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One of the power features that I’ve always loved in Microsoft Office is the ability to merge data from Excel into individual Word documents. I used to use this extensively with my Excel Gradebooks when I was a classroom teacher: writing comments for each student in a column, recording the various criteria scores, and then merging all of that data on to a template that included the original assessment criteria and task-specific clarifiers. It took a bit of time to set up, but it was powerful assessment data.

As I’ve made the move to Google Docs, I’ve often lamented the missing ability to merge data. I put it down to ‘one of those things’ that I would have to live without in order to use the collaborative power of GDocs.

Yesterday, in our weekly tech team meeting, we were discussing how we handle the reporting of loss or damages. This is an area that has caused much angst amongst all parties involved: students, parents, teachers, admin, technicians. What could we do to make the system more user-friendly and more efficient?

The idea of students filling out a Google Form came up. While it is a great way to collect information from the students, it’s not a great way to view all that data. Cells and cells of text in a spreadsheet is not my idea of a good time. What we needed was a way of getting all of that information on to a document – an individualized report for each incident.

Back to the idea of merging data…

I started searching for a solution. I asked Twitter. I asked the IT teachers if they thought they could write the java script necessary. Finally, I decided to check the script gallery on Google Spreadsheets. Jackpot.

autoCrat by Andrew Stillman does exactly what we need.  Amazingly, it was updated just a few days before I searched for it!

Here’s what I’m hoping to set up in the next week or so:

1. Students will come into the Tech Office and use a dedicated computer to fill out a Google Form to report loss or damage. That information automatically gets sent to a Spreadsheet.
2. autoCrat will automatically generate a Doc for each entry as it is created, pulling the information from the Spreadsheet. This document will be emailed to both the student and his/her parent.
3. The Doc will be created in a folder that is shared by all technicians, using a naming convention based on the name of the person filling out the form and the date it was created.
4. As the issues are resolved, technicians will write in how and when the problem was resolved and the Doc will be transferred to another shared folder for archiving. The ‘how’ and ‘when’ will also be copied back to the spreadsheet.
5. Because all of that information is in the spreadsheet, I’m hoping to be able to easily collect stats about the types of problems that have been fixed, average turnaround time, etc.

While this is more of a systems implementation, I can see autoCrat being used in the classroom. I’m not sure how yet, but I think it can be used to collect and share formative assessment, for students, parents and teachers.

How do you think you might be able to use autoCrat?

It seems like forever ago since I landed back in Hanoi after 3 days in Mumbai. Actually, it was only a week ago. I started my reflections with a list of tweets that I sent during the conference.

The first day of ASB Unplugged was devoted to classroom visits, student showcases and discussions by some of the various R&D groups that are functioning at ASB. During that time, quite by chance, I found myself sitting around a table that included Jeff Plaman, Andrew McCarthy, Simon May, Aaron Metz and Adrienne Michetti. What happened over the next 90 minutes was PURE GOLD.

The focus of conferences, for me, has changed. It is no longer about sitting in a room and being told about/shown the  ”next great thing” in education. It’s now about sitting in the hallways and in the common areas and leveraging connections that I have already made through Twitter and other aspects of my PLN into deep and meaningful conversations.

In those 90 minutes, we bobbed and weaved through three major points of discussion:

1. Ownership and Exit Strategy – I’ve written about it a long time ago and it still sits somewhere in the back of my mind. How do we balance the needs and wants of teachers to create curriculum materials in spaces all over the internet with the need for the school to have continuity in that curriculum delivery? With such a large amount of transience in international schools in particular, how can schools encourage teachers to create amazing, lasting digital curriculum material that can continue to be used by both parties when that teacher moves to the next school? Related to this, what are we doing as a school to create an “exit strategy” for teachers, helping them to collect all of their digital resources to bring to their next school, ensuring that those resources are available to subsequent teachers? I’d be curious to know if there are any schools with effective checklists for the end of year related to Google Docs, WordPress blogs, and any external wiki platforms that are used. How do you keep track of all the great things that are going on in the classroom on the weeblys and wikispaces and tumblrs and…?

2. New Teachers – Transient teachers mean lots of training. Last year, there were 44 new teaching and admin staff at UNIS due to staff turnover and school growth! We spent a lot of time discussing ways in which we run our various orientations and inductions. CISHK runs a course through Moodle with teacher-created content that is accessible by their new staff prior to their arrival. Included in the course are some short ‘assessments’ on skills. If they can show mastery prior to showing up on campus, then they can skip those training sessions at the beginning of the year and spend time doing other things to prepare for the start of the year. I love this idea. I wonder if we could use Google Forms and Flubaroo as a means of creating self-assessed quizzes for incoming staff to show their understanding?

3. New Students – Student turnover is pretty constant at UNIS. Just this month I’ve seen 4 or 5 new students as they prepare to start in their new classes. Because we are a technology-rich school, students need to feel some level of comfort with the machines and the systems before they can be effective in classes. What’s the balance? How do we effectively and efficiently get these students ready to participate in classes? One things that is working very well this year in the middle school  is the idea of a tech buddy. New students attend a 60 – 90 minute orientation with their tech buddy (who is also their buddy for other things, I believe). Instead of me leading the students through some of the basics of their new computer, I get the buddy to do the brunt of the work. I think this idea has great potential but I’ll need to work with the teachers to ensure that the skills that they feel are necessary from day 1 are being addressed.

I’d love to hear any ideas that you have about any of these three points. The more perspectives the better!

Images:

EXIT: cc licensed ( BY NC ) flickr photo shared by zilverbat.

Below are some thoughts that I threw out on Twitter during ASB Unplugged; some instant reflection as it happened! I’m still working on some more coherent thoughts about the entire experience…

Leadership and Change

The future of schools: a community of learners, top to bottom. #asbunplugged #ldrshp

February 24, 2012 10:28 am via TweetDeckReplyRetweetFavorite

@chamada

Clint Hamada

How do we shift agency and responsibility to the learner (any learner! not just 'our students')? #asbunplugged

February 25, 2012 12:52 pm via TweetDeckReplyRetweetFavorite

@chamada

Clint Hamada

If you make simple things easy to do, you make complex things possible. #asbunplugged

February 25, 2012 11:24 am via TweetDeckReplyRetweetFavorite

@chamada

Clint Hamada

School shouldn’t be based on the banking model: it’s not about withdrawing knowledge later. #asbunplugged

February 25, 2012 10:15 am via TweetDeckReplyRetweetFavorite

@chamada

Clint Hamada

It's no longer "evolove or die". It's now "revolutionize or die". #asbunplugged

February 24, 2012 9:54 am via TweetDeckReplyRetweetFavorite

@chamada

Clint Hamada

Technology empowers us to become relevant. #asbunplugged #ldrshp

February 24, 2012 10:23 am via TweetDeckReplyRetweetFavorite

@chamada

Clint Hamada

Students

How often do we get "lost in false complexity?" #asbunplugged

February 25, 2012 12:59 pm via TweetDeckReplyRetweetFavorite

@chamada

Clint Hamada

Are we in the business of limiting the things that kids can do? #asbunplugged

February 25, 2012 1:01 pm via TweetDeckReplyRetweetFavorite

@chamada

Clint Hamada

"I was fully formed as a programmer by 17." - Bill Gates. What are we doing to cultivate passion and intensity? #asbunplugged

February 25, 2012 11:32 am via TweetDeckReplyRetweetFavorite

@chamada

Clint Hamada

The best projects bump up against the persistence of reality. #asbunplugged #pbl

February 25, 2012 10:41 am via TweetDeckReplyRetweetFavorite

@chamada

Clint Hamada

"No one washes a rental car" - Negroponte. Make the technology *personal*! #asbunplugged

February 25, 2012 9:52 am via TweetDeckReplyRetweetFavorite

@chamada

Clint Hamada

Resources

@mcleod's resources for Leadership Institute: http://t.co/rSHNUSo5 #asbunplugged

February 24, 2012 9:33 am via TweetDeckReplyRetweetFavorite

@chamada

Clint Hamada

Resources for @garystager's #PBL institute: http://t.co/xbDyuuNy #asbunplugged

February 25, 2012 9:46 am via TweetDeckReplyRetweetFavorite

@chamada

Clint Hamada

Over the weekend, a lot of my tweeps were at 21c Learning Hong Kong. If I were going, one of the main reasons I would have done so would have been to see Punya Mishra from MSU. He is a driving force behind TPACK. During Mishra’s keynote, Jabiz tweeted:

We get there through playful process! @punyamishra #21clhk

February 17, 2012 4:06 pm via TweetDeckReplyRetweetFavorite

@intrepidteacher

Jabiz Raisdana

This immediately reminded me of Messing Around. In their whitepaper, authors boyd, Ito, et al. write the following:

When messing around, young people teachers begin to take an interest in and focus on the workings and content of the technology and media themselves, tinkering, exploring, and extending their understanding. [p. 20]

It is important to recognize, however, that this more exploratory mode of messing around is an important space of experimental forms of learning that open up new possibilities and engagements. [p. 23]

we see [messing around] as a necessary part of self-directed exploration in order to experiment with something that might eventually become a longer-term, abiding interest in creative production. One side effect of this exploration is that youth teachers also learn computer skills they might not have developed otherwise. [p. 25]

(Obviously, the strikethroughs are my edits!)

In my role as technology facilitator, I spend a lot of time with teachers, either in a one-on-one, small group, or workshop setting.  While there is an obvious willingness to learn something new, that desire to ‘mess around’ is usually missing from the teachers. There’s a huge list of legitimate reasons why this is the case: lack of time, too much marking, planning, other  meetings, to name a few. I get that. But as teachers, we must be willing to the behaviors that we want to see most in our students: curiosity, self-reliance, inquiry, stick-to-it-tiveness. To me, that is what ‘messing around’ is all about.

As teachers, we all have expertise. We know our content areas (Content Knowledge) and have been trained (or have learned on the job!) in teaching pedagogy (Pedagogical Knowledge). Historically, the best teachers have been the ones who lived inside the intersection of those two realms of knowledge.

With the increased pervasiveness, ubiquity and infusion of technology, there is a third realm that defines the best teachers: Technological Knowledge. The TPACK model of technology integration helps teachers think about the intersection of these the knowledge areas when developing and delivering meaningful learning experiences for students. I believe that it is only through ‘messing around’ and discovering new possibilities within the context of one’s own Content and Pedagogical Knowledge can teachers begin to truly harness the transformative power of technology in learning.

How much ‘messing around’ do you do? When do you find the time? What keeps you from doing it more?

Last week I started the first of five online courses for a Certificate in Educational Technology and Information Literacy, aka COETAIL. I’m really excited to be working towards an actual qualification in the educational area that I love so much! I’ve always loved the idea behind COETAIL but have never been able to sort out the logistical requirements of the course. Now that it is wholly and completely online, all of those problems are solved! (Now I just need to figure out how to send my university transcripts to SUNY Buffalo… but that’s another story!)

I’m looking forward to working and learning with Jeff and the other members of my cohort over the next year or so. Don’t be surprised to see some cross-posting from my new COETAIL blog: Riding on my COETAILS!

Last week, I stole borrowed a page from my friends and colleagues at UWCSEA East and had students run a session with parents on social networking and other concerns. As I wrote in the school newsletter:

Thao , Tommy and Max did a fantastic job of presenting a student perspective and discussing their own personal use of social networks and other aspects of technology use, both in school and at home. It was great to hear them address the concerns raised by parents as well as share their experiences. According to one of the students, “It was helpful to listen to the questions from parents, and it helped me understand what kind of concerns parents have about the integration of technology into a student’s life.” Another added: “It was good for the students to see the point of view of the parent, so they would understand what the parent is seeing. It good to tell the parent about what we as student are doing on our tablet.”

The parents were also appreciative of the chance to speak to young adults and about the challenges and opportunities that are faced in an increasingly digital environment from their different perspectives. There was also a great roundtable discussion among the parents once the students had returned to class about some of the questions and concerns they have as parents.

One of the big discussion points that came from the parent roundtable (and actually, it has been brought up before) was the need for an online community for parents (primarily) to discuss some of the issues, questions and concerns that go hand-in-hand with the implementation of emerging technologies for learning.

I learned at ASB Unplugged 2010 that they are using a Ning for their parents. If I remember correctly, it is now completely moderated by parent volunteers and members of their PTA.

I’m wondering if any schools have successfully implemented BuddyPress as a community forum? As we are looking to finally start with edublogs, I wonder if this is a path that we can take? I’ve done some initial poking around, but I can’t solve the privacy issue: How do I make a BuddyPress installation so that parents can register themselves (moderated by an admin from the school) and so that the forums, groups and postings are private?

I’m also wondering if BuddyPress is even the way to go? Are there alternatives out there that you would suggest from experience?

How is your school engaging your parent community in discussion? Are you using social networking to improve parent communication and interaction? How concerned are you and your parents with the privacy of that social network? 

UNIS Hanoi celebrated UN Day back on October 7th. (Has it already been a month? How did THAT happen?) As one of only two United Nations schools in the world, it’s pretty easy to figure out that UN Day is a pretty big deal in these parts.

This year’s theme is Rapprochement of Cultures with the goal of

[demonstrating] the benefits of cultural diversity by acknowledging the importance of the constant transfers and exchanges between cultures and the ties forged between them since the dawn of humanity. As cultures encompass not only the arts and humanities, but also lifestyles, different ways of living together, value systems, traditions and beliefs, the protection and promotion of their rich diversity invites us to rise to new challenges at the local, national, regional and international levels.

To help us work with students on the concept of cultural rapprochement, we invited Erica and Mark from Reel Youth to spend 5 weeks with our students in grades 4 – 8. The mission of Reel Youth is to empower student voices to make media about issues that they care about. Our goal was to give students a chance to voice and share their own personal cultural identities and to give others a chance to explore and connect with that identity.

Erica and students filming

In those 5 weeks, Erica and Mark met with each MS homeroom 3 times (about 85 minutes per meeting). In those 4 hours, students wrote and recorded a poem called “Where I’m From” (meeting 1); learned about lighting and angles for filming, shot multiple examples of each, and imported the footage onto their computer (meeting 2); and edited their footage to fit the poem recording, usually with enough time left over to get some great feedback from our creative experts on how to improve the edit (meeting 3), export and submit a finished film. I wasn’t sure if we could get all the students to finish on time (and some still wanted to make more edits at home to improve their work), but by the end of the that last meeting, ALL students had a finished product!

On UN Day, each grade level did different activities centered around the content of their student films. We also arranged for an exhibition in the foyer our new Performing Arts Theatre, showing all 500+ student films that were created on 15 different screens. Students from across the school as well teachers, parents and invited dignitaries had a chance to sample the work that our students spent so much time and effort on.

Mark helping a student edit

Reel Youth also played another huge role at UNIS with some high school students. A group of about 16 students were selected to work with them outside of class time to film and create documentaries centered around two of the major Community Service projects that we do here at UNIS. They spent their weekends going out to the Thuy An orphanage and up to Sin Chai Elementary School in a H’mong village in Sapa to tell the stories of some of these individuals. I’m still working on getting copies of some of those documentaries, but the films were amazing. In the gala premiere that was held to showcase these films, the students talked about this experience as some of the most meaningful learning experiences they had ever taken part in. I’m hoping to convince some of these students to submit their work to one or some of the many student film festivals that will be taking place in early 2012.

For those of you interested in exploring that confluence of film, technology and student empowerment, I cannot recommend Reel Youth enough. Film-making is such an amazing way of leveraging the technology that we put in the hands of our students so that they can create something that is truly personal, creative and meaningful. Erica and Mark showed such great respect for each student and their voice that it was easy for them to connect with them and gain their trust. That, in turn, led to some truly magnificent work by the students!

Below is a the ‘meta-film’ that was made by two visiting filmmakers from the UK about collaboration between Reel Youth and the UNIS Community and Service program. It gives a great glimpse of the work that was done with the two community service projects, the voices and thoughts of the students involved, and the philosophy of Reel Youth.

After my first attempt, I’m back with a new attempt to collect walkthrough data related to technology integration.

I’m currently working with Adrienne and Jeff on a presentation for ASB Unplugged on different coaching models and roles as related to technology. We had a discussion about our roles as data coaches and where this ranks on the list of things that we do. I’m hoping this form will act as a bit of action research for me and my school.

The walkthrough that I envision should take less than 10 minutes and the form is designed to support this. The data that I hope to collect should give me holistic data which can then be used to analyze departments, grade level and even specific teachers. It should be said that this isn’t about evaluation or appraisal (not that I have that power!), but rather about being able to target specific areas for support and PD.

I’ve chosen to use the SAMR model but this can be easily modified to suit your school’s needs or current practices.

I would love to hear your thoughts on this and how it compares to how you collect walkthrough data at your school.

I love this idea from Jess McCulloch, who I got to meet at Learning 2.0. (Thanks Kim for tagging me!)

The idea is to share your commute to work with your network. I live about 800 meters from the back gate of the school. Almost every morning I walk the 12 – 15 minutes to school with my wife (PE teacher), my son (grade 1) and my daughter (Discovery/Pre-Kindergarten). Sometimes my other daughter doesn’t want to be left out and she joins us for part of the walk!

At first I thought this was just going to be for fun, but as I was thinking about it and then actually taking the photos it made me realize how use of images was really making me stop and take notice of things that I might otherwise take for granted. The act of trying to capture the essence of my ‘commute’ really made me think long and hard about what was important and what I wanted to share. I could definitely see creating a similar project for students. What a great way to bring students together from around the world!

I live on the third floor of a 20 story apartment block. If you know where to look, you can actually see my apartment in this photo!

There are plenty of places to stop and smell the flowers if you are looking for them.

Besides apartment blocks, there are some nice villas on the housing estate.

There are even some nice tree-lined sidewalks.

The choice of monuments around the place is… interesting.

Although it is a ‘modern internationl city‘, there is still plenty of old Hanoi to be seen.

The back gate of the school.

The Elementary School courtyard. This is usually teeming with kids running around and wreaking havoc!

One of the initiatives that has started at UNIS is a community garden. This one is right in the middle of the ES courtyard so that all the students can watch it grow and flourish.

The library (2nd floor) and canteen.

Finally. My door. Anything look familiar?

Yep. That’s me!

It’s a simple commute and one I usually take for granted. Not this morning though!

I’m looking forward to see the morning commutes of Adrienne, Jabiz, Keri-Lee, and Sean!

Another Learning 2.0 event has come and gone. I think I’m finally getting over my conference hangover – after such a full-on weekend my mind just sort of went blank and kept racing at the same time! – and can look back at all that I learned and shared. It’s hard to believe that I was skeptical about this conference when I first heard about the new cohort/unconference format. I’m so glad Simon May convinced me to go to Learning 2.010. Now I don’t think I’ll ever think about missing one as long as I’m in the region!

Capacity

As a member of the Technology Learning Leaders ¹ cohort it was great to get to know Charlotte Diller and George Couros. The two big points of emphasis from them were “Start with the why” and “Build capacity.” This really reaffirmed the work that I’m trying to do because, while not stated as eloquently, these have been foci ² for me over the past year. UNIS’ work on the Learning and Technology Plan, while not complete, is exactly in place to answer the “Why?” question and my focus on coaching and teacher-led workshops is about building capacity.

In our mini-sessions during cohort time, I took part in some great discussions about blogs and portfolios. A school-wide blogging platform is something that I have been pushing for a while and it was great to get so many perspectives at once on how they can be utilized effectively. There is no “right way” and so it is important that the “Why?” is discussed first! I also learned a lot about the various coaching models that are put into place at different schools. WAB seems to have a very strong model of offering skills-based coaching within the school day. IST puts a strong focus on self-assessment of needs and abilities. This year I am trying a system of working first and foremost with the new faculty by identifying one of the NETS Standards for Students and Teachers as points of emphasis. I’m hoping that we can shift the focus from an emphasis on technology skills to one of pedagogy, curriculum and best practice.

Connections

It sounds really corny, but Learning 2.011 felt a bit like coming home. There are so many people in Asia that I interact with online; #learning2 gave me a chance to catch up with a lot of them and meet some of them for the first time ³.

I was really honored to be one of the 20 teachers highlighted in Jabiz’s keynote. It’s amazing to think that it was only one year ago that we met at Learning.2010.

I was really excited to revive Twitter for Teachers with Keri-Lee. We ran this as an impromptu unconference last year and had a good response. We decided to run it as a workshop this year and it apparently was pretty popular: we were asked to run it a second time as well! My Twitter stream is overflowing with all the new connections that I made.

Camp

Thanks to Alec and George Couros for giving rise to one of my favorite hashtags of all time: #summercamp4life. With the ease of communication and collaboration, it is so easy to translate those conference promises of “Keep in touch” into actions. While Learning 2.011 may have officially ended on September 11, the conversations and the learning can go on forever. #summercamp4life.

Images

Welcome! by Clint Hamada licensed under CC BY NC SA
My Tweeps by Kim Cofino licensed under CC BY NC SA
#summercamp4life by Clint Hamada licensed under CC BY NC SA