professional learning

#IMMOOC: Open Sharing

Chapter 11 happened to focus on one of my favorite topics: sharing as an educator. I am always trying to get educators to see the power of online sharing and finding new ideas. I’ve already had the idea to try and get more educators using Twitter to seek ideas, even if they aren’t comfortable sharing their own work yet. I want them to see that the possibility of find new ideas is out there, and easily accessible.

When I first began teaching in 2009, I had no idea of the world out there that awaited me as an educator in terms of connections online. I was tech-savvy, but I didn’t know about the way that connections could have helped me as a first year teacher. It wasn’t something that was prominent back then, and it certainly wasn’t part of my course of study as an undergrad.

I joined Twitter in 2012. I can’t remember exactly why I did. I knew that I used that year to share my class’s stories on Twitter. I didn’t really interact with anyone else. It was a place where I could showcase student learning to parents. It’s been nearly 5 years since that time…and I didn’t start really using Twitter until after I became part of the TIS program. Now I couldn’t see myself doing without it.

Twitter only got better with Tweetdeck. My lists were so easy to read! What was this? I could follow hashtags and have lists of those! I made new connections and met those people at conferences and trainings. I found ideas and articles that changed my way of thinking and gave me new ideas.

If I had had all of this back when I first started teaching, I am sure I would have been an even better teacher. I wouldn’t have felt so isolated in my district. I would have been able to see out others to collaborate and connect with much earlier to reach beyond the sphere of influence in my small town world.

Today’s educators have access to all of this from the start, and yet they choose to ignore the benefits that they could find by connecting in the online world. It is a choice today to choose to stay disconnected. While that is up to each educator, they are making a clear choice to stay in a bubbled world. They are depriving themselves and their students of the ideas, connections, and collaboration that could be found online, if not through Twitter, then through some other means.

In the same sense, educators choose not to share their stories. They feel that they have nothing to share or contribute, or their work is not great. In this age of viral videos and news, it’s hard to feel like a simple lesson would wow the rest of the education world. And it won’t. Not everything that is shared will be the next best thing. However, each little story and idea contributes to a digital portfolio of the educator. Over time, over many years a story of growth and change emerges. We don’t have to say that we have spent time learning and trying many new ideas because our online footprint easily showcases that.

Want to show students the power of a digital portfolio? Show them yours. Model how you have created your portfolio, and let it be the springboard for theirs. Explain how it has provided you opportunities and experiences that weren’t possible before. Technically, I have two- my Twitter feed and this blog. If you go between both, you’ll get a pretty good idea of who I am as an educator, much more than if you had read only my evaluation from this year.

My growth and change is ongoing and always a progress. Yours is too. You share and I’ll share, and together, we only made the online world of educator a better place.

#IMMOOC: Less is More

This particular blog encompasses Chapters 10. It gave me a lot to think about, and some of it seems to contradict other things I’ve heard before. However, all kinds of viewpoints are helpful when figuring out one’s own way.

Districts often push for new initiatives and new tools. Often these ideas are added onto other things, or something else is dropped for the latest and greatest thing. Using tools doesn’t often last more than a year or so in many cases. It’s an ever changing game, and teachers are left feeling overwhelmed. As a district, we need to select our top 3 tools that we plan to use, and then the others can fall in around. These would be the 3 tools that every teacher should know and have access to use, as well as be trained on. It would then be on the ITRT to help train teachers in these areas.

At the same time, teachers should not be tied to only the three selected tools (or whatever each district selects). I often hear from teachers that they have no idea what’s really out there, so they don’t know what to request when it comes to professional development. I have developed a way to give teachers a taste of what’s out there through my new Fluco Toolbox series. This is meant to give brief overviews of new tools that teachers may or may not have heard of. They certainly are not expected to use these tools, but if they see something they like in the brief overview, then by all means, explore and use as seen fit.

When I think of my own district and the 3 possible tools that are being pushed, I think of:

  • G-Suite (including Google Classroom)
  • Chromebooks

I don’t really have a 3rd right now. I would have said Promethean boards/Classflow, but our high school does not yet have these tools. If we were to exclude the high school, then yes, it would certainly be my third choice. Thinking of this, I should probably consider offering a lot of professional development around these tools, but doing more than just the drive by overview. Overviews are great….until you’ve heard them multiple times. Then they just suck.

I loved Couros’ reference to Bernajean Porter’s levels of use with educational technology. For those unfamiliar they are:

  • literate: I can manipulate the device
  • adaptive: I can do traditional paper and pencil things with the device
  • transformative: I’m doing things that weren’t possible before

In some ways, it also reminds me of SAMR, but is a lot simpler in terms of the up and down. To me it seems like everyone needs to move beyond the literate and into adaptive/transformative. Not everything we do can be transformative, as there are times we need to do adaptive tasks, but we should be able to switch back and forth between the two comfortably, knowing when each is suitable.

Based on my reading this time, it seems like Fluco Toolbox will be the least invasive way to introduce new tools to teachers so that they know what is out there. They can read, review, and if they want to do more with it, great. They certainly won’t be expected to get it in their classrooms or to use it if they don’t want to do so.

In my own world, I need to focus on developing training on GSuite and Chromebooks that goes beyond the overview drive by introductions. This will take some time to work through, as I would need to figure out how to approach it, but I’m certain I can find some sources to get me started.

Needless to say, I’ve already made some notes to myself on my Note Board app, so I’m excited to see where my research will take me!

Reflections on Technology Feedback Sessions

This week began technology feedback sessions in each of the district schools. This is the 2nd annual meeting. Each meeting is attended by the technology director, the instruction and curriculum director, and the ITRTs for the school. Staff come to each meeting on their planning periods. A list of questions has been created, and staff are free to share their thoughts and opinions related on anything to technology as well. All responses are tracked in spreadsheets for later analysis. This helps the district to address needs and consider the wants of staff as well in preparation for the next school year.

Monday started with the middle school, and my fellow ITRT and I attended these meetings throughout the day. The ones with this school tended to last an hour on average. Wednesday I went to the high school, and since I am the only ITRT there, I was really focused.

My biggest personal focus was on staff opinions on professional development- thoughts on this year, suggestions for next year, and then questioning them about the possibility of the tiered system I have been designing. I know that I will be implementing it 100% at the high school level, but I still need to talk about some things with the middle school principal before putting into place there.

The general consensus was that professional development this year was okay, and staff preferred the small once a month sessions during the school day to after school. I have already eliminated this for next year, so I wasn’t too concerned when it came to that bit of feedback. Set times were also a drawback, as some teachers had other obligations to attend to, such as IEP meetings. Suggestions were made to put together video professional development, and that if we have a day for professional development, do a broad overview session in the morning and let staff sign up for individual, personalized sessions in the afternoon. Someone was also curious about having a site where they could check out links to look at later.

When asked about the tiered system, there were positive responses to it. Staff liked the idea of personalized professional development, and they also liked the way that it was designed for different types of needs. When I introduced the highest level, which requires more research and is more open-ended, many were not open to it, but that’s okay because that level isn’t meant for everyone either. The variety of options were good, and staff have provided some ideas as to what I could use for topics in the future.

Based on suggestions, I am considering or am planning to do the following:

  • Video-based PD: This takes quite a bit of time to put together, especially if the materials are not already available online. I did tell staff that I would be happy to put the work together around a solo tech byte (Level 3) so that they would be using them. If I had to make a new video every so often, I would do common tools that many teachers already utilize.
  • Tech Byte Flexibility: Tech Bytes are the lowest level of the tiered system I have. They are 30 minute sessions that cover 1 or 2 objectives on a topic. I have planned to schedule different sessions a couple of times a month. I am now adding a piece where if staff cannot attend the scheduled tech bytes sessions during a month, they are free to sign up for solo sessions on those topics so that they receive the information when the timeframe best suits them.
  • Fluco Toolbox: I am considering adding this to my blog based on the request for a site with links to look at. I am going to revamp my blog over the summer, and add additional pages. Fluco Toolbox would provide those links. However, the links would go to a blog write-up on the tool so that staff can see some of the benefits of the tool, and what it is capable of. I’ve done this before with some tools before moving to this district and I think I’d like to start it again.

You may have noticed that professional development in our district still focuses on tools, rather than problem-solving. We do still have staff at this very low level and mindset, and it is something I am going to work on changing. I want to start making the shift away from tools, but first I want to have a system in place. Once I have had time to implement the system, I’m going to branch out. I know my first way of doing this will be picking “themes” for the tech bytes each month, such as assessing in a digital age.

We do have a little ways to go, and I am glad I can look to the districts that already implement problem-solving professional development for ideas and guidance. We will get there one day! This is not a forever thing; our district is just slower to move forward, but we WILL move forward.

I still have plenty to think about, and I need to work my new ideas into my professional development plan for next year. I feel inspired to work hard for my staff and do even more with professional development than was done this year. Hopefully next year’s technology feedback sessions will bring good things!

EdcampNoVA: Officially Hooked

This past weekend, I had the chance to attend EdcampNoVA in Arlington, VA. It was a longer drive, and the weary was as dreary as it could possibly be, but inside was warm, dry, and full of conversations and learning. From what I’d been told by veteran campers, every edcamp will vary in the way it is setup and run, as long as it follows the basic rules of edcamp. I knew to expect this.

Upon walking in, I was met by some familiar faces from VSTE. I grabbed some breakfast and sat down, mentally preparing myself for the day and looking around me. This particular camp was set up in the common space, and there were a few bits of swag on the tables. Off to one side was the schedule board, as well as the photo area. Lined up in another spot were the prizes to be given out at the end of edcamp.

I knew what I wanted to discuss this time around. For EdcampNoVA, there would be 3 total sessions. I put my post-its up for Minecraft, School Branding/Social Media, and Professional Development. When the schedule was put together, I decided to attend the School Branding session, the Minecraft session, and Issues in PD session. I was eager to get started, as were the others around me. This particular space had all of the room immediately off from the center, and would also utilize the common space once we started. Each room was given a city name to make it easy to locate.

I went off to my first session, but was disappointed to see that no one else showed up. There were many sessions running at once, so I’m sure they had to pick and choose between them. So I did what any good edcamper would do: I looked at the schedule and picked another session to head off to attend.

I ended up in a session on professional development, as I’m still developing my FlucoTECH plan for next year and am always curious to see what other districts are doing. Many of the districts represented in this session were large school districts. In some cases, the largest high school encompassed almost all of our student population! I spent a lot of time listening here until I could speak up in the conversation. I did take away a new idea for my FlucoTECH plan, and I was also able to share the ideas behind it with the group. I have learned that we have a very long way to go and that if I plan to make any kind of impact, I need to start finding ways to convince those admin at the very top that a mindset switch and culture switch are ways to begin heading down that path.

The first session flew by, and before I knew it I was heading off to the second session. This one was on Minecraft. A lot of people in this session were unaware of the program, or seeking ways to utilize it. I was able to talk about the after school program, and resources they could look into later on. I am a proponent of the game sure, but it does take teacher dedication. One of the attendees after the session said that the after school scene and Minecraft is where I need to be because I have so many ideas. I talked about building challenges as well, and I was encouraged to keep designing more, which I will. I want to do something for teachers, kind of like a Let’s Play thing, but I’ve not hashed out the finer details on that yet.

Before I knew it, it was time for the third session. This time I headed off to Issues in PD. We got to talking about time and ways to provide time for professional development. That became a big proponent. There was also talk of what other districts do. It was very helpful to have these conversations. I feel like I am heading on the right track with FlucoTECH now, and will need to get back to it to jot down my new ideas.

To wrap up EdcampNoVA, there was a demoslam after all of the sessions, where attendees had a minute and a half to talk about a tool or program. Ten people were able to present. Then there was the prize giveaway. This took awhile, but there were actually enough prizes for everyone, so everyone got something. I ended up with a yearlong subscription to InsertLearning. I have since passed this on to one of the ELA teachers I work with at the middle school because I want to see it utilized.

Instead of providing lunch, this edcamp had an after party instead. Anyone interested headed to a nearby Mexican restaurant for food and conversation. I can’t remember how many people were there, but we had a packed table, that’s for sure. I ended up staying over 2 hours more, and am glad I did.

EdcampNoVA will be running again this fall, but I’m not sure I will be able to attend. If I can though, I will certainly be back! Edcamps give me a way to recharge my batteries and find other passionate educators who want to learn and discuss from each other. This is always nice after being exposed to those who are less than passionate about growing and learning.

Want to attend an edcamp? Check out the official calendar here. It’s always being updated, so check back often for new camps!

My First Edcamp Experience

Early this morning I made the short trek to Yorktown, VA for EdcampEVA (Eastern Virginia). I had been looking forward to this event since early February. Edcamps are something I had been told to attend, that I would love them, and find them a great place to be. My buddy Derek Oldfield is an experienced veteran, so he always kept encouraging me to attend. EdcampEVA was the first edcamp that wasn’t too far from me and it was on a date that I was available. I signed up and bought the t-shirt, too. (Because, really, what better way to commemorate my first edcamp?)

Having heard such great things about edcamps, I still wasn’t sure what to expect. Since edcamps are organized by different groups, I figured that every edcamp had its own unique flavor infused into the model that all edcamps used. After today, I’m pretty sure that is a sound theory.

If you haven’t heard of edcamps, imagine this: a place where passionate educators join together on a weekend to learn from each other. Upon arrival and check-in, the schedule is still blank; as an attendee you’ll help make the schedule for the day. There are no set presenters for each session that does end up on the final board; instead, groups of people get together to talk and discuss and ask questions. Once you’re in a session, if you don’t like it, or are trying hit multiple sessions in one time slot, you’re encouraged to use the Two Feet Rule- don’t like it or feel like you’re not getting something out of the session, then use your feet and go somewhere else.

After I checked in this morning, I chose a random open table, and settled in to complete my tasks. Well, wait. First I needed a bathroom break and had to change into the new edcamp shirt I’d received. Then I began filling out my post-it note ideas for the session board and putting my name on my tickets to enter drawings for great prizes from edcampEVA’s sponsors. There was some pretty cool sticker swag on the table, and in my folder I’d received I found a 60 gold trial for Nearpod and a license for Chromville. I added some sticker swag to my folder. During that time I gained 3 new tablemates and we got to know each other and ate breakfast.

During this time, announcements were made, and the schedule was created for the day. After all of the sessions were posted, I knew I wanted to go to the following sessions: social media, technology integration, professional development, and Minecraft/Sphero. We were dismissed and off our two feet took us to Session 1.

Session 1 was Social Media for me, so it was a chance to see what other schools were doing with social media, and share things my schools had been doing as well. Not only did we talk about becoming connected educators, but we also talked about school social media- Instagram, Twitter, Facebook, Edmodo. Someone also brought up social media releases for students, so we focused on that for a bit as well. Before I knew it, an announcement was being made that session 1 was over, and that it was time for session 2.

Session 2 was Technology Integration. We were seated within a circle, and folks took turns sharing some tools that they had found helpful in their classrooms. We had some folks that didn’t have very much technology in their classrooms, and I realized that Fluvanna County is very lucky to have the Chromebook carts that we do, even though most teachers share a cart between 2 or 3 teachers… the teachers that I learned from today were lucky to have a few carts to share in their entire school. Most of the tools I was already familiar with, but a new one I learned about was Dotsmashing. I plan to explore this more and do a write up on it in the future because it seems like a great addition to the tools I already use. I was honestly surprised I had never heard of it before today.

In no time at all session 2 was over and it was time for lunch. I ended up returning to my same table as in the morning, and my tablemates also joined us. Lunch for us was from Texas Roadhouse and Domino’s. They gave away some prizes as well and reminded us about the afternoon sessions, and the Smackdown/Prize giveaway. Then it was off to the races once again!

Session 3 was professional development. We had a mix of people in our session from teachers to those who give PD to teachers. I did learn that there are districts that don’t seem to require their ITRTs, or whatever they label them. Other districts also have trouble getting PD opportunities approved, or they use systems to receive their certification points, and the system rejects it. Some were interested in what I did in my district to give PD, but we all seemed to agree that outside of technology giving PD, there often were very little opportunities provided in district for PD in specific areas. It was definitely thought provoking to hear input from the other side.

Finally session 4 was up. This one was a combined session on Sphero and Minecraft. Some teachers had brought their Sphero and talked about ways that they used it in their classroom, and some others chimed in. Then we moved on to Minecraft. I ended up speaking more than I wanted to because most people were there because they didn’t know how to use it in the classroom, or much about it beyond what they’ve seen of their kids playing it. I ended up being the one to take the notes for the session so I tried to add in some helpful pointers to at least help teachers get pointed in the right direction.

The last event of the afternoon was the Smackdown, where participants shared some of the best things they learned. After that, there was the prize giveaway. Unfortunately, I didn’t win anything, but that’s all right! Two of my tablemates did though and they both won things they had really wanted.

Overall, I enjoyed my first edcamp immensely, and I would definitely go again. There are 2 in VA that are over a 2 hour drive away coming up next month, and I’m not sure if I want to do a drive that far for a 1 day event. I may or may not choose to attend one of them. If not, I’ll keep an eye out for future camps nearby. If you’re interested in seeing if there’s an edcamp coming up near you, check out this link. It lists all of the official edcamps and links to their webpages.

#IMMOOC: Standardized to Personalized Staff Learning

Some of you know I started participating in George Couros’ IMMOOC on The Innovator’s Mindset last fall. I stopped before it was finished because things just got too crazy and I couldn’t keep up. I am determined to finish the book now though and so I’ve been working my way through part 3. I just finished Chapter 9, and one of the discussion questions jumped out at me:

How do you move from “standardized” to “personalized” learning for your students and staff?

I knew that I had to answer this question because it is one that has been bothering me since around December of this past year. I kept trying to figure out ways to do professional development differently because our model wasn’t working. I began learning that no one had the correct answer, but that different groups were making progress and trying to do what was best for their staff.

As I learned more, I began developing FlucoTECH. It’s still ever evolving and I’m still working on the details, but I have the basics of the current version down now. I think that it’s off to a pretty good start, so I’m willing to share the proposal I’ve written up for the program here:

FlucoTECH is a professional development system that features 3 levels of differentiated learning for teachers. Just like students, teachers need to have their professional learning differentiated to meet their own needs. One size fits all no longer works for these teachers, and it is one of the least successful methods. Traditional PD hasn’t really changed, even though we expect our educators to change with the times.

In a traditional professional development session, teachers are typically mandated to attend. Session sizes can bloom to very large numbers. All teachers receive the same information at the same time, regardless of what they already know. Sessions are presented in a “sit and get fashion”. During the training, teachers may find themselves doing other things instead of listening to the presentation. The information is thrown at them in large amounts, and there is little to no follow up on the learning after the session. Many teachers will toss their notes and handouts aside, deciding to do things the way they’ve always done them. For them, the professional development was just another warm body to fill the seats, and (if the training was paid for) a way for the administration to get their money’s worth.

This system is set to fail us time and time again. No matter how many times we get knocked down, it is still the method we turn back to using. This is archaic and WRONG. Something has to give, and that something begins with changing the way professional development is viewed and given.

Professional development should not be sessions here and there on a topic. It should not be a one size fits all, fill all the seats with warm bodies, ordeal. It should not be an information on full blast session, never to be followed up on again. The mindset should not be “If I go to this session I’ll get X amount of points.”

With all of these “nots” what should a professional development session be? A professional development session should be differentiated to meet the needs of its learners. The session should be about giving information in small chunks. If small chunks are not possible, consistent follow up after the session should occur to help guide teachers along the way. The mindset should be “I want to grow and learn in X area, and can’t wait to see what will be taught.”

FlucoTECH (Teachers Exploring, Creating, Hacking) works to bring a new style of professional development to Fluvanna County. It is designed as a tiered system of levels to meet the needs of multiple types of learners. Teachers are able to choose the level that best suits their needs and ability and move forward from there. There are 3 different levels in FlucoTECH that range from bite size sessions with multiple chances for follow-up to self-study sessions that last for a semester.

Level I – Tech Bytes: Level I sessions are offered during the school day for 30 minutes at a time. A topic is selected for the month and sessions are offered on a weekly basis throughout the day to meet teachers’ planning needs. 1 or 2 big objectives are taught during each class. Teachers have time to digest and play around with the new learning before coming to another session. Teachers pick and choose the sessions they attend based on what they already know and want to learn.
Recertification Points: ½ point for every Tech Bytes session

Level II – Solo Tech Bytes: Teacher chooses to complete a self-study on a topic. They meet with the ITRT to determine what they already know, what resources they should look into, and the topics they need to cover. Teacher studies on own, and sets up 1:1 sessions with ITRT as needed. Once teacher has researched and time to practice, they must demonstrate their knowledge to the ITRT. If the topic is determined to be a large and/or more intense one, recertification points may be added to the initial ones.
Recertification Points: 5 points for each Solo Tech Bytes

Level III – Semester Tech Study: ITRT assists teacher in reviewing ISTE-T standards. Teacher selects a standard, develops a SMART goal, and then researches on their own to find ways to implement the goal. They use the ITRT as needed, to help gather resources, to bounce ideas, and to create any kind of implementation plan. Teacher begins working to implement changes based on SMART goal. Teachers ends Semester Tech Study by evaluating the results of their smart goal, and their own growth.
Recertification Points: 20 points for each Semester Tech Study

Each level listed above progressively changes to give the teacher more freedom and choice in their decision-making when it comes to technology. Each level is also designed to meet teachers’ needs in both time and skill level. Teachers are free to move from level to level as they wish. They are not “locked in” to just one level for the entire school year.

With the implementation of FlucoTECH, there would no longer be a need for after school professional development. Staff would be able to complete all professional development during their planning periods or on their on time as they chose to fit it in.

The role of the ITRT varies depending on the level of FlucoTECH. At Level I, the ITRT is designing and implementing the professional development, relying on feedback from those who attend to improve future sessions. At Level II, the ITRT is coaching the teacher to help determine prior knowledge and objectives, as well as evaluating the teacher’s final product. At Level III, the ITRT is reviewing ISTE-T standards with the teacher, helping develop a SMART goal, and assists teacher as needed throughout the research process.

FlucoTECH is a tiered system that differentiates professional development instruction for staff members. Staff members are able to choose the level of instruction that best suits their needs, and can opt to move to other levels at any time during the school year. The ITRT’s role changes depending on the level, and they adapt all learning to the needs of the teachers. Teachers can and will earn recertification points for completing levels, but the points are not the main focus of the program. FlucoTECH aims to help teachers to learn, grow, and change the way professional development is completed in Fluvanna County.

It’s definitely not finalized yet, and I know that even the proposal will change as time moves on and I tweak and redefine things. FlucoTECH does move away from the one size fits all traditional professional development though, and that’s what I love about it most. It has taken a lot of research and learning from others to get this far, and I’m very proud of what I’ve been able to accomplish.

I’ve got PD on the Brain…

In between my other work assignments, I’ve been thinking a lot about professional development. I want to make changes for next year, and after all of the different sessions I’ve attended this year, I’ve found plenty of ideas. Some are things I want to incorporate; others not so much. I know that whatever I do has to be doable by a small number of ITRTs. In fact, I’m pretty sure that my ideas will need to be able to be managed by myself, which is why I’m limiting them to the two schools I work at each week. I work at the middle and high school, so if I can make them work here, they would be easily worked into the elementary schools.

Originally I had the idea to take Chesterfield County’s LITE Cohort and mix it with another district’s ideas. I ended up designing FlucoTECH. I presented the draft idea to the administration team, and they did enjoy it. Like Chesterfield’s LITE Cohort, it applied to those teachers who wanted to work on designing their own PD with the assistance of the ITRT. The goal was to meet the needs of the staff who wanted to grow in the way that best suited them. I was happy with my draft, but that’s all it was. It still didn’t address the needs of my staff who weren’t finding themselves at that level of learning. I was stumped.

Then along came EdtechRVA and Bite-Sized PD. Here was the solution that I was looking for! My staff that needed assistance learning in small chunks would be able to hand bite-sized PD and attend only the sessions that applied to them. The sessions would be easy to offer during the day, once a week, and follow up sessions were also easy to take care of as well. I was pretty elated to solve that issue because it also let me eliminate after school PD. To be successful with bite-sized PD, I would need to take the concept and break it down into chunks of information so that I could run multiple classes on the topic.

While I was pretty pleased that I now had ideas to address the low and high level learners, I still didn’t have anything for my mid-range learners, the ones who wanted the attention and break down of bite-sized PD, but also the ability to work at their own pace and time like the FlucoTECH PD.

That led to me thinking of a tiered system for professional development. So far, I hadn’t seen anything like it. I’ve seen districts have one new solution for professional development that tended to address only certain types of learners. So what if we did have a tiered PD system? What if there were 3 levels in this system, and teachers could choose the one that best suited them? They would be free to move back and forth between the levels as needed. Maybe they want to learn on their own for one topic, but for another they’d rather attend bite sized PD instead?

These are just a few of the questions that have been bumping around in my head this past week. I want to make this a reality for my teachers, and I need to work on designing level 2 and revamping level 3. I also believe I would call the entire thing FlucoTECH, and then just use the levels to designate the different programs. FlucoTECH Level I, FlucoTech Level 2, FlucoTECH Level 3… Oh that’s right I haven’t said what the TECH part stands for: Teachers Explorers Creators Hackers.

There is definitely still a lot more work to be done in order to make this idea a successful reality. I certainly don’t believe it’s the end all, be all solution, but I do believe that it’s a step in the right direction. It’s definitely a step toward getting away from the old traditional methods. Let’s see what happens…