Reflections+Intro+Chp1

Book Intro and Chapter One Reflections [] whiteboard link from Janna
**Introduction** **Problems and how they relate to the SFSD -** In the introduction of //Personal Learning Networks//, Will Richardson and Rob Mancabelli challenge our traditional views of education (“preconceived notions of school”), and the need to transform, not reform, education. They discuss two key problems: 1) Educators recognize, but do not totally grasp what the change in the outside world means to education, and 2) Educators recognize the need for change, but “no one is asking for it.” Global learning networks make available countless opportunities for administrators and teachers to participate in professional learning. Likewise global learning networks can provide students infinite opportunities for learning. However that said, this must be supported with the necessary technology.

**Reform/transform?** Unfortunately at present, our discussion seems focused on school funding for education. Perhaps ‘taking baby steps’ is one way to describe what is occurring. The Sioux Falls School District made a financial commitment to upgrade the bandwidth last year, and now attention has turned to improving our existing technology. Technology innovations grants ($200,000 with 11 of 95 applications funded) were available this year to fund new ideas within the Sioux Falls Schools, so there is some commitment to upgrade technology. Unfortunately for so long, there has been a band aid approach for new technology, thus not all students will benefit from the innovation grants. It appears that some change is occurring, but slowly.

Regarding assessment, the SFSD did shift its writing assessment to the “Write to Learn” program a year ago. Time will tell if this improves students’ writing abilities, rather than the old testing format. It is my opinion that at present the SFSD is tranforming itself in some exciting ways (e.g. CTE Academy and Technology High/Project Based programs), however there seems to be huge limitations in other areas (outdated PCs and laptops without the proper maintenance and support which affects the majority of students).

I tend to agree with our textbook authors that "We have to introduce our kids to a whole new method of learning that is less about memorizing and 'doing their own work' and more about content creation and collaborating with others, and doing so in the context of their passions." (p. 10) This can and must be done from the bottom up and led by informed teachers.

__Chapter 1 (pp. 15-32)__ Six significant shifts in education are occurring: 1) Analog to digital, 2) Tethered to mobile, 3) Isolated to connected, 4) Generic to personal, 5) Consumption to creation, and 6) Closed systems to open systems. A shift in my teaching in the past year encompasses most of these, but I want to focus on two of them that resulted in the way I teach Creative Writing and Yearbook at the high school level.

**Analog to digital:** My yearbook students live quite comfortably in a digital world. Yearbook students use Google Docs for writing/saving/editing stories and captions. This has almost eliminated the need to print out assignments for grading and/or sharing. Digital photos are shared with others using Web 2.0 tools (Photo Peach), again eliminating needless printing.

**Isolated to connected:** In my Creative Writing classes, we are shifting towards connected learning. Students create their own wikis and post their nonfiction, fiction and poetry writings for classmates and beyond to view. This has provided a platform for collaboration with other students as well (discussion forums, etc.). No longer does students’ writing sit in a pile on my desk, rarely seen by others. (My efforts have been limited some because of available technology, but I'm optimistic there is so much that can be done.)

**Personal Learning Networks** are important in schools today. The most important reason that I see for PLNs is that through them students and teachers take responsibility for their own learning and passions in a networked world. Education becomes more personal and should be more engaging. If we hope to prepare students for the future, we also must establish an understanding about how life-long learning evolves with time as individuals mature and change. It is not limited by a specific teacher or classroom or set number of years in school.

While it is a fact that educators today may not have much exposure to learning-networks and social media, schools must recognize the power of global learning and step up to teach students how “cultivate and utilize networks for learning” (p. 8).This begins with teachers understanding and using them, and then finding ways to integrate networked learning into students’ education. Equally important is teaching students how to critique the information available to them: determining who they can believe and who they can trust (p. 26).