A good question can open minds, shift paradigms, and force the uncomfortable but transformational cognitive dissonance that can help create thinkers. In education, we tend to value a student’s ability to answer our questions. But what might be more important is their ability to ask their own great questions–and more critically, their willingness to do so."
A new report from Forrester reveals that — finally — marketers are treating digital marketing as part of their overall strategy, with 50% of the executives it surveyed planning to increase digital spending this year. And those expenditures are now equal to spending on traditional marketing.
But the survey also reveals that while most marketers are talking a good game — with 80% agreeing that their company has the skills required to be successful in digital marketing — their confidence falls apart when they need to get specific, such as their ability to recruit digital talent, collaborating across functional areas, or even aligning to-do lists across the organization....
So true! When will they learn that tv style commercials and banner ads taken from magazine ideas are just not productive in the digital world! Have you EVER really watched an ad before a YouTube video? I have NOT watched a video I was going to if there is no way to skip the ad. Why do they think DVR's are so popular - its not just the on-demand its skipping the commercials!
The Lufthansa plane crash serves as a reminder: Leaders must encourage openness in their organizations.
Donna Farren's insight:
"Cultures of silence are commonly caused by three conditions:
Leadership belief that they have the answers and their opinions matter most.Futility, which employees experience when they conclude their voice has no merit.Leadership behaviors perceived by employees as egregious or abusive, such as talking credit for one’s ideas or public ridicule."
This is a guest post post from Brenda Doucette (@doucetteb) of EdTechTeacher - an advertiser on this site. Recently, we discovered a feature of Google Drive that has changed how we prepare and access materials and resources for our students. As we…
"We offer these lesson plan ideas to help teachers cover important skills in English/Language Arts and Social Studies. Each SKILLS-BASED IDEA and CONTENT-BASED IDEA suggests specific ProCon.org topics and resources that are particularly well-matched to the lesson and designed to help you meet multiple curriculum goals."
Instructors, particularly in online schools and those with open admission policies, often work with students who struggle with a lack of communication skills (namely writing) and professionalism. This is particularly troublesome for business schools that want to graduate students who possess a certain level of these skills in order to best represent the school in their professional lives. Schools that solely operate in the virtual environment are already subject to more scrutiny than their bricks and mortar counterparts. Graduating students who lack critical skills perpetuates the stigma that is still associated with online schools.
Donna Farren's insight:
One of the best parts of my Masters program at the University of Phoenix was the emphasis on authentic projects and professionalism. Our instructors were working in the field and able to guide us on how people in the field were interacting with one another. Knowing the content without professionalism won't get you far in the workplace. It is these "real life" skills that are invaluable in finding and keeping jobs.
Meerkat and Periscope are the latest in socially connected apps that let users broadcast live video from their smartphones. But will they last?
Donna Farren's insight:
This is really interesting - I immediately went to download both apps and they are not available on Android - so limited availability. But video is where things are at. Yahoo is playing a live concert every night. You can see most sports live streamed on devices from apps. I even heard the Major League Baseball Commissioner say yesterday in an interview that by the end of the summer they want people to be able to watch games on the device of their choosing. Video is a "lean forward experience" and apps like these are going to make an entry at some point.
There's a problem with traditional video conferencing clients. Though they are in abundance, they're only remotely useful if all parties are collectively using the same client. Popular services such as VoxOX, ooVoo, IMO and, of course, Skype and Google Hangouts all have this problem, thus putting a damper on quick collaboration. One "solution" to this is…
It is funny to me that education is the slowest to move in changing education. The rest of the business and industry realizes there are all these new ways to learn and gather knowledge - but the educational organizations are the most resistant to it. I read the other day that the term elearning was coined in 1993. Yet in 2015 there is no fully online high school in New York... You would think the people who know the most about education would want to lead the changes but instead they are the ones saying it should be done the same ways it has always been done. The rest of the world has changed but we will still follow the industrial model...
By Jasmine Kullar E-mailing is a great tool in our schools. We have come a long way from when we had to make several trips to the mailroom throughout the day to check our mailboxes for memos from the principal. Today, e-mails are used to effectively and efficiently communicate with others. However, e-mails can also be used in a way that creates more work for school employees. Think of a time in your school when someone accidentally hit the “reply all” button when the e-mail was meant for just one person. Think of a time when someone accidentally forwarded an e-mail that was meant for a colleague to a parent. These workplace “oops” can have detrimental effects because they can influence the trust and culture in the school. Before getting into the who, what, why, and when of e-mail communication, the most important advice I can give is to write e-mails as if your principal or superintendent is reading them. This way, even if an e-mail is accidentally sent to the wrong recipient, the effect will not be as destructive. Whom is the e-mail for? Having an understanding of to whom you are writing the e-mail is probably the most important step. Are you writing to a parent? Student? Teacher? Administrator? Colleague? Central Office? Business Partner? Parent leaders? Are you writing to just one person or a group of people? Knowing your audience is important, but knowing the difference between the audiences is even more important. For example, an e-mail to a colleague could have a very different tone than an e-mail to a parent. However, regardless of the tone, always apply the “my boss is reading this e-mail” principle. In other words, regardless of whom the audience is, the what of the e-mail should always be professional. What should be in the e-mail? Reread every e-mail before you send it out. What exactly are you trying to say and is your e-mail capturing that? Reread the e-mail for tone. Is the tone condescending? If you’re not sure, ask another colleague to read it and get their opinion. Always ensure the e-mail is emotion free. When you get those e-mails that spark an emotion, wait a little bit before responding. The best way to keep the e-mail free of emotion is to stick to the facts and respond only to the question being asked. If there is no question, think about what it is that you are responding to. Sometimes it’s okay to just respond back with “Thank you for your e-mail.” Less is better! I recommend going by the “three lines or less” rule. The more you put in e-mail, the more you may set yourself up for difficulty when trying to diffuse situations. Why e-mail? If e-mails should be three lines or less, what happens if the message cannot be written in three lines or less? At that point, you pick up the phone and call or request a face-to-face meeting. When sending out an e-mail, ask yourself why this particular e-mail is being sent out. In other words, make sure to consider whether or not the message would be better delivered using another method. For example, a message to a parent about a student who is struggling in a particular area is probably best received if you talk to the parent over the phone or in person. A message about a student who has not turned in an assignment, on the other hand, can be sent in a simple e-mail that asks the parent to ensure the student brings in the assignment. Always remember to evaluate why you are sending the e-mail. Keep in mind that an e-mail is meant to be efficient and effective—if an e-mail is not the most efficient or effective way to relay a message, don’t use e-mail as your communication method. When should you e-mail? Nobody wants her phone dinging at 3:00 a.m. with e-mails. Unless it is an absolute emergency (at which point you should probably call), refrain from sending out e-mails at odd hours throughout the night. Keeping a balance in life is important. As stressful and time consuming as our work can be, try to sleep at night and stay off e-mail! In conclusion . . . Here are some quick tips for e-mail communication: Always write as if your supervisor is reading your e-mail. Keep e-mails free of emotion and to the point. Keep e-mails to three lines or less. Know when it’s more appropriate to pick up the phone or have a face-to-face conversation. E-mail during work hours, if possible—or at least before 10:00 p.m. Jasmine Kullar is a principal in Fulton County Schools, Ga., with 15 years of experience.
Donna Farren's insight:
While I don't agree with every point - but I use email in a different environment - I do think people need to be reminded that everything you write on an email at work should be considered a "postcard." It is so easy to send flaming emails when you don't see the person or to forget that IT is saving all emails. As one of my friends who sent an "oops" email probably 20 years ago and I always say "Email is not a toy!" Use it carefully. This article is a good reminder.
I am not an athlete. I lack coordination and have some physical limitations. My husband, on the other hand, is an excellent skier. He isn’t a teacher but he believed I could learn to ski, convinced me to try, and partnered with me in the learning process, like the best teachers do. Learning to ski taught me 10 coaching strategies bridging four areas: establishing a safe space to learn, sharing responsibility, providing feedback, and empowering the learner. I apply these strategies to facilitating online discussions, but they relate to a range of learning contexts.
"Where have immigrants to the U.S. come from? Natalia Bronshtein, a professor and consultant who runs the blog Insightful Interaction, created this fascinating visualization of the number of immigrants to the U.S. since 1829 by country of origin. The graph hints at tragic events in world history. The first influx of Irish occurred during the potato famine in 1845, while the massive influx of Russians in the first decade of the 20th Century was driven by anti-Semitic violence of the Russian pogroms (riots). Meanwhile in the Austro-Hungarian Empire, army conscription and the forced assimilation of minority groups drove people to the U.S. in the early 1900s. Since WWII, Central and South America and Asia have replaced Europe as the largest source of immigrants to the U.S. Immigration shrunk to almost nothing as restrictions tightened during WWII, and then gradually expanded to reach its largest extent ever in the first decade of the 21st Century."
Nearly every school in America has some form of Internet connectivity—but that alone doesn't mean all kids have equal access to the web.
Donna Farren's insight:
This is a issue to consider when assigning online learning or blended learning assignments to students. It is also an issue for schools that are 1:1 but do not allow the students to take the device home. We do not want to be creating learning for the haves and have nots. Try and make online activities due in a few days to give all students access to the technology and the internet.
“The faculty of voluntarily bringing back a wandering attention, over and over again, is the very root of judgment, character, and will. No one is master of himself if he have it not. An education which should improve this faculty would be the education par excellence. But it is easier to define this ideal than to give practical directions for bringing it about.” William James, (1842 – 1910) Psychologist, Philosopher
Looking out at our students in classrooms today, with their texting, Facebook updates, Instagram messages, e-mail checking, Google searches, and tweeting, it’s hard to imagine what was so distracting for college students more than 100 years ago when James made this statement. Yet, even then, he recognized the propensity of the mind to constantly seek novel material, to leap from thought to image to belief to fear to desire to judgment and back again — all following one’s own quirky train of thought resembling the chaotic movements of a swarm of bees around a hive. Time passes through a warped dimension when the student finally returns to some semblance of attention, unaware of all the cognitive detours taken between points A and B. And that’s just the internal process, prompted by nothing in particular. How much more distraction is invited by today’s mobile technology?
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