What is Effective Technology Professional Development?

March 29, 2009

“A leader in ed. tech. is a person who knows how to make those  connections.”
WOW2 Show 108 podcast with MaryFriend Shepard
March 15, 2009

MaryFriend goes on to explain that Dewey’s theory of constructivist learning is the only learning theory that explains how integrating technology into today’s schools will work. This requires that a solid and shared understanding of the principles of constructivism and social constructivism, so educators are prepared to meet learners where/how they learn in today’s ever increasing technological society.

The barriers to successful professional development (PD) are significant. We know from Chao-Hsiu Chen’s work and writing in  Why do teachers not practice what they believe regarding technology integration? that some teachers’ lack or inconsistent understanding of this theoretical understanding hinders effective integration of technology into curriculum. External factors including pressure for students to achieve well in standardized exams and fears that content won’t be covered are two  external barriers that Chen identified.

Any PD initiative should begin by helping teachers make connections between their perceived need to cover curriculum and the sometimes conflicting demands of 21st century literacies.  It requires much more than the simple knowledge of how to use the tools. It requires an in depth understanding of good pedagogy in a supportive school climate conducive to inquiry learning and collaboration. Scott McLeod has developed some excellent guidelines for school leaders to set the stage for effective 21st century PD in Professional Development for Leaders.

In An Absence of Leadership, Scott suggests a good place to start is the ISTE’s NETS for Students and NETS for Teachers. I would then add an introduction to Bloom’s Digital Taxonomy. Bloom’s Taxonomy is  familiar tool all teachers use when trying to infuse higher level thinking into their lessons and this is a great way to allow teachers to connect to what they already know. Andrew Churches has shown how it applies to technology integration – including the new Web 2.0 tools.  Illustration by Andrew Churches – from Bloom’s Digital Taxonomy V 3.0:

andrew-churches3

Then I’d re-introduce Manitoba Education’s Literacy with ICT continuum and the 21st Century Skills Map developed by the National Council of English Teachers which goes even further to illustrate how the tools can be integrated to meet curriculum standards. Teachers can then be asked to identify for themselves what they really need to be doing in this area.

Effective integration of technology requires time to meet, plan, and research – lots of time!  Judi Harris wrote an excellent 4 part series of articles for the ISTE online journal Leading and Learning with Technology entitled “One Size Doesn’t Fit All”. She asserts in  Part 1 (February 2008) that “30 hours of focused PD is required to change teachers professional practice.” Anyone who has tried to implement a successful technology professional development program for staff knows the extreme range of proficiency of use and range of successful integration that exists within any school staff – young and old. Judi Harris has developed a model that describes how the goals of PD can be addressed to meet the needs of each teacher.  Judi Harris gives some concrete ideas of how to combine goals and models to find the most effective and specific approaches given individual teacher’s differences. Teachers are described as innovators, early adoptors, early majority, late majority or laggards.

Kimberly Ketterer in “Coach, Nurture or Nudge” (Learning & Leading with Technology, May 2007)  provides a brief and insightful description of 3 groups of teachers in need of either coaching, nurturing or nudging, along with some suggestions on how best to work with each group. No longer can it be said: “You can’t hope to reach every teacher”.

Camilla Gagliolo identifies several structures by which teachers can help mentor one another in “Help Teachers Mentor One Another” (Learning & Leading with Technology, Sept./Oct 2008).

Yet Sandra Kay Plair’s assertion in Revamping Professional Development for Technology Integration and Fluency resonates the strongest:

Despite a steady wave of how-to workshops and some longer-duration seminars, infusing technology into curriculum and teaching practices remains elusive for many teachers. The existing format for technology-related professional development lacks the continuity that teachers need to develop the confidence and efficacy leading to technology fluency. Teachers crave a constant support person, in close proximity and available to fill in the gaps that arise with the rapid changes associated with technology.

She goes on to advocate for a “knowledge broker” or a staff member identified as the educational technology mentor: someone that knows how to use technology tools to enhance teaching and learning.

I know from working for 12 years as an in-school technology support teacher that this is true. I worked with each teacher on planning and integrating technology.  The classroom teacher was recognized as the curriculum specialist and I as the technology specialist. Everyone was armed with knowledge of good teaching strategies employed school-wide. Why is this model of in-school support not more widespread? Part of this answer is the reality of dwindling resources for staff allocation. So in the absence of sufficient staffing for full-time technology mentors, the teacher-librarian is in a unique position to provide  collaborative support, or to help set up formal mentoring structures to integrate technology, even with those teachers needing the most nudging.

School-wide access to some standard software helps build a shared understanding of the tools which can be used to integrate technology. For example every school should have concept-mapping software, word processors, spreadsheet, database and graphic creation and editing software available school-wide on all computers. If the same software is used division-wide, then even more sharing between colleagues is possible.

No discussion of professional development for integrating educational technology would be complete without including the many opportunities afforded by online learning. There are also many opportunities for growing a personal learning network online as well as enrolling in a formal online course. Although it’s not for every teacher, in many ways it can be the best professional development available for learning the new tools, how to use them and how to assess in today’s schools. In “Online Professional (Leading and Learning with Technology, May 2007) Jim Vanides describes how it  can allow students to be deeply reflective and participate fully instead of the 2-3 vocal students as in a traditional classroom.

Personally I can attest that online learning, through formal courses and using the web 2.0 technologies,  is the best I’ve ever experienced.


What is Effective Technology Integration?

March 22, 2009

The Technology Integration page at Edutopia.org provides a good explanation:

Effective Technology Instruction is when its use supports curricular goals. It must support four key components of learning:

  1. active engagement
  2. participation in groups
  3. frequent interaction and feedback
  4. connection to real-world experts

This site also has some excellent exemplary videos and descriptions of effective technology integration in different schools. Keri Hem’s TeacherTube video is another exemplary video: Effective Technology Integration.  Keri  stresses  that the focus be on the learning, not the technology, and that the learning activity needs to be difficult or impossible without the technology.

WAIT! Don’t click the back button yet This is a good starting point to help answer the question, but far from a complete answer.

Effective technology integration also requires a solid understanding of good pedagogy well grounded in solid educational learning theory and principles, such as the supporting principles for Manitoba Education’s Literacy with ICT developmental continuum:

• inquiry
• constructivist learning
• higher-level critical and creative thinking
• reaching deeper understanding
• gradual release of responsibility
• digital citizenship
• multiple literacies for the 21st century

In Avoiding the Digital Abyss: Getting Started in the Classroom with YouTube, Digital Stories, and Blogs – Mullen & Wedwick (2008) wisely recommend that when using digital storytelling, it is important for students to focus on the story first and the digital medium second, otherwise the stories can be weak and overpowered by the technology” (p.68) A similar message is delivered by Jason Ohler inthe March 2009 issue of  Educational Leadership in Orchestrating the Media Collage: “Focus on expression first and technology second and everything will fall into place”.  He also recommends teachers “be the guide on the side rather than the technician magician” (p. 13).

Yet the transformative changes required to allow that shift from “sage on the stage” to “guide on the side” have shown to cause confusion and conflict in teacher belief systems as outlined by Chao-Hsiu Chen in Why do teachers not practice what they believe regarding technology integration? “Educational reform may encourage teachers to integrate technology to engage students in activities of problem-solving, critical thinking and collaborative learning, but a culture emphasizing competition and a high-stakes assessment system can strongly discourage teachers from undertaking such innovative initiatives.” (p. 73)

Perhaps this  helps  explain why of the 55  industry sectors recently ranked by their level of IT intensiveness, education was ranked 55:

This suggests that intensive technology integration is not going to happen due to the efforts of a few innovative school leaders. This is going to take extensive education reform and  include all the stakeholders: parents, students, educators, administrators, school board members, ministry and elected officials.

Has this reformation begun? Yes. Some schools would even report that it’s already happened. In my school I see the beginnings of some crucial components coming together, including division and school administrator support. Shifts are being made in how we assess students and how we work together in a school-wide and global culture of collaboration and inquiry.

And many resources are available for those ready to make the shift. In All Aboard and School-wide Technology Integration a focus on collaborative planning between teachers, teacher-librarian and other school specialists to plan and implement 21st century skill adoption is demonstrated and explained.

Resource lists like those available at www.futurekids.org & Technology Integration Made Easy have some good tips, but do little to move towards the transformative changes needed to fully integrate the 20th century skills and attitudes.  One excellent resource and example to fully integrate those skills and attitudes is laid out in the grade 4, 8 & 12 21st century skills Map by Dave Nagel, Partnership for 21st Century Skills Debuts ’21st Century Skills and English Map, from T.H.E. Journal ( November 2008).

Can the efforts of a few  innovative school leaders make a difference? Yes! Teacher-librarians and IT specialists are in a  unique position to work with others in the learning community and all the educators in a school towards a common vision grounded in good pedagogy.

img_06241img_06231

Rhonda Morrissette, Mike Friesen, Jo-Anne Gibson and Heather Eby sharing ideas for integrating Web 2.0 tools at a recent Manitoba School Library Association Literacy and Information Technology Forum

I’ve jotted down a few ideas below that I either have or would like to demonstrate how technology will assist student learning in all stages of the inquiry process:

Planning

  • Concept mapping
  • create assessment criteria using a spreadsheet or desktop publisher

Retrieving

  • Best searching strategies including paid subscription sites and newspaper, magazine and journal databases
  • Social bookmarking & RSS feeds
  • iTunes podcasts
  • Collecting Primary Data  using digital cameras, e-mail, videoconferencing, GPS, online surveys and online artifacts.

Processing

Creating

  • wikis to gather information, collaborate & demonstrate learning & synthesize
  • create reports, maps, spreadsheets & charts
  • presentation software like PowerPoint/Slideshare
  • multimedia software like MovieMaker or PhotoStory
  • web pages
  • blog – analysis, reflection and exchanging views
  • Citation software/tools – Citation Maker/Reference Tools in Microsoft Office 2007

Sharing

  • demonstrate learning in a wiki, podcast, videocast, website,
  • mashup, movie, blog, animation, comic book format (using Comic Life software), or essay

Evaluating

  • Blog comments
  • Flow chart

And all the while with teachers assessing, and students reflecting on the process using blogs, electronic journals, e-mail, podcasts, video or digital photograph portfolios. (Focus on Inquiry: Alberta Learning, Alberta, Canada, 2004 & Manitoba Education’s Literacy with ICT developmental continuum).

So what makes effective technology integration? The important thing to know is that no educator is alone in this. To integrate technology effectively requires a full team effort. It recognizes and honours the strengths and gifts that each student, staff and community member can bring to student learning. It allows students to learn and  demonstrate understanding of their learning using the best tools and resources available.

More on this next week . . . . .


Copyright, Intellectual Freedom and Intellectual Property: The View from Here

February 22, 2009

As Rebecca Butler states in “Borrowing Media from Around the World: School Libraries and Copyright Law “Copyright law in the school library environment is a gray, cloudy entity with many interpretations.”  What I’ve attempted to do is clear up some of the gray, cloudy areas for myself, staff and students in my little corner of the world.  Here’s a description of my new, clearer view on this topic from the beautiful school library in our 110 year heritage designated school building.

theview2

As Doug Johnson explains in Who’s Afraid of the Big Bad © As information professionals, we have a responsibility to make sure our staff and students have access to all of the copyrighted materials they’re entitled to—and we also need to help them develop a healthy respect for copyright laws.”

My husband recently reminded me of  this Aboriginal perspective of knowledge/intellectual property  and how Aboriginal Elders always preface everything they share with acknowledging those that came before them. An Aboriginal perspective acknowledges that all knowledge is a culmination of a collective process, so how can anyone claim ownership over that which belongs to everyone? Yet, there are some cultural traditions associated with this oral culture  that must be respected when sharing traditional songs and teachings.

When viewing this issue from a social constructivist perspective it’s easy to see that everything we learn hinges upon what we already know. This in itself is a humbling recognition, and serves to inspire those adhering to a constructivism to consciously recognize and acknowledge that all knowledge is a cumulative, highly social entity. All great minds stand on the shoulders of other great minds. Our current ways and means of acknowledging sources does not always capture this. For example, I need to thank Joanie and Sheila here for guiding a discussion related to this topic, and for all the insights offered by my online learning buddies, and to Joanne for providing a great reading list.

Perhaps the most exciting trend today is Creative Commons licensing based on the recognition that many content creators believe good ideas and work are for sharing, so  a formal means has been provided by which to do so. It is worth emphasizing that when using Creative Commons licensed materials, one must attribute the creator.

I must thank Anne-Marie Gordon turrean / from my Twitter Network for sharing this  acknowledgement/sources/attribution sample. It’s from this VoiceThread school project.

thankyoupage

In Canada, we’re awaiting the passing of Bill C-61 on copyright and can look forward to Dr. John Tooth’s highly anticipated Canadian copyright book “in layman’s terms”.

What can I do as a Teacher-librarian in the meantime? – LOTS!

There is plenty I  can do to help staff and students and  find their own personal comfort levels in times of uncertainty when accessing others’ intellectual property. I must first acknowledge Annette Lamb for her description of 8 roles for a T-L to take action in the article: Intellectual Freedom for Youth which helped me form the following list for my own personal action plan:

  • Consult, and if possible involve, Aboriginal Elders and community when sharing traditional songs, art, teachings and knowledge.
  • Promote Intellectual Freedom with students – use readings  the from ALA’s Kids, Know Your Rights! – Add Fahrenheit 451 by Ray Bradbury to the list for Senior high and adult students.
  • Teach the Nine Elements of Digital Citizenship as outlined in Mike Ribble’s Passport to Digital Citizenship:
  • Examine Web 2.0 Terms of Service agreements to provide clarification for staff and  students.
  1. For example, examine  Google Docs Terms of Service  to see how ownership is retained by Google Docs, then pass this information on to staff and students.
  2. Examine VoiceThread’s terms of use to learn that all uploaded content remains the property of the owner/creator.
  3. Ask students to examine terms of use and find out how they feel about Facebook’s new terms of use which retain ownership of the content posted there.
  • Encourage blogging as student assignments because academic honesty is “built in”.  Just knowing they’re writing for a  global audience compells students to be  accountable. Others (including classmates) may read their work and challenge ownership/authenticity. Blogging also allows students to link to their electronic sources of information easily and it’s easy for teachers to verify the sources of information.
  • When a teacher asks me to come and do a talk on plagiarism, I  turn it around and talk about academic honesty, and much more practically, demonstrate how to use Word 2007 to cite sources easily in any essay style!
  • Demonstrate, discuss and educate others on the educational uses of least restrictive internet filtering policies.
  • Make a list of royalty free for educational use music and image websites off the library website like this one.
  • If a student insists on using an image or music which isn’t cleared for educational use, simply ask them to e-mail the creator. (Most often they choose to use an image or music that is already cleared for educational use instead.)
  • Make a list of age appropriate/locally relevant sites on copyright for students and staff like this one.
  • Help students and teachers frame their inquiry questions so that it requires original thinking and avoids copy and pasting (e.g. “What is a polar bear’s habitat?” is a question which could easily result in copy and pasting vs. “Can polar bears survive in a Mexican zoos?” which requires a great deal of both research and original thinking.)
  • Encourage students (and teachers) to use original artwork and photographs, and assign creative commons licensing to it. A good way to start teaching this is by uploading original photographs or images to Flickr, then requiring students to assign the licensing that they’re comfortable with.
  • Suggest that teachers include ethical and responsible use of others’ intellectual property as part of their assessment criteria.

This post wouldn’t be complete without acknowledging my husband’s contribution  on Aboriginal perspectives and social constructionist perspectives on intellectual property, so I’m sending him this digital valentine. As we celebrated our 22nd wedding anniversay on Valentine’s Day we talked about anything and everything, including intellectual freedom and intellectual property. Thank you Vern.


Library 2.0 – The Time is Now: Make it So!

January 17, 2009

“Education is a social process; education is growth; education is not a preparation for life but is life itself.” John Dewey (1859 – 1952)

Joyce Valenza’s collaboratively-created Manifesto for 21st century Teacher-librarians provides not only direction, but inspiration and hope for teacher-librarians to continue to be integral to the life and learning in a school. It makes me wonder, what are the paradigm shifts that allow 21st century literacies and web 2.0 learning flourish, and more importantly, how does this connect with my own philosophy of education.

I’ve always tried to be well grounded in my learning theory and able to explain why I teach the way I teach. I make known my fierce belief in social constructivism by adding the above quote to the bottom of my signature on my school e-mails.

Social constructivists believe that learning is intensely social and collaborative and constructed by students based on their unique understanding of their worlds. We must meet our students where they are – which is squarely in the 21st century including social networking, gaming and a lot of other highly social, high level thinking and interactive technological activities.

Having grown up in the ‘60’s and ‘70’s I understand clearly that as Marshall McLuhan states “The Medium is the Message”. Educators need to make sure they understand the different media available at any given point in time, and how each media may or may not be the most effective in conveying their student’s unique messages.

Contemporary transformative learning theorist Stephanie Pace Marshall states in her book:power-to-transform The Power to Transform: Leadership that Brings Learning and Schooling to Life :

To educate our children wisely requires that we create generative learning communities, by design. Such learning communities have their roots in meaning, not memory; engagement, not transmission; inquiry, not compliance; exploration, not acquisition; personalization, not uniformity; interdependence, not individualist; collaboration, not competition; and trust, not fear.

The learning community Marshall describes is the one in which I want to live and learn and teach.

And as a Teacher-librarian I am in the privileged position to help lead. As Dr. Ross J. Todd explains in Youth and their Virtual Networked Worlds: Research Findings and Implications for School Libraries (p.31), Teacher-librarians have a “golden opportunity” to demonstrate leadership by illustrating how engaging and powerful the new collaborative technologies are.

I need to make sure I’m a Teacher-librarian that:

  • has the information to pass on when asked “what is the best software or tool to use to get my message out and how do I get started?”
  • understands the new tools and their potential pitfalls so I know how to guide students to take advantage of them wisely.
  • early adoptors, innovative and risk-taking teachers in the school come for support.
  • teaches students how to locate and organize information most effectively, including how to use RSS feeds and social bookmarking sites
  • teaches critical and media literacy.
  • demonstrates how powerful and positively collaborative a school/classroom/library blog or wiki can be.
  • can find a specific CBC interview podcast at the principal’s request and post it on the school blog for all staff and students to access easily.
  • invites discussion for creating a shared school vision for integrating technology in a meaningful way.
  • teachers come to discuss how to incorporate e-books and audio-books into regular instruction using student and school Mp3 players.
  • advocates for least restrictive filtering practices so students can take advantage of the new technologies in meaningful ways, while also learning responsible and ethical use of the internet.
  • help students know the value their own positive digital footprint.
  • responds to student’s requests to access the internet on their own laptops in the library by calling for a policy review on this issue instead of citing existing policy.

Joyce Valenza’s Manifesto for the 21st century Teacher-librarian continues to evolve as a wiki, which I believe is the absolute most appropriate medium for this message. As I examine the last few lines as they appear today I am inspired to reflect whether I:

  • see the big picture and let others see [me] seeing it. It’s about learning and teaching. It’s about engagement. If [I am] seen only as the one who closes up for inventory, as the book chaser, and NOT as the CIO, the inventor, the creative force, [I] won’t be seen as a big picture person?
  • continue to retool and learn?
  • represent our brand as a 21st century information professional?

I’m filled with hope that students of today are moving humanity toward a better, social and more thoughtful future. If I can continue to help guide this in a good way, then I can rest assured that I’ve done my life’s work as a teacher and a mentor.

The Lost Generation: If you start viewing this video, watch it all the way to the surprise ending.


Blog # 1 – Photo Sharing Sites

September 20, 2008

Photo sharing Sites

My thoughts aren’t as scattered this week, and to prove it I’ve provided the following chronology of my journey to choose and explore photo sharing sites:

1.  I did all my background reading first. I read recommended reading, reviews and articles and made a list of recommendations/sites to explore: Flickr, Picasa Web Albums, Openphoto.net, Phanfare, Webshots, PhotoBucket, Smugmug & Zoto.

2. I logged on as a student would at a workstation in the library at my school to see which ones are blocked or not functional to narrow down the list. Surprise of all surprises! None of them were blocked. At my adult high school, students have access to a less restricted web server – although most sites utilizing javascript are blocked for student use. I did discount Webshots because their images didn’t display properly on the computers in the library. I’m thinking that for those schools/sites which do block some or all aspects of other photosharing sites, the free Picasa 3 download MAY be the answer.

3. I had originally thought that I would explore Zoto 3.0 in full because I read that it would publish directly to WordPress blogs. Looking carefully at Flickr, I learned that it too can publish directly to WordPress blogs too. So based on its reviews, popularity, services and tools I chose Flickr to explore and use in depth.

4. Based on Will Richardson’s recommendation, I re-sized and reduced the file size of some select photos from a chunky 4.0 MB each to under 2.0 MB each. To do this I used the free, downloadable photo converter/editor “Irfanview” which I already have installed on my home computer.

5. I uploaded 10 photos from  yurting holidays my husband and I have taken over the past years. (see my yurting post for more information on yurting)

6. I tagged and described each and saved them.

7. I added them to the Flickr map in the Nutimik Lake Campground, Manitoba.

8. I created a “set” and called it “Yurting”.

9. I added the photostream to my Delicious account directly through Flickr.

10. I edited one image using the Picnik application accessible through Flickrand saved it as a brighter more beautiful image than the original. (NOTE: when I was logged in at school as a student, the Picnik online photo editor did NOT work . This is good to know so we could direct students that need to edit photos to do it first using our PhotoElements software)

11. I added my Flickr photostream as a RSS feed to my Bloglines aggregator.

12. I added my Lifelonglearnerrhonda WordPress blog to my Flickr account and sent a test. I then sent a photo to my blog with a posting (yurting blog). I then sent the above image to this blog. Click on it above to see my full photostream!

13. I changed the permissions on all my photos to “Attribution- Non Commercial Creative Commons” allowing others to use, change and share my photos as long as they credit the source and do not use it for commercial gain.

14. I checked out the New Printing service only to discover that it is not available in Canada . . . yet. That’s okay, I’m already registered with kodakgallery.ca for printing my digital images.

15. I checked out Flickr Tools @ flickr.com/tools and notice that The Windows Live Photo Gallery will be useful for me to install before I upload any more images from my digital camera.

16. I checked out Flickr Services at flickr.com/services and had a blast with the Flickr Colour Picker @ krazydad.com/colrpickr. I e-mailed the URL to our Art Specialist.

17. I checked out the FlickrReplacr Bookmarklet @ www.kokogiak.com as suggested by Will Richardson to highlight words in your web browser and have them replaced with a tagged image from Flickr, but was disappointed to discover that it didn’t work in my newly installed IE beta version 8 web browser. This does give me something to explore again at work on Monday.

18. I checked out Flicktion @ http://www.flickr.com/photos/tags/flicktion/ .

Educational Applications: The Journey Continues

My experience with using photo sharing with students up to this point has been extremely limited. I did work with the grade 12 History and World Issues teacher last year to have students from both classes create some beautiful posters using photos from Flickr and other sites. One of the objectives was to have students choose images from Flickr or websites granting permission to use the images for non commercial purposes and to cite the source properly. We found the easy to find even hard-to-find images searching for tags like “early man” or “neanderthal man”. Students were required to examine the copyright permissions carefully to be sure they could add their comments and print them out as posters. The Fair Use rules Richardson describes in chapter 7 do not apply in Canada.

Just yesterday, a group of basic literacy adult students came into the library with their teacher to create visual poems using images and words provided by PicLits.com (http://www.piclits.com/compose_dragdrop.aspx). Although PicLits is not a photo sharing site, I gleaned some very useful insights from the way the students approached the site.  This is the first time I’ve instructed students to create an account to save their work, then e-mail their best “PicLit” to their teacher. (Note: I discovered ahead of time that PicLits didn’t work for the student login, so I logged the computers on using my staff login and avoided frustration and delays.) This activity was surprisingly (or perhaps not suprisingly) successful. In the past basic literacy students have balked doing and saving simple writing tasks using Word software. None of the students seemed to have difficulty entering their school division e-mail addresses or following the saving and e-mailing instructions. I think the visual appeal is what made the difference in their motivational levels. Next time we can expand the activity to Flickr and have them write “Tag Poems” or visual stories and tag them so they’ll appear @ http://www.flickr.com/photos/tags/flicktion/ .

Up until now I’ve been oblivious to the educational value of the social conversations and collaborative learning afforded by the photo sharing sites. Next time I help with engaging a class in Flickr, I’ll ask that they leave a comment for any photo they find appealing and especially for those they use in their work.

Now that I’ve learned we won’t have problems with our server, I’ve decided to approach one of the English teachers who does a fair big of digital photography with his students to have them post some of their images to Flickr publicly. We’ll follow and teach the privacy precautions as outlined by Terry Freedman in his article ” Photo-sharing and clip-art”. We’ll teach them how to assign tags and descriptions and ask them to examine the Creative Commons licensing carefully to decided which permissions they’ll allow. I don’t think there’s a better way to teach copyright! We can then create a group and have photos archived for existing and incoming classes. I’m sure we’ll see other applications and benefits as we go along.

Additionally, as Steering Commitee Chair of my school division’s Senior Years Technology Mentors Group, I’m going to recommend a PD/sharing sessions for using Flickr with our students. Even if it is blocked in all the other high schools in the division, it’s high time educators re-write policy for the benefit of our students. I have no doubts that other educators will feel the same way once they’ve taken a first hand look at how beneficial Flickr can be.