Melissa Thompson

I am currently taking my Principal’s Qualifications and am required to write a reflection after each module. It has been on my mind since the start of the course that these reflections get posted to one person, yet there is so much more we all could be getting out of these reflections if there was more value placed on them by making them public- where they can stop being reflections for the sake of reflecting, but can become reflections for discussion and growth. In an effort to practice what I’m preaching, here is a copy of what I wrote in my most recent reflection:

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If there were to be a module where my passion lies, it would be with Module 4, specifically around the use of technology.

Technology has always been an area where I have felt comfortable. A new tool can come out, and I feel completely safe playing around, clicking buttons, navigating pages and simply figuring it out. The more experience I’ve had with this, the less fear I have to accidentally do something wrong.

Because of my comfort level, I have always been drawn to new and innovative technology-based tools that I can use in the classroom with my students. When I did my teaching practicum in 2005, I was fortunate to be placed in a school that had a shared laptop cart. I created a webquest for my grade 1-2 split class to virtually explore the different cities Terry Fox ran his marathon, and then write an imaginary journal from his perspective of the things they saw on their journey. This was the spark for the path I would follow for the rest of my career up until this point.

In 2007 I moved to Vancouver to pursue a Masters in Educational Technology. I was then hired as the Technology Integration Specialist at a school there. I attended workshops on iPad integration, participated in large EdTech conferences all over Canada and the US, and eventually moved to Ottawa where again, part of my responsibilities are dedicated to helping teachers integrate innovative practices into their classrooms, including but not limited to, technology. More than anything, I want to help them reduce their fear of “clicking on something wrong.”

I get that I may not be the norm. There are many teachers, both young and not as young, who feel intimidated by technology. However, after listening to this week’s group talk about the changes our students are likely to experience in their future, I can’t help but stand up and yell from the rooftops that it is imperative that teachers and administrators become literate in the language of now. Even in the last few months, I have upped my own online presence and realize that we have so much to benefit from the world of educators. Why limit ourselves to those in our school? Those in our board? Those in our city or even country?

This reflection in and of itself has no value if the only person I can share it with is my professor. That’s why I have also posted it to my blog. Perhaps this is a larger dialogue that needs to happen. Perhaps other people have ideas to share that will help me develop my thoughts even more. Perhaps I am completely off on my thinking. But I’ll never know if I don’t put it out there for others to comment on and reflect with me.

As potential future administrators, wouldn’t it be great to speak to other people around the world going through the same process? Wouldn’t it be beneficial to hear from those who have completed the process and are just beginning the next phase of their career? Why then, are we limited to posting our reflections inside a closed platform?

As one of my mentors, Silvia Tolisano, has taught me, technology is just the tool. There are always new things coming out and new ways of doing things. What’s important is that you know how to handle those things when they do come so that you are moving with the times, not falling behind them. We have a huge responsibility and a huge opportunity. As future leaders, we must be the leaders.

About 6 years ago I read a book called, “The Modern Jewish Girl’s Guide to Guilt” by Ruth Andrew Ellenson, in which different Jewish female writers tell hilarious stories of the guilt they’ve grown to feel in various life situations.

The past few weeks of my at-school, and out-of-school, life have been stressful. Report cards can do that to a staff. Then add on all the other commitments teachers take on, and we could write our own book.

In an effort to deal with my own guilt of needing to push things to the bottom of my to-do list (like this blog) I’m writing this post as a placeholder to say…

I’m still here.

I will be writing again soon.

Anyone who feels the same as I do, raise your hand, and let’s not feel guilty together!

Over the last 2 days, I, along with some of my colleagues, have had the incredible opportunity to work with Silvia Rosenthal Tolisano about documenting our own learning AS learning. I had two new experiences today: 1) I documented a Lunch and Learn session from one of our teachers and 2) we had a Skype session with Jocelyn Blumgart in Australia.

Here’s what I’ve learned so far.

I HAVE A LOT TO LEARN!

During the Lunch and Learn session, I found it challenging to document while still being active and engaged in the conversation. I was definitely not able to write down a well thought out blog post in the moment, but rather took quick notes to be able to go back later to transform it into complete thoughts. At one point, I abandoned my spot at the back of the room, left my camera and computer, and sat down in the middle of it all to get my hands “dirty” with what the rest of the group was doing. I’ve now learned that what I was trying to do was backchanneling and it is still something I need to practice in order to get better at multitasking. Interestingly, while backchanneling was a challenge at lunch, I had a completely different experience with it later that afternoon.

The Skype session with Jocelyn was great! We each took on a role as part of the Digital Learning Farm. My job to begin with was Photographer. The call began with all of us busily doing our jobs, being in the hot seat face-to-face with Jocelyn, taking pictures, videos or live-tweeting.

As the conversation continued, and Jocelyn started sharing ideas, tools and resources, I realized no one was backchanneling! I quickly sat down at my computer, and while listening to the conversation and still being engaged, I was able to take notes and even hyperlink to some of the tools she referenced.

When I reflect on it now, when I was documenting on my own during lunch, it was my responsibility to to ALL the jobs in the Digital Learning Farm. During the Skype call, I had one job, and was able to better concentrate on what was happening around me to jump in to other jobs that may have been necessary. While not completely impossible to do it on your own, it is MUCH better doing it with a group of people, where each person has a purpose. I would imagine it relieved some pressure from those speaking directly with Jocelyn that they did not need to write down all the things she was saying while listening to her. It likely allowed the conversation to flow more naturally and comfortably without pausing to write things down.

I’m really looking forward to learning more, practicing more, and most of all, trying this out with my students.