ISTE Standards for EDUCATORS... another infographic

Standard, standards, everywhere! Whether we are developing curricula, teaching, or assessing with Common Core, C3, Next Gen Science or some other set of standards, our focus is on standards for student achievement.

What I don't see or hear discussed as much, are standards for educator achievement, and lately I've been thinking a lot about ISTE's standards for teachers. (See infographic below.) I envision professional development that focuses on these standards. Teachers can self-assess with these standards as a measure in order to suggest learning that they need. Developing sessions in response to such reflection means the PD is self-directed and standards-based.

On a related ISTE note: my library partner, @mluhtala, and I just heard that our proposal to present at #ISTE17 was accepted -- so please come see us on Sunday, June 25 to discuss Libraries in Transitional Times where Kids Love to Learn!

On Every Student Having a Device in Class

To teachers who wants students to put their computers away:

Insisting that students learn new information in the way that you do and in the way that you did when you were in school is doing both them and you a disservice… It does students a disservice because you are assuming that they learn as you do. They do not. Their brains are wired differently than yours. Forcing them to learn like you do results in their disinterest and cognitive disengagement. Those two factors ultimately lead to their behavioral disengagement. Consider that students might not be as distracted by technology as they are by its absence.

Teaching students as you were taught also does you a disservice because you are frustrated when you ask your students a question, and they can’t answer it. And you say to yourself (and to them) but I taught you this. You read about it in your textbook. You took a quiz on it. How do you not know it?  The answer: because you taught the way you think you learn. And that is not the way a digital brain learns. Your brain likely won’t rewire, but you need to embrace their wiring and deliver instruction that meets their brains where they are. It is time to stop resisting instructing digitial students in the digital age by saying “this is not how the world works.” because it is how the world works. Increasingly so. Consider these factors:

• At Yale Medical Group all patients take a wellness and mindfulness survey upon checking in for an appointment. Patients are handed a tablet and asked to complete the survey. The medical team uses that data to gauge trends in patient wellness. Yale is not limiting screen time. Not only do their patients need facility with the device and the survey tool, the employees need to know who access,manipulate, and interpret the information generated by the patients.
• SSI, a global market research company, conducts company wide meetings by asking all employees, no matter where they are in the world, to log into an interactive digital presentation. It is the corporate version of an in-class nearpod presentation. The CEO does not worry that some employees might wrestle with ADD and struggle to attend. The expectation is that employees attend: digitally and cognitively.
• Print media is dying having been disrupted by digital media. There are pros and cons to this change. Both are important to education. First, the pro: those media outlets that offered quality journalism when print proliferated have harnessed digital tools to create phenomenal interactive displays of data and simulations of current events. They are tremendous tools for understanding the world, teaching resources and models for students of how to create their own content. And the con: poor quality journalism has now abounded in the digital ecosphere. Which is why it is crucial that students, with our coaching, navigate those murky waters in order to decipher reliable from unreliable, fact from opinion, accurate from misleading.

We need to stop teaching students to be passive recipients of information. That is how the world used to work. That is now how the world works anymore. What we teach doesn’t have to change; how we teach it does.

My Journey from Social Studies to the Library

I came of age in the era when library meant a room, designated as silent space, which housed a collection of print texts. To me, today, library still means a collection, and media is the key word in the title Library Media Specialist. Whether the space is called a library, a media center, or a learning commons, all students and teachers can thrive intellectually in a space dedicated to collecting, displaying and distributing the widest possible array of learning resources: audio and video archives; video and podcasts; fiction and nonfiction texts; paintings, photographs, and sculptures; maps... the list of media can be endless. And the material can be tangible or digital and interactive. Thus a media program must reach out to all of the academic and co­-curricular disciplines to share the resources, time and space it can offer, to solicit what the evolving needs of the faculty, staff, and students are, and to maintain its resources and physical space in a way that is relevant to how people learn and teach.

I love to read and I love being a teacher. Those are only two of the reasons that I sought this certification. I embarked on earning this new endorsement because I also want to be able to extend the reach of my learning about the purposeful use of technology and the inquiry process. I thrive on collaboration with my colleagues and eagerly anticipate the opportunities for collaboration inherent in the position of the library media specialist. And, importantly, all of this new learning for this professional shift enhanced my work with students in my social studies classes. As the digital aspects of our lives continue to evolve, schools must sustain awareness of the pulse of technology and its educational uses to ensure that schools remain progressive and thereby vital elements of students’ educational opportunities and experiences. A school is well­ served by a media specialist who prioritizes and facilitates such awareness, who encourages teachers and faculty to live on or close to the information literacy cutting edge. I am grateful to have heeded a calling in a profession that not just allows me to reinvent myself, but demands that I do so in order to remain a vital and relevant contributor to the lives of my students and the work of my colleagues.