- Summer 2015 - Travelled, a lot!
- 2015- Transformed Tech PD at our school, I should write a little about this too!
- October 2015 - Accreditation Visit in Dubai
- October 2015 - Submitted an EdD paper on Edtech, Society and the Habitus - influenced by the ideas of Pierre Bourdieu. (Worked hard and got a Distinction!)
- January 2016 - Finished a small piece of Ed Research on Ed Tech Policies for Middle School
- January 2016 - Hosted and presented at the Swiss Math Teachers Conference
- February 2016 - Started a Teach Further Maths Course with a view to refreshing HL Math knowledge
- March 2016 - Presented at swiss cloud camps on becoming a Google Educator
- March 2016 - Accreditation in Naples.
It's time I started again, but to make myself feel better about my lengthy hiatus here are a few achievements in the past 15 months:
It has finally happened, I have enough experience and know how to be officially recognised as a Google Education Trainer. The process of becoming a GET wasn't too difficult, but it's about having all your pieces in place. Information on applying can be found here and deadlines come and go, so check regularly. I thought I'd share my pieces of the application - just as having work published this is pushing me outside my comfort zone. Putting your work in the public domain is incredibly personal but I do receive (Kind, Honest & Specific) feedback well, so question and comment away. Here you go.
My Case Study - Googe Doc can be found here
My Training Resumé - Google Doc can be found here
My Training Video - Below:
You'll need 3 references (one or more will be contacted but not necesarily all) and you will need to have passed your certifications first. From here it will be about maintaining certification through sufficient workshops and presentations. As I build our schools program this shouldn't too hard to do. Looking forward to some more external work too - by far the hardest part of the process!
Don't think for one minute that you are not up to it. It does take tome time to put your applicaiton together but it's nice recognition for the work you do. If you have a sound grasp of Google tools and a background of sharing knowledge formally, or informally, then this is achievable for you too.
Now I just need to make sure I keep within the rules set for branding and logo use - wow!
It has been a long time coming but finally we presented in the format of "speed geeking". I have been talking about it for a while, but imagine speed dating with a technology focus. 5 minutes to demo an idea, a tech tool or way of working. We have developed technology leaders in our school - there was a nice process which involved training in Rome and sharing out back here in our school.
The feedback was overwhelmingly positive and already we have 8 people interested in producing the next round of speed geeking demos. The things we shared included:
This was all done with a view to developing a desire to go in a 'second date'. The participants were asked to pick a theme and take their conversation further with the tech leaders. In semester 2 we will see how far we can get.
We use it all the time, but where does it come from, how was it derived? It's all down to de Moivre and his work in gambling.
I always see something new that I like when spending time in others' classrooms. We should do it more often.
So under the theme of collaboration we have continued our edTech PD track for our new faculty and it's great listening to all the conversations that are being had. Ideas are being shared and refined and the teachers are choosing their own interest and track. We did a little "gallery walk" to share ideas (it's a little less threatening - and you can write as much or as little as you like).
A few major themes came out:
The start is always the hardest, it's the same for any lengthy piece of writing, getting those initial ideas on paper is tough. Then some how we need to have a coherent understanding of the external requirements for the IB's Exploration. My take on it is to start without thinking about criteria. Ask yourself the question what makes a good report. I, like many teachers, choose to guide myself down a statistical investigation. For me statistics is the most useful aspect of mathematics that my students (at studies level) will encounter. For that reason I feel justified in having them learn how to accurately and convincingly report data. We started simple and we brainstormed. I prompted, they responded. By the end of it they had come up with ideas of everything they had seen - all student centered and collaborative - and by choice no technology in sight. Keep it simple.
Then we went on to a simple exercise to introduce the idea of a variable, something that changes or something that we can measure. Here is the exercise we used to discuss connection between variables, I gave each student 2 stickies and asked them to write down a variable on each - we then had some fun randomly matching them up. but it brought about some great discussion points, and of course we laughed at a few combinations too:
Some times a video says all that you want to say. I came across this a while back, but I thought I'd share it again. It reminds us that Math is hard and some people don't get it, the same way as I am not as talented as the artists in our school, or as might be more obvious - my writing is not as creative. Just remember that just because we understand as math teachers, doesn't mean everyone will understand it with us.
I've started pulling together some entertaining and mind boggling videos for our IB classes, here are a few of them:
This year I have been challenged to lead the Tech PD program in our school. I have always had an interest in technology, and bringing into a classroom is easy for me. The challenge for me is to make a session that is not like the generic sessions that many of us sit through. We attach an important to Educational Technology at our school, and up to now there hasn't been an explicit leader, so there is a real chance to change the culture through the new faculty coming into our school.
Last year a group of faculty highlighted areas of need and importance when it comes to tech training. These tools were things like, using a mac, powerschool, or google tools. The problem with that is it's generic. We can't honestly ask everyone to sit through the same training in allocated professional development time. What's more, I firmly believe that we should be talking about educational technology in these times. So I came up with a compromise.
I have turned the sessions into themes, the first is "collaboration" and I made a webpage dedicated to it here. Hopefully this way, we can still talk Google Docs with those who are interested and others can head off in any collaborative tangent they like. I will see how this goes but future themes will include at least - innovation, authentic learning, feedback and assessment, creativity.
As I am independently developing my Edtech role I aim to be the person who does the leg work for teachers, and the person who facilitates the process. This page is a collection of links and resources, plus a couple of stimulating activities that allow us to discuss the role of technology in facilitating collaboration etc. Every school should have an Edtech specialist.
Department Head Mathematics Teacher