This book is for educators, parents, and community partners!

Resources, ideas, examples, for both beginners and experts.

Thursday, December 22, 2011

Connecting with the Natural World

Technology can help connect students to people in the outside world, people they would probably not meet otherwise because of the isolated nature of classrooms; because it costs too much to bring guest speakers in, or to take students on outings. Digital technology is a wonderful tool for learning and teaching. But we shouldn't let technology obliterate our humanness.

The winter solstice has just been upon us. We are in the so-called dead of winter. Days are short and nights are long. In many areas of the world it's cold outside, and while kids are out of school for winter vacation, are they stepping away from the computer and the television? I wonder. I hope so.

I'm old enough to remember a childhood when no matter how cold or how dark, we'd take one more run on the sled or the skis by the moonlight or the lamplight until the sound of our mothers calling us to come home could no longer be ignored. There is something so important about connecting with the natural world that no matter how many S.T.E.M. professionals students meet online, those connections aren't enough to inspire a child, to provide them with authentic experiences of life on this planet.

I hope school children will spend these vacation days mucking in the snow, digging in the dirt, building forts in trees.  I hope they will feel icy wind on their cheeks and the welcome warmth of winter's sun on a frigid afternoon when they're simply having too much fun to notice that their toes are freezing inside their boots.

Not that long ago we learned about the sun and the moon and the earth because it was our immediate environment. We lived on the earth, rather than watching it on a television screen. I recently watched an amazing documentary about Chaco Canyon in New Mexico. In 2900 BC settlers in the canyon were what we might call astronomers and archaeologists. They built great temples in alignment with the sun without the help of computers or sophisticated measuring tools. They lived their lives in alignment with celestial events, including the Winter Solstice.

While children at all grade levels should be aware of career opportunities in science, technology, engineering, and mathematics, they should also be able to answer the question: "What is my relationship to the sun?" They should be able to answer the question from personal experiences of exploring their world away from the computer.

Back in the classroom, at the end of winter break, the magic and wonder of digital technologies will provide enrichment opportunities like The Exploratorium, a dynamic place for kids to explore the ocean floor and outer space and all the in-between. Webcasts hosted by scientists provide first-hand experiences in places like Chaco Canyon. Earlier this evening I watched a webcast of the Winter Solstice that had originally been streamed live from one of the ancient canyon temples, an amazing indoor exploration of the outdoor world.

If you have young children at home, take them for a walk in the dark and talk to them about the waxing moon and about the solstice. If they get a chance later on to interact with an astronomer online, they will have first-hand knowledge and their excitement will be all the greater.

Sunday, December 18, 2011

Curiosity Leads to Passion

Are you a parent, teacher, or adult community member? If your answer to any of these is yes, odds are you are an unwitting role-model. Kids are curious about adults. Child's play is centered around imitating what they see adults do in their day-to-day lives.

Youngsters aren't so much interested in "careers" as they are in the adults who function in various roles. They are naturally curious, says Jay Matheson, Coordinator of Technology and Media Services at one of twenty regional education service districts in Oregon. Jay's project, Extending Career Options for Rural Students was the inspiration for Connecting Students to STEM Careers . "I don't know if kids are really curious about jobs, but they are curious about adults and about what adults do. You never know when you're going to come across an interest in a child."

Young people in classrooms around the world are also interested in each other, in cultures and social environments different than their own, or located in a different town, state, or country. With the advent of social media, we as world citizens are becoming more and more connected. The concept of a melting pot has taken a virtual twist. Students can build relationships with peers in classrooms on the other side of the world. They are connecting with scientists, educators, doctors, authors....It's about developing relationships, satisfying curiosity, and stumbling upon a passion that might change the course of someone's life.

There is a classroom partnership program called ePals that provides a platform for students to collaborate from classroom to classroom, from country to country. A Global Learning Community, ePals serves millions of students in approximately 200 countries, supporting student-to-student distance collaborations through the use of blogs and wikis, podcasts and videocasts. Partnerships are also established in simple formats such as emails, supported by translation services, file-sharing and virus protection.

Through online programs like ePals, kids  learn how to develop relationships and satisfy basic curiosities about life in the outside world. With the guidance of parents and teachers, these relationships can help inform them about the world, about the importance of what they are doing in the classroom.

If you are aware of similar applications for K-12 students, please feel free to share.

Wednesday, December 14, 2011

Is S.T.E.M. Picking up S.T.E.A.M.?

Most of us would agree that the arts help us develop a greater appreciation and understanding of the world around us. It could also be said that it's science, technology, engineering, and mathematics that helps us interpret our world.

Lately there's been a lot of talk about the need to add arts into the S.T.E.M. equation. In other words, STEM<STEAM.

In a December 7 article in Education Week, Erik Robelen provides a balanced overview about the momentum gathering behind an organized movement to demonstrate the connection and combine arts with STEM initiatives.

There are big guns behind the movement. NSF is providing grants and sponsoring conferences. They recently helped launch a project called The Art of Science Learning, a formalized exploration of how the arts can strengthen STEM skills, "...and spark creativity in the 21st-Century American workforce."

In my book, Connecting Students to STEM Careers, I talk with Dr. Patricia Galloway, a renowned civil engineer and past Vice-Chair of the National Science Board. It was her love of art that first made the connection for her with her field in engineering. Listening to a presentation by a civil engineer professor as a young woman, she quickly made the connection and found the intersection between her art and a career as a civil engineer.

There are many different ways that right brain and left brain perceptions and creations intersect. Art helps young students understand abstract concepts and encourages us to think outside the box, as all great inventors and innovators have done.

Robelen concludes that the jury is still out on the research. And some say, can't we enjoy art for art's sake? Not all aesthetics are engineers. True. But most engineers rely on their creative powers; technologists are problem-solvers who rely on their ability to look at the world in many ways.  Robelen talked with a biology professor who once served on the National Research Council's Board on Science Education. She is not on the bandwagon all together. She agrees there are ways the arts and STEM work together, but, she says, "...they are very different ways of knowing the world." That, in my opinion, is possibly WHY they should go together.

I am STEAMed up. As a matter of fact, it's possible that many of today's students will find their way into technology careers through their creative endeavors in the classroom with video and other digital tools, through the use of social media to explore the fields of science, technology, engineering, and mathematics.

Sunday, December 11, 2011

Professional Development Online

 In my last post I said that "...teachers in the know..." can help children of all ages connect to career awareness resources using the wealth of digital tools now available. It's that " the know" part that's tricky. How can busy classroom teachers keep up with a digital world that changes and expands every day? And it is important to keep up. We can't guide child safely through shark-infested waters if we don't know how to swim.

It's also critical for school distircts to support teachers by providing and supporting ongoing and embedded professional development. When I say embedded, I mean that it's part of the culture of the work environment and the teaching and learning environment of the school. That doesn't mean that teachers have to be gone all the time attending workshops.

There are numerous resources, good resources, available online to supplement face-to-face teacher training. One of my favorites are programs offerred by PBS: PBS TeacherLine and PBS LearningMedia. Teacher Line courses are credit-bearing college level courses covering a range of teacher education modules from teaching math to STEM education in the classroom. (Note: There are two new classes starting on PBS Teacher Line on January 25 and again on February 29, 2012.)

PBS LearningMedia is a brand-new resource for teachers offering classrom-ready curriculum content in digital media format.Their collection already includes over 16,000 digital resources in the arts and in science, for example, and professional development. The site offers a content management system, teacher and classroom accounts, student access, and the content is standards-aligned. It's all online and educators have access at their convenience.

PBS updated and expanded TeacherLine in 2009, and several of the online courses now focus on strategies and techniques for incorporating digital tools into instruction. There are close to 200 graduate-level courses, and several are designed to guide teachers in Web 2.0 collaboration skills, digital literacy skills, digital citizenship, and use of Web 2.0 tools such as blogs, wikis, and social media networking sites.

Part of being a teacher in the know is knowing where to access resources to keep updated in order to swim along with the kids. And don't be afraid to let your students be your teachers too.

Wednesday, December 7, 2011

Grade Levels for S.T.E.M. Career Awareness

Last night I was at a book fair with the STEM careers book and got a chance to talk to people face-to-face about the concept of career awareness for kids. Some were educators, some parents, even a few home schoolers. Most wanted to know what was a good age to start career exploration. A few commented that it was for high school students. Au contraire, career exploration could, and should, begin in the elementary grades. It makes sense that from the very beginning, kids have an underlying understanding of why they are in school, that they have a future, that the world is larger and more complex than they can imagine. Most importantly, that they can do whatever they want. They can follow their dreams and they will succeed. But dreams need a context, or a framework. If the dream is to save animals, how does that parlay into a career and a job that will support them and make them happy?

The elementary students in the picture are talking to astronauts at NASA. They are having an interactive conversation with an adult they would never have otherwise met if it weren't for the videoconference equipment in their school. Kids are curious about the lives of adults and they ask questions about how did they get to be astronauts. This experience will stick with them for a long time and certain classes may have more meaning as they work their way through school. They will remember the astronaut who told them that he or she had to study math, science, engineering, and technology on their way to becoming as astronaut.

It is especially life-changing for a young girl to encounter a female scientist or engineer. She learns that girls can do all kinds of things in life, anything that boys can do, anything they want to do.

By the time students are in middle school they are beginning to form real interests that can be nutured by role models and mentors. There are many many professional organizations that now have a presence on the Internet and most offer programs online for K-12 students and teachers. A link or RSS feed from a relevant site could provide dynamic information feeds for classrooms. NASA is a good example, but in just about any area of interest, from science to the arts, there are professional organizations with websites and Facebook pages, Nings and blogs that are informative and safe.

Technology in the classroom can be used effectively by teachers in the know to broaden the world for students of all ages. When they interact with researchers, field-workers, and all kinds of professionals doing work that young people are interested in, learning takes on a new dimension. If the student whose dream it is to save endangered species has opportunities to interact with scientists at the Audubon Society, to see what they do, learn what their job is called, they are at once engaged in life and in learning.

Monday, December 5, 2011

Oregon Authors Book Fair

I'll be at the Willamette Writers Annual Author's Book Fair in Portland, Oregon, on Tuesday night, December 6. The event is free and there will be an array of novelists and non-fiction writers on-hand to talk to readers and to provide information about their books.

My two books for educators: Connecting Students to S.T.E.M. Careers and Videoconferencing for K-12 Classrooms will be offered at a 30% discount (regular I.S.T.E. member price).

Where: The Old Church, corner of 11th & Clay, downtown Portland, Oregon

When: Tuesday, December 6, 7:00 p.m.

Saturday, December 3, 2011

Most Popular I.S.T.E. Book!

The International Society for Technology in Education (ISTE), publisher of my book, announced yesterday that the S.T.E.M. book is flying off the shelf. In an email sent to all of their members, they said, "We know STEM is a hot topic, and in November we saw that first-hand as Connecting Students to S.T.E.M. Careers flew off our shelves!"

As part of Computer Science Education Week, today through December 9, they are offering 10% off the price of this book, and two of their other best-sellers: Getting Started with LEGO Robotics and The Computer Lab Teacher's Survival Guide.

Wednesday, November 30, 2011

Videoconferencing with S.T.E.M. Professionals

One of the best ways for kids to have a face-to-face experience with professionals in S.T.E.M. fields is through a live, interactive videoconference. Many schools now have room-size equipment and connectivity. The biggest challenge for teachers is finding content and access to people who are willing to participate.

CILC, or the Center for Interactive Learning and Collaboration, is an online, non-profit agency that provides a directory of videoconference content providers from all over the world. These providers are professionals in their fields who have been trained in the art of interactive videoconferencing with K-12 classrooms. There are providers for professional development for teachers and workshops and classes for students at all grade levels.

The CILC organization is offering an extensive S.T.E.M. planning, training, and coaching package for school districts. Most importantly, they offer access to affordable workshops and classes for classroom students. They can, through the magic of videoconferencing, interact with astronauts, surgeons, and scientists in a range of fields, in all kinds of engaging situations. And frankly, students are usually more interested in asking questions about the presenter's did they get to be an astronaut? How do they use the bathroom in space? Once they've had this interaction, the idea of being an astronaut or a doctor or a research scientist is real, not just a figment of someone's imagination.

Are you a classroom teacher introducing a unit on nanotechnology or robotics? It's likely that the CILC directory will offer a workshop or entire curriculum package in that area you could use as an introduction to the curriculum or as a culmination program.

Videoconferencing is one way to use digital technologies to bring S.T.E.M. professionals into the classroom. It's live and interactive and the impact on students is an authentic and memorable experience.

The picture above shows an interactive workshop taking place with a science teacher at the Columbia Gorge Museum, located on the Columbia River in Oregon.

Sunday, November 27, 2011

Thousands and Thousands of S.T.E.M. Careers

What's all the fuss about career awareness in science and technology? Did you know that if you start poking around in one area of science, for example, you will find that in that one field alone there are hundreds of career possibilities, and thousands more jobs within those career paths? How are kids who are preparing for lives in a world that becomes more and more competitive supposed to know about these possibilities and opportunities?

In Chapter 7 of Connecting Students to S.T.E.M. Careers I provide sample resources and links to professional science organizations and learning centers. One of those is the National Climate Change and Wildlife Science Center (USGS). It's mind boggling how much inspirational and eye-opening information is on their website. One afternoon on that site and a child's perspective might be changed forever. Certainly they will have opened a door to a world. Remember the closet in Narnia?

Who and what is the USGS? They're an independent fact-finding agency that functions as part of the Department of the Interior, specifically the U.S. Geological Survey. They collect, monitor, analyze, and share information about natural resource conditions, issues, problems...such as climate change. If a student is interested in this field, this website will provide them with a closer look at the work that's being done. There are even opportunities to interact with scientists. One of the USGS missions is to partner with the academic community, including K-12. They have numerous programs for K-12 classrooms including social media connectivity. Classrooms and individual students can follow them on Twitter, YouTube, Facebook, and Flickr. They can listen to podcasts on critical issues in biology, geography, geology, water, you name it. If you "like" their Facebook page, you will get regular briefs and announcements,  be able to interact with the scientists, ask questions, make comments.

Other resources they provide for K-12 classrooms include: videos, online lectures, maps, images, and curriculum content, including resources for undergraduate university classrooms. There are so many ideas, and topics to explore on this site, just one visit to the site will broaden a child's understanding of possibilities, of what's out there in the world.

By using social media to learn and interact, students can also learn the rules of the road, how to use the social media tools safely and effectively.

Wednesday, November 23, 2011

Finding Classroom Partners

In the book, Connecting Students to S.T.E.M. Careers, I stress the importance of laying the groundwork for community and global partnerships to help prepare students for future careers. Mostly kids don't even know these careers exist; what it is they're working toward? They learn in isolation.

To compound the problem, K-12 teachers are strapped to standardized instruction. What time do they have to run around setting up partnerships with S.T.E.M professionals? Where do they find these people? How can they get them to the classroom to talk to students about their careers? This is a huge issue.

One of the many resources and links I share in the book solves this problem in a big way. The Open Source Teaching Project helps students make connections to real-life scientists and engineers, to people working in all kinds of careers and all kinds of jobs. They make use of digital tools to post interviews, conducted by college students, with experts in a variety of fields who share their passions and the realities of their day-to-day lives. They talk about what students can do now to prepare for jobs of the future. The face-to-face interviews, all posted on the website, are free.

Science, technology, engineering, and mathematics professionals answer questions like: How did you become interested in this field? What kinds of tools do you use to carry out your work? What advice do you have for K-12 students who are interested in your subject area? What do you most enjoy about your job?

Each interview is about 30 minutes long and takes place at the interviewee's place of business. There are hundreds of interviews on-hand and one of the best parts of the program is that it includes guidelines for teachers on how to integrate these conversations into the curriculum.

The project benefits both college students and K-12 students. The college students who are conducting the interviews get a first-hand look and a deeper understanding of their field of interest. K-12 students have access to scholars and professionals; they have an opportunity to see the real-world relevance of what they are doing in school.

Sunday, November 20, 2011

Connecting Girls to S.T.E.M. Careers

In the process of writing the book, Connecting Students to S.T.E.M. Careers, I interviewed several professionals in the S.T.E.M. fields, professional educators, and a graduate student conducting research at Columbia University. One of my favorites of these conversations was with Dr. Patricia Galloway. The first woman President of the American Society of Civil Engineers, at the time I spoke with her she was the Vice Chair of the National Science Board. We talked about why girls are not interested in becoming engineers. “The women who influence what career paths girls might follow,” she said, “do not understand what a career in engineering looks like or believe that it’s a likely career path for girls.”

But that may be changing, thanks to the Girls RISE Museum Network (RISEnet). They are working with a network of regional science centers to strengthen the professional capacity of informal science educators to engage and motivate girls to explore and pursue science and engineering careers. They are building a national network of science museums to contribute to the development of a diverse pool of young female engineers.

Girls RISEnet organizes around a train-the-trainer model, and regional science centers such as the Oregon Museum of Science and Industry (OMSI), located in Portland and serving Oregon, Washington and Alaska, host regional workshops for classroom teachers in grades 6-12 and other leaders of programs for girls and underserved minorities. The program includes travel grants to ensure that everyone who wants to participate from throughout the vast, rural region is able to attend.

The Girls RISE website features resources and research on engaging girls in S.T.E.M. careers. They even offer a network of engineering mentors, professionals who have already committed to sharing their expertise with schools. The mentor database can be cross referenced by location and discipline.

I believe it’s true that just one interested and caring role model can be the first step to inspiring a young girl to reach for the moon. Dr. Galloway’s advice to girls is to never let anyone convince them that their dreams can’t come true.

Website of the week:  Engineer Girl

Thursday, November 17, 2011

Author Interview- I.S.T.E.cast

I.S.T.E., the pubisher of Connecting Students to S.T.E.M. Careers, Social Networking Strategies, presents regular live interviews with their authors via podcasts. These can be accessed any time on the I.S.T.E. website.

Listen to me in conversation with I.S.T.E. staff as we talk about job shadowing, teacher certification in S.T.E.M. education, and other topics related to providing insights for K-12 students about career opportunities in the fields of science, technology, engineering, and mathematics.

Questions were posted by interested educators prior to the interview on the I.S.T.E. Connects blog. These podcast interviews are a regular feature on the I.S.T.E. website, providing followers with a deeper insight into the thoughts and personalities of I.S.T.E. authors.

Find my interview here:

Monday, November 14, 2011

Global Education and other favorite blog sites

As I begin to develop my new education blog about connecting students to career information and options in the fields of science, technology, engineering, and mathematics (STEM), I realize there's so much to share, so little time...

From time to time I'll share some of my favorite blogs,  and on the day I post a new link in the sidebar here, I'll share in a post a little about the blog and why I like that one over all the others. Not that I've read all the others, because who can keep up? Networking in this way might help some of us slog our way through it all.

The first blog site I'd like to pass along is Dr. Laurence Peters' "Global Education." I happen to believe that global awareness is an important element of career awareness for K-12 students. I believe most scientists, for example, would agree that research and development is in fact not so much of a race as it once was. In order to deal with the world's problems--communicable and degenerative diseases, global warming and the array of environmental issues that threaten our health and safety,  the energy crisis--STEM professionals around the world  have to work together. We can no longer isolate our classrooms from cultural differences, engage students in superficial examinations of histories and cultures of people with whom they will one day need to collaborate.

Dr. Peters was born in the UK and has lived and worked in the U.S. throughout his adult life. His enthusiasm for Global Education in  K-12 classrooms culminated in a book published by I.S.T.E., Global Education,  and on his blog: Global Education.

I like this blog because it's filled with well-written briefs on a wide range of global issues of which students and teachers should be aware and might incorporate into a cross-curricular global education strategy.

Wednesday, November 9, 2011

What is the new Digital Divide?

The Digital Divide, not so long ago, represented the dichotomy between the haves and the have-nots: who had ownership and/or access to computer technologies and who did not. The divide was generally economic. Those who could afford computers, had them in the home. School districts whose budgets allotted for technology, had it.

This divide still exists to some degree, though most schools and most homes have some sort of connectivity and some sort of device....Today's Digital Divide is not only about access for students, it's also about teacher skills and training. As educators, our charge is to prepare students to make use of emerging digital technologies in meaningful and in safe ways. Educators have opportunities to join their students in cyberspace and help them use the tools effectively to prepare for their futures. Students whose teachers lack training in the effective use of digital technologies and in the requirements of those technologies for the workplace of the future are today's "have nots."

Teachers need training and support. They need access to resources. NASA's Endeavor program offers teachers fellowships through their Science Teaching Certificate Project. Highly competitive, about 50 teachers across the country are currently involved. The program is administered by the U.S. Satellite Laboratory, Inc. and provides graduate credit courses through regional higher ed partners and participation in the NASA Endeavor Certificate in S.T.E.M. Education from the Teachers College at Columbia University.

Sunday, November 6, 2011

About the publisher

I'd like to make my first post about my publisher, the International Society for Technology in Education (I.S.T.E.). The flagship professional organization for technology in the classroom for over 30 years, they have helped revolutionize education around the world. With 20,000 members, they provide a myriad of services including the publication of hundreds of titles of books for educators, journals, and website applications. They have a global impact with educators and education leaders who are engaged in improving learning and teaching by advancing the effective use of technology in PK-12 and teacher education at the university level.

ISTE represent more than 100,000 education leaders throughout the world and their membership also includes affiliate organizations and corporations.

They provide forums where educators connect with peers to share ideas and emerging trends in digital technology and instructional strategies.

ISTE and their partners and members created the National Education Technology Standards, NETS, providing roadmaps and proficiency measurement goals for students, teachers, and administrators.

ISTE sponsors and presents an annual conference and exposition. The conference, once known as NECC, the National Education Computing Conference, is now simply the ISTE conference. ISTE 2012 will be held in San Diego. People attend from all over the world: teachers, technology coordinators, administrators, library media specialists, teacher educators, and policy makers.

The foundation of their mission, according to their most recent annual report, is to "share a common passion: a desire to see very student realize his or her potential through a vibrant and innovative learning experience."

The book, "Connecting Students to S.T.E.M. Careers, Social Networking Strategies," is available through their online bookstore and other book retail outlets such as