Wk 4 Publishing_Leadership Project

image from the ISTE website

In my Wk 3 Publishing/Leadership Project Part 2 blog, I offered four options for presentation and publication.  I have decided to pursue The International Society for Technology in Education, which has three journals and one membership magazine that accepts submissions.  The most interesting choice to me is the magazine, Learning and Leading with Technology, which is a down-to-earth resource for improving student learning through technology.  Since that is what I accomplished with my AR project, it makes the most sense to submit to this magazine.

image from the Consolidated High School
District 230 website

I am also planning on presenting at my school district's April 2012 institute day, with more data as I continue the practice of incorporating more web 2.0 tools into all my courses.


Here is the introduction paragraph for my Publishing/Leadership Project:
All students, including my seniors, have difficulty maintaining a high interest level and motivation throughout the entire length of a semester.  The question I will attempt to answer is whether integrating different forms of digital storytelling into my Mythology course will increase student interest and motivation in that class.  I began by wondering what would happen if I included options for different delivery methods for the presentations my students created in the three rounds of projects that were done during the semester.  I hope to demonstrate that I am improving my practice as an instructor as well as to contribute to the body of literature regarding student motivation and interest when digital storytelling is introduced into a classroom.


This link will download the rest of my paper:  Colletti_Michael_PubLeadProject.docx


Here are the links to my "Think Out Loud" blog posts:
Wk 3 Publishing/Leadership Project part 1 of 2: Presentation v. Publication

Wk 3 Publishing/Leadership Project part 2 of 2: Presentation v. Publication

Wk 4 Blog Comment 2: Art of Possibility, Chapters 9-12

Curt Isakson writes:

“A distinction is not a standard to live up to, but a framework of possibility to live into.”

The Art of Possibilities, Rosamund Zander, and Benjamin Zander, 2000.

Instead of commenting on just one part of the last chapters of this book, I would like to write down a few simple thoughts on the whole book:

This book has really got me thinking about I interact with the people around me, and how I react to the environment that surrounds me.

I have to remind myself that reality is simply my reality and the perspective I view it from can be so fluid from day to day and moment to moment.  I believe that it is up to me to create my world and to make sure that I try to tackle it from a positive and educated viewpoint and keep the WE factor in mind always.

I cannot say I have had a book that has stuck with me so well as The Art of Possibilities. 

@ Curt…

image from free-extras.com

It would be easy to say the connection you feel with this book lies in the musical connection you have with Ben Zander. So much of what he writes and speaks of relates to his experiences in music. So much of what you have committed your life to is also in that realm.

However, the fact that The Art of Possibility has struck a chord with all of the rest of us is in its simplicity of advice. The common sense that both writers impart to us makes perfect sense. If only local, national and world leaders (and school administrators) would buy into all this. What would result would be the ultimate in Possibility!

Wk 4 Blog Comment 1: Art of Possibility, Chapters 9-12

Pamela Holifield writes:

I have recently added the phrase, "A vision articulates a possibility" to my Facebook page to see the comments that would be left. Since I am terrible with delayed gratification, after only one 'like' I moved onto my students to hear their comments. Some students were stuck at the word 'articulates' while others replied, "Oh yeah, yeah I get it Miss (for some reason all the kids use Miss instead of Mrs. such and such)." Anyway, I came to realize that students are the one who should be reading this book. The problem blocking most students is that they have no vision. Therefore blocking most possibilities and missed opportunities.

photo by Matt Colletti

I look at myself. I always had vision and always steered my course to the direction I wanted it to go. I remember people asking me what I wanted to be when I grew up and I replied with specific details up to to the type of car I would drive. All have come true except my Eddie Bauer Explorer is a Kia Sedona (which most people think is the Cadillac). My visions determined my possibilities. I wish most of my students would see their visions like I saw (and still continue to see) mine, work towards those goals, and not miss opportunities that might belong to them. Like in the movie "Field of Dreams" if you build it, they will come.

@ Pamela…

I couldn’t help but smile when you mentioned the lack of vision our students today have.  I teach seniors, and the days until graduation are counting down for them.  They have vision, but it is focused now on Prom in 11 days, the last class day in 33 days, and graduation itself four days later.  Everything else is out of sight, including the reading and response journal that was due today, and the assignments in other classes as well.  That is today’s teenager and tomorrow’s adult; as you say, “blocking most possibilities and missed opportunities.”

With that observation made, I am so pleased with the results of my project.  For most of the last month and a half, I did see vision as they worked on the projects they have been presenting over the past couple of days.  And, I saw some unique performances due to some outside the lines thinking from a few of the kids.  Those performances grabbed the other kids and brought them into the stories they told so all learned.  It has been an awesome time, more than I had hoped for. 

photo by Matt Colletti

Thus, your closing quote, from Field of Dreams, one of my favorite films, does ring true:  “If you build it, they will come.” 

Thanks for your observations.

Wk 4 Reading: Art of Possibility, Chapters 9–12

photo by Bernadette Colletti

As I have mentioned in my previous posts regarding this book, the insight offered by the Zanders transcends the fields of music and psychology and applies to all human relationships.  The concluding five chapters neatly tie it all together.  Each of these sections builds a case for creating a world that could be free of conflict and full of compassion.

How could Lighting a Spark not speak to all of us in education.  It is our goal to create the spark in the minds and eyes of our students, which in turn will enroll us deeper into the process, and creating a cycle of success.  We attempt this by Being the Board on which our lessons are played out on, being rigid but also flexible based on the needs of our students.

photo by Bernadette Colletti

The deepest challenge is sustaining this throughout the school year, day after day.  Face it, we all have off days, but we need to minimize those, or at least the effect those have on the kids.  Finally, if we look at our students and the gifts they bring to the classroom, Telling the WE Story will engage both the children and us so we achieve the most success possible.  It is what the Art of Possibility is all about.

photo by Bernadette Colletti

Like Presentation Zen, I have purchased a shelf copy of The Art of Possibility to be a permanent part of my personal library.  I am sure I will revisit parts of this book as I move through the rest of my career.

Wk 3 Publishing/Leadership Project part 2 of 2: Presentation v. Publication

Where, Why and How…

Consolidated High School District 230

Ideally, I would like to present to my school district teachers at our annual Spring institute day.  Unfortunately, my Cycle 2 research was not completed in time for submitting my proposal to present this year.  However, as I move into a Cycle 3 follow-up next fall, more data will be available and I will certainly be a part of next April's event.

I have some idea of what I would like to do with my Action Research materials, and I still have both options open to me.  Each of these four organizations would fit the bill for me, with two offering presentation opportunities, one offering publication, and one which has both avenues available.

Illinois Computing Educators (http://www.iceberg.org/) holds an annual conference each February in the Chicago area.  I would consider presenting at that conference in 2012.

Illinois Education Technology Conference (http://www.il-edtech.org/) holds its annual conference in Springfield on November 15-16, 2011.  Submission of proposals for this year’s event is being accepted through Friday, May 6, 2011.

The National Council of Teachers of English (http://www.ncte.org/) offers an annual convention as well as twelve journals looking for submissions.  This year’s convention is in Chicago on November 17-20, 2011.  I am not sure if the date for submission of proposals has passed, but the journal submission dates are ongoing.

The International Society for Technology in Education (http://www.iste.org/) has three journals and one membership magazine that accepts submissions. Most interesting to me is the magazine, Learning and Leading with Technology, which is a down-to-earth resource for improving student learning through technology.

So, my decision is not made yet, but either choice I make would work for me.