. . . a popular (and addicting) television series that is a metaphor for my LTT journey thus far

The premise: a group of strangers is brought The premise: a group of strangers is brought together on a mysterious island of strange and together on a mysterious island of strange and unusual “others” who challenge their will to unusual “others” who challenge their will to

cope and survivecope and survive

. . . . a remarkable similarity to the experience of me and my . . a remarkable similarity to the experience of me and my Lambrick colleagues in working with students in the fall and Lambrick colleagues in working with students in the fall and spring field studies !spring field studies !

If only our “island” had been like this!

The technology: a non-operational tranceiver, The technology: a non-operational tranceiver, vintage computer technology, limited tech. vintage computer technology, limited tech.

support for fixing/operating it, and few “go to” support for fixing/operating it, and few “go to” people for helppeople for help

. . . . . another remarkable similarity to . another remarkable similarity to schools?schools?

My experience:My experience:

► Adequate hardware and software Adequate hardware and software (fairly up to date)(fairly up to date)

► Dated browser (explorer 6) Dated browser (explorer 6) preventing access to blogs preventing access to blogs

► Inadequate bandwidth for multi-use Inadequate bandwidth for multi-use video streamingvideo streaming

► Lack of flash on ALL computers to run Lack of flash on ALL computers to run vokis and youtube videosvokis and youtube videos

► Inadequate time allocated for support Inadequate time allocated for support of school technologistof school technologist

► Few colleagues using technologies Few colleagues using technologies such s blogs, forums, and wikissuch s blogs, forums, and wikis

mid-century computer technology in “Lost”

The solution: developing “capacities” and The solution: developing “capacities” and long term goalslong term goals

►The Oceanic survivors developed The Oceanic survivors developed particular “capacities” for survival particular “capacities” for survival on the island -- and achieving their on the island -- and achieving their goalsgoals

►Despite a different context and end Despite a different context and end goals, there are parallels in our goals, there are parallels in our journeys . . .journeys . . .

CAPACITY #1: participate in and help develop learning CAPACITY #1: participate in and help develop learning communities to support my teaching practisecommunities to support my teaching practise

Interpretation: teamwork = professional growth.Interpretation: teamwork = professional growth.

““Lost” : Lost” :

““Live together, die alone.” Live together, die alone.” (Jack)(Jack)

► Personal exemplars:Personal exemplars:

1) 1) Collaborative projects with colleagues in Collaborative projects with colleagues in field studies #1 and #2.field studies #1 and #2.

2) Teaching my colleague how to develop 2) Teaching my colleague how to develop a wiki (demo & instructions)a wiki (demo & instructions)

2) Additional collaborative projects in 2) Additional collaborative projects in English 9 and English Lit. 12 this English 9 and English Lit. 12 this semester, focusing on web 2.0 semester, focusing on web 2.0 applicationsapplications

3) Supporting colleagues in the use of 3) Supporting colleagues in the use of BlackboardBlackboard

4) Planned Fall Pro-d session to share 4) Planned Fall Pro-d session to share experiences with blogs and wikisexperiences with blogs and wikis

CAPACITY #2: “engage in a critical cycle of action-CAPACITY #2: “engage in a critical cycle of action-reflection to understand and develop my practise.”reflection to understand and develop my practise.”

Interpretation: Regular recorded reflections have Interpretation: Regular recorded reflections have value.value.

► ““Lost” : Lost” : Claire’s journalClaire’s journal ► Personal exemplars:Personal exemplars:

1) Blogger journal (fall field study)1) Blogger journal (fall field study)

2) “Wewiki” journal (spring field study) 2) “Wewiki” journal (spring field study) - ongoing, written reflections, both - ongoing, written reflections, both mine and my colleague’smine and my colleague’s

3) Face-to-face conversations with 3) Face-to-face conversations with colleague to debrief on a colleague to debrief on a collaborative projectcollaborative project

3) Planned Fall Pro-d session to share 3) Planned Fall Pro-d session to share experiences with blogs and wikisexperiences with blogs and wikis

CAPACITY #3: “Use, evaluate, and integrate existing CAPACITY #3: “Use, evaluate, and integrate existing and emerging technologies into my practice.”and emerging technologies into my practice.”

Interpretation: “Existing” = a colleague is already using it and can offer support. Interpretation: “Existing” = a colleague is already using it and can offer support. “Integrate” = adapt technology to an outcome or project already important to you.“Integrate” = adapt technology to an outcome or project already important to you.

“Emerging” = experiment: no one you know is using the technology“Emerging” = experiment: no one you know is using the technology

““Lost” :Lost” :Existing technologiesExisting technologies► Seasons1 & 2: tech-savvy Sayid, tries to fix a broken Seasons1 & 2: tech-savvy Sayid, tries to fix a broken

radio and computerradio and computer► Season 2: Survivors form a team to monitor an Season 2: Survivors form a team to monitor an

unusual computer, pushing a button every 108 unusual computer, pushing a button every 108 minutesminutes

Adapting technologiesAdapting technologies► Season 1: Materials from plane and island to build Season 1: Materials from plane and island to build

beach shelters and a life raftbeach shelters and a life raft

Frustration with technology and its impactFrustration with technology and its impact► Season 2: why can’t we communicate with this Season 2: why can’t we communicate with this

computer? What does the button actually do?computer? What does the button actually do?► Season 3: capture by the “Others” – access to only Season 3: capture by the “Others” – access to only

the most basic technology (sledgehammer to break the most basic technology (sledgehammer to break rocks)rocks)

Emerging technologyEmerging technology► Seasons 5: Locke, uses a mysterious “wheel” Seasons 5: Locke, uses a mysterious “wheel”

technology to “move” the island through space and technology to “move” the island through space and time.time.

Evaluating technology:Evaluating technology: should we try time travel should we try time travel technology?technology?

Personal exemplars:Personal exemplars:Existing technologiesExisting technologies► help from a colleague in getting started with Blackboard help from a colleague in getting started with Blackboard

(fall and spring – two versions of Blackboard)(fall and spring – two versions of Blackboard)

Adapting technologiesAdapting technologies► Fall field study: online blogs to engage students in Fall field study: online blogs to engage students in

discussing booksdiscussing books► Spring field study: wikis to facilitate a group research Spring field study: wikis to facilitate a group research

projectproject

Frustration with technologyFrustration with technology► Fall: no access to web 2.0 blogging tools (inadequate Fall: no access to web 2.0 blogging tools (inadequate

browser)browser)► Spring: Lack of flash on all computers to run certain Spring: Lack of flash on all computers to run certain

plug ins on wikis/inadequate bandwidth to stream plug ins on wikis/inadequate bandwidth to stream videosvideos

► student apathy towards technology: could a non-student apathy towards technology: could a non-technology based assignment have worked better?technology based assignment have worked better?

Emerging technology: blogs and wikis in the Emerging technology: blogs and wikis in the secondary classsecondary class

Evaluating technology: Evaluating technology: ► student apathy towards technology: could a non-student apathy towards technology: could a non-

technology based assignment have worked better?technology based assignment have worked better?

CAPACITY #4: “CAPACITY #4: “Draw on educational theories, Draw on educational theories, research and philosophies to inform my use of research and philosophies to inform my use of technologies to support teaching and learningtechnologies to support teaching and learning

Interpretation: Theory is helpful Revisit it!Interpretation: Theory is helpful Revisit it!

““Lost”Lost”► Complex, mind bending Complex, mind bending

physics formulas to determine physics formulas to determine the changing locations of the the changing locations of the island in time and spaceisland in time and space

Personal ExemplarsPersonal Exemplars

► Notes from books and journal Notes from books and journal articles pertaining to blogs articles pertaining to blogs and wikisand wikis

- - elementary, middle and elementary, middle and secondary secondary

school contextsschool contexts

- when they worked well in the - when they worked well in the

classroomclassroom

- when they did not work well- when they did not work well

CAPACITY #5: “Access, evaluate, use, and participate CAPACITY #5: “Access, evaluate, use, and participate in new media interactions in education.”in new media interactions in education.”

Interpretation: alternative modes of communication – Interpretation: alternative modes of communication – experiment!experiment!

““Lost”Lost”New media interactions:New media interactions:

► Life-like Dreams: Life-like Dreams: allow communication allow communication between the survivors and deceased between the survivors and deceased individuals -- guiding the survivors toward individuals -- guiding the survivors toward unravelling the island’s many mysteriesunravelling the island’s many mysteries

► Island’s unique magnetic properties:Island’s unique magnetic properties: faciilitate transport among different time faciilitate transport among different time periods, allowing individuals to periods, allowing individuals to communicate with ”earlier versions” of communicate with ”earlier versions” of people they know in the present, shaping people they know in the present, shaping their relationship with these people years their relationship with these people years later, at different periods in time.later, at different periods in time.

► Maybe these guys will be clearer . . .Maybe these guys will be clearer . . .

CAPACITY #5: “Access, evaluate, use, and participate CAPACITY #5: “Access, evaluate, use, and participate in new media interactions in education.”in new media interactions in education.”

Interpretation: alternative modes of communication – Interpretation: alternative modes of communication – experiment!experiment!

Personal ExemplarsPersonal Exemplars

► Illuminate LTT sessionIlluminate LTT session

► Wiki for collaborative planning with my colleague (field study #2) in Wiki for collaborative planning with my colleague (field study #2) in lieu of e-mail and face-to-face meetingslieu of e-mail and face-to-face meetings

► Wiki collaboration among Library and Information Science students in Wiki collaboration among Library and Information Science students in different blocks in a unit assignmentdifferent blocks in a unit assignment

► Goals: wiki for communication with staff re: new library resources, Goals: wiki for communication with staff re: new library resources, etc.etc.

The impact of the CapacitiesThe impact of the Capacities

“Lost” characters

► Each capacity unlocked a secret or led to a new understanding

► However, nothing was “solved” – there was always a circumstance left unexplained for multiple episodes

► Over time, “finding” rather than “losing” began to define the experience of the characters

Field study experience

► Process vs. product

► More questions than conclusions

► Summary of learning thus far . . .

Personal learning statementsPersonal learning statements

Technology will not in itself motivate those who aren’t invested in their own learning.”

Student motivation to use technology for

communication (texting, social networking) does not easily transfer to educational applications of technology for communication (blogs, wikis).

There are few examples of blogs and wikis being applied in the high school classroom, perhaps due to the content-driven nature of the curriculum where “authority and ownership of knowledge [rest] with the teacher who controls the text. . . . rather than with the learners.”

Personal learning statements (cont’d)Personal learning statements (cont’d)

Technology can help to level the playing field for struggling learners – and blogs and wikis worked best for these learners; perhaps because these students are used to struggling.

Blogs and wikis make students accountable to each other – a more effective way to educate our for our students who want to “slide by.”

Which technologies work best for particular learners in particular contexts and why?