Reflections from Philadelphia: My Technology "Take-Away" From An Inspiring Conference

Beth Anne Brennan
Lower School Head

"But it's not about the tools. It's not about layering expensive technology on top of the traditional curriculum. Instead, it's about addressing the new needs of modern learners in entirely new ways. And once we understand that it's about learning, our questions reframe themselves in terms of the ecological shifts we need to make: What do we mean by learning? What does it mean to be literate in a networked, connected world? What does it mean to be educated? What do students need to know and be able to do to be successful in their futures? Educators must lead inclusive conversations in their communities around such questions to better inform decisions about technology and change."

 

~ Will Richardson Via ASCD and Educational Leadership Magazine

Recently, I traveled to Philadelphia to attend the annual conference for independent schools (NAIS).  The theme of this year’s conference was Think Big Think Great and for those of you who know me, as a leader and a learner, know that I love thinking BIG.  I found many of the presentations intriguing in the program and I was very excited to attend.  I wasn’t  disappointed.

If we are to consider and possibly embrace change, I decided to approach this conference along the lines that Will Richardson suggests above; my experience at this conference would be as a “modern learner” in hopes that  I might better share and inform our community when I returned to school the following week.  Going in, I felt inspired, empowered, knowledgeable and ready; I have been engaged in many discussions over the past several years, about preparing schools within the information age and now, the time had come for me to dive in.  I needed to start thinking, learning and living as a student in the 21st century.  

As I attended presentations, armed with my iPad, I sat up close to the speakers and took notes using the Note app. Later in the day, when I had a moment or two between workshops, I used the internet to look up the speakers’ bios, TED talks (if they had any), research, and opinions.  If I felt it was useful I forwarded the resources by email, along with my notes, images and thoughts regarding what I was taking in, to my colleagues back at EMS.  I also found that I could follow the Twitter posts of the other conference-goers (using #NAIS2013), which allowed me to know their thoughts about a given speaker or presentation, without having to have a personal conversation with the more than 5,000  participants (I found this aspect, the Twitter feed, to be the most interesting of all).  

When I returned home, I added some of the speakers’ blog sites to my favorites bar with the intention of checking in frequently to see what they are thinking and saying relative to education. I also decided that I would participate more frequently in social media and online learning networks that focus on teaching in the 21st Century.  

I have attended many conferences but I would have to say that this experience was among the most remarkable.  It is hard for me to fully describe how my learning was enhanced by the technology so readily and simply held in my hand.  If I needed a reference during a presentation, I quickly looked it up online; anything important I wanted to note or share, I could jot it down or capture it with the camera and forward to my colleagues.  The value of the iPad was clear to me, and as a professional educator of 25 years, I can not help but wonder about the possibilities for us in the classroom.  Should we push harder for technology in our classrooms at EMS?

One of the reasons I love EMS is that we provide a careful, whole-child education.  Where some schools or school districts place weight on grade-based assessments or test scores, I know that our teachers play a much broader role in our student’s development.  After all, things like focus, attending, social and emotional development, critical/abstract thinking skills still require great teachers who, perhaps, have learned from great teachers before them.  

Here’s the thing, though.  To my own children, to our EMS children, none of what I have just related about my conference experience is remarkable to them.  At all.  Where I am amazed, my children, along with the millions of other young people of their generation, are already living (fully) in an age where information is accessible and commonplace.  Experienced educators are in the middle of a paradigm shift but our children are living well within the paradigm.  There has always been differences between generations, but this time, it’s a bit different.  As Will Richardson noted at his NAIS presentation (similar TEDtalk here), unlike any time before, teachers are no longer the sole providers of our student’s core learning.  Children now have access to many teachers, for just about anything that interests them.  I realize that this may be a bit too simplified, but for us teachers the nature of the shift we have to understand is one that moves the focus away from knowledge and more toward guidance.

Taking this leap and making this commitment to “modern learning” has not been easy for me.  In fact, I have often found technology to be distracting, frustrating and time-consuming, but I am starting to get it.  I am starting to get the hang of it and understand it’s value.  Me and the 5000+ professional educators who attended NAIS, along with many more who took it all in through web feeds, simulcasts, and social media are starting to get a better idea of the potential it can offer for teaching in our time.  Of course, we still have an obligation to shape the development of our students (talents, knowledge and character) through the methodologies we feel are most effective:  Best of the Old and Best of the New as our informal motto goes. I still believe in this balance.  It’s just that now, considering how things have changed, we should reevaluate how we are going to proceed and then—borrowing from conference speaker Cathy Davidson, and Nike shoes—”just do it.”  Our goal is to prepare our children for the world in which they will grow.

The Value of Conversation

Beth Anne Brennan

Lower School Head

This Thanksgiving, after a vivacious and delicious meal, my friend Steve pulled me aside in the kitchen.  He smiled and said how reminiscent this holiday had been to his own childhood.  He delighted in hearing my father tell the family stories of past holiday celebrations, including the details of the “cast of characters” sitting around the table and the shows we put on as children for our very proud parents and relatives. 

“Hmm?” I thought. Nice to hear, of course, but I never really saw it this way.  For Steve, our lively discussion around the Thanksgiving table was a treasure. For me, time spent talking was a typical occurrence in our household.  As a family we have grown used to joining my father in the living room, sitting on the couches, engaging in conversation.  And my father is a pro:  he instinctively knows the right questions to ask and listens with genuine concern to all of the details and topics of interest in our lives.  He offers advice, shares a story from his life experience that adds substance and meaning to the conversation, and makes positive observations that encourages us all to want to stay engaged. 

Now, not everyone’s like my father, I realize.  He’s had years of practice.  Yet, given the time to reflect upon the festivities of this past weekend, the heartwarming union of family and friends, I think Steve has the right perspective.  Conversation is a treasure.  In this regard I consider myself lucky.  I grew up in a household that valued conversation and made it a priority.  Now, today, it is easy for me to see the gains of having parents who wanted to talk with me as a child.

You may be thinking “that was then,” right?  After all, these days it seems it’s tough to find the time.  Most of us have very scheduled and hectic lives, along with family-wide access to the various media channels that draw our attention.  It is a facet of the era in which we live, but we have to keep in mind that the time we spend disconnected or disengaged with the members of our family, with our children in particular, we not only miss those moments that enrich our lives and allow us to bond with our kids, we also lose the opportunities to develop their character through conversation.

Engaging your children in conversation not only expresses your love by showing interest in who they are and what they have to say, it also provides them with a model for listening, speaking, and asking.  Among other things, conversations also teach children to absorb or form opinions, frame perspectives, and develop empathy.  Although it may not be easy to initially connect with your children, perhaps provide them with a topic of mutual interest and encourage them to carry on lively discussions by sharing their ideas or asking questions.  And stick with it; try not to give in to any initial grumblings or indifference.  Try not to succumb to the “easy way” by handing/allowing them a device when they jump in the car or sit down for dinner. As an educator and as a mom, I can’t stress this enough: conversation is a critical social skill and part of child’s development that requires adult patience, modeling and practice.  So the next time you sit down for a holiday meal, or any meal in fact, seek to find this treasure.  I assure you, it’s worth it.

Top 5 Tips To Plan Successful Play Dates

by Beth Anne Brennan

Lower School Head

I was in my office the other day, well beyond the hour I had intended on staying, when I got a call from my younger sister.  A nice surprise, for sure, but when we moved beyond casual conversation, she got to the heart of why she was calling.  She wanted to get my thoughts on a play date that went badly.  No need to go into the details, but being a parent of four children myself, the host of many play dates in my time (some successful, some not so much), along with having a career where I am surrounded by children, I did have a few thoughts on the matter.

Although in the moment, after a not-so-great play date, every parent’s first response is likely, “I will never have that child over again!”  An experienced parent, however, knows that probably won’t be the case.  Children love the idea of having play dates and honestly, as parents, we generally want to see our children having fun and enjoying the company of their peers, but sometimes tempers, impulses, and demeanors can get the best of any child during play.   Although there is no magic formula to make a play date great, there are steps you can take to help insure they go well.

At the recent NJAIS conference, I ran into Dr. David Lowry, former EMS Head and respected colleague; he reminded me in a conversation that parents love lists.  Here, then, is a quick list of play date tips; may your meetings with fellow friends be happy and successful experiences for all.

1     Let your child have a say as to whom he/she wishes to play with. When they were younger we made our children play with our friends' kids.  As they grow, however, encourage them to choose their own friends, perhaps ones that have similar likes, interests or hobbies.

2     Invite the other parent in.  Many parents want to get to know you better before leaving their child in your care.  Invite them to your home and talk to them about your expectations.  Get any contact information and special care information and ask them if they have any suggestions that may be helpful in setting the tone for successful play date.

3     Set rules. Tell the children what the "do's" and "dont's" are for your home.  Keep the list short.  Suggest to your child, ahead of time, to put away any toys he/she is not willing to share.

4     Prepare for the meltdown. Keep play dates short and be ready for the worst.  Some children will test limits, so be prepared as to how you will handle any and all situations. 

5     End on a happy note.  Try to help the children achieve success in their play date by ending on a positive note. Should anything have happened during the visit, be open and honest with other parents.  

      Remember, we as parents host play dates so that our children can practice socializing with their peers.  Do not expect reciprocity and remember that you can say “no” if a day or situation does not work for your family.

For more detailed information planning great play dates read:

Jennifer Bingham Hull : http://www.growingafamily.com/tips/playdates.htm

Jennifer Rodecki, M.Ed. and Deb Leach, Ed.D., BCBA:  http://bringingaba.blogspot.com/2012/05/5-tips-for-successful-play-dates.html

A Circus Isn’t A Circus Without A Big Parade

by Beth Brennan

Director of Early Childhood Programs

Thirty years ago, two teachers came across an old box of costumes in the attic of the Little School and decided it would be fun to perform a circus.  Since then, the Kindergarten Circus has become one of the most cherished traditions at The Elisabeth Morrow School. 

This year, one of the largest Kindergarten classes in school history delighted and amazed the audience with their dazzling acts.  As always, the students selected the types of performers they wanted to be.  They then developed their characters, polished their acts and added dashes of individual charm to entertain the parent and faculty spectators.

As the EMS Kindergarten Circus takes place at the end of the year, the performance reflects the students’ emerging independence and is generally considered a rite of passage for the school’s Early Childhood students who are moving up to the elementary grades, 1 through 4.

“Watching the Circus is pure joy”, says Amelia Gold, Head the Music Department at the School, “You see the innocence and sense of play at this age is something that cannot be captured at any other time in their lives!”  As well, many of the school’s alumni still hold fond and vivid memories of their participation in the circus.  Says alumna, Amanda Blumenstein, “I remember all of the words from when I did it sixteen years ago.” 

Enjoy the slide show of images from today's performance (shown below).  You can also catch the video of the Kindergarten Circus' traditional opening number by clicking here.

The Experience of Research in Kindergarten

by Beth Brennan
Director of Early Childhood Programs


This spring, our EMS Kindergarten classes have been using their acquired literacy skills to begin their first, school research projects.  As with all projects of this nature at EMS, the teachers are merely guides while the students are encouraged to take ownership of their research and presentations.


Initially, the children are instructed to select an animal.  Next, they are guided through the research phase.  The teachers assist in selecting a variety of books (non-fiction), provide video clips and apps to use with iPads, and help with fact-finding during library visits.  Students are also provided with a list of general questions as a framework for their research; this also helps them process their findings through notes or images they sketch.  Experience is also important, so very soon, the children will be visiting the local zoo to study their animals in person. 


Projects such as this one are multi-faceted, engaging a range of methods for gathering and processing information.  From a farther perspective, "research" gives young children a sense of purposeful study–it  forms a body of skills and pattern of thinking as children move through school and are confronted with problems or topics they must break down and understand.

"High-Order" Reading

by Beth Brennan

Director of Early Childhood Programs

Recently, I read an article called "Using Higher Order Questioning to Accelerate Students' Growth in Reading" by Debra S.Peterson and Barbara M. Taylor,* from this month's issue of The Reading Teacher.  With regard to student reading, the authors stressed the importance of facilitating "high-order" discussion and writing to promote deeper thinking in students: So, in essence, teachers need to engage student readers beyond simple factual analysis and at more of an analytical, abstract or inferential level.

This is precisely the subject matter we tackle during grade-level meetings and professional development days at EMS.  Our teachers regularly assess to what extent they are engaging students in rich and thoughtful reflection, or to what degree their students are thinking critically about the reading.  The hardest part we find (perhaps for any educator) is having the willingness or confidence to move text discussions away from "teacher instructed" to "student centered." This is challenging; it is very easy to just provide answers, but it takes a great deal more effort to move students toward meaningful analysis or discussion. And, it is very important that we do so if we hope to promote and cement higher-order comprehension. 

* - This article is protected by copywrite and therefore not available via direct link.  A PDF may be purchased through the Wiley Online Library.  The abstract is available here.  If you wish to read this article, contact me and I will try to provide you with a copy

Independent Early Childhood Programs: A Seamless and Cohesive Education

By Evan Brown

Director of Communications and Alumni

January 2012

For parents, selecting a primary school for their children is a far more significant decision than they may realize. Unlike secondary or post-secondary schools, where the duration of a child’s stay generally ranges from 2 to 5 years, traditional primary schools usually offer an education program that spans 8 or 9 years and may expand to 10 or 11 years if the school offers middle school education.  This represents a significant amount of time within a child's development.  Selecting the right primary school that will nurture a child from toddler to teenager and offer an excellent education across the board is a definitive choice parents must make.

The belief that a child should receive a seamless and cohesive education, rather than a fragmented experience in which a child most be moved from school to school, is one that is near and dear to The Elisabeth Morrow School’s Early Childhood Director (Englewood, NJ), Beth Ann Brennan.  "In schools like this one, the program supports all areas of development: cognitive, social and emotional. The environment is comfortable and familiar, and we continuously educate children to get to a place where they are ready for that next level of learning."

Often, the biggest concern for parents selecting a primary school is that the instruction may not be rigorous enough, particularly in the child’s earliest years.  Parents may worry that an education that promotes “play-based” learning will fall short.  However, recent studies show that such views may be baseless, as "play" seems to be crucial in the academic development of children.  Brain-based education expert, Dr. Kathy Nunley sums up the current research:  "executive function skills can be improved in pre-K programs by using social pretend play to increase a child's ability to inhibit internal and external distractions. Play and story telling can also be used to develop strong working memory, which will be used for things that unfold over time, such as reading and mental math.”  Play helps young minds focus and organize, preparing them for more challenging or demanding tasks that come in later grades.

Ms. Brennan of The Elisabeth Morrow School affirms that during the child’s earliest years, learning must be engaging for students; for learning to be engaging, it must be fun: "A real and authentic play-based program that carefully entwines developmentally appropriate and engaging experiences allows for curiosity and discovery. The ‘fundamentals’ are then introduced, practiced and mastered when and where it is appropriate within the curriculum." 

Ultimately, early education programs must feature faculty that are dedicated and committed to the progress and holistic development of the child.  Echoing this sentiment, Ms. Brennan states, "the cornerstone of such programs, and certainly here at Elisabeth Morrow, is that the faculty understand the age they are teaching (cognitively, socially, emotionally) and know how to guide them in their education."

A New Touch: iPads Come To Kindergarten

“We were looking for a way to be more innovative with technology in Kindergarten, making it more relevant at an earlier age. 

I thought, what could we do?  How can we change things up?

And I came back to Beth and asked, ‘What do you think about this?’” 
~Sarah Rolle, Director of Technology

By Evan Brown
Director of Communications and Alumni

Winter 2012

October 2010

I am sitting in Dr. Lowry’s office in our weekly administrative meeting talking about the articles for the next Appletree publication.  In a lull, I utter the following suggestion: “What about a technology article, or a story about the iPads in Kindergarten?”
    The intersection of school and technology is not new and certainly nothing new for The Elisabeth Morrow School.  We have computers in every classroom, in our libraries and four tech labs.  Our students use technology for everything from constructing avatars, interacting within virtual worlds, producing multimedia projects, and online collaboration to video conferencing with students, teachers and speakers from anywhere on earth.  Using technology in a meaningful way is a daily fact here.

May 2011

I am standing in a Kindergarten classroom.  I have my camera, intent on collecting photos for publications.  I am looking for compositions and there is so much to see in this classroom: abstract paintings and murals, colorful manipulative materials, beaming smiles, children deep in thought or interacting with peers.  Visually, I see that the children are making Mother’s Day cards, but I am not fully gathering the nuance of the curricular objectives here; I am not seeing with “teacher eyes.”
    One group of children is working on forming letters, carefully rendering their lines and curves in pencil to mimic the models presented.  Another group is drawing, cutting and pasting hearts and happy faces on folded, colored paper, embellishing their cards.  From time to time, a couple of students are called over to another table to work with letter formation on an iPad, tracing the lower case and capital letters with their finger.  All the while, teachers are moving among them, guiding, prompting, suggesting and pointing out when a job is well done and why that is important.  At first glance, there is nothing unusual here; we all made such cards when we were in Kindergarten.  I can remember, many years ago, cutting out the models from a Sears catalogue, gluing them to bright construction paper and scrawling a warm message to my mom: “You are the best MOM.” Some of the girls in my class would make the “O” in MOM a heart.

Wait! iPads were nowhere in sight when I was in Kindergarten.

You Have to Start Somewhere

In the early 1970’s, only a few Kindergarteners occasionally had the chance to peck away at the keys of a calculator, maybe adding a sum if they knew what addition was all about.  The rest of us were given two red blocks, told to find two more red blocks from a box, asked to put them together in a group, count them, and then realized that, surprise, two plus two equals four.  Maybe it is not too different these days.  Physical objects, like blocks and Cuisenaire rods, still work exceptionally well in teaching math concepts to young minds. The difference is that teachers know that today’s young minds are born into a far more sophisticated age of personal technology.  Technology was not a major factor thirty-seven years ago, but today’s children need a very different skill set, a fact not lost on the faculty of Chilton House, home to Elisabeth Morrow’s Early Childhood Programs (ECP).
    When new technology enters a school, it is usually a top-down delivery.  The more mature denizens are likely to get the latest tools.  This is why it was so surprising to find the School’s first iPads in the hands of Kindergarteners.  ECP Director Beth Anne Brennan explains: “We want to use iPad technology in a way that has an authentic impact on young children, empowering their own learning, sharing with peers so they feel important and responsible.”
    Empowerment.  Cooperation.  Responsibility.  The Elisabeth Morrow School has always been very watchful and intentional when integrating technology within the curriculum.  For Elisabeth Morrow’s Director of Technology Sarah Rolle, bringing iPads into Kindergarten was about picking the best tool.  “Sometimes that involves technology and sometimes not.”  Ms. Brennan concurs, “We will always be grounded in child development here, but again, we need to ask how we can use technology in a way that is productive, engaging, meaningful, safe and fun, while protecting what Kindergarten is all about.
    Introducing iPads to very young children made sense physically, since the devices are a perfect size for little hands.  As Kindergarten teacher Rachel Simonson notes, “There are no peripherals to manage.  For most of the children, using a mouse effectively is still a challenge.”  The iPad works by touch, by pressing, swiping or dragging on the screen, allowing for a level of independence.  For Ms. Brennan, one of the more significant assets of adding iPads to the Kindergarten curriculum is their mobility. “We know that little children don’t easily move from one activity to another. Changing activities and locations repeatedly can make focusing difficult. Children do better when activities can ebb and flow within the borders of their classroom, and having the technology right here in the classroom supports this conviction.”
    Incorporating iPads into Kindergarten was not as easy as it might sound.  There was significant preparatory groundwork.  The Parents Association purchased the iPads in June 2010.  From there, the Technology Department “imaged” the devices, setting identical interfaces, protocols and apps on each device, which were then placed in the hands of the Kindergarten teachers. Throughout the summer, the iPads remained with the teachers. 
    Ms. Rolle explains, “I put on some apps for children as well as some for adults so the teachers would become comfortable with this new technology.  I experimented with a variety of apps, and if the teachers wanted to download more, that was great.  We held a training session in June, just to make sure they were comfortable when they left for the summer.  Once they were familiar with everything, we asked the teachers to look for apps that would be appropriate in their classrooms.”  From the beginning, teachers used a shared Google document to make notes about what apps were interesting, engaging or useful for specific activities.
    A trial run in the classroom came in the summer before the 2010-2011 academic year, when the iPads were introduced to Kindergarten teacher Janet Cohen’s Summer Explorations class.  Adds Ms. Rolle, “I sat down with her and the campers to see how they would respond when told, ‘This week you’re studying animals, now draw something.’  We learned quickly that the children needed to play first.  Although they could comprehend a drawing program and use their finger to draw, they just wanted to explore on their own.”
    In fact, as iPads arrived in the fall 2010, the teachers had to be mindful of their students’ enthusiasm.  “I was there with Michelle Goldstein on the first day,” says Ms. Rolle, “and it was the hardest thing.  She showed the iPad to everyone, and the teachers had to say what they always do, ‘you have to sit still, wait your turn and listen.’  The children rose to the occasion, showing us that they had the self control, despite the fact that there wasn’t enough time for everyone to get a turn that first time.”  Adds Ms. Goldstein, “They were all extremely excited. They all knew what an iPad was when they saw it. We needed them to understand how we were going to handle and use them. ‘This is how you hold it, this is how you turn it on, this is how you touch it.’  That was a concern for us.”
    “We had them use the devices while sitting on the floor,” said Ms. Simonson, “to eliminate a drop.  Or we had them use it in a nook, where it’s not easily stepped on.”  Beyond establishing the rules, “We found that the ones who were more comfortable with the iPads were really good at guiding the children who were not.  While there can be a fear that technology is isolating, we have not found that to be the case.  They like to see what others are doing.”
    Teachers made another important discovery.  Says Kindergarten teacher Annie Hur, “It brought a new excitement to learning.  When we introduced iPads for handwriting, the children yelled, ‘iPads!’  Then, we would say, ‘Well, we’re only doing handwriting.’  Although we had been doing handwriting since the start of the year, the iPads infused the task with a new excitement.”
    With this enthusiasm, the students started to share their experiences with each other and teach one another how they got certain results on the iPad. “That’s a big piece of our assessment,” adds Ms. Brennan. “The iPads have allowed our students to think about and share processes more, because it is not always about the end product.  Critical thinking develops when students share and practice what they see others have accomplished.  We are always going back to the process.”
    “They do that informally right now,” says Ms. Simonson, “One child will ask, ‘How’d you do that?’ and the other replies, ‘Oh, I went into Cookie Doodle and this is where I found this, and that is how I did it.’ Which I think is terrific.”  Ms. Brennan explains that teachers already sit, listen and note what children are saying when they are working.  “This is where we assess their higher-level thinking and problem-solving skills.  When children have the chance to be the teacher, it really has an impact; they are empowered by their own learning, and when they share it with other children, they feel important and responsible.”

What Comes Next?

Sarah Rolle says to me, “I think that it’s your call how you focus your article. You can keep it centered on the iPad, but I think that technology has ramped up in certain ways because the Kindergarten teachers have been in the computer lab with the kids.”  She is right: there is more to it than just iPads, and herein lies the story, at least for The Elisabeth Morrow School, and maybe for schools in general.
    Technologies, like the iPads and the interactive white boards recently installed in many classrooms, are injecting excitement into teaching and learning.  Having tools such as iPads in Kindergarten affirms our belief that technology has a place at all levels in our school.  It energizes students and teachers and revitalizes approaches to curriculum for students who live in a digital world.   The success of iPads in Kindergarten had led to the introduction of iPads into first- and second-grade classrooms and into the Special Learning Programs this fall.