Rethinking a Twitter disaster

Picture a classroom with 14-15 devices with children busy taking part in a chat session with over 1200 tweets and 25 classes participating. Add to it their classroom teacher who is moderating the session, its the last 10-15 minutes of the day so the class is starting to pack up and those who have been in another part of the school are filtering in excitedly. Sounds like chaos! This is the situation I found myself in last Thursday as my colleague entered the room to expose a "F-bomb" that had just been launched by my class in the chat session. I scrolled to the top and there it was for all to see, lobbed casually into cyberspace with no other tweet content so the intent and meaning of the message were in plain sight.

With devices shut down and class packed I let my them know I was disappointed and angry. They left school knowing they weren't to bring devices the following day as a trust issue had arisen. I had quickly been able to rule out several kids based on duties or responsibilities that had them out of the classroom, but this still left a large pool of students.

After school I spoke with my colleague, our IT support and the DP. Removing devices, a renewed focus on digital safety and mention of hunting for the IP address would all be used to attempt to find the culprit. The kids had been in peers, there was hope that 1 would come forward. Talking with Stephen Baker, another Kidsedchatnz coordinator, he supported the tactics but didn't envy the position.

The next day, they were asked to write apology letters and discuss digital safety. No further progress was made as to a culprit. It's fair to say that I was bitterly disappointed for both Kidsedchatnz, the classes exposed to this, the innocent parties in the room and our school. We had misrepresented our class, school and enthusiasm for BYOD and eLearning.

That weekend as I reflected I decided that I should apologise to them. I had partly contributed to this situation through trying to do too much. Over time we had been using more & more devices during a chat session. By having so many participating it made it more difficult to monitor what each group was doing, it only took 1 child to push the limits. A lot of thought perhaps over 1 word, a word that is all over our television screens, but our RTC require us to keep our students safe. I owed my students and others participating honest reflection of my own role in this.

Monday morning I spoke to the class about my role in this and apologised but stressed that I was still disappointed. We followed this up by investigating the power of the internet by focussing on what takes place in 1 minute and then sent out a simple message to investigate the reach of just 1 tweet. We have have discussed Digital Safety many times, but this lesson appeared to really resonate.

When the class had a look Tuesday afternoon, the potential viewers based on 21 Retweets was between 25 - 35,000 followers. They were blown away by the magnitude and 2 astute children likened the spread of a tweet to that of a virus.

Tuesday night I reflected on 2 days of device-free learning that had gone very well with plenty of engagement, choice, learning and student voice, I reached a shocking conclusion. I am convinced that I had moved away from effective use of the devices! However, the shift was so incremental that I hadn't noticed and it was only a complete removal of devices that highlighted this. This begs a question that I can not answer fully right now and brings me to the purpose of this post. What are the symptoms of ineffective use of technology that I should have noticed?

Clues that I have identified in my reflection:

• A group of students that were seeking every opportunity to complete a learning task, but still not completing it.
• Angst & disagreement between group members while completing tasks.
• Tasks that were getting little to no feedback/forward or teacher support.
• The tweet & inappropriate language suggests that they weren't being supervised or that I ought to have paired the students more effectively.

When recorded like this above, it would seem blindingly obvious, but each & every incident has taken place over several weeks and I have treated any issues on their face value rather than looking at any overall trends.

There is plenty of material discussing the point that eLearning should have the "e" removed, it is still effective pedagogy that drives the use of technology. I'm not a 'tool driven' user of technology and have experienced much success with technology so I am a little frustrated by this realisation. I'd appreciate some feedback on other indicators of ineffective use of technology, especially anything going beyond the 'why' a certain tool is being used.

#Kidsedchatnz special chat session for Connected Educator Month

To celebrate Connected Educator Month the coordinators at Kidsedchatnz agreed that it would be fantastic to host a twitter chat session to connect all of the amazing teachers who have their classes take part.  It would also serve as a great tool to help any teachers who were considering having their class join us in our regular Thursday slot.

I'm definitely glad that we chose to do this, there were some great answers that came through and definitely make us as a team think about some of the things we're doing. A couple of new tools will be added to our arsenal of resources to make Kidsedchatnz so useful for teachers and the best thing was learning that so many of our participants are using their children's involvement in Kidsedchatnz as part of their assessment and end of year reports.

The following is an archive of the chat session:

Connecting as an educator

Are you staggered that we are now approaching mid-October, the T3 holidays are over and we're part way through Connected Educator Month? It's commonly stated that time flies when you're having fun, maybe it should read time flies when you're connected!

I'm just approaching the end of Carol Dweck's Mindset, this book was first suggested to me as I reflected on praise in my classroom and most recently has become required reading for a position I'll be starting next year. I've found it difficult to think about a review for this book as I've seriously tried to adopt a growth mindset in the classroom but think CEM14 probably summarises my mindset better than actually reflecting on the book.

T3 has been crazy busy for me, it started with EducampAkl and Edchatnz (both blogged here EducampAkld post Edchatnz post). I've applied for and secured a job at another school (Hobsonville Point Primary School), this was an intensive process and deserves a blog post in its own right as any other teacher at either the primary or secondary will attest. I then concluded the term with a visit to Rotorua for EducampMinecraft (blog post). Not satisfied with this level of professional development I've used the holidays to contribute to a Minecraft in the Classroom GHO, moderated the inaugural #Primedchatnz twitter session to support @mrjhopkins GHO with Graham Watts, taken part in the 1st KC4F chat (book review here) and watched several more webinars. I believe that I must have been rather tweety during this time and the Ulearn conference as I've secured close to 70 new followers over this time. As a virtual attendee, one of my highlights was +Juliet Revell presenting a Kidsedchatnz taster session and some of the many tweets we got afterwards about Kidsedchatnz, my favourite collaboration, hopefully it will be seeing an upsurge in participants this term.

This week, I've also facilitated a callback day at HNS based on the Educamp model, I believe that this also was quite successful as I am sure that I saw some teachers with more of fixed mindset start to shift by being able to reach 'low hanging fruit'. For some of our staff this was the first they'd heard of CEM14, but I was pleased that many furiously wrote down the website as explained it's benefits.

None of this would be possible or as close to as engaging without adopting a growth mindset that finds an outlet through connection and collaboration. Hence, so much blogging to reflect on all this PD.

On Tuesday I'll be hosting a twitter chat to support Kidsedchatnz during CEM14, we're hoping to attract current users of Kidsedchatnz as well as many more teachers who are interested in trying it out or just want to know more. I believe that we'll get a lot of useful feedback for Kidsedchatnz and make it an even better learning experience for students and teachers.

It has been a busy few weeks of connecting & collaborating, this will definitely continue throughout term 4 as Kidsedchatnz and #Primedchatnz both have lofty goals in the short term while my own class continues its own journey through twitter, blogging and minecraft. We have to make some more connections so that we can collaborate on projects but like everything, that's a work in progress too.

EducampMinecraft - It's just a game

When #educampminecraft arose, I instantly knew I would be attending, the format, attendees and topic would all make it an excellent day. I consider myself pretty literate with digital tools but my experience this weekend has left me feeling a little like the pixelated animals walking around Minecraft, I was an easy target for any gamer who needed fed. Having had 24 hours to reflect on my learning, I am very thankful for my colleagues and the students that were at Mokoia Intermediate, its possible that my Minecraft health rating may have increased which can only benefit my students. The best explanation lies in comparing my Minecraft status before and after this PD.

Pre #EducampMinecraft
I discovered that my 2014 class liked Minecraft at our first meet the teacher, so this year I made sure that we had the Pocket Edition installed on the iPads. I had the motivation to try to integrate but I lacked the skills, experiences and to put it bluntly, I didn't know what I didn't know!  I investigated MinecraftEdu but didn't want to invest the money blindly.

Early in the year, I had an opportunity to integrate Minecraft in a lesson, we had asked children to design their ideal garden for the school. Nearly all were engaged in either writing or drawing their ideas, but 1 particular boy didn't appear interested, until offered the opportunity to design his garden using Minecraft. His 'health rating' shot up and he was engaged for the duration of the task. My first integration successful, I was looking for genuine opportunities from then on but have stumbled around a little.

Since then learning opportunities have looked like this:

1st attempts

• Some writing about Minecraft - narratives, information reports and even some persuasive writing where several students outlined the benefits of Minecraft in the classroom. All good pieces of writing that demonstrated the value of an engaging topic for a student.
• Attempts to design explorations from the First Crossing TV series, I think the students were motivated but battled with some direction. In trying to give them direction, I was ruining the task enjoyment.
• More recently, 6-8 students have been recreating the NZ parliament buildings. The first attempts didn't impress me at all and spoke more of their willingness to play rather than engage in a genuine learning experience. I suggested that they weren't achieving the high standards of which they were capable (I'd seen what they'd created in their own time). I directed them to a virtual tour of the parliament buildings, and at the same time purchased 2 of the Minecraft books. All of a sudden the buildings really developed, they had valuable research and assistance with how to create the things they were seeing. A true learning experience had been created, but we still struggled with some digital citizenship problems, both within our own class and with others.
• I host several boys for half of Friday lunchtime, my job is to give them something to do so they don't find their way to trouble. We started out coding, but recently have just been playing Minecraft, their ability to relate to others, contribute and participate within this context is quite interesting. I need to explore how this can be translated to the real world. 



Post research & reading

• More writing has taken place, several children are working on M is for Minecraft - an A to Z format book. This shows real potential and we've attacked it as more of a project.

I hadn't really engaged in any PD surrounding Minecraft, I had several of my PLN who I knew could assist in several areas but that was the sum of it. I was still struggling with how to display the work going on, we've got some photos on the wall that came from screen shots but I really wanted to see some video work and wasn't completely positive on how to achieve this. I sat down with my class pre-educampminecraft to discuss issues I might be able to investigate, I was pleased with the types of isuses they wanted to explore and experiences they imagined

My prediction for EducampMinecraft proved very astute, the day has been blogged by Sonya van Schaijik and the EducampMinecraft wiki, is of course a great resource.

Witnessing the potential of minecraft being realised, having this potential explained by both educator & student and listening to all of these experts I have a long way to travel before I can consider myself more of an expert.

Post #EducampMinecraft
1. I need to implement a treaty/code of conduct/class rules.
Why? It was naive to not have one of these for our minecraft work. Even though my class talk about digital citizenship regularly, we never expressly outlined how this might look within Minecraft. Our school uses PB4L and I believe my kids could easily transfer this model into our 5B's (Be Safe, Friendly, Respectful, Responsible and a Learner). We've had some digital citizenship issues, but this would set up expectations rather than being reactive.

2. Forget trying to learn to play Minecraft.
Why? The students have this aspect covered and can teach me far more than I could ever hope to teach them. Student voice at Mokoia proved this beyond doubt. I would be far better exploring having our students at HNS teach the teachers what Minecraft is all about as @MrRuddtheTeachr and I had believed.

3. I need to look to extend literacy within and about Minecraft.
Why? I was aware that Minecraft could be used to further the children's literacy. Having them read & write about Minecraft was pretty awesome, researching what they're creating isn't too bad either but this can be so much more. @MrWoodnz and @Steve_katene were discussing reading and writing books within Minecraft. If that's not engaging!

4. Understanding/Implementing the correct platform - Minecraft Servers, MinecraftEdu or Minecraft PE
Why? Steve and others shared so much knowledge about what can be done, while I would love to have a class server I don't have the technical know-how to do this. I currently don't have the ability to get MinecraftEdu either, but I don't believe this is now an issue. @Teachernz and Steve were accomplishing so much through just the pocket edition. Given my level of integration, this is certainly enough for now. I've plenty of potential to explore without worrying about servers.

5. Class displays & presentation need to be more innovative.
Why? As outlined earlier I wasn't feeling satisfied by how my class was displaying its Minecraft work. Steve was using Aurasma, an Augmented Reality tool, to display both static and video images. I've wanted to extend what I was doing in terms of displaying the children's work and video was a large part of this plan, I just hadn't settled on a workflow that worked. My indecision was partly due to lack of of inspiration - well now that's solved...

I was seriously blown away by the potential that Minecraft offers and still have plenty of questions, one I'm particularly keen on investigating is the use of Minecraft within science. Someone over the weekend was talking about removing the laws of physics within the game, but I wonder where else you could go in this game.

Reflecting on my own practice in such a way is refreshing, I've plenty to learn but its vital that this I recognise this. Most importantly, I know who to ask to help me learn!

Thanks Michael for creating and sharing this.

Key Competencies for the Future

A colleague recently joked that they wanted a synopsis as they handed me another book. We decided that a tweet was probably enough, but in reality trying to reflect on any professional reading certainly requires more than a tweet of contemplation.

KC4F is no different in this regard, there was plenty to consider, challenge and talk about with colleagues. Some of the staff at HNS will tell you that I have been discussing my thoughts and I'm hopeful that some may even snatch my copy to read it themselves. I was really pleased that @edubookchatnz was started by Terry (@beechedesignz) as this text wasn't even on my radar, he even followed this up with an interesting blog of his views.

I felt that my understanding of the KC's has been advanced considerably by the authors. I was guilty of treating each KC as an individual entity when it came to planning even though I recognised that they weren't mutually exclusive. But the real epiphany has come about in one particular KC, I have treated Language, Text & Symbols at absolute face value. I've sat through multiple PD sessions and my pre-service training but the concept of the multiple languages that we speak in never was mentioned. I'm not necessarily talking about about Te Reo, English or Samoan, rather the language of science, music or maths. Everyday my conversations take me through multiple languages, at a variety of levels. Conversations with my wife involve a lot of legal jargon, I'm the learner trying to comprehend what she is saying, discussions with colleagues take me through ICT/eLearning, and with my golfing buddies a different set of language, texts and symbols is used again. Do children need the skills to adapt, learn and be flexible through multiple languages? Ultimately, if they're to make meaning of the subjects they learn about, then absolutely, unless they'd like to lock themselves away and not participate in the world.

So what's a wicked problem then? I understand that poverty and food security are wicked problems by virtue of the fact there are multiple solutions, and that each solution raises many more questions. But the concept of a wicked problem has altered my approach to planning, in a future-focussed way I've tried to reimagine past or present units at my school. I believe it will shift the emphasis of the teaching/learning experiences to the benefit of those in my class.

Consider the following as an example:
Last year, we looked at Energy and there was much exploration and inquiry, but it was very content-driven. The future-focussed problem is clear - How is NZ going to meet its growing energy demands in the future? Multiple environmental groups advocate strongly against any new hydro, wind, wave or geothermal generation project. Fracking has been widely ridiculed in the general media and protested against by many. But our demand for energy isn't waning? Clearly, a wicked problem exists. I wonder what my class might have suggested if they'd been given the chance.

We are investigating culture next term, I see an opportunity for the class to investigate what NZ culture may look like in 10-15 years given current trends, demographic shifts. What was important 10-15 years ago may not be what is valued in future generations - so what will it mean to 'be a New Zealander'? There is ample opportunity to turn this topic into a future-focussed topic, I just need to find the right way to hook my class to this problem.

In a more lighthearted approach, I do believe that a wicked problem could be framed in sport. Many sports are facing challenges of time, decreasing numbers, competing priorities, changing demographics, parental concern over injuries, to score/not score and this is just at school age. How about concussion (and other serious injuries), role modelling, mega-events, social media and match-fixing at the elite or professional level. If there isn't a wicked problem in that lot I'd be staggered, most likely a problem that students of many levels would be motivated to explore.

So what's the tweet going to look like then?