Decisions, decisions


Somehow, I ended up being notified about this post yesterday. I’m in good company indeed with those who were originally tagged.

It’s an interesting area to look at and brought back memories of various things that I’ve been involved with over the years.

I might as well date myself and indicate I go back much further than this – to the era of the Icon Computer where not only were the decisions not classroom based but by the Ministry of Education for an entire province. As a teacher, I also was the technician installing new computers and software, connecting a printer, setting up spoolers, etc.

Of course, over the years, things have changed as grant money allowed individual school districts to set direction for technology use. There were a few different players in the Grant Eligible field and decisions were still influenced at the provincial level if you were going to use their money.

Eventually, the decisions became more and more difficult as classroom technology became more than the computer in the corner. It involved portable technology, various displays, the presence of tablets, internet drops, wireless access, programmable devices, BYOD, and so on.

There also was a time when licensing software was crucial for success. I was a member of the OSAPAC committee for a while and we made recommendations to the Ministry for software to be licensed. At that point, we had to consider the various platforms in use in the province, the official languages, etc. We were also keenly aware that recommendations would only be successful if they had a purpose and so every licensed piece of software was analyzed for the curriculum expectations that it could be used to address. It was a very time consuming and intensive process.

As the number of devices in school districts increased, the planning process became so much more involved. In the case with my district, we had Computers in Education School Contacts (CIESCs – one per school) who would spend a full day of active professional learning with me for a day once every other month. I was able to introduce the group to new software and ideas and they provided regular and frank feedback to help set direction.

Amidst all this, there was another player. As the number of devices expanded, so did the need for support. It was at this point that I ended up becoming more of a mediator between the technology side and the classroom side. It made for interesting times with everyone truly having a horse in the race.

There always were wins and losses. A great win was getting Firefox installed on the image as an alternative to Internet Explore and getting sites like Twitter unblocked. A great loss was me hijacking a few computers headed for recycling that I installed Edubuntu on and showing that they still had lots of life left in them. That was, until “it won’t run Microsoft Office”. This was, of course, in a time where there had to be a local application for everything; things are much different in a web-connected classroom where excellent resources don’t need to be installed – just access them online. As an aside, I still use and love Libre Office when I need something locally installed.

Resources are evaluated and chosen all the time. You’d like to think that every facet and implication is addressed to come up with what’s best for teachers and students. And, most certainly, reliability and repair turnaround has to be part of any planning and acquisition process.

I hope that the original message that started all this wasn’t entirely true in its face value. More than ever, partnerships and working together are needed for success. Particularly with technology, decisions have to be supported with professional learning opportunities. School districts can hardly stand still and always need to be looking for the answers to the questions that technology addresses. But acquisition without support and a plan for strong educational use is just throwing money away.

Without everyone having a voice, you’re going to come up short.

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Climate data


Just in time for back to school with studies about the environment, science, or mathematics, you need to check out this new resource from Canadian Centre for Climate Services (and others).

It’s like everything you ever wanted to know about Canadian Climate but didn’t know where to turn or who to ask.

ClimateData.ca is a climate data portal produced collaboratively by the country’s leading climate organizations and supported, in part, by the Government of Canada. The goal of this portal is to support decision makers across a broad spectrum of sectors and locations by providing the most up to date climate data in easy to use formats and visualizations.

There’s plenty here to fuel your inner need to visualize and understand climate in your location and, well, anywhere else in Canada.

There are a number of different “Training Modules” if you want to start there. That’s not me though. I dove into looking at local climate and poked around and what was there and navigated intuitively. Then, I went back and worked my way through the modules.

Of course, you start at home.

If there’s any question that things are getting warmer, the graphs provided make it painfully clear. I really liked the ability to overlay the data on the province.

If you’re interested in exploring, local and country-wide, this is the place for you. If there were ever any questions about graphics telling a story, this site should solve that for you.

It’s earned a place in my bookmark collection for sure.

This Week in Ontario Edublogs


Can you believe that it’s August already? I could swear that I saw my breath while walking the dog this morning. That’s not right either.

I’m also trying out a new resolution that I used to expouse all the time but don’t do it enough myself until I fell into the trap last week – save early, save often.

What is right are the great thoughts coming from the blogs of Ontario Edubloggers.

Read on…


Final Thoughts

I just found out about this blog from Shyama Sunder. It’s a wrap up summary and reflection of her time in EDU 498, a course taken a while ago at a Faculty of Education. Unless I missed it, the actual name of the Faculty didn’t appear anywhere but that’s OK.

The content is a summary of four modules taken. There is a nice summary of each of the modules and the enthusiasm she has comes through loudly and clearly.

Readers of this blog know that I’m not a fan of the SAMR model but it was included as content. If it had any value, I would see if as helpful for experienced teachers trying to embrace technology. I don’t see the wisdom of talking about it to teachers learning how to teach. Why not just teach how to do it properly to begin with? What value is there in demonstrating less than exemplary lessons?

In the post, Shyama makes reference to a book that everyone needs to read “Never Send a Human to Do a Machine’s Job” by Yong Zhao, Goaming Zhang, Jing Lei, and Wei Qiu. That’s a book that should be in every school library and would make for an awesome and progressive book talk.

This blog is referenced on her Twitter profile and there’s no forwarding address. It would be interesting to see her pick up blogging in her professional life.


BOOKMARKS ON TWITTER

Jamey Byers wrote this post so that others wouldn’t have to!

I remember being at a conference once – I think it was in Denver – and Robert Martellacci came up to me and asked if I knew that one of the prominent speakers had liked a link from an adult film star showing a picture of herself. I hadn’t noticed; I’m not in the habit of checking out what people have saved as liked. Maybe I should?

Actually, maybe I should check what I’ve got in my likes! Phew. Other than some egotistic stuff, I think I’m good. (I’m also snooty – go back to the very first one!)

Jamey points out that there’s a new, more private feature available to us on Twitter.

With the addition of the bookmarks function in Twitter you now have the ability to not only like a tweet, but to save it to your private list of bookmarks that are strictly just for your eyes only.

I wonder how many people are using the feature. I’m certainly not. Maybe I should.


The Playful Approach to Math

Matthew Oldridge is now playing in the big leagues with this post on Edutopia. I remember when he was a guy I interviewed for this blog.

He brings his obvious love and passion for Mathematics to this new forum and I hope that people are inspired by his wisdom. Comments are not allowed so there’s no traditional way of knowing.

Truer words were never spoken than these…

The amount of play in “serious” academic topics like mathematics is inversely proportional, it seems, to the age of students, but this does not have to be the case. A playful pedagogy of mathematics can be codified and made real, rigorous, and authentic.

I’ve studied a lot of mathematics over the years and certainly those teachers/professors that I remember best love mathematics; it came across that way, and their playful approach made learning fun and worthwhile.

Can you think of a better testament to give an educator?


My device. My terms. 3 strategies for finding balance.

Jennifer Casa-Todd is one of those people that I’ve seldom met in real life and yet I feel like I know so much about her. She was another person I had the opportunity to interview. I also had the opportunity to help with her book Social LEADia. This should be on bookshelves everywhere.

I enjoy her writing and most of her posts come across as a personal message to me. Such in the power of her writing.

I struggle with the notion of “balance”. The current context is that it involves being connected and not doing other things – like reading a book. I’m always leary of people who make such claims. Isn’t it just exchanging one form of engagement for another? And, hasn’t social media engagement earned its way into our lives?

I like Jennifer’s reasoned approach…

Social media is here to stay and is a part of the fabric of business, politics, and education. Instead of a fast, I suggest the following strategies:

You’ll have to read her post to see if the strategies make sense to you!


When friendship lasts

without warning or explanation, they started talking and, just like that, resumed their friendship from three years ago when they were six. Hours later, after the park, the corner store, the house; after basketball and jungle gyms and ice cream; after talking and laughing and wrestling, they parted reluctantly, already asking when they could see each other again.

Here’s a quote from Amanda Potts’ recent post.

I’ll bet that you could drop that sentence into any conversation or writing that you might have and provide your own characters.

It might be:

  • meeting up at an annual conference
  • a class reunion from your old high school
  • reuniting with a staff after a summer vacation

and the list goes on. Friendship is such an tangible and yet intangible concept. This post describes a pair of friendships that easily fall into the above.

Those on Facebook will know that a friend to many will be returning to Canada after a couple of years overseas. I’ll bet we all will reunite in this fashion at the Bring IT, Together Conference.


The #UWinToolParade: Open Pedagogy as #OER

In the beginning, there were shiny things. People flocked to shiny things and made a place in the classroom whether they were good or not. I’m looking at you – Clickers.

As shiny things kept on invading classrooms, the good thinkers got us thinking that maybe we should be looking beyond these things into exactly how they are used, are they effective, are they worth the cost, etc.

We never looked back. Well, at ISTE there are still 30 tools in 30 minutes sessions. For the most part, we never looked back.

So, now comes Bonnie Stewart and

I have a new project I’m really excited about. Even if it kinda goes against just about EVERYTHING I’ve said about tech in education over the past, uh, decade.

I’ve read this post at least a dozen times and there are so many out of post links that will take you to rabbit holes that didn’t know they were hosting rabbits!

The proposed results?

The fact that it’s 2019 is loud and clear with the inclusion of “data surveillance”.

This looks incredibly interesting and will use social media for good for the description and dissemination of content. Read the post and get ready to follow. And, Bonnie is looking for some pilot locations if you’re interested.


Reflections from the Tech Guy

This TWIOE post seems to have been focused on people I’ve interviewed! This time, it’s David Carruthers.

As we’ve noticed recently, David is going to be doing some magic as he returns to the classroom after having been the “Tech Guy” at the board office for a while.

He sets the standard with his bottom line.

Bottom line, if being labelled a “tech guy” takes these reflections into consideration, I’m extremely proud of this label. I don’t see the technology in front of students as just a bunch of devices. This doesn’t excite me. Instead, I see tremendous potential.

Some words of advice here – you’ll always be known as the “Tech Guy” so wear it. There are worse things to be known for. You’ve built relationships throughout your district so don’t be surprised when you get some panic emails for help. I still get them. The most enjoyable are about report cards which have had many incarnations since I last formally supported them. The really cool thing happens when these relationships develop your learning because someone wants to share something new with you.

On a political note, things are likely to be difficult for a while as cutbacks affect districts throughout the province. I hope that school districts are wise enough to continue to put insightful “Tech Guys” in areas of support centrally. We know that anyone can click a mouse or use a keyboard these days. True progress comes when you have people like David that see the connection and the potential because they bring a strong background in teaching to such a support position.


As always, there’s a powerful collection of thoughts from these wonderful Ontario Edubloggers. Make sure you’re following them on Twitter.

  • @ssunderaswara
  • @mrJameyByers
  • @matthewoldridge
  • @jcasatodd
  • @Ahpotts
  • @bonstewart
  • @dcarruthersedu

This post originated on

https://dougpete.wordpress.com

If you read it anywhere else, it’s not the original.

This Week in Ontario Edublogs


Welcome to the last TWIOE in June and the school year.  As always, there is some inspirational content written by Ontario Educators.  Perhaps you’ll be inspired to start or re-start your own blog this summer if you’re not already a regular writer?


Rethinking End of Year Countdowns

File this post from Laura Bottrell on the Heart and Art Blog under “maybe I’ve been doing things wrong all this time”.

For many, it’s been a month (or more) of counting down until today.  I even remember a colleague who shared the countdown on his blackboard for all to see.

Laura reminds us that this countdown may not necessarily be exciting for everyone in the class.

I always thought that celebrating the end of the year was just adding to the fun and excitement of summer. I’ve always had a fun countdown for my class. Lately, I’ve been wondering if this is just adding stress on some of my students. It really hit me last week when I announced that we only had ten school days left and there were at least five children in my class that crumbled to tears.

Her suggestion turns the table and has you thinking about treating things differently.  A little late for this year perhaps but … it’s nice to have a reminder that things aren’t always what they seem.


Why do you want kids to code?

With apologies to Jim Cash, I read the title to this post a little too quickly.  Instead of “Why”, I read it as “What” and thought that it might be about some new things to code!

However, using the word “Why” changes everything.  Jim summarizes his thoughts in this graphic he created.

It generated some interesting comments when Jim announced the post on Facebook.

I understand his message but I also wonder if I’m on the same page with him because of having a background in programming.  As Jim correctly notes, there’s a certain bandwagon effect about coding that has people jumping on because it’s felt that it’s important or someone is keynoting about the cool things that kids are doing.

Coding goes well beyond the mechanics of getting the job done.  (Blue side) Until you’re looking at the big picture, you’re not doing it justice.  (Green side)

It would be interesting to find out how many people get pressured to “do coding” because it’s the latest thing and yet they may be doing it without a suitable background in coding.


Go Magic! Let’s do this! 🙂

And the winner in the “Who gets David Carruthers added to their staff” raffle is …

<drum roll>

Bonaventure Meadows.

It looks easy enough to get to.  (at least by driving)

Getting to the actual school placed David in a series of job interviews and he shares his reflections about that process in the post.  I can understand the need for standardized questions for all applicants for fairness.

But, the school really needs to be prepared to take advantage of the skills that David has refined over his time as a learning coordinator.

Maybe instead of “Go Magic!”, should read “Get ready, Magic”.

And, then there’s the whole Plugged-in Portable thing?  I guess we’ll find out in the future.


Reader’s Theatre = Experiential Learning

I read this post from Stepan Pruchnicky a few times and I absolutely understood his message.

In Language, it’s important to read and understand different texts.  The concept of reading a script was a new spin on it.  But, as Stepan digs into it, it has to potential to go very deep, rich in understanding and empathy for characters to be played in the script.

It was during the radio version of This Week in Ontario Edublogs and Stephen Hurley’s comments about the connections to David Booth and Stephen’s own experience that really put me over the top with the concept.

I’d suggest putting Stepan’s post on your list for summer reading.  This is an idea that could really generate mileage for you.  Perhaps a future post would recommend suitable scripts?


Context is Key

Of course it is, Ruthie Sloan.

But, I certainly haven’t thought about it as deeply as you explore in this post.

You take the notion of context and apply it to…

  • wardrobe
  • digital expression
  • body language
  • how we communicate

The post is a great discussion about each of these.

It’s also a reminder of so many things that may just pass us by as life goes on.  These are things that we do every day.  It goes beyond what and moves into how, when, and who.

I loved the collection of images that she includes at the bottom.


“I Don’t Have Time For That”

Joel McLean reminds us that this comes up too often when people are wondering about taking charge of their own professional learning.  I suggest that it’s an easy answer and often given to avoid things.

I also am reminded about my Covey training.  The first rule – schedule the important things first.  Then, let all of the other stuff fill your time for you.  Goodness know that, in education, there’s no danger of that not happening.

I remember also returning from my training and explaining the approach to my supervisor.  We still meet for coffee every now and again and he notes how this changed his professional life.  (Not my comment but after my experience, he went and took the course himself.)

There was only one caveat to my own implementation – I was never allowed to allow my priorities to supersede his priorities for me!  I shouldn’t have encouraged him to take the course.

Maybe Joel has some advice for how to handle that!


Observations & Conversations : Part 1 of many?

The structure of the Interstitial App, or, Observations & Conversations – Part 2

From Cal Armstrong, a pair or posts and maybe more to come.

After my session at the OAME Conference (link to Presentation), a few folks asked me how I had put this together, so I’m going to give a brief run-down here.

It sounds like the audience was really impressed with Cal’s use of Microsoft Powerapps.

I know that I was; I’d heard about it but really hadn’t done anything with it.  I guess that you need to have a reason and Cal used his mathematics audience as the target for his presentation.

If you’re curious, read both posts.  If you’re interested in creating your own, pay attention to the second post.  Here, Cal takes you through his process step by step.


And there’s your last day of school inspiration.

Make sure you’re following these great bloggers on Twitter.

  • @L_Bottrell
  • @cashjim
  • @dcarruthersedu
  • @stepanpruch
  • @Roosloan
  • @jprofNB
  • @sig225

This post was created and posted to:

https://dougpete.wordpress.com

If you read it anywhere else, you’re not reading the original.

This Week in Ontario Edublogs


Happy Friday!

Here’s some great reading from Ontario Edubloggers to kick off your weekend.


Guided Reading for Math?

I always get inspiration and ideas from Deborah McCallum’s posts and this one is no different.

Speaking of different, she sets the stage by talking about the way that we’ve traditionally made the study of language different from the study of Mathematics. She introduces us to the concept of reading for meaning nicely to Mathematics.

Who hasn’t struggled with an involved question that you’re positive the teacher stayed up all night trying to get the wording just right to mess up your day?

So, just like there are tools and techniques for understanding reading material, could the concepts not be applied here?

She builds a nice argument and provides 10 suggestions to make it work.

Why not try guided reading to help students build cognitive, metacognitive and affective skills for reading complex math problems? I encourage you to give it a try.


What Makes A Partnership Work?

You don’t have to follow Aviva Dunsiger for long on any social media before you see a reference to her “teaching partner Paula”.

This blog post is really a testament to the powerful relationship that the two of them have in their kindergarten classroom that I now know has about 30-ish students.

It’s a typical Aviva post – lots of colours and pictures. You’re going to love them.

There’s a powerful message in this post about partnerships in their case. It’s built beyond the professional requirement that they be in the same place at the same time.

As always, she’s looking for comments about similar relationships Stories like this are inspirational in education, particular at this time in Ontario.


Here’s to Paving New Ground

Sue Bruyns provides a bit of background with reading from Professionally Speaking but quickly gets to the heart of a very important issue.

It happens often in education.

I think we can all think of successful innovation stories. Little pockets of excellence at a school or within a department that swells and changes professional practice for others, sometimes changing the direction of things.

There are also other moments not as successful and we don’t always hear about them. Read Sue’s post and you’ll be exposed to one. A group of collaborators take to a piece of software, learn together, and make good things happen. Sue even notes that the company’s CEO flew in from British Columbia to help with some compatibility details. Staff persevered and the software started to show the results promised at Arthur Currie and other schools.

Then, it happened.

A directive from outside the school indicated that the software could no longer be used and that a board approved solution needed to be put in place.

You can’t help but feel sorry for those who spent two years learning and growing with the software. I hope that this gets past the software issue and that the skills and knowledge developed on the initial platform can be transferred to the board approved solution.

I really appreciated reading this post; we don’t often read thoughts from principals and even more infrequently their leadership challenges when influenced from outside the school.


Recess is as Real Life as it Gets

With a background in secondary school, I was out of my element here when the topic turned to recess. It just wasn’t a thing for me unless you counted “travel time” of five minutes between classes…

I really enjoyed the picture The Beast paints of recess and what happens there. I kept thinking that recess and some of the activities described were really application of the things that went on in class.

But, it’s not all fun and games.

And then, as The Beast does, they dig into just what recess actually is. More importantly are their thoughts about what recess could be in their perfect world.

I’m also still trying to figure this out…

Circle back around to the beginning of your post and what we know to be the difference between Dougie’s type of learning and actual learning.


When it comes to mental health in Canada, the gap is still too wide

Before we get to the message in Paul McGuire’s blog post, here’s an observation about format. For the most part, blogging platforms let you categorize and tag posts with words so that you can search later. Typically, this appears at the bottom of the post. In the format that Paul has chosen they appear at the top and one of the tags was “hope”. That helped me frame a reading mindset as I dug in.

He praises Supreme Court Justice Clement Gascon for publically acknowledging his challenges with mental health issues.

We live in a great country. Have we not resolved this?

The World Health Organization reports that in low- and middle-income countries, between 76% and 85% of people with mental disorders receive no treatment for their disorder. In high-income countries, between 35% and 50% of people with mental disorders are in the same situation.

Those statistics should shock you and I would hope would shock society into realizing that we need to do better.

This is a sobering post and I thank Paul for writing about it and bringing it to our attention. I encourage you to take the time to visit and read it. You may end up looking at some of those faces in your classroom differently going forward.


Self-Care for Writers

I kind of found myself out of water and then back in again with this post from Lisa Cranston.

I studied Mathematics and Computer Science at university so the concept of writing big research papers, much less a dissertation, is completely foreign to me. At the time, I hated writing – in high school it always seems that you were writing to be on the good side of the teacher instead of something that you were interested in. I probably have that all wrong but that’s how I remember it.

So, I’ve never had the stress and stressors that Lisa describes in trying to do a long-term writing project.

But, these days, I write every day, albeit not the long-term format Lisa describes. I enjoy writing now and doing whatever research goes into what I do. I was quite interested in Lisa’s suggestion for low cost, self care…

Some suggestions for low cost, short term self-care include: a hot cup of tea, a walk outdoors, playing with a pet, holding hands with a loved one, reading a chapter in a non-work related book. 

I’ve got all this nailed except coffee is a replacement for tea and reading blog posts substitute for non-work related book. (although there always is something on paper beside my chair)

I’m curious though about her definition of “mindless screen time”. I’d really like a definition of that.


bringing back the participatory: a story of the #ProSocialWeb

I’m in love with this very long post from Bonnie Stewart.

Play this album while you read it.

I feel very old when I read her definition of “old-skool Web 2.0”

The participatory web, originally – the old-skool Web 2.0 where readers were also writers and contributors and people were tied together by blog comments – but also social media. Twitter. Even Facebook. Together, these various platforms have networked me into some of the most important conversations and relationships of my life.

That was me in the early days.

I like to think that’s me today. Maybe I haven’t moved on. I value those connections; I worked hard to make those connections; I learned that success didn’t happen over night; I valued the connections; I never thought of myself as a piece of data.

Things indeed are different now. Bonnie describes what is and why.

I love this quote that she includes in the slidedeck embedded.

“If you want to travel fast, travel alone. If you want to travel far, travel together”

I often wonder if those of us who were early adopters aren’t part of the problem. How many times have we shown the “power” of connections and the web and convinced others to join in? The missing part is that we don’t share how much hard work went into our initial learning to make it happen. We know it isn’t immediate gratification; do we share that?

Cringe the next time you’re asked to show the “power” of social networking by retweeting or liking a message.

You know that it’s much more than that and there’s great potential in the ProSocialWeb.


OK, inspired for a Friday – go forth and conquer now that you’re smarter than you were went you started. You did click through and read this amazing content, didn’t you?

Follow these amazing folks on Twitter.

This post originally appeared on:

https://dougpete.wordpress.com

If you read it anywhere else, it’s not the original.

This Week in Ontario Edublogs


From the blogs of some of Ontario’s Edubloggers, check out some of the latest. And, by the way, if you are in Ontario an are an educational blogger, there’s a form there so that you join this amazing collection.


Another One Bites the Dust?

From Jennifer Aston, a story that occurs too often with educational software/web resources.

She put considerable time and energy into learning a particular software product, teaching her students how to use it effectively, shared the resource with a parent community that she wants to engage with, and then it’s gone.

When I saw the title, I thought it might be a lament about the passing of Google + but no. In this case, it was a piece of software that she and staff members had devoted time to learning to create and share student portfolios.

You can read her entire experience and see the software titles that are involved in the post.

Such a situation has happened to me more than I would like. It’s part of life for technology users, it seems. I wonder if it’s more pronounced in education. A first response is typically like one that Jennifer includes in this post. In education, moments are precious and those lost during a change in software can be painful. Knowing Jennifer, I suspect that she’ll fall back a bit and then pick up her game with the new software.

It’s still frustrating though. As it would happen, Anthony Carabache had shared a post he had written a while ago that applies … “Embrace the Beta“.


Roll Out The Red Carpet

This was an interesting approach from Heidi Solway. Normally, I visit a blog and start reading. Not so in this case. Before I got to the content, there was a disclaimer.


SPECIAL NOTE: This blog post is unique from all other posts.  I am writing it for my Teaching English Language Learners – Part 1 additional qualification course. The assignment is to, create a mock blog post entry that supports educators with creating a classroom environment that welcomes and supports newcomer ELLs. 

I guess the point was to let us know that it wasn’t part of her job or her regular blogging routine.

But, stepping away from that, it’s a fabulous post that is worthy of note, not only to ELL classrooms but to all classrooms. There are tips and suggestions for welcoming new students, starting from the beginning, setting the classroom environment, designing appropriate activities, and more.

Personally, I think that it’s a great post worth sharing despite the disclaimer. There’s nothing there that I don’t think any teacher wouldn’t want to embrace. Faculty of Education students might take particular note.

Doesn’t everyone expect a “Red Carpet” treatment when they go somewhere new? It lets you jump right in. I’ll challenge Heidi right now to roll out the red carpet at EdCampLondon this weekend.

The only thing that was missing from her thoughts was how to post political action posters…


For Mrs. Barkman

“Where were you when … happened?”

I think that we all have memories like that. Such was the case for Amanda Potts who shared a memory of her teacher during the Space Shuttle explosion. For her,

The space shuttle exploded sometime between the end of Algebra 1 and the beginning of English.

Two of my own memories came back as a result of Amanda’s post.

  • I was in the living room at our Minister’s house when news came across the television about the assassination of Dr. Martin Luther King
  • I was setting up for a workshop in a computer lab in Essex when my support person called and told me to turn on the television and the news because of the airplanes flying into the World Trade Centre

While I still remember these vividly, I don’t think about them daily. It’s only when prompted.

For Amanda, her prompt came from the Notre Dame Cathedral fire. Click through to read her thoughts. It’s a very powerful post.

It will get you thinking. That’s gold for bloggers like Amanda.


No Wifi: Pretend it’s 1993

Huh?

WiFi is ubiquitous, isn’t it? In fact, I know people that buy smartphones without a data plan because it’s everywhere they want to be and they can live without being connected in others. Like driving a car, for example.

Now, Jennifer Casa-Todd is one of the more connected educators that I know – except apparently at her dinner table. (Mental note in case I’m ever invited to dine with her)

Her story, in this case, was about springing herself from self-imposed isolation while doing some research and wanting to go somewhere where there were people and she could also get connected.

She ran into a sign that had a message she wasn’t comfortable with.

Apparently not the actual sign but close enough to make her point.

So, the question becomes:

  • is the sign condescending?
  • is the sign humour?
  • is the sign there to stop people from ordering and then complaining that there was no WiFi?

I don’t suppose it’s one of the world’s greatest questions but Jennifer answered with her feet and went somewhere where her needs could be addressed.

If I was the owner of the place, I’d put a piece of chalk out and let people express their opinions about the policy.

Wait – that’s so 1993 – today we rate service on Facebook or Yelp.


EdTechTeam Ontario Summit 2019

Zélia Capitão-Tavares describes herself as:

Artist | Proud Mom | M.Ed. | TDSB Hybrid Teacher – Digital Lead Learner | Passionate about Digital Literacy | Google Educator & Innovator #TOR16

So, what does she do to fill her weekends?

For one, she goes to the Ontario Summit and apparently enjoyed the learning. She offers a description of the messages from the keynote speakers, the CSFirst Sessions she was involved with and an acknowledgement of the EdTechTeam that lead the event.

All this, plus she was a Spotlight Speaker too! It’s always nice to be recognized for accomplishments and abilities as a leader so kudos to her for reaching that level.

She also mentions something in the post that often goes unaddressed by conference goers. Definitely, during the event, you’re hit over the head with the message of sharing your learning with others via Social Media. I suppose there’s the selfish purpose of the organizers to be “trending” but often that’s about it.

Zélia mentions that, when she had a chance to recharge, that she went back to take a look at the learning and sharing that happened. That’s something we all can do. The sharing on Twitter happened here.


The Courage to Teach

Thanks, Deborah Weston, for alerting me to your latest post on the ETFO Heart and Art Blog.

This is another post that brought back memories for me.

I had no problems accepting the job offer for my first teaching position. After all, it was the only one on the table and I had no other alternative if I wanted a job. I walked into my classes on that first day knowing I was going to be the best thing that ever happened to those students. I knew stuff, a lot of stuff, and my job was to teach them a bit of what I knew.

That was Day 1. Everything went downhill from there.

I think that the biggest thing I learned was that teaching was not about me. It was about everything else that circled around me. Students, colleagues, curriculum, Ministry directives, politics, Federation involvement, coaching, … I could go on but, if you’re a teacher, you know all this.

It also was sobering when one of the people I attended the Faculty of Education tried to organize a reunion five years after we graduated. Some of us were teachers, some had become teachers and left, and some never got into the profession.

It was the ones who had become teachers and left that was the most powerful to me personally. I think that Deborah sums it up nicely in her section “Why do teachers lost heart?

It’s an important message to reflect on as things are anything but idyllic in Ontario Education these days.


Keep It Simple. (thanks, Rachel)

There were two things about this post from Colleen Rose that challenged me.

  • there are a few pictures in the post that don’t come through and I’m guessing that it’s because I’m not friends with the original poster. I was able to visualize because of Colleen’s comments
  • Colleen is a dear friend and such a talent. I have half of one of her painting here in my office. Another friend has the other half.

She received advice advice about using her gifts

My friend Liz (a retired teacher who is adventuring and teaching in China) spoke to me about using our gifts, and that there is a reason why they’ve been given to us.  It’s true — when I create, and especially when I paint, I feel that I am living life to its fullest.

This is such a powerful message, not only to Colleen, but to us all. What is your gift? Are you using it? If not, why not?


Please take a few moments to read these inspirational blog posts in their entirety. You’ll be glad that you did.

Then, make sure that you’re following these people on Twitter.

This post originally appeared on:

https://dougpete.wordpress.com

If you read it anywhere else, it’s not the original.

How I spent yesterday


We all know that yesterday was April 1.

Carbon tax day in Ontario or a chance to play tricks on people as part of April Fool’s Day.

Last week, I had read that Microsoft had indicated that there would be no jokes played on April 1.  But, we can always count on Google…

Screen Cleaner

This was kind of a cool way to spend a couple of minutes.  Allegedly, there was an external screen cleaner built into the Files application.  Not only now could you keep your Android device as clean as possible, you could clean the outside.

It’s a little bit of fun, to be sure.

But, what a great way to get people to download this application if they hadn’t already and use it to keep things clean on the inside.

Snake

Now, this was considerably more time sucking and rabbit hole-ish.

snake

The classic game of “Snake” comes to Google Maps.  Play in your favourite city, if it’s included, or wander around the world.

Snake was started from a special addition on the main menu on the side.  The promise is that it will be around for a while.

There are a few more from Google for 2019.

And, Google isn’t the only one.

Check out this article for more April Fool’s gags.

And here is a list of all of the Google April Fool’s gags over the years.

Beyond the gags, though…

Easter Eggs and unexpected actions or mystery levels in games have been around for a long time.  It was the source of inspiration for a discussion with students about the ethics of doing it.

Sure, it can be fun, but if you’re using an application for its serious intended use and the prank actually makes it fail should be a cause for concern.  Google products, since they largely live on the web can get away with it since they’re not changing anything to your computer and can fix things once and it applies to everyone.  But, suppose that Microsoft decided to get cute with Microsoft Word in the name of a joke and you ended up breaking functionality – then it gets serious.

Lest I get too serious, I’m back to the Snake game.