Almost every adult has had an experience with some form of a cybersecurity breach – spam email, malware, viruses, identity theft. Yet, this is an area of professional development and student education that has not yet found its way into the mainstream of instruction. We are more aware of the stories of such breaches than we are about how to proactively avoid them. We know that we have the potential to be targets of phishing and other cybersecurity scams. We have become aware of the high need to protect student data. Yet, it is not uncommon for us as educators to continue to rely on others, or most specifically an IT department, to address these concerns on our behalf.
Image credit – TAPD Cybersecurity Course, Emil Ahangarzadeh
There are however basic cybersecurity habits that we can all practice such as having strong passwords, using secondary authentications for log-ins, making sure there is a lock in the address bar whenever submitting secure information, hovering over unknown links to see where an address might really be taking us and not responding to emails from unknown senders with news that is just too good to be true.
It is not uncommon to see the strength of cybersecurity awareness and knowledge of safe practices fall along generational lines. Newer teachers are coming out of their college and teacher prep programs with some knowledge of these concepts. They are comfortable navigating the web and doing their due diligence to implement safe cyber practices and research web based educational resources. They are part of a generation growing up with the first vestiges of digital citizenship knowledge.
Yet, many of today’s educators did not grow up with an emphasis on digital citizenship as a part of their formative education. The concepts are new, the speed of change and adjustments to be made in the digital world are perceived as scary or overwhelming and “just one more thing” to keep up with. Concerns around cybersecurity and fake news are used to justify avoiding the incorporation of current technology to enhance their instructional programs or engaging with social media such as Twitter, Facebook and Voxer to connect with other educators and educational resources. It is sometimes difficult to distinguish the sincerity of reasons given to avoid engaging the abundance of resources available to today’s educator on the internet. Is it complacency? Fear of the new? Being overwhelmed by the abundance? Concerns about cybersecurity?
It is important that these concerns are heard and that educational institutions respond by providing training that empowers staff with the knowledge to safely and confidently engage with digital resources. Providing a comprehensive education program will assist in steering the cybersecurity conversation in a direction that supports providing today’s student and today’s educator with access to today’s technology. Cybersecurity education programs allow staff to move forward with more confidence while also keeping them and our students safe in addition to enhancing digital citizenship skills.
Educators and their organizations can connect with user friendly and robust courses through groups such as the the K12 Super Highway Network (K12SHN) and the Technical Assistance and Professional Development (TAPD) program. The coursework on cybersecurity benefits both educational institutions and the personal lives of educators. The K12SHN and TAPD are offering this course to districts in California free of charge. There is an initial commitment to have two staff members preview the course and lay the foundation to support a successful rollout of the program. This is definitely part of the brilliance in the design of this course.
Five years ago this week, I posted the TedTalk, Teaching Design for Change by Emily Pilloton, on my Facebook page with the comment that the content of the talk was great advice for rural school districts. At the time of the posting, I was a principal with a great team overseeing the special education programs for a county office of education. Little did I know that five years later, I would be the superintendent of a rural school district that would pass its first bond measure, Creating Class A Schools, under my tenure and that I would be working with another great team of educators as well as a school board that exemplifies what it means to put students first. In addition to this, I would also be knee deep in becoming increasingly versed in what it means to design a Future Ready instructional program.
As our team dives into the design work of redefining learning spaces so that they allow for flexibility and the incorporation of today’s learning tools, combining the advice of Emily Pilloton with the Future Ready gears of Collaborative Leadership, Community Partnerships, Budget and Resources, Curriculum Instruction and Assessment with the Use of Space and Time couldn’t be more opportune. As we dive deeper and deeper into the process of working with the architect and his team, it is clear that the concept of “designing with not for” is more intuitive to some than others.
It is easy to take a look at designs for layout, furniture and infrastructure that have been implemented at other schools. It can even be tempting for professionals to suggest that a school or district use the work that was done elsewhere as their model. Yes, it’s easy, convenient and might even feel like it saves time. However, the perception of time saving and efficiency only applies to the front end. It creates far more work on the back if staff voie, student and community voice aren’t specifically and intentionally incorporated into the process. While schools have many similar characteristics and needs, each school design and culture has its own nuances. The location of a particular room or door can dramatically impact the flow and use of space. Classroom design and furniture layout may impact student learning differently from year to year based on the characteristics of the students in each and the strengths of the teacher.
Bob Dillon, author of Redesigning Learning Spaces, gave some simple sage advice at CUE’s BOLD Classrooms event in Northern California to help prioritize instructional space design projects that can be applied to undertakings of all sizes. As schools dive into modernizing learning spaces, let us ask “What is neat to have and what is need to have?” as we move forward with construction and design projects. This concept applies both to things that we purchase such as furniture, lighting, flooring, whiteboards, screen technology as well as to how traffic flow and visibility will impact the use of spaces.
The California voter, this past June and November, has been generous to schools in passing both local bonds and a state school facilities bond. This allows for a great opportunity for schools to take a look at how facilities, infrastructure and learning tools engage today’s learners, prepare them for tomorrow’s careers and stay flexible to adapt to the needs of the next generation of student. This is a great opportunity to show leadership in bringing teacher, student and community voice to the table. This is a great opportunity for collaborative partnerships to leverage social media and professional learning networks to share their work to engage in local, statewide and national thought partner conversations to support wise decision making in design, use of time and space as well as budget and resources to influence curriculum and instruction. This is a great opportunity to invest in the future.
As part of the Superintendent’s Future Ready Briefing with U.S. Secretary of Education John B. King, we have been asked a series of questions. The first question, “How has or how do you foresee Future Ready supporting your district’s transformation to digital and personalized learning?” is one that establishes the visionary foundation.
I believe that it is through the focus of the seven gears that districts will be able to embrace just how truly intertwined and essential each component is to developing a comprehensive personalized learning program. Each of these gears has historically and frequently been addressed in isolation rather than a part of a whole. It is through defining and redefining our learning vision, as we grow in our knowledge base, that we consider each gear and plan for it while curriculum and work product become increasingly digitized and personalized.
Take a look at the seven gears. What do you think Future Ready’s Impact on Digital and Personalized will be?
It is inspiring to connect with the work being done to move the Office of Educational Technology’s Future Ready Initiative forward. It is energizing to be able to support a vision that has such a clear and profound impact of setting up our next generation of citizens for success.
School districts making the investment of time and resources in becoming familiar with the Future Ready Initiative have embraced this bold movement that is providing educational institutions across the country a robust network of resources to embrace and leverage digital learning. The seven gears embedded in the Future Ready vision are well thought out and a district’s use of the Interactive Planning Dashboard yields meaningful insights into the structures of its organization that supports learning and encourages developing a mindset of preparing today’s student for a future with tools that we can only imagine, but that will exist in workforce that students sitting in today’s classrooms will be a part of.
Going through the dashboard, its resources and implementing an action plan founded in the research based practices that are provided at the culmination of this process is a comprehensive effort. The tools and the information provided through the Future Ready process are robust. They support strong, action based initiatives to provide an educational vision focused on more personalized learning through a systematic approach that includes the smooth integration of Curriculum, Instruction and Assessment, Use of Space and Time, a Robust Infrastructure, a focus on Data and Privacy, Community Partnerships, Personalized Learning, and Budget and Resources. Follow through on this effort takes a significant amount of organizational capacity and strong leadership. It is also an effort that today’s forward thinking schools are ready to embrace.
Allocating the organizational resources to fully leverage the resources made available through the Future Ready Initiative are not readily available in all school districts across the country. According to Using Data to Improve Student Learning In School Districts, written by Victoria Bernhardt, about 60% of this country’s school districts have fewer than 1500 students. This puts a clear limit on a district’s available resources to allocate the personnel needed to fully leverage the robust suite of resources available. In addition, this constraint of resources puts a strain on the smaller school district’s ability to implement the complement of structures recommended in a systematic manner.
Yet, innovative leaders of small school districts across the country are jumping in feet first to embrace the Future Ready mindset. Leadership teams are making adaptations to the process of the Future Ready Leadership Self Assessment and the resulting self assessment reports to create modified Future Ready Action Plans. Small school district teams are creating action plans that embrace the personnel, budget and infrastructure resources that are available to them. Non-traditional leadership teams are being created that allow for the amplification of the teacher voice as well as that of the classified employee in planning and preparing schools to deliver a robust 21st century education to students. Educators from smaller organizations strive to create the opportunities for students in small districts that will make them equally competitive with the students of the 6% of the nation’s school districts that educate more than half the students in our country. These efforts seek to equalize the playing field with students who are able to benefit from districts with greater organizational capacity, more robust infrastructures, access to more community partners and internal professional expertise, in addition to access to greater financial resources to support the implementation of Future Ready organizational structures.
Today’s successful educational leader must embrace the philosophy of and understand the power of the collaborative relationship. For today’s educator and Future Ready Superintendent this takes the form of a robust professional learning network. This network includes and values personal face to face relationships while also relying heavily on social media. Superintendents and leadership teams should bring energy, innovation and an open mindset to the their positions. Leaders should be able to support action that moves the vision of preparing today’s students for tomorrow’s careers forward. They should be connected on social media and should be able to adeptly move the Future Ready conversation forward by connecting with other administrators from across the country. Professional connections and partnerships can be created quickly via Twitter, LinkedIn, Voxer and Facebook as well as through membership in professional organizations.
The California School Board Association defines small school districts as those that serve 2500 students or less. These districts make up 55% of the districts in the State of California. One of those districts is mine, the San Antonio Union Elementary School District in Lockwood, CA. We are a Future Ready school district and I, as the the superintendent with a passion for education and a passion for supporting small schools encourage my colleagues of districts both large and small to take the Future Ready Pledge and dive into its supporting resources.
Change is an opportunity to do something amazing! –George Couros
Change is an opportunity to do something amazing – a simple statement with great insight. Social media has created a platform that has allowed educators to connect in such a way that our profession now has legitimate Edu Rockstars who are currently practicing while also being recognized for their craft. These Edu Rockstars are also influencing innovation in districts, schools and classrooms across the United States as well as outside the borders of our nation. Add to this the incredible influence the Edu Rockstars of other countries are having on educational practice in the United States and it is no wonder that teachers, administrators and classified staff are becoming more and more comfortable pushing at perceived boundaries to create more innovative educational environments that are relevant, engaging and seek not just to educate, but to inspire a love and a passion for learning.
It was perhaps inevitable that the creation of the internet would eventually lead to social media platforms as it builds on a basic human need for social interaction. Yet, it was not inevitable that educators such as Jon Corippo, Director of Academic Innovation for CUE, Adam Welcome, Director of Innovation and Technology for the LaFayette School District and Tom Murray, Director of Innovation for the Alliance of Excellent Education would all cross paths and be recognized amongst other outstanding leaders as 20 to Watch Education Technology Leaders by the National School Board Association. Their collective influence over the past couple of years has created a dynamic shift in the conversations and the actions educators are taking to redefine how instruction is delivered and how school culture is developed.
District leaders such as Michael McCormick, Joe Sanfelippo, and Candace Singh, are setting powerful examples of what it looks like to embrace innovation and risk taking from a systems approach. They are leading by modeling and telling the stories of their districts, modeling how to use the budgeting process to revolutionize the way work is being done and the use of Open Educational Resources (OERs) to support an educational model that embraces today’s tools and resources as part of the educational process.
Site leaders such as Jennifer Klozco, Catinas Haugen, Amy Fadeji, Brad Gustafson and Ken Durham have created cultures that serve as models for embracing teacher voice, academic risk taking , innovation and joy. Whether dancing to the music with Mrs. Klozco and her disco ball, embracing the power of glitter with Mrs. Fadeji, being empowered by Mrs. Haugen, going on a PokemonGo style tour of the school with Mr. Gustafson as a new student or being given an influential voice by Mr. Durham, these Edu Rockstars are changing the landscape of how business is being done in schools today.
Classroom instruction is being redefined by innovative teachers such John Miller, Ed Campos, Marianne Emery who are embracing game based learning, active instruction and redefined learning spaces to increase student achievement. John Miller’s book, coauthored with Chris Scott, Unofficial Minecraft Lab for Kids, is a great example of the influence he is having beyond the four walls of his classroom. Ed Campos has created enthusiasm for 360 Math, active and engaged learning through his day to day work and CUE RockStar presentations. Marianne Emery’s work in her own classroom design is being passed on to other educators through her Twitter account and events such as BOLD.
Former teachers and current educators such as Sam Patue, Brian Briggs, David Culberhouse, and Ben Cogswell continue to light up the landscape of innovation as well. It is impossible to list all the great educators taking advantage of the change social media has brought to the landscape of education. The one thing they do have in common though is that they have embraced change as an opportunity to do something amazing!
I love hearing how educators are shifting their thinking about learning, teaching, and leading as they read The Innovator’s Mindset. It is amazing to see what happens when educators connect …
“I’m not sure he’s wrong about automobiles,” he said. “With all their speed forward they may be a step backward in civilization — Booth Tarkington, 1918
This Tarkington quote could serve as a sentence starter for so many of the innovations we see in education today. Let’s play with this for a moment…
“I’m not sure he’s wrong about ‘internet’ he said. “With all their speed forward they may be a step backward in civilization…
“I’m not sure he’s wrong about ‘smart phones’,” he said. “With all their speed forward they may be a step backward in civilization…
“I’m not sure he’s wrong about ‘social media’,” he said. “With all their speed forward they may be a step backward in civilization…
“I’m not sure he’s wrong about ‘cloud storage’,” he said. “With all their speed forward they may be a step backward in civilization…
“I’m not sure he’s wrong about ‘e-readers’,” he said. “With all their speed forward they may be a step backward in civilization…
“I’m not sure he’s wrong about ‘virtual collaboration’,” he said. “With all their speed forward they may be a step backward in civilization…
“I’m not sure he’s wrong about ‘augmented reality’,” he said. “With all their speed forward they may be a step backward in civilization…
“I’m not sure he’s wrong about ‘digital textbooks’,” he said. “With all their speed forward they may be a step backward in civilization…
“I’m not sure he’s wrong about ‘game based learning’,” he said. “With all their speed forward they may be a step backward in civilization…
“I’m not sure he’s wrong about ‘online learning’,” he said. “With all their speed forward they may be a step backward in civilization…
Ask the average person today to imagine the impact not owning an automobile would have on their daily life, their ability to earn a living, ability to get groceries, to socialize, to seek entertainment and so forth. How will the innovations of today, that some are hesitant to embrace or see as a threat to civilization, become foundations of everyday life for future generations?
This little guy doesn’t talk yet, doesn’t walk yet, but he and his friends will be in our classrooms in the next few years. They will be coming to us familiar with how to use a smartphone, a tablet and a computer. Are we prepared to engage him and his classmates with an education that uses the tools and technology that he is growing up with and are fully integrated into his personal life?
Thus begins a typical attention getting opener I frequently use in presentations. Despite the fact, that the smartphone and similar technology are as commonplace, if not more so, than the ink pen and the pencil, there continues to be significant debate about the integration of modern technology in the educational process. Nevertheless, the technological shift is in place. The full implementation of screen and cloud based technology along with a shift in pedagogy, as well as an understanding of the skills today’s student needs to be successful for a career that will take them through 2075 before they retire, are being solidified.
It is with this in mind that I appreciate opportunities to lead and participate in discussions about the current revolution in education. I enjoy bringing presentations to other educators that support this shift. The process of preparing and researching the nuances to fit each education community I get to work with makes me a better educator. Over the past couple of days, I’ve been preparing to guide a predominately hispanic district in California through some discussions about their use of and vision for modern tools in education. As I prepared, I searched for images of a “Mexican toddler using technology.” Here’s an example of what popped:
As both an educator and the parent of a mixed race, hispanic son, I was shocked!
I decided to search for “white toddler using technology.” Notice the distinct difference in images:
The educator in me is stunned, the parent in me can hardly breathe.
“Okay,” I think to myself, “be a little more politically correct with your search term and see what happens with ‘hispanic toddler using technology’.”
I’m thinking, “Better, but do my eyes deceive me or are most of these images still of white children?”
Well, as long as I’ve started down this path…”black toddler using technology.”
“Asian toddler using technology”
What was intended to be a quick Google search turned out to have a far more profound effect on my already strong belief around the importance of the work we do in regard to equity in education. The images speak loudly. Our societal perceptions and expectations are clearly captured. What started as “a quick Google search” has become a personal call to action.
I read the book Dot by Randi Zuckerberg and Joe Berger to our kindergarten students this past year. It is a wonderful book that uses multiple meaning words such as “surfing, tweeting, swiping, tagging” to highlight a balance of spending time with technology and playing outdoors. Yes, the main character is white and no, I haven’t been able to find an equivalent book using characters of other races. Nevertheless, the story and the message are enjoyable and on point in emphasizing the importance of balancing screen time with outdoor play and discovery.
My school district enjoys being a distinctly multi-racial community and our kindergarten class shows this diversity with it’s mix of black, hispanic and white students. Despite, what the Google image search showed for technology use by toddlers from a variety of races, when our kindergarten students were asked who used a smartphone or a tablet at home, 100% of the class raised their hand. When asked what the difference is between “tagging” on a device and on the playground, two of of our hispanic students provided very clear examples of the difference of their parents tagging friends on Facebook and playing a game of tag on the grass.
Knowing that our district, our community and our parents are clearly providing more equal access than what the Google image search would indicate society perceives, alleviates some of the emotional fire I felt during this search. Reflecting on the environments and communities that most of my colleagues work in took a little more sting out of the feeling. Yet, it does not alleviate the concern around the reality we know to still exist in regard to equal access, parental use of devices to support educational applications vs. video gaming and entertainment watching. The concern about the power images hold to set expectations and influence societal realities exists very strongly.
Let us all be a part of a call to action in the shift of equity in education as we navigate the impact of the technological revolution. Let us each use this opportunity to provide equal access to modern tools to support the educational process, to provide equal access to and understanding of how to use these tools. Let us all take part in shaping our culture, its perceptions and its expectations so that an image search shows equity in the opportunities and access provided for children. As we prepare the next generation of citizens, let our students, who will be retiring in 2075, experience life in a society that provides equal access and equal opportunity regardless of race.
What an incredible learning experience!
Concierge vs Coach
Relevant vs Worksheet
Engaging vs Compliance
Try-athlon vs Comfort Zone
Personlized PD vs One Size Fits All
Future Ready vs That’s the Way We’ve Always Done It
These are just some of the shifts in thinking being embraced by the 7000 educators who attended National CUE in Palm Springs. This amazing event is like a trip into a professional development candy store. That’s right, powerful, intense learning that, to use one of my favorite colloquiums, was “sweet!”
Three days of incredible learning at #CUE16 ended with these thousands of educators leaving with overflowing knowledge on how to be Future Ready, pedagocically innovative, how to improve their personal professional practices and how to share the inspiration they found with others. The goal for many, if not all…to begin or continue implementing an increased number of 21st Century educational practices that exemplify the redefining of once traditional worksheet based or one size fits all instruction into learning experiences that are relevant and engaging. All this while, most importantly, helping students develop the dexterity they’ll need to be successful in a workforce where the jobs and skills required continue to adapt to increasing automization and adapting technologies.
Sessions challenged educators ranging from first year teachers to experienced superintendents to up their professional game, covered topics from incorporating project based STEAM activities and 3D printing to gamifying both student instruction and educator PD, to innovatively applying Hattie and Marzano’s research.
One of the most powerful things that National CUE offers is that while providing opportunities to participate in learning that is deep and to listen to keynotes that inspire, there is also always a lot of fun. It’s hard not to enjoy the flying antics of Sharknado.
Click here for the video: https://youtu.be/QuFuJUacL3Y
Then there is the always entertaining and inspiration on steroids of Jon Corippo who along with Mike Vollmert hooked CUE affiliate meeting attendees on attending this summer’s LDI (Leadership Development Institute) with this gem:
Find this video at: https://youtu.be/j-cxvTqxJP0
But, my favorite part of this year was definitely getting to hear from the creator of Kid President, Brad Montague and being reminded that the messages and that the actions that make the biggest difference are usually the simple ones:
You’re Awake, You’re Awesome, Live Like it Be Somebody Who Makes Everybody Else Feel Like Somebody Love Never Fails Throw Kindness Around Like Confetti -Kid President
It’s here! #CUE 16 and I’m looking forward to presenting the Future Gear of Personalizing Professional Learning. Click on the gears to learn more about creating a personalized approach to professional learning for your district.
Interested in where to find Twitter chats, Blab conversations or blogs to follow? Click here for a listing of EdChats on Twitter or check out some hashtags such as #kidsdeservit, #TLAP, #caedchat, #edcamp, #NGSS, #CommonCore. Have something you want to learn about or a group of people you want to connect with? Just get on Twitter and see what you find when you add the hashtag. Looking for some blogs? Check out these recommendations by Edublogs and EdTech Magazine. Who should you follow on Facebook? Start with Edutopia, Elementary Librarian and the Buck Institute for Education as well as the authors you enjoy or professional organizations you belong to. Check out Joe Sanfelippo and Tony Sinais on Blab. Prefer a podcast? Take a look at the recommendations Edutopia has to offer. Start playing, start exploring and have fun creating your own personal learning plan.