Because my school does not have a virtual school platform like Moodle or Blackboard, we have opted to simply asked the teachers to post pages, links, .pdfs and .doc to our school’s CSM run website. While this presentation of worksheets and online activities is limited in scope, it is still better than nothing.

The American School, where my wife works, is fairing a bit better and has even received some press for their use of Blackboard. For years they have been encouraging teachers to use Blackboard for such an emergency, and while teachers have begrudgingly posted a few assignments here and there the tool has largely been unused till now. Now that the emergency is upon them, however, teachers are scrambling to quickly learn how to become “virtual” teachers, and in doing so are finding the limitations, not only of Blackboard as a tool, but they are also realizing that teaching using online tools is more than simply posting assignments on a web storage space.

Teaching online, or being a virtual teacher, is more than a skill set; it is a mindset and a philosophy. Teachers who are well versed in a variety of tools, not just Blackboard will fair much better in times of crisis and will be better prepared for finding ways to reach their students than say teachers who rarely use technology at all. Teachers who themselves are connect and use many tools for their own learning will barely miss a step. While I understand the unease these teachers are experiencing, I think their apprehension speaks more to the limitations offered not only by blackboard, but of school philosophies when it comes to technology use and pedagogy.

This crisis has clearly illustrated that creating a valuable web-friendly ethos/community of teachers well versed with technology, is the first step in creating a sustainable system to deal with not only emergencies, but in helping to maintain strong ties between teachers and students beyond the classroom. Communicating with students outside the classroom whether through Blackboard or other free online tools must be an ongoing activity for the entire school. If students are used to checking a blog for assignments or working on a Google Doc with a peer, then not being in school will not impact their schooling as much as say a student who has no way to contact their teacher beyond email.

I am not writing this post to make teachers feel bad about their or to discredit any schools. We are all doing the best we can. I just want to point out that using technology is not something that schools can force their teachers to do only in times of emergency. Teachers who are not familiar with a variety of tools that will help them connect with their students will stumble and become anxious when forced to change the way they teach. Schools must imagine different possibilities:

We need to imagine a school where everyone blogs- teachers, students, parents, and administration. Imagine a school that has its own youtube channel and podcast space. Imagine a school that uses chatzy as a back channel even when school is in session. Imagine a school where students are constantly working together using Google Docs and wikis. Imagine a school where almost every knows how to use several tools to connect, communicate, and collaborate. Imagine a school where the school day never ends, and the work can be done anywhere any time. Imagine a school where the teacher uses class time to coach and guide and not lecture or “teach.”

This is the type of school I am trying to build. You can use Blackboard, but the beauty of the Web is that it is all free and available to us all. We simply must be able to take some risks and trust our students to learn from their mistakes.

Here are some examples of what is possible:

I had planned to use this week to get my students started on our online 2.0 journey. I already have two classrooms, one in Canada and one in Thailand, waiting to meet us. We have sketched out some rough ideas of how our three classes will interact, but I needed to start showing my students the tools and skills they will need to make the kinds of connections I want them to make throughout the year. I was going to walk them through each step in class, but due to Swine Flu we were forced to “just do it.”

I was actually a bit excited when I heard we would not be in school. Rather than fumble around with how I would deliver my traditional material, I began instead to think about how I would help my students quickly learn about and use a variety of tools that would help them connect and stay tuned with our class community. I was not interested in posting worksheets for them to complete. I wanted to recreate our classroom online, so we could have conversations. It is this sense of community that I feel is missing from Blackboard.

The first thing I did was launch our class blog. I had planned to start blogging soon anyway, so it was perfect timing. I used the blog as the central place to communicate with the kids. Unlike Blackboard where individual classes are closed and hard to access, a simple blog allows me to share information, media, and much more in an environment that inspires commenting, conversations, and community. The hope was to quickly create an area where we could meet and move onto completing a variety of tasks.

Once the blog was published, I had to find a way to direct the kids to it. Out of 50 students I had the emails of about 29; I started there. I posted a link on our school website under the page for English work, and on the first day I had 81 visits to the blog. Because my students are not yet familiar with RSS, I had to find a way to let them know when there was going to be new posts.

I decided to create a Facebook Fan Page, (I have asked that adults not become a fan of the page yet. I want my students to feel safe and really understand what we are doing, before I introduce our network to the bigger global network.) In three days already has 23 fans. I embedded a Facebook feed in the sidebar to allow students who do not have Facebook a chance to stay tuned with announcements. I can now also send the group updates straight from Facebook. I now have an easy way to share class announcements with the kids in the place where they spend their time online. Instead of hoping that they would check Blackboard, I know that they can simply get an status update telling them to take a survey on the blog as they chat with their friends.

For the first task, I asked students to create Gmail accounts. Later in the year I want to use Google Docs and Google Reader, so I felt that this was a crucial first step. With little help from me, I now have 23 students created Gmail accounts. A few students had problems so I set up a chatzy chat room to answer questions. I experimented with various video conferencing sites and dodged a major bullet and didn’t use Tiny Chat due to some inappropriate material on their site, but found TokBox to be very useful and I hope to use it in the future.

I’ve used Youtube as a way to create videos for my students who are not native English speakers and may not be able to read all of the text on the site. As the students perform each task, I give them a little more to do. They have in three days: created Gmail accounts, commented on a blog, signed up to be a Facebook Fan, responded to some quotes and images, and finally answered a survey I posted from a Google Form.

Not only have I not fallen behind this week, I have actually helped my kids learn real life skills by doing and not just talking about it. By quickly building our online community, I think the kids will better understand the power of these tools and how they can use them to help their learning.

I hope you will stay tuned to what we are doing throughout the year. I have big plans for the year and this is a great group of kids. We will create individual blogs next week, as well as set up RSS on Google Reader, begin to think about tagging bookmarks with Delicious, and we will set up a class wiki and Flickr page. Why have I chosen these tools? I see them as the most vital for my own learning. I use them often, feel comfortable using them, and I really understand their value in creating a network.

Empowering teachers to use these tools is a huge first step in creating a school that can function on or offline without missing a step. Swine Flu or no Swine Flu, I know my class will be connected and ready to learn, share, and teach others. The question now is how do we get other teachers on board and feeling comfortable using these tools?

If you are interested and want ideas on how to be a more effective virtual teacher join us on our journey. We are learning as we go, but would love the company. What do you think? How has Swine Flu affected your teaching? What has worked for you? What has been hard? Do you find Blackboard useful? Do you use any other tools to connect with your students? Let the conversation begin!

I spent quite a bit of time planning the talk, but the execution was not exactly what I had in mind. I was plagued by repetition, false starts, and a general sense of incoherence. I have attempted to piece together as much of the original talk as I could.

The main idea is:

How can we encourage teachers to look beyond their fear, follow their passions and begin to create open honest online identities that reflect their true selves in order to better connect with their students for a more authentic learning environment. Eventually creating a system that not only allows for teacher creativity and expression but actively promotes and encourages it, so teachers are not too busy or scared to express themselves online, and actually given time to reflect, create, and share.

Life as an Open Book from Intrepid on Vimeo.

I would appreciate any and all comments.

I received the following emails from a woman I used to wrok with at my former school. The same school from which I was forced to resign:

Hey Jabiz!

I am teaching a new elective this year, called “Be the Change.”  I recently asked students to respond to the Wiki prompt: Who inspires you, and why? This was the response from (insert name of student), currently in 8th grade:

I am going to have to go with my 3rd quarter 7th grade social studies/ language arts teacher, Mr. Raisdana. Mr. Raisdana was an amazing teacher. He really made us think about how we were learning. He taught us not the skills to join the workforce of today, but the skills needed to be a learner so we can learn to be the workforce of tomorrow however different they may be. He helped us create networks of learners through blogging. He was an activist, a supporter of global peace. Sadly, he was fired. I do not want to bring into this place any discussion of whether or not he was fired justly but I will say that I miss him. We lost a creative teacher who helped make learning fun. (After all, how many teachers do you know who keep a bowl of dried fruit on their desk for everyone to enjoy?) He encouraged us to use our brains to a fuller extent, for a project on ancient Rome, a parody of the song Beautiful Girl is acceptable. And he keeps working, even with a new full time teaching position, on is own learners network. I hope I can learn from him and am able to adopt some of his qualities in my self.

This is why I teach. Period. To get through to kids. To get them to think for themselves and question the world around them. I am sharing this because I am proud of the work I do and felt the need to spread the joy!

It seems, however, that many schools demand teachers with experience over talent, stability over innovation.  I would like to think that, as educators, we would want the most energetic, dynamic, and passionate people we could find to teach our children. The following clip illustrates the type of classroom dynamic I feel is vital to motivate young people, not just to be successful IB students, but to be enthusiastic learners.

This here is a battle, a war and the casualties could be your hearts and souls.
In my class you will think for yourselves again. You will learn to savor words and language. No matter what anyone tells you words and ideas can change the world.

Not only do I bring this type of enthusiasm to the subject which I teach, but coupled with my knowledge of new media, technology, and youth culture, my expertise and passion make me an ideal candidate, even without the formal experience. My point is not to disparage the system or the teachers working within it. I even wrote a post not too long ago, saying that maybe I need to traditionalize my approach a bit. I am here to discuss why I think it would behoove any administrator to take a “risk” and hire someone with no formal IB or even HS experience- someone like me! I put risk in quotes because I am after all an Ivy League educated former Peace Corps volunteer with a passion for literature, service learning, and inquiry-based learning. Did I mention I hold a second degree in Creative Writing, have self-published a book of poetry, and spend every free second I have devouring books? I am an innovative and experienced educator who has spent the last tens years carefully grooming a career that spans K-12, ESL, English, Journalism, Drama, and Social Studies on three continents!

I was meant to teach IB English because I truly believe in the IB values and I love literature. I am a quick and able learner, and I have proven myself in situation after situation.

IB’s mission statement states that IB:

aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

What does this have to do with subject mastery or experience? Just because I have never taught a high school or IB class does not mean that I am not experienced enough to teach these traits. I think after reading my philosophy and looking at some of my work, anyone can see that I am more than able to promulgate the IB values. The mission statement goes on to say:

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Differences are highlighted in the mission statement! I think it is beneficial for schools to assemble a diverse IB team at any school. While teachers with experience bring a stability that administrators and parents find comforting, the spirit of IB demands schools take risks and diversify their potential departmental members.

Administrators should not only be looking for teachers who have been teaching the same list of novels, in the same manner for twenty years; they should be looking for teachers who will teach students how to:

• ask challenging questions
• learn how to learn
• develop a strong sense of their own identity and culture
• develop the ability to communicate with and understand people from other countries and cultures.

I ask any potential employer reading this post to know that I am such a person. To prove that I am ready to make my move into high school in general and IB in particular, I attended the level one training session this summer at the UWC in New Mexico through my own initiative and expense. I wanted a firm understanding of the IB philosophy, values, and assessments. I assure you I am ready to enter any department and get started encouraging students to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

IB and high school are ultimately about building relationships with students and fostering a connection with their own learning. Here is another clip which I think sums up my point well. Thank you for your consideration.

To see examples of some of my work click here and to read more on my philosophy read here.