Teachers make a difference. Good teachers recognize your unique talents and “you-ness” and nurture them.

Matt Damon was a keynote speaker at the Save Our School March in Washington DC on July 30th. He was introduced by his mother, who teaches at Lesley University in Boston. His keynote was both eloquent and emotional and has resonated with many across the country and the world.

Here is a brief excerpt from his remarks.

I had incredible teachers.
My teachers were empowered to teach me. My teachers were free to approach me like an individual puzzle. They were allowed to be teachers. [...]

This has been a horrible decade for teachers, and I can’t imagine how demoralized you guys must feel. But I came here today to deliver an important message to you, and I really hope you can hear it. As I get older, I appreciate more and more the teachers that I had growing up, and I’m not alone. There are millions of people just like me. So the next time you are feeling down, or exhausted, or unappreciated, or at the end of your rope – the next time you turn on the TV and see yourself being called overpaid, the next time you encounter some simple-minded, punitive policies that have been driven into your life by some corporate reformer who has literally never taught anyone anything, please, please, please know that there are millions of us behind you. You have an army of regular people standing right behind you and our appreciation for what you do is so deeply felt, we love you, we thank you and we will always have your back.

I keep thinking about his message that millions of people have teachers to thank, in part, for who they have become and they love them. I remember so many teachers who gave me many, many things – keys to discovering and unlocking my passions, encouragement, even financial assistance. So I will write about a few of those special individuals today, to thank them and to thank all teachers who continue the journey with passion, hard work, and little pay or thanks from the politicians and policy-makers. I suggest to all of you, if you ever had a teacher who made a difference in your life, to write a public thank you – let the corporate-minded reformers know that teaching is more than getting students ready for tests.

My thank you list is long, but here are a few of my teachers who I will always remember and who I thank.

In first grade I dislocated my hip and was on crutches for six months. Miss Baldwin, my first grade teacher, carried me up and down the stairs of the Johnson Elementary School in Natick to my classroom every day for six months. She did not want me to fall hopping up and down, which was my plan for navigating the stairs. Having started first grade already reading and writing, Miss Baldwin let me correct spelling tests, help pick the words for the next week, and challenged me with extra credit work all the time, just what I needed.

In fifth grade, Lois Webster was my teacher and I thought she was the coolest. She played the saxophone and encouraged us all to find our creative outlets. Back when differentiation wasn’t even a word common in teachers’ rooms, she found exciting ways for each of her students to get excited about learning. I remember creating floor plans, figuring out areas, designing buildings, and making scale models – she was awesome.

In sixth grade, Mr. Capone was funny and smart and taught me how to play chess. (I already knew the rules and how pieces moved, but I didn’t really know how to play.)

At Coolidge Junior High School, there were many teachers who inspired, challenged, and taught me well. Those who stand out in my memory are Mr. Levinson (science), Miss Mahaney (English), Mr. Giorgi (math), Miss Boyd (phys ed), Mr. Keaney (latin), Miss Tutuny (social studies) and an English teacher whose name escapes me at the moment but who made me laugh and feel special by saying things like, “move along ladies – you, too Miss Tower.”  Mr. Giorgi would deliver a long explanation of how to solve an algebra problem and then ask me how I solved it, knowing it would be slightly different. I love that he respected and enjoyed the differences!

At Natick High School, Mr. Bransfield (math) was the man. Dr. Johnson and Mr. Overlook (both math) still shine as stars in my memory.  Mr. Murray helped keep my love of science alive, reminding us all to stay curious and investigative. In college and graduate school, both at the University of Massachusetts and at Boston University, I continued to be motivated and encouraged by inspiring teachers. One special professor, Dr. Patricia Davidson, even paid for my classes one semester when I said I had to drop out of the Master’s program because I was broke and had a little baby to take care of. She would not hear of it. She could not imagine me being delayed or maybe permanently detoured, for lack of a couple thousand dollars (I was a teaching assistant and tuition was free – it was fees and books I could not afford). She wrote me a check on the spot and told me to pay back whenever I could.

As I think about all of these teachers who I love and need to thank, I recall that they all connected with me as a person – they revealed something of themselves – their passions, their humor, and their humanity and they brought something out in me. They roused my own passions, helped me to discover what I loved, helped me to think about thinking and learning, and made me want to go into education.

Thank you, teachers.

People often ask me for help solving technology problems. Sometimes they can’t get the program to do exactly what they think it should do or what they want it to do. Other times, they have an idea of something that “might be possible” and want to brainstorm making it a reality. Regardless of what kind of problem solving is required, there are those people who want ideas about how to approach it and others who want an exact step-by-step recipe. For the most part, I am trying to get out of the recipe business.

Even though it seems like technology has been with us for quite some time already, the shape that it currently takes in schools is relatively new, and will remain “relatively new” because as quickly as we learn one thing it is being replaced with another. We are constant pioneers. The rule of thumb in techno-circles is that the computer you buy today would cost half what you paid in 18 months (or, you could get twice the computer for the same money). Web technologies, software applications, and information peripherals (scanners, cameras) are changing just as quickly. We can let this speed of change paralyze us into inaction or we can meet the challenge in a way that reinforces our image as educators. We can develop a “recipe” that means that when there is an operating system or software upgrade we are near tears with the thought of having to change. Or, we can become lean, mean learning machines, never afraid of taking on a new technology because we have practiced our approach, our learning stance.

The best educators are constantly teaching, learning and relearning – they refine their pedagogy, hone their practice, and reflect on their students and curriculum all the time. Educators need to add another learning dimension to their repertoire. They must become adept at confronting and taming new technologies – rather than learn a recipe-like approach (push that button, click this icon) teachers must build a foundation of skills that will serve them when the next technological advance comes. They need to know how to approach new technologies and to feel safe to take some risks using them. Teachers need to help students do the same. Economists predict that 80% of the jobs that our current third graders will have available when they graduate from college do not even exist now. Surely, the technology and software to do these jobs doesn’t exist yet either. The important skills they will need, therefore, do not revolve around specific platforms or applications, but around a strong understanding of and approach to technology in general, as well as a solid foundation in understanding what technology can do for them.

The task of figuring out new technologies and software applications isn’t going to go away – as soon we learn one application or one way of doing something, we could already be learning the “next best thing.” We must equip ourselves and our students with the skills and the mindset to approach new technologies rather than depend on recipes. We should expect to be in constant learning mode, modeling that for our students.

If you think you have to fully understand everything about a technology before you allow it to be used in your district, you’ll never try anything new. You’ll spend all your time trying to anticipate problems, control small risks, and trying to configure things so that the genie doesn’t get out of the bottle.

My own goal is to make informed choices that encourage risks and trying new things. We do spend a little time anticipating undesired outcomes, but we weigh them against the outcomes we do want to see. We plan, set up guidelines for students, get parental permission when it seems warranted, and set it up as a pilot.

Here’s a small but exciting example. A high school teacher proposed using twitter as a way to communicate daily homework assignments. I supported his idea, so we decided to pursue the idea further. He ran it by his principal, who bought into the idea as a pilot, and then asked parents to grant permission for their child to sign up for twitter and follow the teacher. So far so good – the principal supports the idea and parents overwhelmingly approved. Now we’re implementing and will eventually assess the results.

My guess is that lots of our teachers, in all of our school districts, have ideas that will push the envelope. I say let’s find those educators and encourage them to take risks. Let’s make sure our policies facilitate such cutting edge projects and our support structures are flexible enough to accommodate them as well.

People trying to quit smoking have been found by researchers to move through certain predictable phases as they change their behavior. The basic change model was developed by the psychologists James Prochaska and Carlo DiClemente (see The Five Stages of Change at http://www.agale.com.au/ FiveStagesOfChange.htm). Others have generalized these phases to other types of behavioral changes. For example, the same phases are applicable when people try to change eating habits, stop procrastinating, or start exercising. The five phases are: awareness or precontemplation, interest or contemplation, preparation, action, and maintenance.

I’ve been thinking about the five steps and how these phases might manifest themselves in making professional changes. For example, as we attempt to institute significant changes in our instructional practices, what behaviors or actions would characterize each phase? In my descriptions below, I write about A. Teacher, a teacher starting to use technology in teaching and learning.

Awareness or Precontemplation
In the awareness phase, A. Teacher knows a few colleagues using technology, but isn’t sure what technology could do for her or for her students. Therefore, she has no desire to use it. A. Teacher thinks it might be too hard. In this phase many people convince themselves that there really is no reason to change – that the benefits do not offset the risks. Research says there are four major categories for getting stuck in precontemplation: people are reluctant, resigned, rebellious or rationalizing. A. Teacher simply isn’t ready.
How does one move into the next stage? Something or someone helps them get beyond their reluctance. Maybe a close colleague who has already made the changes that A. Teacher is considering convinces them to become more interested.

Interest or Contemplation
The interest phase is marked by a growing interest, but a resistance to commit. A. Teacher is ambivalent. She sees projects that her students have done in other classes using technology and she wishes that the students were creating similar projects in her class, as well. She acknowledges that there may be compelling reasons to get on board using technology but she has not overcome inertia. In this phase A. Teacher is more open to hearing about projects and software and web 2.0 tools.

Preparation
As A. Teacher moves into the preparation phase, she has learned more about using technology. Some fellow teachers have shown her the process of how they managed a unit using technology, and she has talked to the Technology Specialist, who was very helpful and agreed to support her in a technology-infused project with students. This is a research phase – A. Teacher visits the classroom of a colleague to see a similar approach in action. A. Teacher is ready.

Action
A. Teacher is now in the action phase of change. She has begun a major unit using technology and students will present their projects to the class and post them on the web. She appreciates the support from others, but is feeling more independent. She feels it has been worth the effort when her students do really good work, the school Principal congratulates her on an innovative approach to an existing unit, and she receives email from parents praising the projects that are posted on the web.

Maintenance
As A. Teacher moves into the maintenance phase, she strategizes about the next project and about ways to incorporate technology into the classroom on a daily basis. Technology use becomes second nature to her and she finds that her colleagues now come to her and ask for help in creating technology-infused project guidelines and rubrics. In maintenance A. Teacher might feel self-congratulatory about the progress she has made. Eventually, A. Teacher may become one of the risk-takers in the building, willing to try new tools and participate in pilot projects and transforming teaching and learning.

As I think about the various stages, I work to imagine what might help someone have the “click” moment or experience that moves them to the next level. If we can build enough of these experiences and support structures into our schools, perhaps we can have all of our teachers moving briskly along the change continuum. Wouldn’t that be great?

I have been working with a group of educators on a position paper about leadership for technology. Our paper is based on the premise that leadership for technology must be distributed among many roles, each having an important part in leading the charge. It will outline the leadership responsibilities for the Department of Elementary and Secondary Education, School Committees, Superintendents, Assistant Superintendents, Technology Administrators, Principals, Teachers, and Students. (Have we missed anyone?)

Since working on this, the topic that has been swirling in the back of my mind is the difference between the leadership that teachers bring to the effort versus what technology administrators need to bring to the table.

At one level, classroom teachers need to be concerned with technology that helps them create learning experiences and assessments that reflect 21st century learning. At the CTO level the concern should be creating a climate and culture that helps students and classroom teachers to succeed. The CTO puts into place the infrastructure, policies, and support that make it possible for the classroom teacher to succeed at meaningful technology use in teaching and learning.

But doesn’t the leadership role of the teacher also extend beyond their own classroom? I think that teachers who are successful technology leaders are those who:

• Actively participate in technology planning and strategic planning that has a strong technology vision
• Create learning experiences and assessments appropriate for the 21st century
• Model proficient use of technology and risk-taking in using new technologies
• Understand, promote, and model safe, ethical, and legal use of technology
• Model life-long learning
• Share their best practices with their colleagues
• Look outside of their classroom experiences to evaluate current research
• Contribute to a professional dialog to improve and renew teaching practices in their school and in the wider educational community.

Do you agree? Is there anything missing? I’d love to have input about this to help us on our position paper.

As a board member of MassCUE , I was really pleased that the attendance at our recent conference was up 33% from 2007. Talking to people at the conference I listened closely when attendees talked about how good the conference was. I heard positive comments about exhibitors, keynote speakers, and breakout sessions.

In the days since the conference, I have been thinking about the success of the conference and wondering why. Why attend a conference? It is easy to imagine all of the barriers to going to a conference – money is tight; budgets are frozen; it is difficult to be out of the classroom or school district for even one day, never mind two; there are plentiful opportunities for professional development online . . .

Now, for the reasons TO attend. Attendance at a good face to face conference means many opportunities to make connections. Conference participants network with colleagues and share ideas, successes, and frustrations. I think the sharing is more powerful when people are together because there is also an emotional connection and chances to just have fun together. I heard lots of people say it was worth coming to the conference just for the keynote speakers. Wesley Fryer and Hall Davidson were exciting, thought-provoking, and charismatic. Charisma is sometimes lost in an online, textual exchange.

Making personal connections with the exhibitors is also a huge benefit to attending the conference. One quick conversation could solve what you’ve been trying to resolve by phone call for weeks. Attendees told me they got free trials and found out about free training resources at the conference, learned about software and hardware, and met people they had previously only dealt with by email or phone.

When I think about my own highpoints of the conference they all have to do with personal connections – working with all the MassCUE members who bring you the conference every year, Beth Knittle helping me with a technical issue on my blog, Will Richardson ’s session, From Information Literacy to Information Leadership , so conversational and participatory, conversations with people who came up to me to ask “What’s new at MassCUE?” I can’t list here all the great conversations and personal connections that made the conference worthwhile. Given all the constraints on our time and money, I have to guess that the personal connections are part of the reason other people attend.

How about you? Why do you attend conferences?

Lee Kolbert, on her blog, A GeekyMomma’s Blog , issued a meme ~ to create a wordle from your RSS feed and to post the result to your blog. Below is my wordle. I was a little surprised to see how prominent students and then teachers are, but pleased after all that people are at the center of my writing about technology in education.

For Full size image see "http://www.wordle.net/gallery/wrdl/350201/rss_feed "