To Give Credit Where Credit is Due... If You Can

This week as we were in the midst of preparing for our upcoming Indiana Middle Level Education Association conference, I remembered a few tips and tricks that people have shared with me that caused some, "Aha!" moments. The fact that I can convert a google doc to an active webpage that updates; utilizing Google Drawings for a variety of tasks, especially in Smore newsletters; color-coding things in Google Keep: all of these things I learned from somebody... but I can't remember who! Odds are, many of the tech things I use came via Eric Curts, Alice Keeler, Kasey Bell, Classroom 2.0 Live webinars, Voxer groups (especially EduMatch), ICE Conferences, ISTE, Indiana Summer of eLearning, AISLE, and others. I'm often one of those learners who needs to hear things several times to fully grasp them, so some things that I've learned probably came from combinations of people.

My point: the power of networks can be exponential. The fact that I've been exposed to such helpful advice through a variety of platforms, from people with different approaches has added so much to my "personal toolbox." I wish I could thank people and say, "Remember when you showed us how to ___. I used it today and it was the exact thing I needed." 

The same thing happens to me with books I read. I've tried many ways to track how I first heard of a book, whether it's a newspaper review, a blog post, Voxer friends (especially the #Read4Fun/Love to Read group), People Magazine, Parade Magazine, an email, a twitter chat, Facebook. I've tried Google Keep, Goodreads (but not easy to include before you read a book), a notebook, Google Docs and more. When I finish a book, often I'd like to thank the person who recommended it (or in some cases, say nothing and remember in the future that that person and I may not see eye-to-eye in books!)

Magazines, clippings, friend recommendations-how to track them?

So, if you've ever shared any idea or book suggestion with me... thank you! And, I hope in some way, I can return the favor.

GPS: Global Problem Solvers

As a geocacher, the term "GPS" usually reminds me of using a device to find a hidden treasure. Thus, I kept doing a double take when I encountered Cisco's GPS: Global Problem Solvers at ISTE 2018. This is part of Cisco's Corporate Social Responsibility (CSR) program, but is unique in that it is aimed primarily at middle schoolers. 

As a career middle level teacher, first in science and then as a librarian, I can see many ways this series could be integrated. At this point, there are two seasons of short videos, detailing stories of a group of international students with different talents tackling social problems; the first deals with access to water in Malawi, the second the aftermath of a hurricane in Florida. Each comes with a complete guide, suggested questions, and a useful bibliography of background materials. As a librarian, I could see collaborating with teachers from different disciplines to use this series as a springboard for groups of students to tackle a situation of their choice. The videos could be used in a blended learning environment, a whole-class structure, or a station-rotation situation, gradually rolled out or used consecutively. It would be ideal for a middle school team of teachers to use as an interdisciplinary project, or even a pair of teachers.

My husband and I attended the launch party for GPS: The Series, compete with the mascot, Huti.

Interestingly enough, this series is debuting just as our state, Indiana, had a new law going into effect, Senate Bill 297:

"..each school within a school corporation shall include interdisciplinary employability skills standards established by the department of education..."

GPS the series could be used to address this: it incorporates such skills as critical thinking, problem solving, social entrepreneurship, and collaboration. In fact, this is one of the things I liked about introducing it to students; rather than asking, "What are your talents? Are you good at math? writing? science," it does not pigeonhole students by subject. Rather, it asks, "Are you creative? A team leader? Digitally talented?" It encourages students to see their talents in a different light. I plan to share this widely with my fellow librarians and middle school teachers.

When attending an event like ISTE, you often want to hear from those "in the trenches." GPS had this with teachers Edgar Ochoa and Christa Tropin. They were among Arizona teachers who piloted the series and were indefatigable in their explanations and answering questions in a variety of formats. Their students indeed used GPS as a model and completed projects and presented them in a culminating science-fair type environment with community members present. During ISTE, when confronted with tech failures, raucous crowds at a nearby booth, room and schedule changes, they responded in true master teacher fashion: they didn't miss a beat. 

You can gain some different perspectives about the program from the other educators who were spreading awareness: blogs from Valerie Lewis, Marialice Curran, & Shelly Terrell, this podcast from Shawn McGirr (episode 395), and this review from EdTech.

How #NOTATISTE Helps People at #ISTE (and Vice Versa)

I attended my first ISTE (then NECC) in 2009 in Washington, D.C.  I was hooked & attended the next four in a row. When I couldn't go in 2014, I experienced true FOMO; when 2015 in Atlanta rolled around, I found #NOTatISTE.

One of the best things about ISTE is that it's not a conference that is over when it's over. The connections you make DO continue, even expand. I know that I'm still learning from some of the presenters I saw nine years ago. I even remember going to a "how to use twitter" session then; I'd had an account for a year, but wasn't quite sure what to do.

The #NOTatISTE community has grown so much (in large part due to Jen Wagner and Peggy George) that it is now helpful to those who ARE at ISTE. It seems to be easier for people #NOTatISTE to be in two places at once (try that in a crowded convention hall; sometimes it's even hard to stay in one place, let alone move). Those #NOTatISTE are curating as many resources as possible, which is helpful to those in attendance too. Many people who ARE at #ISTE go out of their way to share with the people who are not. As I write this, I'm actually in my hotel room in Chicago checking the different twitter streams, including #passthescopeedu. Anyone, whether at ISTE or not, will be able to check out the #NOTatISTE18 livebinder 

The essence of these communities: educators willing to share, and these efforts can increase our learning exponentially!