PLN in Education, Why We Can Not Teach in Isolation

The desire to connect to one another is intrinsic to human nature.  It is in part, what drives us to teach one another.  For twenty-first century educators this yearning is no different.  Educators today need opportunities to connect with one another, to contribute to their learning focus, and share thoughts, ideas, and inspiration.   All too often overtaxed administrations lack the time or personnel to provide teachers with observations, feedback, and opportunities to engage in scholarly discussions.  Without this dialog it is difficult for educators, especially young or inexperienced ones, to assess if they are performing well, using the best tools they can to enhance student understanding, and feel supported.  A Personal Learning Network, or PLN, provides this to educators, regardless of location, school personnel, school funding, or lack there of.  A Personal Learning Network is critical to every teachers development and growth throughout their career.

The process for developing a Personal Learning Network, PLN, is not complicated but it can be intimidating.  The guidance of an established mentoring teacher is always preferred, but not necessary.  One can easily begin to establish their own PLN, independent of any outside guidance.  The first step is to connect.  Sites such as Diigo, Twitter, Facebook, blogs, Google +.   As well as sites like The Educators PLN site or Classroom 2.0 are all great places to start.  Join as many of these as you feel comfortable, then watch for a while, read the information.  Most people wait for while be before jumping into a conversation or starting their own blog.  The following step, is to insert yourself into the conversation. This may involve participating in a Twitter Chat, don’t panic if it’s too fast for you at first, just a few comments will start your involvement and you’ll be a pro before you know it.  Try creating your own blog, and promote it using Twitter or Facebook.  Get involved in a Google + group chat or try re-tweeting information that you find inspiring or worthy of spreading.  Build your network slowly, but with purpose.  

One of the most remarkable features of a Personal Learning Network, is that this all takes place on, YOUR time.  Life as an educator is complicated and busy.  Very often the school day is packed and nights are devoted to family and grading.  The beauty of the PLN is that it is always connected, this not just a local network, but a global community you are now a part of.  If you are working late on a paper and need some support, but much of North America is sleeping, put a out a Tweet.  Your global community is there, able to assist you at all hours, it’s quite astounding.  This type of support is especially critical to educators in rural communities where they are the only professional in their content area.  The Personal Learning Network, becomes much more paramount, as they need experts in their content area to provide support, encouragement, and guidance due to their isolated conditions.

In an age of educational initiatives, a Personal Learning Network, provides teachers with an opportunity to share and debate educational philosophies.  Over structured workshops and overcrowded classrooms provide little to no time for these vital discussions.  Very often these are formative moments for new teachers and help to revitalize experienced and over taxed established teachers.  All too often without outside stimulation teachers can become stagnant, set in their way, and unwilling to reexamine pedagogy.  The very nature of technology fights this stagnation, it is constantly evolving, with an ever revolving influx of experts, educators, and philosophers.  It’s nature renews the inactive tendency we find in education.  

As educators we stress the life-long nature of learning.  Student’s today learn and unlearn skills,  as they prepare for twenty-first century professions, some of which haven’t even been created.  Yet we ourselves become static in our teaching and our learning.  It becomes difficult to model what we teach. We must reinvigorate our professional learning, and a Personal Learning Network is key.  So often students first, by into the teacher and then the lesson.  If we are serious about developing a generation of life-long learners, then we must become one ourselves.  The creation of a Personal Learning Network provides us with all the tools, the time, and the resources.  It is an opportunity for unlimited professional growth and the potential to change the future of education.

ePortfolio Documentation

The ability to reflect on ones work, citing areas of achievement is essential to maintaining growth and acknowledging accomplishments.  This Thinklink is a virtual portfolio documenting, what competencies I have achieved toward my Educational Technology Specialist license.  This activity was a great reflective opportunity for me and showed me their are still many areas that I need to achieve in order to demonstrate the qualities necessary to achieve my license.

http://www.thinglink.com/scene/648943709047488512

Educational Initiatives

When looking at various educational initiatives the most commonly adopted is the 1:1.  Within this movement, one-to-one computing is adopted within the school, if not across the entire district.  This requires a significant financial investment by the school district and for most public schools, is slowly implemented over time.  Private schools sometimes have access to endowments that enable an early adoption, allowing all students and teachers to receive devices simultaneously.  1:1 not only refers to computers but tablets, and mobile devices as well.

Key components of a 1:1 educational Initiative: 

• wireless; 
• accessible to the Internet and at least one local school network; 
• equipped with software and support for classroom instruction, homework, tests, feedback, presentations, social networking, and productivity applications (e.g., word processing and spreadsheets); 
• available for use 24 hours a day, 7 days a week; and 
• compatible with digital tools and resources such as online courses, interactive whiteboards, and probes for data collection and science experiments.

When looking at two different approaches to the the 1:1 initiative I chose to compare a public high school with a private.  I was interested to see if resources altered their approach or rational for adopting new technological initiatives.

Wheaton Academy is a private non-denominatinal christian high school located outside Chicago IL.  Tuition is just under $15,000 per year, and does not include room and board.  Wheaton cites a desire to equipped students "to engage the 21st century world."  These principles guide how Wheaton implements their 1:1 policy: the ability to use technology productively and to achieve goals, without fear, to connect with others, to deepen thinking, develop "informal literacy," gain understanding of global issues, and to develop discipline in order to use technology without distraction.  The school then goes on to discuss the benefits to both teachers and parents.  Wheaton has created a very comprehensive analysis as to why and how their school community will benefit from the 1:1 initiative.  Each students at Wheaton will receive a Chromebook and have access to a tablet.  It is evident that a great deal of time and resources has been spent exploring the Wheaton Academy 1:1 Technology Initiative.

This is a link to a study they piloted prior to implementing the 1:1 program.  Within this study they detail their rational, as well as how they studied other local schools Bring Your Own Device policies and ultimately their decision to move to 1:1.
GBN Learning Pilot Report 2013

Waltham Public School, is a K-12 school located just outside Boston, MA.  This public school's 1:1 initiative details a district wide plan for implementation.  Within their report they highlight the school districts goals and the plans for professional development.  They see the impact of a 1:1 learning initiative as providing students with the 21st-century skills listed below:

• Critical Thinking and Problem-Solving 
• Innovation and Creativity 
• Inquiry 
• Communication 
• Collaboration 
• Information and Media Literacy 
• Technology Skills 
• Self-Directed Learning 
• Global Awareness

The report goes on to further identify the districts 1:1 learning goals.  These are:

• To increase student engagement and productivity through personalized learning and equal access to technology 
• To extend and expand learning beyond the school day—anytime, anywhere learning 
• To provide authentic and relevant learning experiences 
• To increase student achievement and academic rigor 
• To promote inclusion by providing opportunities that level the playing field for children with disabilities in general education classrooms 
• To increase 21st century skill development in collaboration, communication, creativity, critical thinking and problem solving, digital literacy, and global awareness

Throughout this report it is very clear, that this is the school districts opportunity to rationalize and justify to taxpayers the expense of the 1:1 initiative.  The report is comprehensible and provides a great deal of evidence supporting the expenditure.  It goes on to highlight that the tablet was selected as the best choice to fit the district's needs.  The various phases and costs are highlighted, as well as the assessment method for determining success.  Waltham Public Schools 1:1 Learning Initiative 

Some critics of the one-to-one movement in education question the cost-benift ratio.  This journal article presents examples of schools struggling with 1:1 initiatives and 6 key components necessary for schools to succeed with their new educational tools.
The Journal of Technology, Learning, and Assessment

ISTE Essential Conditions for Technology Planning

As educators we must provide students with a 21st- century education.  To support students through this process we have the ISTE conditions, a framework for educators and school leaders that guides the implementation of the ISTE Standards.  These 14 elements that guide the employment of technology for are: Shared Vision, Technical Support, Empowered Leaders, Curriculum Framework, Implementation Planning, Student-Centered Learning, Consistent and Adequate Funding, Assessment and Evaluation, Equitable Access, Engaged Communities, Skilled Personnel, Support Policies, Ongoing Professional Learning, and Supportive External Context

Any educational organization must strive to meet these guidelines.  The guideline that I find to be the foundation for a 21st-century transformation is, Shared Vision.  This vision drives the process, as teachers, administrators, parents, and students move toward a future where technology is embedded within the educational experience.

A Student-Centered approach to learning is essential to the successful transition from an antiquated industrial educational model, to the 21st-century one needs, to empower students to actively own their education.  What students learn and how they learn is driven by individual student needs and abilities.

A Curriculum Framework that works best for student learning is one in which technology is used with purpose and to address real-world skills.  Technology is an excellent tool to strengthen higher order thinking skills when it used to match the desired learning outcomes.  No longer can technology be seen as an add on or an obligation teachers must fulfill.

In order for students to receive a strong 21st-century education, all 14 technological elements must be included.
Link to an overview of the:
The ISTE Essential Conditions