Future Directions

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Moving on from a school to a new role gives me some mental space in which to reflect on how this teaching career has panned out so far. I think I've been pretty fortunate to work in some very interesting places under some unique circumstances with many extraordinary educators. I mean, I have heard about some teachers who can't seem to take a trick, finding themselves in untenable situations in dysfunctional sites but that hasn't been my experience. Maybe it's a positive outlook but that has been made easier through a large number of factors. So, let me check back through the years.

When I was an early career teacher seeking out rural contract positions, I managed to end up at Miltaburra Area School for a year and a term. This is a school in the middle of a paddock, near a set of crossroads intersecting the Eyre Highway - the result of a compromise between four closing community schools. It was also pretty new when I worked there so that was a great experience.

When I gained my permanency and lobbed at Willsden Primary in Port Augusta, I had the unique experience of teaching one of my cousin's kids in my Year 3 classroom. And when I applied to head back to Adelaide after four years of country service, I had to list down all of the schools I was keen on transferring to. I didn't know Adelaide very well so I started by looking at where golf clubs with affordable membership were located. That really was my sole reason for listing Flagstaff Hill at No. 1 on my list and again, what were the odds of scoring the nearby school as my new destination? Also, what were the odds of being located in an open space classroom next to a teacher whose beliefs and innovative drives were so similar to mine that we would collaborate on everything for the next eight years and he would become a life long friend?

Sometimes other people's lack of engagement can be personally beneficial. Flagstaff Hill had a great computer room at that time but very few teachers were that interested in using it much, leaving me to take my class over there more frequently than what my fair share should have been. My enthusiasm was noticed by the ICT coordinator who started moving more computing equipment to my classroom's vicinity because he could see it would be used well, and cultivating my technology skills as a consequence.

On the family side, our first son was born and there were factors at play that had me seeking to looking for a role closer to home. We still had the "ten year tenure" here in SA which moved teachers onto new schools after their tenth year without much choice. I didn't like the idea of not being in control of my own educational destiny and with some encouragement from my teaching offsider and the ICT Coordinator, I started looking for Coordinator leadership roles. Well, would you believe it, a school less than five minutes drive from home were looking for an ICT Coordinator and there was no incumbent?

From this role, I also got to work with more incredible teachers and learn from one of the most knowledgeable and switched on principals I have had the privilege to work under. We got to become a Microsoft Innovative School and I got to go to Melbourne and network with other like minded educators from around Australia. Then my boss went on long service leave to Europe and I got to act up as Deputy for the term. The normal deputy (acting as principal) and I went out to a leadership hubgroup held at the brand new "superschool" at Woodville Gardens during that term, where we met in the conference room and I said hello to their ICT Assistant Principal who I knew through edtech networks. My colleague elbowed me in the ribs and said, "You know he's retiring at the end of the term? You should find out about the vacancy he will leave behind."

I did, so through that comment and chance encounter, I ended up in my next level leadership role at a school that was so new that the grass on the oval hadn't even grown through yet. A school that was a relatively blank canvas technology wise for me to nurture and grow - a responsibility I have never taken lightly and with a lot of second guessing. Again, I got to be part of an amazing leadership team and I can't describe the enormous personal growth with enough emphasis. This was my first chance to experience the process of line management where fostering and seeing professional growth of teachers under my care is as satisfying as the progress of any students I have taught over the years.

So, that's why as I take the next step to a new school in a new role from next term, I am pretty confident that my luck will hold out.

It has so far.

Brian Tracy I've found that luck is quite predictable. If you want more luck, take more chances

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Brendan Jones has a new post up about setting up his own classroom which is a really good read. He talks about getting his first room in many years of teaching (he's a PE Specialist) and how he ditched the teacher's desk as well as trying to set up the room without any budget at all. The main point I got out of the post though was the point that in this modern trend of re-designing learning spaces for optimum learning, it is a really good idea to involve the students in those decisions, which Brendan is well on the way to doing.

My school has spent a lot of time looking at the concept of re-imagining classrooms and learning spaces with the help of some focussed professional learning with Lisa Burman a few years ago. Most teachers have had a go at embracing the concepts outlined by Lisa, and to try and deconstruct some of the sacred cows of classical classroom set-ups. When our new principal arrived from country SA at the start of 2016, she remarked that classroom set up was a concept that really stood out to her a newbie in a way that her previous schools had not. A year on now, she had a conversation with me about how different teachers had embraced the letting go of some of the traditional arrangements of a classroom and how others thought they were but were still clinging to elements that left the teacher in control.

I'll tackle one of these elements. Furniture is one area where things can be re-imagined significantly. Our school is only six years old but there is a couple shed full of traditional furniture as teachers have tangled with the idea that you don't need 30 identical chairs and 15 identical desks to have a functioning classroom. But some teachers have worked with their students to co-design their classroom together while others have given their classroom a makeover that can look very pleasing to the eye but where the students have had very little input. And it doesn't mean that regular classroom furniture can't work - antique tables and cushioned chairs don't guarantee anything except for a rustic look. One of our best teachers still uses our standard furniture but negotiates the set up with her students, designates wall spaces for learning purposes and talks through their effective use with her students. There isn't eye-candy decoration in that classroom but a real feel of inclusion and belonging, purpose for learning and pride in a collaborative space that the kids share with their teacher.

Purpose is really important. Throughout our department, there have been a large list of schools receiving STEM grants. We are not one of those schools, having been judged to have facilities already that will fulfil that function. We do have a suitable learning space called the Da Vinci Studio which was built with a Science focus. In 2011, it had tall tables and science chairs but they have all been nabbed across the school to create the re-imagined classroom spaces where there is a variety of seating choices. The room itself fell into neglect, becoming a spillover area for students working on "stuff", a place to dump junk and so on because back in 2011, STEM was not really high on the educational radar. I arrived mid way through the year and had my hands full getting laptops to work, raising my game in student achievement data and becoming a rosters guru. But as the years have progressed, the school has supported some of its innovative teachers by investing in robotics gear, makey-makeys and LittleBits for buddy class technology projects. You can see some of that here. With the ICT Committee, we formed a working party that has a plan to claim back and renew this space as our school STEM/Makerspace HQ and I've assumed the responsibility for moving this concept forward. So, to get to the point, we've cleaned the space out and chucked a lot of accumulated junk in the skip. I have cleared the room of excess furniture and thought about how the purpose behind the learning we want to happen in the classroom should dictate the furnishings.  The working party got hold of a few classroom furniture company catalogues and gushed over some of the beautiful pieces in there. Things like tech bars, soft ottomans and makerspace storage cabinets looked really cool but were really expensive. Also, did they really serve the purpose of the space? So, hopefully through the end-of-life furniture replacement process (there are a bunch of tired looking tables and regulation plastic chairs) I want to get the following. One of those large roadmap carpets for gathering and discussion, plus being ideal for programming robot routes is on my list, flip tables with whiteboard surfaces so that set ups are quickly deployed and stackable stools. That way, the classroom can be set up as needed for a variety of purposes and not be locked in.

As Brendan found out and points out:

I quickly realised that it was in the arrangement, not the type of furniture, that made all the difference to the kid’s disposition in my class.

With that in mind, he really can't go wrong. But it sounds like he still has to convince a few colleagues.

 

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Several days ago, Stephen Downes pointed out this link, adding:

"The end is near for paper-based newspapers."

I can see this on a local level. I am offered a free local Advertiser regularly when grabbing a few groceries at Foodland. This weekend, two plastic wrapped papers were left on our front lawn. I initially thought that maybe there was a home delivery mistake until the offer from News Ltd was in the mailbox was opened. Both papers went straight into the recycling bin without being read.

Interesting turn of events - we certainly need news and reporting, but accessing it in paper form, not so much.

To properly look at and talk about the future, it is important to look back at the past. If you are an educator using social media for your own professional learning, or if you are leading professional learning around any current issues, it is important to know a bit of history and to recognise that you are moving along a path that has been forged by others before you. I haven't always been so quick to recognise that myself in the past - and I see some of my own naivety and self importance from a decade ago manifesting itself in others in the present day. I will try to provide an example.

I first joined my local edtech professional association back in 2005, being encouraged by a mentor from the Technology School Of The Future named Yvonne Murtagh. It was through one of her workshops that I became really interested in the potential of Web 2.0 (as it was called back then) and I embraced the concept of blogging for professional learning. The association was CEGSA (known now as EdTechSA) and through various channels I met a high school teacher named Bill Kerr. Bill was working in the area of computer science and digital game making (amongst other things) with his students, and was an advocate of programming well before the recent push that sees coding as an important skill that students need. I am sure that he would view the latest push from experts with a wry smile and just a little frustration that so few educators (myself included) could see the value of this work eight years ago. Bill ran some great presentations at the annual conference where he would buck the trend of what was being offered, and showcase some interesting things. One year, he managed to get his hands on a OLPC laptop - and another time, he gave a talk about Alan Kay, a contemporary of Seymour Papert that seems even more relevant in today's STEM and Makerspace frenzied edusphere.

Gary Stager has also worked in this space for many years, working with the acclaimed David Loader in Melbourne back in the early nineties on a pioneering one to one laptop program. He has been and is still a leading advocate of the maker movement for learning. I have had the privilege of seeing Gary on several occasions and he always challenges my thinking because he can take what is accepted as good practice in the wider education community and turn it on its head. He also must be frustrated and relieved in equal parts that his message and work over such a long time is now gaining mainstream acceptance. But education and schools are slow moving beasts - so slow that messages and ideas that seem new are often reincarnations from the past. But the latest generations promoting edtech quite often think they are the pioneers and the innovators when in fact, with a little bit of digital literacy, they can find that they are the benefactors of less heralded but more important work and thinkers from the not so distant past.

Like I wrote earlier, I too have suffered from the delusion that I was travelling a new path that the majority of educators had to eventually get on board with. But being an early twitter user or maintaining a blog for over a decade or doing interesting things in the classroom doesn't qualify me for anything but being a learner who can still learn from others and share a few things along the way with others. Bill critiqued the read/write web I was in love with back in 2007, and at the time, I felt offended and a bit misunderstood. So I am sure that some more recent voices on Twitter and other online spaces would likely be unresponsive to my plea to "know your history" a bit more before you put yourself up on a pedestal as a progressive educator or a changemaker. But if you are pushing makerspaces and don't know who Gary Stager is, you need to look back. If you think you are being cutting edge with games and have never heard of Marc Prensky, do a bit of homework. And if you think you're cool because you're a self professed connectivist or have a PLN, but have never read Stephen Downes, George Siemens, Nancy White or Leigh Blackall, then get in touch with the recent past. I'm not bothering to link those names because Google will lead you down as many relevant rabbitholes as you can handle.

Don't be like George Bush when he said, "The past is over."

2015 has been a very busy year for me from a work perspective and although I have learned heaps, not much of that learning has ended up here of late. Part of that has been the fact that a lot of my steep learning curve has been in the people management aspect and the collaborative leadership part of my job, all of which have confidentiality issues that limit me from sharing too much too readily. There have been moments of high challenge when people's futures and relationships were quite fragile, and where I have had to work hard on diplomatic solutions that still haven't left everyone happy with the end resolution. However, there are a few things that I can reflect on.

We tried a new product called Class Creator when constructing our 2016 classes. This was definitely a worthwhile investment as after all of the teacher data was inputted, it created classes that were a good starting point for further negotiation. Whenever someone considered shifting a child to a different class, I could look them up and see who they needed to be separated from, what a move would do to their friendship options and whether they had students who were conducive to their learning success. The company themselves were quick to help out with any technical hassles. Our school certainly still tested the outer limits of what the software could do - for instance, we found you couldn't program in separations from students in different year levels. Class Creator said that would require an even more complex algorithm!! But because we knew about the limitation, we could work around. But avoiding that first initial bunfight of getting teachers to put names out onto class sheets was avoided. When someone said, "Can't we just have straight classes in this year level?", I could run it through Class Creator, create the scenario and people could see for themselves whether it would work or not, or what were the compromises that would need to be made to make it happen. So, a big tick for this product.

I ran a Sphero workshop for EdTechSA in Week 7 of all times and that was pretty successful. I'm due to do another one early in 2016, and I am seeing more teachers becoming confident in using the robots themselves. Another teacher has discovered another robotics product with potential called Ozobots, and is keen to enlist my help to explore their potential for learning in 2016. I am confident that more teachers will get on board, especially as I have already seen some of our teachers get involved in a DECD Digital Technologies project focussed on the use of Makey Makeys in buddy class projects. Mel, one of the teachers involved, has been leading out in the area of robotics as can be seen in the video below.

Along with three other colleagues, I attended training for the Microsoft Peer Coaching course, led by my line manager and acting principal, Marg Clark (who happens to be one of only two qualified trainers). Karen Butler from DECD also helped lead some of the training as Marg's "apprentice" but essentially it was about becoming familiar with 21CLD and then rehearsing the required skills and techniques to facilitate professional conversations about planned learning with peers. I am hoping that some of my Green Building teachers who I line manage will be keen to participate and have me as their coach in 2016. We have also been working with Tom Barrett from NoTosh on Design Thinking, and looking to develop that more within our school in 2016.

Speaking of 2016, we are welcoming a new principal to the school. Having a new person at the helm is always going to mean that things are about to change but we need to embrace the opportunities that will come with this, while highlighting to our new boss all of the great stuff that goes on and makes the school such a great place to work at where staff feel like they are making a real difference to the students from our increasingly complex community.

At the moment, I am enjoying the time to recharge my batteries, spend time with the family and get in a few games of golf. At the moment I am enjoying a patch of improvement in this area, and have even started a blog to capture some of my learning and experiences in this area. The audience for that particular niche could be very small indeed!! I am having fun playing a few games on my son's new PS4 and even reading my way through the PC Grant novel series by Ben Aaronovitch. We'll see how 2016 develops soon enough.

 

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So, last night I decided to get with the times and check in on one of these #hashtagED Twitter chats that few of my online colleagues have been saying are the ultimate in online PD. The one that was being promoted a bit at EduTech was #AussieED and I took note of the 8.30 pm AEST start time, and dutifully watched for 8 pm my time with my trusty iPhone at the ready. I even saw the topic was around this idea of being a teacherpreneur which I thought could be interesting as it threw my mind back to a recent Stephen Downes post in which he wrote:

Why do I dislike the idea of teaching entrepreneurship so much? Because it changes the child's perspective from the idea of serving social needs through work and learning to one of serving the needs of people with money. And when you have this perspective, you can never get at the question of why these people have all the money in the first place, and you can never perform work which changes that.

This observation really resonates with me. Being an entrepreneur means the world of business, money making, exploiting of marketplace gaps and investing in hope of a future financial payoff. There is no problem with entrepreneurs in the education space - consultants, software developers, PD providers and so forth - even if some believe that they are more crucial than what they really are. But to apply that label to classroom teachers or school based leaders, well, that is a big stretch in my mind. So to me, a "teacherpreneur" would be someone from a teaching background constructing or plugging a service or product. But clearly, I am in the minority.

I was not really prepared for the scope of the #AussieED experience. I had loaded up TweetDeck and straightaway the tweets were running off the page so fast that I couldn't even read one before it was being bumped down the page. The moderators had posed some questions - the first being "What is your understanding of a teacher entrepreneur?" And it seemed like anything went ...

Q1- teachers who are forward thinking and break new ground by searching for new innovative ways to teach

A1. A educator who spends their time in the creative and innovative design of pedagogy.

A1 A teacher who creates, invents or re-invents an idea, system or product to more adequately meet the needs of learners

A1: Someone who invests in the needs of students and makes it their business to enhance youngsters' life chances.

A1 - one who tests, tries and believes in their ideas reaching out to as many as they can..inclusive to the core

It was starting to sound like anyone or anything could be classified as a teacherpreneur - but these responses seem at odds with the first hit on Google:

entrepreneurˌ

noun: entrepreneur; plural noun: entrepreneurs
  1. a person who sets up a business or businesses, taking on financial risks in the hope of profit.

Then a couple of tweets came through that was on my wavelength.

The term edupreneur is just another way to commercialise education. Look at the feed on this tag already

A1. Someone looking to exploit a niche. Regards the term intellectual property loosely. Doesn't need to be a teacher.

And it was true about the feed on the tag. As my head spun from all of the one way traffic on the #AussieED tag, I was amazed that there was very little pushback or challenging of the concept. It seemed universally accepted that being an entrepreneur is totally a positive thing, and not only that, almost anyone and anything related to teaching could be see as entrepreneurial! I figured to make any sense of this at all, I needed to start at the beginning with the initial question, and it got some traction with one of the moderators. The screengrab shows the conversation as it unfolded.


As you can see, an actual entrepreneur (who is in line with the dictionary definition) got involved in this conversation but I still felt like innovation is being mistaken for being entrepreneurial. I know they are not mutually exclusive but it is possible to be innovative with being entrepreneurial.

Anyway, at that point, I thought I would bail and go work on a blog post or something but I thought a brief acknowledgement to Brendan Jones was in order:

teacherpreneur chat2And there was the word of the night - antigroupthink - which summed up perfectly my experiences on that topic in #AussieED. I'll participate again sometime in the future but not before checking out the topic thoroughly first, and working out a strategy for dealing with the torrent of tweets.

I am looking forward to EduTech. I am lucky enough to be leading a group of seven of my staff off to Brisbane in under two weeks time. Several have been wanting an opportunity like this for a couple of years now, while others are nervous about participating in such a high profile event early in their teaching career.

However, across my network connections, there is a growing trend towards bagging EduTech both as a concept and as an event. I am not saying that some of the criticisms aren't valid or that educators aren't entitled to hold views that are anti-EduTech. It's just that incessant bleating of the same complaints over and over again that give out the vibe that it is an evil, money-sucking, leeching parasite of a conference for gullible teachers that I feel is unnecessary. I get the sense that some people would rub their hands together with glee if they heard that this event that has risen to prominence in just a short number of years was about to fold or to discontinue.

I've read the complaints. Overseas speakers get buckets of cash while our poor Aussie compatriots get no monetary recompense. It's too expensive. It is too big and too impersonal. It's a big echo-chamber. Too many vendors peddling wares to unwary schools. Too much celebration of the edu-celebrity. There's elements of truth in all of these generalisations. But it's not the total story.

There has to be a reason that huge numbers of Aussie educators flock to Brisbane - and it's not because we are all gullible sheep lining up to get fleeced. There has to be a reason why the big name speakers resonate with teachers - including teachers who don't join state professional edtech organisations. Everyone has different reasons - I can only share mine.

I enjoy the different speakers, especially the ones from beyond our shores because they can sometimes present ideas in new and different ways compared with the way institutions involved in learning operate in Australia. Everyone has their asking price, and if someone like Sugata Mitra is asking a six figure fee and EduTech are prepared to factor that into their expenses to put him in front of me (and several thousand compatriots), I don't have a problem with that. As with all speakers (and anything being spoken, written or conveyed about education and learning) the onus is on the attendee to be a critical consumer. I don't have to agree with everything that Sir Ken says as I feel that my learning is most informed by the tensions or points of difference that I notice. And being plugged into Twitter at the same time enables me to see into other people's brains at the same time and see how the story is resonating or reverberating there. I see more pushback or added value via Twitter than nodding and regurgitating but it could just be that I have chosen who to follow intelligently and strategically. The money angle is interesting because all speakers have a limited window of opportunity in which their reputation can reward them financially - does anyone remember Jamie McKenzie or Marc Prensky? These people were forward thinking at the time but their potential conference learning power has certainly diminished.

EduTech is not cheap but it is no more expensive than other similar sized events in Australia. The sheer size increases the chances of me meeting up with educators I currently connect to (I hate the phrase PLN) and meeting new teachers to add to those connections is awesome as well. Yes, there are lots of vendors there but I have never engaged in a conversation with a sales rep or consultant unless what they were showcasing piqued my interest and I wanted to ascertain if there was an opportunity of value for my school.

For me, it is a future of learning festival. It is not like the local EdTechSA conference - it is a totally different beast. It is big picture, forward looking and unashamedly so. I have seen first hand how exposure to new ideas as a live event (as opposed to watching a YouTube recording) has spawned innovation and forward movement at my own school from the colleagues who attended last year. It was a chance to press pause on their day to day classroom practice, deeply converse with their colleagues, see ideas from fresh and multiple viewpoints and resolve to rethink things when they get back to their classroom. For example, Scott, a colleague who heard Ewan McIntosh speak last year about Google-able and unGoogle-able questions went back and started a rethink about how he got his kids to research. This spread to his learning team and a planned approach to rethinking the middle school opportunities and learning programs for our students. Today that group attended a Design Thinking workshop with Tom Barrett as the next logical step in that process. The EduTech spark that got Scott pondering has lead to a steady flame of progress at our school. I am confident that my 2015 group of attendees will find sparks of their own.

So, I get that some people don't like the idea of for-profit event like EduTech. I get that they feel disrespected as Aussie educators of repute when they aren't offered dollars for their time and expertise. I don't have that problem because I'm not going to get asked or even imagine that I would be in that market space. I'm just happy to have a 7 minute slot at one of the TeachMeets and share that space with a bunch of educators who I wouldn't get to meet face to face under normal circumstances. I suppose that it all boils down to your own expectations. But for me, slagging off EduTech as a constant theme is tiresome. Plus it is kind of ironic to be moaning about a corporate influenced event on a platform like Facebook.

So if you are reading this, will be at EduTech and you see me, please say "G'day." I am a bit of an introvert so breaking the ice with new people is always welcome. And if you're not going, no worries. Everyone has different priorities - and a conference is just one way to get the brain connections buzzing.

 

dllanyards

Tomorrow morning at the Primary Years Assembly, I will be presenting six more Digital Leaders lanyards bringing the number of newly qualified Leaders up to twenty two. My photo shows the pile ready with the badge grid showing badges earned so far complete with the glamorous purple lanyard (called the forgotten colour of our school uniform by our Music teacher!) with teal custom printing.

The cost for each lanyard is around five dollars. The plastic sleeve is worth about fifty cents and the printing is a few cents extra. A modest investment considering what the students and the school get in return. We are not talking about privileged students here - far from it.

For that price, I get enthusiasm and dedication. For that price, students get opportunity and a shot at showcasing their skills. For that price, the school gets expertise, hosted lunchtime activities and teachers get access to student experts who can help get their learning programs running smoothly. For that price, students get a chance to feel special, to feel pride in helping others, in having fun and getting to learn something new. For that price, I get to build new relationships, I get to re-engage some challenging kids and I get to push this whole idea along to become something that is a positive, embedded part of the school.

Worth every cent, I say.

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We've had our MinecraftEDU server running for over a year now, and I thought it would be a good idea to document some of the initiatives that are starting to bear fruit. I am lucky that one of our technicians is an experienced Minecraft user and enthusiast, and setting up our server and giving me remote desktop access was a breeze for him. It has taken me a while to cement the process of starting, saving and creating new maps but essentially we can have as many Minecraft "worlds" as needed, but only one of them can be running on our network at any one time. This is useful because I can designate worlds for specific purposes, give classes their own world and have some free time lunchtime worlds where the action is more free flowing and less purposeful.

I have a Digital Leader program where students volunteer their time to come along to help assist the lunchtime Minecraft sessions. I have a trolley of laptops with suitable graphic capabilities, and every lunchtime I am a travelling roadshow with 5 different buildings hosting Minecraft @ Lunchtime on their own allocated day of the week. The Leaders help with setting up, troubleshooting and technical advice. One Leaders also looks after the Teacher Controls and monitors activity, reminding players about respect and fairness. Originally we had sign up sheets because the whole concept was so popular - and it became a really good option for some of our students who struggle to make good choices out in the yard at break times. Now, we generally take the first dozen kids who are asking, balancing it up if we see someone new and asking some super regulars to take a break to fit them in. It seems to organically work without over-organisation.

Slowly but surely, a few curious teachers have asked for some support to see if MinecraftEDU could be used as part of their learning program. Our Vietnamese teacher was the first, using a new world with a Year 2 class to build Vietnamese temples and other buildings as part of cultural learning. He didn't need much support but has remarked about the engagement with the task and how the students have looked at architectural features from images from the web and sought to incorporate them in their designs. This has also made them open to the information sharing around the purpose of the temples in Vietnamese culture provided by the teacher. Another teacher wanted her students to showcase their learning on animals (I think she was doing information reports) by reproducing a habitat or enclosure suitable for their animal to live in, along with providing key facts for visitors to read on a Minecraft sign.

Another teacher wasn't sure what she wanted to do but was impressed by the engagement factor she saw during her building's lunchtime session. She saw the collaboration and design, and thought that maybe we could tie it into Mathematics. For this class, I created a perfectly flat world and got the students to build their own house and fence it off as a way for everyone to experience some initial success. This was a Year Five class and it ranged from highly skilled kids who use Minecraft daily at home to students who had only ever heard of it. I set the task and reminded them that they could learn from each other and that sharing skills was something to be encouraged. The engagement was amazing, hooking in all students even the ones who could be described as quite disengaged. The sharing of knowledge went well, and there have been some great examples of working together that I did not anticipate. There is one student who has limited English skills, having missed the opportunity to be part of an English-intensive New Arrival Program class because of where the family initially settled in Australia who finds it hard to succeed in a traditional setting because the way instruction and tasks are delivered. However, in this task, she worked with three other students (and friends) who are bilingual (and proficient in her first language) and together they scaffolded the task with her, working collaboratively to produce a co-located set of townhouses, that also included new features like a linking pathway to other students' buildings. Our plan is to link this to Mathematics by exploring the mathematical properties of each building - shape, measurement including perimeter, area and even volume.

frontviewmc

Front view of a house under construction in the flat world.

birdseyeviewmc

Bird's eye view of houses under construction - perspective is another concept easily explored in a manipulative way in MinecraftEDU.

It is great to have as many worlds as needed but I discovered a pitfall last week. I was working in my office when two students from the Year Five class burst in with agitated looks on their face. "Mr. Wegner. Some other kids are in Minecraft and they're destroying all our stuff! All our work is getting ruined - we need help!"

I went to investigate and found a teacher had given her students some "free time" to use the MinecraftEDU server without really knowing what it all entailed. The Year Five class had been working in their world the previous afternoon while I had been at a meeting, and so I hadn't had the chance to save their map or change the world over to one where collateral damage wouldn't be such an issue. In one way, I was pleased that the Year Fives viewed their Minecraft work as learning that they valued and were upset to have destroyed. But I had to work out how to minimise the damage. In the end, I got the offending (unwittingly and an apologetic teacher who didn't know that there was more than one world) class to stop, and change over to a lunchtime world but chose NOT to save the Year five class map. That meant that it would revert back to the last time I had worked with the class on the Tuesday. It did mean that any changes made on the Wednesday when I was out were gone but it was preferable to saving a world that had the effects of rampaging Year Twos thinking they were in a fun zone, not realising that they were messing with other students' work and learning. So, monitoring which world is up and when is key to ensuring that students' learning is preserved.

During Ewan McIntosh's keynote on Wednesday, I posted the following reaction to Twitter:

For me, the theme of #EduTECH is tensions - between pedagogies, between possibilities and constraints, between curriculum and creativity...

I've thought about tensions in education before in the past. But Ewan's discussion about tensions and contradictions, followed by Tom Barrett's presentation on creativity which also talked about tensions, started some contemplation within my own mind about how I go about my own learning and then transferring that to my professional life as an educator and leader. This post will be an attempt to sort some of that out and to address some of my past frustrations in a new, more informed light. I don't want to rehash Ewan's address here but this great visual presentation from Cathy Hunt aka @art_cathyhunt sums up the key ideas.

I've been looking back at the almost three years that I've been at WGS with a feeling of frustration in a number of areas. I know that the school is immensely complex and challenging, and I have been on a steep learning curve since arriving. However, there are a lot of times when I feel like I haven't made that much of a difference to the place, or that the school hasn't moved to places that it should have under my guidance. I remember applying for the job and talking to another ICT peer here in Adelaide about the opportunity. He suggested that the position would be ideal - a brand new school, no previous incumbent or set ICT directions, a blank canvas, so to speak professional opportunity wise. I had visions of heading up a drive of innovation where technology would be embedded in rich and meaningful ways, where connected staff planned and provided leading edge learning for their students and there would be outside recognition of these programs.

Well, WGS is innovative and doing a great job catering for the needs of its students and I am privileged to be part of a large progressive leadership team, but it is my own contribution that caused me frustration. Everyone else seemed to have their act together and knew what they were doing while I (in my mind) struggled to be clear about directions, about making the right decisions and most of all, about getting teacher buy in for the essential role of technology in re-imagining learning for our students. Maybe it is part of the reason I started to retreat from participation in educational social media - I felt like I didn't have successes to highlight, that every connection seemed to be on track with their professional programs but me. The evidence was in front of me - educators who used to be just like me when I was a coordinator / classroom teacher were heading up important leadership roles, being headhunted to showcase their answers at conferences and being referenced as thought leaders in publications and books. Not that I wanted any of that - but I didn't want to feel like the only one who feels like they don't know what they are doing.

There are two Hugh MacLeod cartoons that speak to me above all others. One is aspirational:

And the other is to help me feel good:

So, to to hear Ewan and Tom talk about tensions made me reflect about the tensions I experience in my daily professional life. There are plenty of them. There is the tension between ensuring that there are enough devices available for use and the fact that any devices can be used to enable student learning at a deep level. There is tension between dealing with urgent behaviour management issues at the expense of more big picture planning - the former robs the latter of time, but leaving the former means that extra thought for the latter could well be wasted. Tensions exist across the school - teachers are encouraged to use structure to keep students on task and because looseness can descend into chaos within a minute, but over-structure promotes disengagement and constrains freedom of choice for learners. I personalise learning for teachers at PD sessions but it is difficult when the range stretches from Twitter enthusiasts to teachers who struggle to sign up for an online account - mirroring the broad range of our students.

I have probably achieved a lot more in my role at this school than I am prepared to give myself credit for. But I don't like to use valid reasons as excuses, so I need to open up myself to more sharing, more consultation with my colleagues and making networked learning a key part of a leadership and role resurgence that is necessary for both the school, my colleagues and myself.