#105theHive Student Radio: A New Learning Space

My Idea Hive teaching partner, Clarence Fisher, and I had an idea.  Our classroom stretches 2 700 km from Wingham, Ontario to Snow Lake, Manitoba. We use a number of online learning spaces (WordPress, TodaysMeet, Google Apps to name a few) where our students connect and create together. Online spaces support the growth and development of global student communities. Depending on how they are used, they provide opportunities for students to share, develop and support each other’s passions and learning in a safe and supervised place. Our latest idea emerged from the #ds106radio community and focuses on creating a similar internet radio learning space for our students to create live broadcasts and programming. Trouble is, we both knew little about how to use it, let alone set it up. But we knew others who did!  With that in mind, my goal over Christmas break was to learn how to broadcast a radio show from my laptop.  With the help of Andy Forgrave, my sons, and a host of other #ds106radio friends, it happened something like this…

Pre-Show Prep: Nicecast Setup
Nicecast provides a way for users to “broadcast music from your Mac. Broadcast to listeners around the world. Nicecast can help you create your own internet radio station or allow you to listen to your iTunes Music Library from anywhere in the world!”

Ten minutes to show time. Fiddles are tuned, music is organized, and Andy is there via Twitter to walk us to the stage.

Living in the country means we deal with bandwidth issues, which meant streaming without losing the connection became an issue. And so when the music cut out numerous times, Bryan Jackson jumped in to help.

 “Although we’ve played in front of audiences many times, there was something unique about this experience; we’re performing for people we couldn’t see.  We were nervous at the start, but after awhile, we just played like the computer wasn’t even there.” Ethan Durnin

     cc licensed ( BY NC SD ) flickr photo shared by hdurnin

By relying on the support of friends and the generous #ds106radio community, I took, what for me was, an enormous and uncomfortable leap into an online space I knew little about.  What motivated me was knowing my students would also love to someday have the same opportunity in a space they previously didn’t know existed.

After taking the first steps, we were directed to Grant Potter by Alan Levine and Jim Groom (all ds106radio gurus). Grant laid out various options for developing a student radio station. Most importantly, he showed us it is possible and very affordable. Andy, also an intermediate teacher, and I worked together to move the project forward. We decided on the $20/month package on MyAutoDJ. Chatting via Skype, we had the station up and running by the end of the first day. And so began the life of 105thehive student internet radio. Andy took things a step further by setting up a Twitter account  and the beginnings of the web page. We had lots of fun sorting out the details of playlists, station identifications, and streaming URLs, and we were so exited when 105thehive was online!

Last week, my students worked on a music project identifying the elements of music on a piece of their choice. I’ve used a similar assignment in previous years, but there was a noticeable difference in engagement this year. My students know they will be sharing their projects on the radio. On Friday they created radio bumpers together using Myna, part of their Aviary package in Google Apps. The student teacher working in my classroom couldn’t believe it. Twice that day when the bell rang, no one moved – every student kept on working.  They’re excited and together, we’ve come up with many more meaningful ways to connect and share their passions with others in this space.

Live internet radio supports the strengths of our oral learners. It provides a new type of online learning space with an authentic audience where our students can collaborate and connect in various roles. But we don’t intend this to be a space just for Idea Hive students. Next steps involves bringing other classrooms into this community. There’s space for many. In fact, Andy’s students will be broadcasting in the very near future. The ideas are limitless: interviews, radio plays, commentaries, Rich Mercer style rants, public service announcements…  As 105theHive evolves, we’ll be sorting out the protocols such that other interested groups can join in and contribute. In the meantime, we’re just excited to get our experiment up and running, and look forward to hearing our students’ voices grow as they explore this new medium. And the students are excited too. Friday night, one of my students posted this comment on our class wiki: “I’m so exited to get started with this radio station. I hope everything goes well at 105 the hive. I’m also quite excited to hear our final bumper.”

Tune in Tuesday, February 28, 12:00 noon to #105thehive for the first student broadcast. To tune in to 105thehive, point your browser at http://www.105thehive.org, and click on the “Listen to the Stream” link. If you want to go fancy and use a streaming client like FStream or Tunein Radio on an iDevice (or Tunein Radio for Android), simply use the URL 105thehive.org/stream/ to listen in.

Polar Bears & Student Action with @amckiel

A few weeks ago, on a Sunday night, I was putting together the final touches for a geography assignment I’d planned to present to the students the next morning.  While it was similar to an outline I’d used a few years ago, I decided to scratch it after I read two tweets from  Andy McKiel.

And so I read his blog, Chillin’ with Nanuq for more details.  After travelling to Churchill, Manitoba, Andy was embarking on a life-changing experience – the polar bear migration. In the fall each year, the polar bears congregate along the shores of Hudson Bay so they can go out on the sea ice and hunt seals.  Due to global warming, this freeze-up is happening later in the fall, and the ice is breaking up earlier each spring. The situation has become so severe, that polar bears are now listed on Canada’s Species at Risk Act.

Working with Edmodo and scientists from Polar Bears International, Andy would be sharing his experiences from the windows of Tundra Buggy One, via daily live video broadcasts. While this area outside of Churchill is isolated geographically, Andy would bring this issue into our rural classroom outside of Wingham, Ontario, via Edmodo’s webcast. This was a compelling story that aligned with the original project criteria.

And so…project re-write.

The next morning, I started class with one of Andy’s images – a polar bear dangling from a helicopter as it’s being brought to D-20 (Polar Bear jail) in Churchill before being taken to a more suitable habitat.


The students were shocked and disturbed.  They were ready to learn.


After spending a few days reading Andy’s blog and the excellent educational resources at Polar Bears International, the students soon discovered they could help the polar bears by adopting one – symbolically!  As a class of 31, they unanimously agreed to reach the top fundraising goal of $250 on their own.  Due date: November 30.

The following week, when Andy returned to Winnipeg, he Skyped into our classroom to answer many unanswered questions the students had prepared for him.  They were also keen to share their “adoption” plan with Andy, whose blog posts and images had inspired them.

While we know the importance of planning a project outline and success criteria ahead of time, sometimes, however inconvenient it may be, changing those plans leads to an even greater learning opportunity. When we connect our students to narratives shared by inspirational people outside of our classroom walls, our students develop a deeper understanding.

As Andy recently voiced in his K-12 Keynote presentation, “Use your experiences to connect with other people in other places to share learning in meaningful ways. The learning becomes an event.”

“The things that motivate our students, and the things that they remember are the things that are most important to them.”  

We don’t always know how the story will end. Go with your instincts and let the story, with its unknown ending, guide the learning and inquiry as our students connect and learn.

And the proof? Today is November 30, and this group of grade 7/8 students met their goal of raising $250. In fact, they raised $293 on their own. Most importantly, every student participated. Andy skyped in once again to participate in their celebration while my students drank Coke from white cans and ate white donuts. While my students may not remember the themes of geography, they will remember what they did, on their own, to make a difference.  Thanks, Andy, for turning their learning into an event.


Unplug’d 11: 25 kilometres later

It’s been six weeks since the unplug’d11 community said goodbye and we all headed back to our regular lives. But we were not the same people returning to our normal routine. Many of us had formed friendships with people we had never met before based on common passions, and we had experienced an openness with each other that we believed was rare in a classical PD venue.

For Alana Callan and me, it started on a train headed to an off-the grid retreat known as The Edge outside of South River. During a short “exchange seats” format, we were randomly seated with Kelly Power and John Evans.  We were suppose to be talking about….hmmmm….Tom, what was that topic you assigned? Instead, we found our shared passion for running. We were talking about how people connect with educators online, and John discussed how he chooses people to follow on twitter by checking their profile to see what resonates with him. He used running as an example. The conversation that ensued sparked something in all of us which paved the pathway for our friendships. For some of us, it was the encouragement needed to get back into long distance running. It was the conversation where connections were beginning.

During the next 2 mornings Alana and I continued our sharing during our morning runs.  The off-the-grid natural setting reminded Alana of a upcoming opportunity to run a 25 km. trail run hosted by a similar retreat in Mattawa a mere six weeks away. At the time we were nowhere near physically ready, but the conversations and coaching that followed from Chris Harbeck and John proved to be the spark we needed. A genuine connection. Over the next 6 weeks, we trained hard, planned and were motivated by our unplug’d team members. Chris, Andy Forgrave, John and Kelly continued to post words of encouragement as each of us independently worked towards the deadline. On September 24, we completed our goal.

So now we’re in the car driving home writing this blog post on an iPad. Sore, tired and proud, we’re both wearing big grins and reflecting on why this was such an emotional and empowering run for us. For starters, when we met up on Friday, we instantly picked up right where our f2f friendship left off. On Saturday, as we struggled up that gruelling, slimy, muddy wall of a hill at kilometre 18, we both felt Chris, Andy, John and Kelly pushing us on. And I could hear John’s voice in his last tweet. “Enjoy Enjoy Enjoy. Trail running is THE BEST!! It will fly by. Take some pics to share!”

When we finished the race, we knew with certainty that we wouldn’t have had the confidence to take on such a challenge without the unplug’d experience. We wanted to stay connected and saw this as a way to do so with a purpose that mattered.

There were similarities between this experience and unplug’d. At both events we were truly unplugged. As we prepared for unplug’d, we began our connection by sharing our uncertainties with each other. Was our topic worthy? Were we? The preparation for the race was similar. But because of the relationship that developed over those three days at The Edge, we already had the commitment – that was solidified at unplug’d. We knew we were going to get there, and our unplug’d cheering squad knew it too as they regularly checked in with us.

When we left The Edge, many of us were adamant that we didn’t want to lose these new connections, the sharing, the collaboration. For some of us the link is running, ds106 radio and math. Yes, math! Our next project involves a classroom collaborative math project with Chris and Andy’s students using our students’ running data.

And so we wonder, how do others maintain the magic of the unplug’d connection when we all live so far apart?

“Potential for Genius is Carried Inside Everyone”

As I was getting ready for school this past week, I pulled out my “1st day of math” folder. Tucked inside is an article I read to my gr. 7/8 students in our first math class of the year. It’s not your usual “tips for math success” or “review of long division”. It’s a copy of an article published in 2007 in our provincial farm paper, The Ontario Farmer. “Potential for Genius is Carried Inside Everyone”, was written by Lisa Boonstoppel-Pot, a local writer who farms in Huron County with her husband and children. It’s a beautiful piece with a powerful message for our students. When I read it, I always have to catch myself before my voice begins to crack. I found it just as emotional this year. As usual, the room became very quiet as I moved through the story. However, what was different this year was the response from my students. When I finished reading, one of my gr. 8 boys starting clapping. Slowly, quietly, sincerely. Soon others joined in. And before long, the entire class was smiling as they connected with their inner genius.

After receiving that reaction, I wanted this story to be shared with other teachers, so I contacted Lisa through Facebook to see if it was posted anywhere online. It wasn’t, but after some searching, Lisa found and sent me the copy stored on her computer.

“Potential for Genius is Carried Inside Everyone” by Lisa Boonstoppel-Pot, November 01/07

Once there were four sisters who grew up on a dairy farm in Huron County. They loved their dad and worked hard beside him milking cows and bringing in the hay. When talking about his daughters, the father would say with pride, “They’re hard workers!”

Not surprisingly, all four girls grew up to be just that.

One of those four girls struggled with mathematics at school. She told her parents about it and they told her not to worry about it. “Just try and pass.” They weren’t overly negative but neither were they very encouraging and her whole life, she believed she was dense when it came to arithmetic. She never got good grades in the subject and to this day, freezes up when she has to do a difficult calculation.

The farm girl married and had daughters of her own. Believing she was ‘bad at math’ she knew she’d never be able to help her daughters with their math homework so she told her daughters something different than what she heard growing up.

She told her daughters they were geniuses at math.

The girls believed it. They come home with ‘A’ grades on their math tests. When asked what her favourite subject is, her older daughter will answer: math.

The mother knows that they really aren’t geniuses but that doesn’t matter. The girls believe they are. When they come across a difficult problem they don’t get frustrated and quit, believing they are incapable of answering the problem. Instead, her girls believe they have the brainpower to figure it out. So they do.

This story came to me after hearing a blurb from Canadian Writer Alberto Manguel who was speaking on CBC radio about how our culture makes kids stupid. He suggested that we are born intelligent, fully capable of successfully living in the world. However, today’s culture seems intent on making us believe we are stupid.

I did it just today! Facing a shortage of feed since there wasn’t enough haylage to top the silo, Farmer Freddy decided to pasture the heifers on the alfalfa fields. He purchased more steel fence posts, shock wire and strung a temporary fence around the field. The heifers were introduced to their new grassland and happily started munching down the rich forage. Each day they are out saves Farmer Freddy feeding one large square hay bale. The system worked so well, he decided to give the milk cows a field too and feed them less TMR (Total Mixed Ration). This, of course, disrupts the whole TMR concept where cows receive a carefully calculated ration with each foodstuff meticulously weighed and delivered to the cows.

“Are you sure you know what you’re doing?” I questioned him, my voice laden with doubt.

Farmer Freddy just looked at me and said he’d been feeding cows for a long time. He knew what he was doing.

I felt a little bit ashamed, for I was doing the very thing Alberto Manguel warned about—I was being negative; promoting ‘stupid’ instead of encouraging intelligence; tearing down instead of building up.

Truth is that since we bought this dairy farm 10 years ago, Farmer Freddy has successfully managed this farm, raising healthy cows and increasing profitability year after year. Perhaps it’s time I told Farmer Freddy he is a ‘farming genius.’ Who knows what that might lead to?

Fred and Lisa's Dairy Herd

Personally, I think we should always treat each other like we treat babies. From the minute a baby is born, we are teaching them new things in the shelter of our loving embraces. We let them know with our gentle hands, our smiling faces and our loving words that they are amazing creatures as they learn to eat, walk, talk, read and write. A first step is greeted with loud cheers. A first word is met with huge smiles and big hugs.

When do we start telling our children that: “math is too hard” or “that book is too long to read” or “that’s too far to run?” Why not tell them they were born with great brains to figure out that math problem and healthy legs to run the distance?

When God knit us together in our mother’s womb, He gave each one of us special gifts and abilities to fulfill His purpose for us in this life. We didn’t all receive the same gifts in the same measure. Yet by the very nature of forming us, the Creator of the World believed we were worth making.

It’s our universal role, then, to believe in the intelligence and the inherent value of others. And tell them so.

Lisa shares a powerful message that would resonate with any student, urban or rural. I’ll end this post just as Lisa ended her Facebook post to me, “Wishing you wisdom and patience as you start another school year!”

Unpacking from #Unplugd11

Sitting on the train, on the last leg home, I want to secure the magic of UnPlugd11. It’s nourishment that I’ll continue to reflect upon as I challenge myself in my personal and professional life.

Held at the Edge, a beautiful “off-the-grid” retreat in Algonquin Park, Unplugd11 was a three-day meeting of 37 Canadian education advocates – teachers, administrators, parents, trustees. We all came prepared with an essay and narrative entitled, “Why ________ Matters”, which we shared with our peers for further editing. No internet, no cell service, no devices. We were truly unplugged, but very much connected.

During the group meetings, the layers were peeled back as participants shared successes, stumbles, frustrations, questions, guidance and feedback. We were challenged to travel down new paths, even if they were steep.  Disturbance.  From “Cut the fat” and “Claim it, you’re the expert” to “I love you guys”. We recharged.

On a morning run down the long gravel road, out in the blue Swift canoe, sitting on the dock as the afternoon passed by. These were the settings that framed some of those moments when the magic appeared with these passionate collaborators. It was a place where I finally got to meet my teaching partner, and friend, Clarence Fisher, face-to-face.

Some of the first items on my list as I begin to unpack from the #unplugd11 process:

  • Read the book Mindset by Carol Dweck, recommended to me by @Stephen_Hurley during an evening conversation.
  • Dig through the Livescribe instructional resources. First use for me, pencasts to support students in my triple-grade math class.
  • Put apples in my basket (@joevans)! Register & train for the Run-off-the-Grid trail race with Alana Callan on Sept.  24. If we can’t convince @charbeck to be our pace bunny, we’re counting on him for his continued inspiration. Anyone else in?
  • Absorb, reflect and question each message in the soon-to-be-published, “Why ___ Matters” essays. How does each message relate to my students, beliefs, and professional development?
  • Deepen connections with the participants, and other educators who push my thinking, as we continue to take risks in an effort to transform our practice for our students.

My friend, Andrew Forgrave recently wrote about unleashing creativity. “Frameworks and boundlessness need to co-exist. Discipline and chaos can sit side-by-side and juxtapose to make something.” Reassurance for taking risks. Moving forward with renewed confidence, I’ll share the messages that for me, define unplugd11. Thank-you Rodd, Ben and the entire organizing committee for a memorable experience.

Learning is a Global Collaborative Classroom Project with @scmorgan

Reflections by Susan Carter Morgan and Heather Durnin

Heather Durnin

Learning is about conversation. Over the past year, I have had the opportunity to participate in the Ontario cohort of the Professional Learning Practices (PLP) project. This project brings educators together to participate in self-directed professional development involving 21st century learning environments. By helping to create “communities of learning”, educators connect through a Ning for the opportunity to have important online conversations about the changing learning environment.

As part of the “Avon-Maitland After School Special” group cohort,  I had many conversations with Susan Carter Morgan. Susan is a grade eight teacher at the Fredericksburg Academy in Virginia, and was one of the resource people brought into the project to initiate and help develop discussions. As a result of our shared interest in a classroom where learning was more inquiry-based, we decided to develop a collaborative project.

Students from our two schools were grouped together to study an issue of social justice using web 2.0 tools.  These tools help students put the best practice of collaborative learning into play by working with others to problem solve.  Tools such as VoiceThread allow teachers to practice differentiated assessment. Being socially connected, students believe their contributions matter and they feel a stronger degree of responsibility to support their new partners. Students want an authentic audience to express themselves to.

Over a period of a few months, Susan and I developed the project, setting deadlines for each step and creating checklists and rubrics. Research would be collected and organized using Google Docs and Skype, projects would be presented using VoiceThread, and students would post comments on other groups’ projects in the final step.

During the month leading up to the project introduction, my students were involved in several activities focused on the Convention on the Rights of the Child and the Universal Declaration of Human Rights. Throughout the year, they had been immersed in questioning structure to develop critical thinking through board directed PD. Students in Virginia read To Kill a Mockinbird and studied social injustices. As a result, students came into the project from different perspectives, providing a rich mosaic of background knowledge.

To begin, my students set up a shared Google Docs research templates with their partners in Virginia.  Respectful discussions began, including topic choice and the development of their essential research questions. The students’ process mirrored the steps Susan and I had practiced a month earlier.

Using Skype in the classroom, students introduced themselves and developed relationships in and outside of school hours. Many days, rather than go outside for break, groups of students from both schools would stay in and Skype with each other. The chatting and laughter in the room was beautiful as students from both countries formed friendships not only from within their own groups, but others in the class as well. Meanwhile, Susan and I provided feedback as the students’ shared documents grew.

Yes, there were glitches along the way. Some students from both schools were away for extended periods, others struggled with the idea of having to develop their own research questions. They wanted to be told. But as the weeks moved on, the students pulled together and our classrooms became one. Their ability to develop and work collaboratively moved the project along, even if one of us couldn’t physically be in the classroom with them on a daily basis.

As the research was completed, students in Virginia set up the shared VoiceThread for the final presentation. Each group member posted a Creative Commons image and added commentary based on the research. Once the completed VoiceThreads were posted on the project wiki, students posted comments on other groups’ projects. In celebration,  our classes came together once again via Skype for an ice-cream sundae party. Afterwards, students posted their reflections about the project on a VoiceThread.

Every time we have a conversation with someone else, we open new opportunities to grow and to learn. So what did they learn? Our students started to think more about the meaning of community and the world than just themselves. They developed a global conscience and relationships with each other that continue on, even though the project is complete. The students however expressed it best.

“To me this project was a lot more than just trying to get a good grade. It was so much more. Because our social issues project was successful, despite some minor setbacks along the way, I think our class, and Mrs. Carter Morgan’s class in Virginia, have paved the way for a new generation of learning. No longer will students have to choose groups from their own classroom. Teachers now have the opportunity to assign group members from thousands of miles away, and that to me is extraordinary.”  Shawn K., Grade 8, Turnberry Central Public School

Thanks to the connection made through a PLP project, students and teachers from different countries have indeed experienced something very extraordinary.

Susan Carter Morgan (@scmorgan)

Though I have been involved in several collaborative, online projects with teachers, I had never tried one that involved so many levels of thinking, so many tools, nor to be distributed over such a long time period (more than we initially envisioned). However, by the end, I must say this social justice unit with the Turnberry School was the most satisfying for both my students and me.

My students had only recently begun bringing their laptops to schools, so their experience with online tools had been limited to Google Docs. Though in hindsight, I wish we had helped the students organize their thoughts a little more on their documents, most figured out ways to communicate using color codes and bullets. I loved watching their thinking develop as they found resources and had to determine what information to use and in what order. Learning Skype and using it to connect with students from Heather’s class was fascinating. Some immediately jumped in knowing how to use the tool to gather information. Others seemed shy and reluctant to share.

Susan Carter Morgan

The project lent itself to conversations about time management, online digital “footprints”, critical thinking, and presentation skills. Yet, each topic fit easily and seamlessly into the day to day learning.

On a personal note, I found the tools extremely helpful when– mid-project –my father died. From another city, I was able to check my students’ progress online and use Skype to connect with them. Heather even Skyped into my class, teaching my students the next step. It was all pretty amazing, now that I think back. Our project embodied the true use of online tools–the ability to connect and communicate wherever and whenever. Though Heather and I often “chatted” in the evenings to check in on the project, we soon found the students doing the same–and learning about each other in the process.

By the end of the project, even the students who had expressed frustration initially were sharing what they had learned. One student wrote in her final portfolio that the project had been the most meaningful “in all her years at FA.” She said the learning to collaborate with students from another country on a topic that she wanted to learn about made it powerful. The project for her didn’t seem like school, and yet she said, she learned more about thinking, organizing, and presenting than she ever had on anything else. Her sense of pride was palpable as she talked to other teachers in our school, expressing her joy of learning.

Working in ways that empowers students brings new issues/concerns to the classroom, such as digital literacy and safety. However, what better way to “teach” these than through a project that adds meaning to the students’ lives. This was such an authentic way to learn.

Thanks Susan for your comments, friendship and great conversations.  H. D.

Learning is a Conversation

I had never heard the term PLN until five months ago when I became involved with the Ontario Professional Learning Practices (PLP) project.  Since that time, my involvement in the project has helped me and my students as I develop my own Professional Learning Network (PLN).  Teaching is often a solitary profession, particularly, as in my case, when you teach with a very small staff and you are the only teacher in your division.  There are few people to turn to when needing resources, ideas or just an ear.  But as I slowly build my PLN, I am surrounded daily by global educators who offer inspiration and resources needed for my students to learn and grow.  As teachers, we can’t possibly do everything by ourselves.  Learning with others, from others, is a much more efficient way to help our students.

Developing my PLN took off once I joined Twitter.  Gradually, I joined a few education nings and read blogs and wikis to see what other people were doing in their classrooms.  They willingly shared what’s worked (or hasn’t worked) for them.  As a result of what I had gained from my growing PLN, I made a commitment that I would share in return by starting a blog to post my experiences with new technology in my classroom.  Together, my students willingly learn with me as I attempt to integrate a new tool into a lesson.  Some of my posts cover such topics as Backchanneling, Glogster Book Reports, Twitter in Geography, Student WikisFacebook Internet Safety, and Podcasting.  Before the PLP project and the encouragement of my PLN, I can honestly say I would never have even considered writing an education blog.

My PLN is a place to turn to when I am stuck, frustrated, and in need of help.  It is a place where I can rely on the kindness of “strangers”.   I’ll share one experience that resonates the most.  While struggling one night on ways to help a boy in my class with reading, @KimMcGill posted a blog about boys’ literacy.  Even though Kim’s role is at the secondary level, she immediately offered to help through her PLN when I asked.  Within a few hours, @kellypower from Windsor had forwarded a valued resource for me to try. I now had a game plan.  The “kindness of strangers” has become the “kindness of friends”.

Learning is a conversation.  Over the last several months, I have had the opportunity to connect with Susan Carter Morgan through the Ontario PLP.  Susan is a grade eight teacher at the Fredericksburg Academy in Virginia who has developed her own PLN with deep, diverse connections.  She was one of the resource people brought into the Ontario PLP project to initiate and help develop discussions.   Through our ning discussions, Susan and I recognized our shared interest in a classroom where learning was more inquiry-based.   As a result, we have developed a collaborative project where students from her class are working with students from mine.  Using Google Docs, Skype and VoiceThread, students from two different countries are researching and producing a project on an issue of social justice.  Together, Susan and I are helping our students as they engage in their own learning.  Our students are developing their own Turnberry/Fredericksburg PLN.  They are becoming global learners.

For me, my PLN is about making connections with people who have the same goal:  helping our students to become 21st century learners.  That connection continues to strengthen when we share and participate.  Sometimes it’s messy and uncomfortable as we develop connections where pushback is present.  But it is respectful.  I’ve found myself changing my beliefs dramatically on some issues, including the importance of a digital footprint.  We must be transparent if others are to find us.  My PLN showed me how to do this in a safe way that I’ve since modeled for my students.

The ultimate evaluation is found in the responses from my grade 7/8 class.  Students that I had taught last year, and again this year, were asked to describe what was different about their learning.  Listen to what some of them have to say.

TS14 TS11 TS30

There are several students in my class who have had extreme obstacles  to overcome in their learning.  The use of technology has allowed them to succeed and become part of the classroom community.

My students want to be 21st century learners.  My PLN continues to enrich me as I strive to be a 21st century teacher.  I look forward to our ongoing conversation.