Constructing Modern Knowledge CMK14

Constructing Modern Knowledge (CMK) provided a summer stopping point at the intersection of learning and maker culture right in the heart of constructivism.The crowd was pretty special: whimsical, intelligent, techy, artsy, and hip in the way that people who reject hip are hip (read: geeks).  It was a group of way finders who seemed to be happy being at the outer edge of the world of education and meeting up to make a community and create some nifty projects in a 4 day period. CMK was a 4 day event held in Manch-Vegas (Manchester, New Hampshire) July 8-11 2014.  It’s taken this long for me to let this blog post free.  I have great respect for Gary Stager and his collaborators. I am also unsettled about the place of make, invention and programming at school. I want it to work, but it continues to make me uneasy.  Join me in revisiting this event and indulge me by reading my thoughts about programming, constructivism and constructionism. Thank you.  If you make it through this post, check back later this week for another on CMK14 keynote speaker Pete Nelson, Treehouse Master.

Who? Papert et al

It was perfectly clear that Seymour Papert is the patriarchal figure of CMK.  Gary Stager made frequent mention of Papert and Logo with fond affection, great loyalty and zeal.  Papert is the intellectual father and even his descendants were honoured faculty at the event.  Artemis Papert was there with her family Brian Silverman and daughter.  Authors of the authoritative book on Logo, Learning with Logo Dan and Molly Lynn Watt, also point to the lineage of this gathering.  They are elders of the community that shape the narrative by way of oral and written history.  They are also sharp minds ready to assist with the more recent incarnations of programming languages for students such as Mitch Resnick and MIT’s Scratch.   During Stager’s opening address he made so many references, both direct and indirect to Papert that I wish I had started a tally. IMG_1327

Where’s Papert? Who gets credit and who doesn’t.

Stager is not only honouring the intellectual past of programming in education, he seemed to be fighting for recognition for Papert and Papert’s contribution. He indicated several times that Papert has been systematically erased from the story of programming in education.  I was not able to get to the bottom of this sentiment expressed by Stager, but my sense is that perhaps it isn’t only Papert that has been underemphasized but also Stager and Martinez.  The two have authored a super successful book Invent to Learn and have a long history of contributing to educational circles.  They are riding a wave of enthusiasm for maker culture, hands on learning, and STEM/STEAM education.  If the maker movement is a passing fad, Gary and Sylvia will be championing constructivism and constructionism and the hard fun of invention with and through programming long after the last LED stops blinking.  After all, they and their merry folk have been around before Make was spelled with an uppercase M and followed by the familiar TM.

Constructivism Constructionism Double Take

The event is called Constructing Modern Knowledge and I am wondering why I was at all surprised by the heavy constructivist approach.  The theoretical underpinnings are from the constructivist tradition and the play and materials people.  Piaget, Patri, Montessori and Reggio Emilia are big influencers.  This is apparent from the talk and the library collection.  Michael Hyde, my friend and fellow attendee points out to me that constructivism starts to look, feel and sound a lot like constructionism. Indeed it was Papert who hand-crafted his own educational theory with the notion of constructionism. When touring the projects there was a lot of building and making and crafting and construction.  Edith Ackerman, one of the guest speakers, even suggested in her talk that perhaps “the maker movement takes hands-on too literally.”  Is a constructionist approach too literal? Is it possible that taking constructivism too literally leads to constructionism?

I love the giant robot hands.

I love the giant robot hands that one team built. IMG_1359 They were huge, glorious, well crafted.  They even worked like real hands with stringy tendons and fingers.  They were marvelous.  They are proof that making is marvelous.  But is construction enough to achieve the objectives of constructivism and play?  Would adding an arduino and some programming make it even better or would it simply be animating an inanimate object? It’s so marvelous, the picture doesn’t even begin to show the magic. But, is this constructivism or constructionism? Is one better than another? Does it matter which?

Mind your Ps and Cs (Hot words of the 21st century)

I think if we are moving our pedagogy and our curriculum towards incorporating all the illustrious C words of 21st century learning as well as the P words, than both constructivism and constructionism will have a place.  Where play, passion, peers, projects and process (The 4Ps behind Scratch) are the mega goals and values of the classroom or school then bring on the cardboard, 3D printers, scanners, arduinos and whatever-else-you’ve-got.  Edith Ackerman supports the notion of making, but also encourages us to consider making-do as in reclaiming an age of domestic arts where fixing, repairing, improving and repurposing are as valued as inventing something out of nothing. I feel in my heart that there is value here, but I also feel a trap.  Edith Ackerman is interested in the relationship between the mind, the hand and the tool.  She says that it is not about success or failure but rather the ability to determine the next step.  She also calls on us to stay with these innovations long enough to see if we were seduced by a quick thrill or whether something greater and more important emerges from the intersection of the tools and the way they are appropriated by people and communities.  CMK is an epic win because it is this kind of intersection.  One with a pulse and a heart.  Like Michael, Greg and their team’s creation (pictured below).  It can be beautiful and meaningful all at once.  But, it is confusing.  It’s closer to art than to the school I know, but I am pretty sure that’s a good thing.

Heartbeat Wall from CMK 2014 on Vimeo.

 I feel it.

IMG_1298

“I do not remember the school ever staying with a beautiful idea long enough to have it become part of children’s lives.”

-Angelo Patri

 

iOS 8 is a bit of a bummer.

September 20, 2014 — 6 Comments

iOS 8: A total bummer, but not for the reasons you might expect.  (This blog post was updated 10 minutes after posting thanks to Greg Garner and John Shoemaker. Thanks guys).

Short/TLDR version of this blog post.

Girl buys new iPad and expensive case.

Girl realizes that new iPad doesn’t have enough space for iOS8.

Girl feels old when she realizes that 16G used to be massive, but is now tiny.

Girl thinks she should refer to herself as lady or woman, now that she knows she is old.

Woman decides to refer to self as womyn.

Womyn spends hours getting new iPad 36G from Apple Store, updating 16G iPhone to iOS8 and. then. it. happens.

Womyn realizes that she is going to have to update 50 iPads at school on bad wifi.

Womyn realizes she may only have one more good year with her current set of iPad devices.

Panic. Heartache. Frustration. Fear. Sadness. Realization-of-first-world-problems. Dinner. Hope.

Womyn writes blog post.

I am not going to write here about new features. I did that this morning on Twitter.  Read Tony Vincent and TechChef4U for her blog post and Listly on features and articles.

The day 16 G became teeny tiny.

On September 8, twelve days ago at the time of this writing, I purchased a new iPad Air. I spent the extra money to go for the Air and not the Retina display. But, I couldn’t bring myself to spend another $100 for the 32G, so I settled for 16G. Plenty, yes, plenty of space. I splurged on a gorgeous case from Grovemade instead of getting a 32G. Life’s all about choices.

I only partially regret that decision.

Today, Saturday, September 20 rolls along and I go to update my new iPad to the biggest iOS release ever and I see:

ios-8-installation-requirement

 

When did 16 G get to be so small? Realizing 16G is small is about the same thing as realizing that I may need reading glasses or longer arms. This is not a happy moment.

And. It. Gets. Worse.

This is the complaining part of the post, you’ve been warned. It took me bits and pieces of a perfectly good Saturday to update my devices. After pleading with the Apple store people to let me exchange for a 32G, I had to figure out how to update my 16G phone.

How to Install iOS8 on your teeny-tiny-eensie-weensie 16G iOS device OTA.

OTA = Over the air.

Step 1: Backup your iDevice Settings>iCloud>Backup to iCloud

Step 2: Reset your device to factory settings Settings>General>Reset>Erase All Content and Settings

Step 3: Set up your iPad as if new (do not back up from iCloud) and Install iOS8 Settings>General>Software Update>Download (let it download for 30 mins – 1hour)> Install

Step 4: Reset your device to factory settings *Again* Settings>General>Reset>Erase All Content and Settings

Step 5: Set up your iPad as if new and restore from iCloud backup

Why the tedious process?

Well, iOS8, if you haven’t heard is a *big* update. It takes over 5G to install, but once installed only requires about 1G. It’s like an incredible-shrinking-iOS. It’s acting a bit like Alice might.

alice04aalice06a

What this means for my classroom.

This is my third year of running a one to one iPad program. Each student in my class has an iPad assigned to them for the year. They do not take them home, but they access the device throughout the day. I speculated that I would get 5 good years out of the devices before I would no longer be 1:1. I expected that some would be damaged so I wouldn’t have the ratio. Or, I expected that after 5 years I would no longer be able to update to the new operating system. Like a hole in your favourite sweater, I expected things would unravel from there. Old technology doesn’t feel cozy like ripped jeans. Old tech feels heavy and cumbersome like storing a friend’s furniture or pet sitting for your parents. Old tech isn’t terrible, it’s just that it starts getting in the way instead of enabling. Five years. I thought I would have 5 years to deploy and innovate. But, I feel like for two I have deployed and wrestled with the devices and now at the beginning of year 3 it’s going to take a massive amount of work to update 23 devices and the new 23 I just purchased. And what happens next year when iOS9 comes out? I suspect that I will not be able to update the 23 iPad (iPad 3, 30 pin). And then, how long after that will the devices still be powerful? How long after that will they feel like an enhancement instead of a burden? Will future version of Apps I love be backwards compatible?

Update:  Maybe it’s not all that bad.  Greg Garner suggests:

“Plug one into an Apple computer and back up to computer choosing “download only” for the update. Once backed up, update the iOS. For each subsequent device: plug in, back up, click update. It won’t need to re-download the OS, since it is already on your computer.”

Am I telling you not to buy iPad tablets? No, that is not the point.

I still think iPad is the best tablet. This is not an Apple problem, this is a problem for every tablet. Actually, I suspect iPad and Apple devices will have the longest life of any of the tablets out there. I do know that Apple products are the most eco-friendly and environmentally conscious technology products available. I promise the same will happen with other tablets too, even less expensive tablets that have an operating system that largely based online.

The solution

The solution is not to stop buying iPad devices, or to stop buying tablets altogether. That would be like Alice leaving Wonderland before she had an adventure and learned the true meaning of her life and place in the world. No, we who have jumped down the rabbit hole don’t get to jump right out. And, AND, we must continue to encourage others to jump down into edtech with us to make sense of this mess. Teachers especially have to be engaged. If not, powerful companies and uninformed district personnel will decide our tech fate for us.

The solution is to, more than ever before, really honestly drink from the cup of pedagogy-before-technology. We must push ourselves to be more than our devices. We must push the technology to it’s edge, to the point where it will break and then go one step further. Then, we must write honestly and openly and publicly about our trials and tribulations.

Anyone who is writing about how Edtech is easy is lying. They are (or should I say “we are”) not lying in the sense of telling untruths, but the simplicity of the message is a lie by omission. And, it’s not helping anyone.

Womyn goes to bed. Decides to post without editing. Why bother checking my post over for spelling? (I hear your collective gasp you English teachers who actually read entire blog posts).  Predictive text should be better soon, editing is so iOS7.

Creativity and storytelling are very important to many technology educators, and especially important to most Apple Distinguished Educators. Many ADEs share their learning, their story and document growth, through photography and videography using iPhone, iPad and many iOS and OS X features and tools. During the Apple Institute July 13th-19th I was a double camera slinging photographer with my Canon Rebel t3i and iPhone by my side. I took every opportunity to ask people questions about the tools, the gear and the art of picture making. Also, we were very fortunate that Bill Frakes and Laura Heald were present at the institute both to caputre the event but also to share some of their wisdom with the group. This blog post is about lessons learned about photography and picture making throughout the 2014 Global Apple Institute.

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After hearing about the excursions planned for the week to Torrey Pines State National Reserve, San Dieguito Lagoon, Cuyamaca Rancho State Park, Scripps Institution of Oceanography we were also informed that we would augment these experiences with an iTunes U course and a series of biology texts called Life On Earth by E. O. Wilson.

Then, much to the delight of everyone there, biologist and researcher Edward Osborne Wilson, also know as E.O. Wilson, took to the stage and sat in a leather seat unfolding his prepared notes. An incredibly dignified and generous man, Wilson spoke to us for an hour about biology, the importance of science to the human condition, and achieving excellence.  He even spoke boldly and unapologetically about religion.

E. O. Wilson Wilson, a highly successful, prolific and decorated scientist, focused on the study of ants, known as myrmecology.  He says that studying a single organism can lead to a great breakthrough.

“For every organism, there are advancements to be made that couldn’t be made from any other discipline.” ~ E. O. Wilson

To him, biology will help humanity and lead to better self understanding.  He invites all of us to take up membership in the scientific community as a natural and normal extension of our humanity.  It is not only our duty to take an interest in the natural world, but an unavoidable need we should not suppress.

Near the end of his talk he veered off the path of biology towards achieving excellence and nurturing excellence in young scientists.  He says that the successful scientists he knows did not have the highest IQ.  Wilson spoke of his friend Watson (as in James Watson, as in Watson and Crick as in DNA) who did not have the highest IQ, but more importantly a restlessness and an entrepreneurial obsession.  The great scientists had a desire to do something big.  They asked themselves “What hasn’t been done?”  and “What is extraordinary?”  As teachers, he asked of us to look for children who have this restlessness and desire for science and to encourage them on the path to owning their part in the scientific community.

E.O. Wilson has authored and led a team to create the highly interactive iBook series, Life on Earth.  These books are incredible.  Amazingly, they are also free.

E.O. Wilson’s Life on Earth Unit 1: Unity & Diversity of Life on Earth

E.O. Wilson’s Life on Earth Unit 2: Guided Tour of the Living Cell

E.O. Wilson’s Life on Earth Unit 3: Genetics

E.O. Wilson’s Life on Earth Unit 4: Animal Physiology

E.O. Wilson’s Life on Earth Unit 5: Plant Physiology

E.O. Wilson’s Life on Earth Unit 6: Guided Tour of Biodiversity

E.O. Wilson’s Life on Earth Unit 7: Guided Tour of Ecosystems

 

I am feeling inspired by Austin Kleon’s book Show Your Work and so I thought it would be fun to post some pictures from the making of my Google Teacher Academy application video.

Here is the video:

1st Shot: White background and desk.

This is taken in my basement with a white screen I often use in my class for video and for teaching about light to my grade 4s in our photography/light unit.  The slider for my camera made all the difference in each shot. The cam slider was much more effective then your regular Ken Burns effects within iMovie.  Though this was the last shot that I filmed, I wanted to start with just the desk to be sure it popped in each picture.  I want to create a continuous story with this visual as my anchor.

white screen

2nd shot: Jet Aircraft Museum

Thanks to my partner, Greg Marshall, we got access to the Jet Aircarft Museum here in London. Greg is learning to fly a plane so he was a natural at approaching the very kind and generous staff.

JAM Jet Aircraft Museum

3nd shot: Grand Bend, Lake Huron

This shot was taken in early May just after the Google Teacher Academy opened applications. It was really, really cold! I am wearing a full on puffy liner and parka!  I like the images that contrast nature with technology to remind us of the bigger picture.  It was funny to lug around the desk and all the stuff inside the desk. Each time I tried to make sure that the contents of the desk were in the same position.

beach Grand Bend

6th shot: The ARTS Project

After being turned down by Museum London, we turned to the friendly folks at The ARTS project who were more than happy to support the project.

Art Project

4th and 9th shots: Komoka Provincial Park, Thames River

One of my favourite places to run and play.

Komoka Park

10th shot: Fanshawe Pioneer Village

I love the old school compared to new school. It’s funny to think about continuity and change in education. Has it really changed that much from the days of the one room school house?

Pioneer Village

11th shot: Museum Of Ontario Archaeology

This is really my favourite shot.  The way the light comes in from the far door feels like magic to me. Plus, it was fun to climb up high to nab a shot from a different perspective. Can you spot me in the photo?

Long House

Reflections

I loved this process. I learned that when you tell a story, you tell it to yourself too.  This is a message I believe with my entire heart, and it took making the video to really let the message come out.  I loved telling a story and creating something beautiful.  I am very proud that I was able to give my perspective while still meeting the condition of the application (talking about innovation and positive change).  Next, I want to create another video that is unrelated to any application process.

Thanks

Thank you to Mark Hammons @mhammons for the most specific and honest feedback. For being so positive too.

Thank you to team Voxer and PLC friends for discussions and for being in the video: Greg Garner @classroom_tech, Jaime Vandergrift @JaimeVanderG, Tracy Clark @TracyClark08, Jon Samuelson @ipadsammy, Megan Valois @MsValois

Thank you to staff and students at my school.

Thank you to epic BMX riding of Kevin Gauci and his friends.

Thank you David Malone @dwmalone, Sylvia Duckworth @sylviaduckworth, and Tanya Avrith @edtechschools for leading the way and checking in with me throughout the process.

Thank you, most of all to Greg Marshall @mr_marshall grip and most inspiring human I know.

 

Skating Covent Garden London

Today Shannon Robb and I co-taught to kick off a new unit in Social Studies.  Through the picture above we were hoping to provoke students to think about aspects of daily life including:

  • Recreation
  • Clothing
  • Housing
  • Role of Children
  • Work
  • Religion and Spiritual Practices

 

 

We used a visible thinking strategy: I see, I think, I wonder.  Or, if you’re really fancy: I observe, I infer, I wonder.  The students wonderings are recording on this table below.

Student Number Wondering
20 I wonder if they are skating?
15 I wonder if they person with the white jacket was teaching the other guy.
8 I wonder if there is a restaurant?
19 I wonder if it’s London, Ontario
17 I wonder if it’s in London?
6 I wonder if it is Christmas time?
12 I wonder if the Christmas lights are in downtown London?
23 I wonder why there is snow.
14 I wonder if the snow hasn’t melted yet.
2 I wonder if it’s cold.
18 I wonder why they are skating.
5 I wonder if it’s fun to go skating there.
13 I wonder if it is a mall or something else.
9 I wonder if they are having fun?
10 I wonder if you can learn to skate there.
7 I wonder if I’ll know what’s the tallest building?
11 I wonder what the big A is for (The sign with the big A).
22 I wonder what is inside the buildings.
3 I wonder what the building in the background are for.
21 Absent.

We are going to keep track of the students wonderings and see how we can get our students to think more deeply over time.  Here are the themes that emerged from this first attempt.  Students wondered about:

Skating and Recreation/Fun  (N = 5)

Location (N = 2)

Celebrations, Religious and Spiritual Practices (N = 1)

Housing & Work (Infrastructure/services/buildings) (N=6)

As you can see by the themes that are in bold, some items from our list did come up.

Our next steps are to work with students using a shared inquiry model to focus on Religious and Spiritual practices in our daily lives. Shannon and I are leading with this one because we felt it was the most challenging and potentially would put students in an uncomfortable position of feeling as though they had to be ambassadors for their religions.  We want to facilitate sharing and students being able to see and learn from one another.  We decided to lead this one to ensure many voices are heard, model inclusion, empathy and appreciating different points of view. This will serve us well when students form inquiry circles to study the other aspects of daily life in the present day. We will guide the students to live like researchers and consider many different perspectives and points of view. They will also have to engage in social studies research methods to confirm or disprove what they think they know on various topics. This different forms of thinking and research will include: looking at artifacts, interviewing, studying pictures and other more traditional means of research including web search.

 

I have just finished my second creation from Sew Electric. To get full instructions on your own sparkling bracelet with Lilypad parts, go here.

http://www.youtube.com/watch?v=afjVDM20k9E&feature=youtu.be

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What is the Voxer?

Voxer is and app that functions like a walkie talkie that you can use with friends to chat and leave messages.  Thanks to Jon Samuelson a.k.a. iPadSammy for turning me on to Voxer.

Who cares?

In Dale Stephens’ book Hacking your Education, he promotes the idea of uncollege and learning on your own. He talks about how one way to create your own learning environment is to host a salon type experience at your house or dorm or wherever. Invite intelligent people over, feed them some yummy food and discuss.  Voila! Your very own incubator for ideas and inspiration at the low cost of a pizza or a home cooked meal.  Then today, thanks to recommendations from two friends on Voxer, I visited 99u.com and stumbled upon an article about the importance of a support group for creatives.  The article spoke of a “creatives anonymous” type group.

Then, I realized how Voxer is my version of the Salons.  These groups are becoming increasingly valuable as my creative support groups.  It’s a wonderful island of concentrated talk (and sometimes just silly jibber-jam and skim-skam chat with our own lexicon of choice words) in a sea of tweets, blog posts and conferences that don’t seem to carry enough of a continuous relationship to really keep my feet grounded and my head reaching ever higher up.

The future of social networking and your PLC

I am a connected educator.  This is not a lofty title or self promotion.  All this means is that when I have a question, I can tweet something out and there are people who tweet back to help me.  All it means is that I have contributed just enough good to the ecosystem of education technology that I can occasionally dip from the vast well for help and support.  All it means is that I can speak to the Internet, and it speaks back.  I think once a learner is at the stage where the Internet speaks back, the learner is on the edge of a richer interaction and learning system.  The next step is to use tools to break out and have longer, sustained conversations with your favourite people on the Web.  Enter Voxer or whatever tool for creating smaller groups for hanging out, messing around and geeking out.

Inspired by a blog post by Brandon Grasley, here are my current thoughts on whether or not to teach programming.  This is a comment I left on Brandon’s blog, but I had so much fun writing it, I wanted to have my own archive of my thinking.  Thoughts?  Be sure to check out his post too.

Yes! No! Yes, and . . .

I flip flop between 1 and 0 on whether programming should be taught.

Yes! Program or be programmed.

No! It’s akin to learning Latin a generation ago.

Yes! The Internet of things is increasingly present. Your oven will soon be connected to the web. Anything that is networked can be hacked both in good ways and not so good ways. (Restate: program or be programmed).

No! Increasingly you can do powerful things in the bit world without C+ to Ruby to Python and whatever program language you want to teach. Which raises the next issue: which programming language does one teach?

Yes, and . . {.where I think I really stand on this issue} . . .yes, we should be teaching/learning programming, *and* there should be an interplay between the bits and the atoms. In a word, MAKE. I think programming that is contextualized in making and the maker movement stands a better chance at democratizing the tools of creation, production, invention and general goodness. I think programming that blends on screen and face2face-in-my-hand creations satisfies our love for 1 and 0 and the reality of our flesh and bone atomic life.

So, why stop at programming? What people really need is a Fablab.

Yes! There are 10 kinds of people in this world. Those that understand binary and those who do not.

Sunshine Blog Award

December 2, 2013 — Leave a comment

How sweet to get a tweet from Cathy Yenca @mathycathy and to be one of her 11 choice blogs.  This is what I love about the Internet: it’s about community and people being nice to one another.  Cathy Yenca is a supremely awesome mathematics educator who blogs and creates and shares.  Thanks, Cathy, for the shout out.  It was a nice gesture, so I think I’ll keep the good vibes going forward.

Sunshine Blog Awards go a little something like this (copied from Cathy’s Blog post):

  1. Acknowledge the nominating blogger. (Done and done!)
  2. Share 11 random facts about yourself.
  3. Answer the 11 questions the nominating blogger has created for you.
  4. List 11 bloggers. They should be bloggers you believe deserve some recognition and a little blogging love!
  5. Post 11 questions for the bloggers you nominate to answer and let all the bloggers know they have been nominated. (You cannot nominate the blogger who nominated you.)

11 Random Facts about me

  1. A few months ago I started a father daughter book club.  It’s just me and my dad.  He is a huge reader and reads mainly history. We walk together once a week and discuss our books.  It’s the best.
  2. I love candy.
  3. Mayonnaise is gross.
  4. I own 4 bikes and a motorcycle.
  5. Until October, I hadn’t had a cell phone for 5 years.
  6. I don’t colour my hair.  I stopped colouring my hair and gave up my cell phone to help pay for motorcycle insurance 5 years ago.
  7. I share a birthday with Miley Cyrus, and I am okay with that.
  8. I love math.
  9. My childhood dream was to be a downhill ski racer.  I like high speed!
  10. I don’t have my own biological children. When people ask me if I have kids, I say “Yes, 20 or more a year!”
  11. I am terrible at coming up with Halloween costumes.

Answer the 11 questions the nominating blogger has created for you.

  1. What is your favorite movie of all time?  Out of Africa
  2. If you could have attended any concert anytime in history, what would it have been?  Stravinsky’s “Rite of Spring” Music and Ballet that nearly caused a riot.
  3. What do you do for fun?  Hobby?  Ride bikes.
  4. What two guests would make the best comedic pair as co-hosts for the Oscars?  ?dunno?
  5. Cat, Dog or Goldfish? Why?  As pets? As tattoos? No thanks.
  6. How do you caffeinate?    Espresso!
  7. Favorite twitter chat?  #1to1techat #cdnedchat
  8. Best place you ever vacationed? Whistler, B.C. is pretty epic.
  9. Best book you’ve read in 2013? Ready Player One. Here is my list of reads from this year.
  10. Favorite television shows?  Don’t watch TV.
  11. What is one thing you never/rarely share that you are exceptionally proud of?  My husband.

My Sunshine Award Blogger Nominees

  1. Kristen Wideen http://www.mrswideen.com/
  2. Tracy Clark http://tracyannclark.com/
  3. Holly Clark http://www.hollyclark.org/
  4. Courtney Pepe http://mrspepe.com/
  5. Susan Bruyns http://bruynss.edublogs.org
  6. Megan Valois http://assessmentforlearning.weebly.com/blog.html
  7. Jon Samuelson http://www.ipadsammy.com
  8. David Fife http://www.davidfife.ca/
  9. Kyle Pearce http://tapintoteenminds.com/
  10. Doug Pete http://dougpete.wordpress.com/
  11. Rolland Chidiac http://www.newfluencies.blogspot.ca/