989131361.weebly.com/ This is what it’s about. Technology’s exponential growth is not as important as the impact we can make on other’s lives exponentially when we use it. My purpose? Make a Difference, positively impacting our communities. Looks like this is a right fit for me!   Not most different than most of the wonderful teachers I know.  :)

So, I had the pleasure of presenting at a STEM Expo today for students.  My given topic:"Technology." No problem with that!   I have a ton of resources I would love to share with students to engage them in their learning!  With every opportunity comes responsibility, however.  As teachers, we get to be the ones on the front-line to bring them that news. So, I thought we would first look at the wonderful merits of the technologies our students use.  (And, they do use it.  ~3 out of 250 said they didn't use social media.  ~2 out of that 250 didn't have a smartphone.) I showed them a video of what could go wrong if they left a digital media imprint that was unfavorable of them.  Watch this funny video clip of the job applicant who can't quite bluff his way out with charisma and charm after making poor social media choices:   https://www.youtube.com/watch?v=TcnO5tH0gf4Then, we discussed how we can make certain this doesn't happen to us:It begins with the actions: Don't type it, say it or do it (don't forget, your friend's are videotaping you too) unless you would do it in front of your grandmother or the President of the United States.  It DOESN'T go away.  Try plugging something into the Way Back Machine (http://archive.org/web/) like the ircc website which has been gone for years.   There are ways to retrieve it!  Repeat the mantra above. Then, on to security:  Make your social media as secure as you can.  Protect you and your loved ones from predators and smears.  So when that "friend" does post something to your page you wouldn't want your grandmother to see, you have just a few more minutes to "hide" it before it's retrieved one day.  Don't give identifiable information (SS #, etc.); log out of everything you log in to.Now, brand yourself!  Your students will work hard to market themselves for a job.  Let's teach them to make use of technology to work smarter, not harder.  I grouped the students into pairs (they shouldn't know each other) and told them to Google their partner.  Of course, we had ground rules.  We discussed how they would close a page if something lewd came up on the computer; be respectful; and, their goal was to see if they could describe their partner by Googling their name.     The result: Most were happy to find a professional image they would want an employer to see.  Almost just as many would not want an employer to see their results.  Some couldn't find their partner, but a  lot of other people with their name. Concern arose if those names also returned mug shots or similar images.And, lastly, some couldn't find anything... at least on the first or second page of the 400 million.  (Some where surprised to see their name, address and phone number come up one the White pages, though.)My point to them: Don't let your future university or employer wonder which picture is yours.  You drive your digital footprint by making certain you follow the 3-Steps above to brand your image with the message you wish to portray. Then, use other tools to help you bring the portrait you wish to create to the top and bury the others. I use a free tool called Brand Yourself, but there are lots out there.   Google it. :)Google me.  The first page which comes up should display the professional image I wish to portray.  That's not by accident. So, go on.  Help me preach the importance of teaching our students how to drive their image before just handing them the keys to the Internet Highway.   What does your digital imprint look like?  P.S. I had a student ask me once: "Ms. Ensmann, you always tell us to 'Google it.' What did people do before Google?"    I told him that they weren't as smart as him.  They didn't have the world of knowledge in their pocket like we do. (Typically, the volumes of knowledge were left at home to get dusty on a shelf.:))

This blog has been posted to iCivics' website: https://www.icivics.org/news/playing-it-forward-impact-impact-projectsCheck it out! :)

As we approach the holidays, I ask you to consider it a time to turn off the desk computer (yes, I actually said that) and literally move! This month I share a project with you which my fellow classmates and I created in an effort  towards improving our health, while benefiting others along the way. Next issue we’ll look at the benefits of how fitness andhealth relate to students’ academic performance, and how we can capture this data with wearable technologies!    "I can do things you cannot, you can do things I cannot; together we can do great things." - Mother Theresa My classmates and I live 971 miles apart but yet worked collaboratively using technologies online.  Our goal was to empower others to get active, increase those endorphins, improve performance and life! Synchronously, we worked "face-to-face" using Google Hangouts, Google Docs, Google Present, and Weebly.  Our biggest find was actually discovered by one of my students, however.  Twoodo is a Web 2.0 planning tool designed to organize teams with useful accountability measures. Since educators around the nation are using Twitter for PD, hashtags are also a part of the of the ingenious components embedded within this tool.  So enjoy these important tools to engage YOUR students. Ask me for guidance.  In the meantime?  Check out our final project and let us know how you’re MOVING  over the holidays!  Enjoy your break, wonderful teachers!  http://runningwithapurpose.weebly.com/

Commit to the Plan! Educators attempting to build an effective lesson often subscribe to the belief that the three-part lesson is the key to a successful day. Although the research has not been compiled as to what makes a lesson successful when it comes to the integration of technology ,there is a practice that is commonly overlooked by most educators. Whether a teacher is tenured or straight out of a pre-service program, there seems to be a common failure to plan for a successful lesson. Incredibly, the quintessential practice itself - planning - is more than often overlooked when it comes to integrating technology in the classroom in a sustainable way.  I can personally guarantee that planning for the integration of technology is NOT taught in colleges, universities and most, if not all, AQ courses provided across the country. The classical arguement upheld by many educators surrounding the effectiveness or lack thereof of technology is difficult to disprove when educators refuse to formally make it a part of their plans. In this context, it is impossible to amass critical data regarding the effectiveness of technology in education.  Don’t get me wrong here - we already know that there is an inherent need for technology, but until data begins to support the obvious, it is difficult to navigate the ocean liner that is education on the sea of progress. We often tiptoe around the idea behind creating a plan because of the professional courtesy that our roles purvey. However , if change is to be sustained the plan is an integral part of that change, that progress and most importantly its sustainability. All new endeavours usually require a blueprint so it is mind-boggling to fathom why changes in education would not require the same. The plan does not just act as a guideline for the activity but also acts as a silent contract between the educator and his or her students, a commitment to the change that is needed now more than ever before.

  The DatalyzeMe App I still find it funny that most of the software out there has been developed by imaginative people who have found a scratch that needs to be itched. Now that isn’t really funny, until you THINK about where the innovation comes from in relation to who it is supposed to serve. My first ever attempt at creating an app was developed from the teacher’s eye  to test it against the trends of the market at large.  I guess the question I really want to ask is: "Do the things that I value as a teacher really mean much to the rest of the world?" or better yet: "Are the youth really that interested in their own learning?" The reason I ask these questions is because the app  is solely developed to create a self-awareness in each and every student about who they are as learners. If the app fails then I have failed to understand the priorities of our youth… OR I have only begun to change that perception  for them. Can’t wait to find out - Stay tuned.. 12 weeks on the market - 520 downloads  so far…  

1. Know them as Learners: Now don’t shy away from this because it sounds obvious. Really, the idea behind this point comes as two key notions. First is that utter trust and belief that you should have that each of your students are genuinely interested in learning. And even more importantly they are actually VERY interested in learning about themselves. All educators should see their students in that light… And be sure to provide their students with opportunities not just to learn about the curriculum, learn about their interests but most importantly - to learn about themselves. 2. Know them as Contributors; In the 13 years of teaching across all grades and panels I have yet to meet a child that does not genuinely want to contribute in some way. They may seem resistant to you but I would challenge every educator with the question: What opportunities to you provide your students to contribute? And how often? More important than providing the opportunity to contribute - take the time to show them that their contributions are valued. This will eventually lead to the coveted ‘risk-free’ environment that innovation and creativity so badly need to thrive! 3. Know them as Relationships. By far the most important factor in learning has less to do with content knowledge as much as it does the relationship between teacher and student. Though last on this list it is absolutely the most important. It is also last on this list because it is very hard to achieve unless you have provided opportunities for them to learn about themselves as well as opportunities to contribute. You see, regardless of your personality type, your learning environment will foster a growing relationship because of a respectful, risk free environment in which your students will thrive. Your students will find themselves drawn to your teaching and most importantly they will be drawn to you.