The Path to Music

I was in our downtown over the weekend with my son, celebrating a great report card with a lunch at his favorite place to eat. Nearby, I noticed a store that I used to go to all the time. It is an eclectic used CD store. I used to browse through and almost always come out with something.

Not anymore, I realized, and although I felt the pull to head in there after lunch, I resisted. What would I do with a new CD? I only use an MP3 player for music in the house now. I felt sad about this and it reminded me of the transition from vinyl to CD (but I don’t miss 8-track days). But the reality is that I have a collection of discs that I never even look at. Their time has come and gone.

I did buy a new album this weekend by an artist named James Maddock.

That path I took was interesting: I was reading Paste Magazine, which has barely survived the tumult of the magazine world but remains a favorite of mine, and flipping through the music reviews. I saw an advertisement and read through some of the claims of “best album of 2009” and more. Hmmm. In the past, I would have written a note and put it in my wallet for the future. Maybe I would stumble upon the album. Maybe not.

Not now. Now, I jumped on my computer and headed over to LaLa, a music site, where I searched for James Maddock, and listened to a few cuts from the album that was getting such praise. Nice, I thought. I pulled out my iPod touch, connected to iTunes, downloaded the album and in about ten minutes, the house was alive with the music of James Maddock.

That is the digital revolution when it comes to music.

Peace (in the process),
Kevin

A Technology Manifesto for our School District

I wrote a few weeks ago about a meeting that some of us had in our school district around angling technology towards the center of the identity of our school district. I kept thinking about it and worried that if no one followed up on the meeting, the whole idea would just sputter out to nothing. There is still that possibilities, but I wrote down my own ideas for the school district administration and shared them this week on an Etherpad document, urging the principals and superintendents to collaborate on it (nothing yet).

Here were some of my main points of my manifesto:

Goals: How we do make our use of technology in the Hampshire Regional Schools more visible to the public (inside and outside of Hampshire Regional) and continue to integrate meaningful technology into the classrooms?

Rationale: We have invested, and continue to invest, significant funds into technology purchases in our school district. We “earn” significant money from School of Choice students electing to come here but we also lose significant funds from our students going elsewhere, too. By branding our district as one that is infused with technology and innovation, we have the opportunity to create an identity as a district that is preparing students for the world of the future. Beyond the marketing concept, the creation of this identity might help more teachers take the first steps into using technology in meaningful ways because they want to identify with the goals of the district. Finally, this shift might open the door for more grant opportunities for our district, as most organizations want to see the groundwork already in place before handing out money.

Audience: the public

  • Better public relations: Contact newspapers about technology-infused projects that showcase student engagement. Don’t be afraid of the press. Reporters love an easy story, and technology is still flashy for the newspapers. And if they can see kids doing something, creating something — that is even better. Make the reporter’s life easier by getting everything set up and ready for them, and positive stories will get written.
  • School websites — There should not be a single empty webpage on any of our sites. At the very least, every teacher should have a headshot and a welcome message. An overview of their curriculum would be helpful, too. And any sample projects gives more content to a site. An empty page sends a message that the school is not yet made its way into the 21st Century. Remember: for some teachers, even this step is difficult, but we need to create the illusion at least that we are all tech-savvy.
  • A unified technology mission statement: It would be nice to have some district-wide mission statement around our views of technology. In my view, the statement needs to be student-centered (remember, our audience is parents here) and engagement with technology for meaningful reasons that enhance our curriculum and prepare students for a world that does not yet exist. The tools are not nearly as important as the students.
  • I suggest we also create a short, five-minute video documentary of technology in our district that could be placed front and center at our district website and perhaps even on our individual school websites. It could showcase some student projects, some teachers talking about technology integration and give a flavor of some of the work going on. Quality will be the key here.
  • What about an App? I know this is a stretch, but some schools are starting to develop an App for iTunes that provides a feed of news from a school district. (see this article: http://www.billingsmiddleschool.org/beta/2010/01/20/billings-middle-school-iphone-app-released/) Even if the response is not overwhelming, a Hampshire Regional School District App puts the notion out there that our district is leap-years ahead of other school districts. Of course, then there is the issue of who would be responsible for putting news out there. We don’t want a dead App like we have dead Webpages.
  • Family Technology Night: Given the rise emerging technologies, it might make sense to have a night for families to come in to our schools and use the technology themselves. We could have parents and students work on a digital story together, for example. It would also provide yet another opportunity to talk about the pros and cons of kids and technology — a realistic view that technology is not the answer, but another tool for engagement.

Audience: the staff

  • Create a database/collection of successful technology: We know colleagues are using technology but we never get a chance to share or learn from each other. Why not find a simple (ease of use is key here) to collect ideas, lesson plan ideas, websites and contacts from within our district where folks are doing these ideas. We make our teachers the leaders.
  • Sharing tools/resources: This is similar to the last item. If there are resources out there that are useful, let’s share them with each other. What have my colleagues used that has been successful?
  • Technology coach/partner: This is a critical piece of the puzzle here. In my experience, there is a group of teachers who may never see the value of technology, and there is a group of teachers who are doing all they can to use technology. It’s the middle group that we want to make the shift — they see the value, but are not ready to do it on their own. We need to find a way to create partnerships or have technology coaches (like a literacy coach) to work with teachers in their classrooms for an extended period of time to plan and implement technology integration into the curriculum.
  • Technology Across the Curriculum — Teachers need to know that technology is a tool for any curriculum area. It is not a drop-off class, or some enrichment activity for high-achieving students. Technology can have a place in science, in social studies, in math and more. And this technology across the curriculum might lead to more collaboration among teachers, too.
  • Grade-level Teacher Collaborations — Perhaps the easiest way to begin is to have teachers at a common grade level work together on some unified tech-related project that starts first with collaboration among the teachers, and then extends out to the classroom. For example, students could do a community-based action project that involves some research of the place where they live that has a community service component to the project, and then use a blog or wiki site to post writing, podcasts, video tours, etc, for students in other towns. We could open it up for peer feedback across the schools. (note: this would also be good public relations moment)
  • Technology as part of any curriculum initiative — Instead of treating technology as an add-on, let’s make it a central part of any curriculum initiative that we do — even if it is as simple as sharing reflections through a collaborative site after a workshop session. I always want to know what my colleagues have taken away from a session. For example, our Literacy Initiative should have a technology component built right into the planning and into any offerings for our teachers.
  • Professional Reading Groups: It would be helpful if teachers could be encouraged to come together to read articles, books and websites in the form of a reading group/circle. This would allow for more connections among teachers as well as expose more teachers to the developments around technology in education. Ideally, a small stipend would be available for teachers, who would be expected to share out what they learning with colleagues in some fashion. Some recommended books might include: The Digital Writing Workshop by Troy Hicks; The Socially Networked Classroom by William Kist; or Blogs, Wikis, Podcasts and Other Powerful Web Tools for the Classroom by Will Richardson. These groups could be a hybrid of face-to-face meetings and using online sites for discussions. A potential bonus: most of these writers will agree to Skype into reading groups to talk about their books with teachers reading and using them.

Ideas to keep in mind:

  • Equity and access issues for all of our students, not just those with financial means;
  • Recognize that students communicate/write/read in ways outside of our schools that don’t always translate to learning we do inside of our schools — that is what we want to tap into;
  • Sharing among colleagues is a critical way to learn and implement new ideas;
  • Maintenance and upgrades of existing equipment must be worked into any long-range planning. It does us no good to push with technology on machines that are broken or antiquated.
  • Administrators need to utilize technology to reach parents and community members (I know this is another equity issue, re:hilltowns)

What am I missing here? Is there something your district does that makes a difference in creating a sense of technology integration?

Peace (in the sharing),
Kevin

The walking, talking, teaching man

Our physical education teacher was able to get about 25 pedometers donated to our school as part of a data-gathering exercise challenge. He has handed off the pedometers to us teachers, asking that we record how many steps we take for each day, over four days, while in school. Later, the sixth graders in math will use the data in Excel spreadsheets to talk about mean, median and mode, I think.

So, of course, this new pedometer strapped on my belt provided a nice morning activity.

First, I asked the kids about the word “pedometer” and we broke the word down into its parts (root and suffix) and began making new words from “ped” and “-meter”, which dovetails nicely with our work in Language Arts this week around the Origins of Words.

Then, I asked my students to estimate how many steps I would take before the end of the school day. I did give them a hint, as I had already been wearing the device for 30 minutes before they arrived. Some, not all, used that information to think about the hours of the school day and base their number on that information.

We wrote all of the estimates down and in the afternoon, I announced my step count — roughly 4,000 steps — and we all cheered the winner.  A lot of students asked when they can get a pedometer (that’s is phase two, I think). I’ll be putting the pedometer on again today as I teach.

According to some websites that I found, approximately 2,000 steps equals a mile. That all depends on your foot size and your stride, but I am about a size 12 and I think I have a normal stride.

So that means that during the course of my school day, I amble about the classroom and hallways (mostly the classroom) for about two miles per day. Interesting …

How far do you walk?

Peace (on the peds),
Kevin

Getting Ready for the Concert

I’ve been trying to learn some bass lines for a few songs that I am playing in an upcoming Benefit Concert (to get books for New Orleans and donations for Pennies for Peace). I am the bass player in a quickly-formed band that includes a colleague, a drummer, two former students (one on guitar and the other on vocals) and a daughter of a teacher at our school (we named the band after her since she has such a wonderful voice).

I like the bass, but I haven’t played it much. Ever. It’s a whole different view of a song and I keep resisting the urge to get fancy. Keep it simple and keep it solid, I keep telling myself, and let the vocals be up front. I think my mindset as a sax player is to jump in front of the sound. And of course, hitting the right notes is always a good thing.

The other day, guitarist Steve set up his portable recorder and grabbed these from practice. The concert is next week and we are hoping to get the crowd singing along with the Fireflies song. They certainly all know it — I hear the melody down the hallways.

Collide (by Howie Day)

Fireflies (by Owl City)

The third song we will be doing is an original song written by some former students, but we didn’t record it that day. The song is called Hourglass.

Peace (in the muse),
Kevin

Playin’ Jazz

I wrote a few weeks ago about my invitation to play with some musicians of high caliber for a jazz-infused service at our church. I was nervous because I was out of my league with these guys.

Yesterday morning was the service and, although I screwed up a few beginnings, I think I held my ground and kept up with the group as we made our way through about five songs, including God Bless the Child, When the Saints Go Marching In, A Child is Born and We Three Kings. I could feel that real intense concentration in my brain and I tried to remember where I needed to come in, what notes to transpose to the key of my saxophone, where to not play, where to play and more.

I’m glad I did it but I am also glad that it is is over.

Again, I am reminded of those student we put into a position of expectation but still need a support structure.  We know they can do something, even if it right now beyond them, but we can’t just let them sink or swim. We need to be there to help. I would not have done as well as I did without guidance from our piano player, who gave me visual cues and coaxed me along in some of the songs. I looked to him for that help, even though I was on my own when the song began and my saxophone was in my hands. It helps, too, that our church is so supportive. You could not find a better audience.

The best part? My wife is in the choir, and we got to stand near each other and play a few songs together  when the jazz group provided the music for a few hymns.

Peace (in the church),
Kevin

Getting ready for Dublin (Ohio)

In a few weeks, I am off to Dublin, Ohio, for an exciting weekend event — the Dublin Literacy Conference. I have been asked by the wonderful folks over at A Year of Reading (Franki and Mary Lee) to come as a presenter, which is a great honor. And the event looks fantastic, too.

I like the conference tag line:  “Celebrating 21st Century Literacy as part of our 21st Year Hosting the Conference.”

Presenters and speakers at the conference include  Tim Tyson, Katie Van Sluys, and Ann Marie Corgill.  Children’s authors in attendance will include Melissa Sweet, Patrick Carman, David J. Smith and Denise Fleming.

I’ll be doing sessions around digital picture books and using webcomics in the classroom. But I am most interested in a family session that runs at the conference for parents and their children. I offered to show how to create stopmotion movies.

Imagine my surprise (good surprise) when Franki mentions to me that about 150 people have signed up for that session, with about 2/3 of them being kids. Wow. Now, I need to think of ways that not only can I get info out to the crowd, but also get the crowd working on something that we can quickly make into a movie. I am leaning towards handing out Wiki Stix, having people make characters and then create a parade of strange people (the wikistix folks, not the participants) as a movie.

This will be an interesting experience, for sure.

Peace (in the stix),
Kevin

The Kids are Ready! The Teachers?

A number of us gathered yesterday afternoon at our school district office to discuss the role of technology in our vision for our students. I’d call it a first step but I am not sure anything really got done in the 90 minutes. We talked a lot. We threw some ideas out.  We’re going to meet again in five weeks.

But I don’t think we really know where we are going with it.

For my part, I tried to make a few points:

  • We need to make sure that the concept of student learning is at the center of any vision plan. As we went around the room and each school talked about the elements of their five year technology plan, I heard a lot about “hardware” and “administration” and other ideas that are important (for sure) but we need to shift our language to more student-centered ideas.
  • After a discussion about what students are doing outside of school as compared to what we are doing inside the school (ie, a disconnect between the literacy and media they use in their lives and the literacy we teach them), I mentioned that, when it comes to using new technology, “The students are ready. The teachers are not.” I am referring to the fact that so many teachers have not yet  made the leap into using technology beyond gathering information from websites. We need to help our colleagues.
  • Thus, the concept of a technology coach, who could work directly in the classroom with a teacher to weave technology into the curriculum, and not have technology as some stand-alone cool concept. But teachers need  a helping hand. If we want to really transform teaching practice, this coach concept would make a huge difference.
  • Access for all students — whatever their socioeconomic level — is critical and we can’t rely on our students learning these New Literacies outside of our door. The kids with families of means will be fine, but the ones without means — those ones we really need to reach, in fact — will fall further behind. This means that technology-infused work has to be done in school and we need the tools and the know-how to make that happen.
  • And finally, technology need not be some new initiative on its own — technology should be woven into the curriculum work we are already doing (such as our two-year Literacy Initiative). If we do this, then teachers will see our district values this push and that it is just part of what we do. It isn’t right now.

I’m sure my friend and colleague, Gail, will add her own thoughts. She was there and I was glad — too often, the early elementary grades get completely left out of the conversations around technology. She made sure the kindergarten set had a voice.

I often have to bite my tongue at these gatherings, for fear of taking over the discussions. I am pretty passionate about it and have strong ideas. And when it is a room of principals (nice people, all, and open to ideas), I need to be careful of what I say. I don’t want to inadvertently step on toes or give the wrong impression about what our schools are doing. We’ve made a lot of progress in the last five years — light years of progress, actually — but I find myself impatient.

A few years ago, when I was paid a stipend for some tech work, I drafted a vision statement for our school that continues to be part of the evolving plan. The vision began:

Emerging technology continues to play a vital role in the modern industrial society in which computers and software are integral to success in the life of our citizens.

The William E. Norris Elementary School Technology Team views its role as important in integrating technology into the classrooms in ways that will help prepare students to succeed in this rapidly changing world. The primary goal of all technology initiatives within this plan will be the positive impact such endeavors will have student learning.

I still believe in that.

Peace (in the vision),
Kevin

Me, Outside my Zone of Proximal Development

Bear with me on this one …

Yesterday was full of music for me, but I was challenged in ways that I have not been challenged for some time and it made me reflect a bit on those students of mine whom we do push and cajole to move onto unfamiliar ground and how uncomfortable the experience can be in the moment for them, but how empowering the effect can be later on as a learning experience.

I have been asked to play my saxophone for a jazz-infused service at our family church in two weeks. With a bunch of professional jazz musicians. On songs that I really don’t know. On a saxophone I have not really touched much in the past seven or eight months. I said yes, but then, as I listened to the other guys at practice yesterday, I gulped and wondered if I had done the right thing. I am way, way out of my league with these guys. These folks play in touring bands, run music programs at colleges, they pull chords and melodies from their heads, they are immediately in sync with each other.

Me?

I was a fish out of water yesterday as we ran through the six or so songs that we will be playing, with two more to be written by the piano player “for the occasion.” They all nodded at that, but all I could think was: I sure as heck hope he writes it out for me.

I could feel my brain working overtime just to find the right notes as we played, since all of the music was in C concert key and I was on my tenor sax, which a Bb instrument. I had to transpose on the spot and then keep in time, and then take solos from time to time, and I really did not know what I was doing.

I was at the upper reaches of my Zone of Proximal Development, for sure, and they were unknowingly moving me forward. The trick for me was to keep going, to remember what I was learning so that I would not make the same mistakes the second (or third) time around, and then, now that I am home, to practice what I learned. I want to be near the Zone where these guys are, if only for this upcoming performance. I want to find a place inside this musical bubble.

Later in the day, I was with other musical friends. Now, here, I was on bass and we were practicing for the first time for a benefit concert coming up next month (more on that another day). I am not a bass player in the slightest and my fingers plodded along on the fretboard as I searched for root notes. But, like the morning jazz session, I was determined to keep up and by the end, I think I pretty much had it grooving. This was a little less stressful setting — no professional musicians in the house — but still a learning experience.

So, how does this all help me as a teacher?

My discomfort reminds me of those students who often venture into a new subject or a weak area and feel themselves grasping at straws just to keep up. Instead of swimming, they feel themselves sinking. For me, the musicians I was with in both settings yesterday were patient with me (although in my own head, I heard the invisible negative comments and I had to shush myself towards quiet) and this support allowed me to make mistakes. But I had a responsibility, too. I could not give up. My students also have to be encouraged to keep pushing forward when they run into a wall. To not give up. They need to see small steps of success to know that larger accomplishments lay around the corner. And we, as teachers, have to be there to help them swim. We can’t let them sink.

Yes, I was uncomfortable yesterday, but today, I woke up thinking of the structure and melody of Thad Jones “A Child is Born” and the bass line to “Collide” by Howie Day, and that little run on the original song performed by a former student for the concert, and the backup singing to “Fireflies” by Owl City, and how I am going to solo on “When the Saints Go Marching In” and how, darn it, I need to make time in my days ahead to practice so that I can push myself forward.

That’s called learning, right?

Peace (in the zone),
Kevin