Every few years, an article comes out pointing out to the public that the average teacher spends roughly $400 each year on their classroom, with first year teachers usually spending twice that amount. Couple that with the well known fact that teachers salaries are not typically align to the value they provide, and it’s easy to get disheartened.

But fear not, loyal educators, your sacrifices are not being overlooked!  Across the country, thousands of foundations and companies have heard your pleas for funding and are standing at the ready with grant money just for you. In fact, there are so many grants out there, it can be overwhelming to find the one that is right for you.

To that end, the WeAreTeachers team has ten foundations or companies to share with you that offer grant money for teachers like you. These foundations were chosen by our team for their innovative nature, their pool of resources, and the ease of the application process.

1. WeAreTeachers’ Microgrants

We’d be remiss if we didn’t mention our fantastic (and fantasically easy)  microgrant program, which allow teachers to submit their best ideas on a given topic (currently there are two on literacy and professional development) and then compete for online votes to be one of the ten teachers awarded $200 and a flip video camera or iPod nano with video to document your project. (And, every idea is available online to inspire you!) New microgrants are available all the time, so check back regularly!

2. Digital Wish

If you are looking for a list of grants, this non profit is the place to start. Sponsored by Olympus and Flip Video, Digital Wish provides a long list of grants for various subjects.

3.  Kids In Need Foundation

This is an excellent organization that promotes creativity and innovation in the classroom through grants. According to their website, “Kids In Need Teacher Grants provide K-12 educators with funding to provide innovative learning opportunities for their students. The Kids In Need Foundation helps to engage students in the learning process by supporting our most creative and important educational resource — our nation’s teachers.”

4. Sprint Character Education Grant Program

Last year, Sprint gave out more than $450,000 in grant money to support character education initiatives in the classroom.  Grants are open to all US public school (K-12) and school districts nationwide.

5. P. Buckley Moss Foundation

This foundation awards five $1,000 grants to teachers who need money to keep their program goals afloat, with preferred emphasis on helping students with learning disabilities.

6. Toyota TAPESTRY Grant Program

Each year, Toyota supports innovative student projects by awarding fifty large grants and twenty small scale grants for projects that focus on science education.

7.  ING Unsung Heroes Grant Program

Since 1995, the Unsung Heroes program has been awarding 100 innovative, forward thinking teachers with $2000 each, usually with at least one winner from each state. Additionally, the top three winners win between $5000 and $25,000.

8. American Honda Foundation

Not to be outdone by Toyota, the American Honda Foundation has awarded $25 million dollars in grant money for science based projects since it’s inception.

9. Inspiration Software Inspired Teachers Scholarships

Twenty five teachers are awarded with $1000 towards professional development or new technology for their classroom through Inspired Teacher Scholarships.

10. Lemelson-MIT InvenTeams Grant

If you’ve got a group of inventive students and a great idea, look no further than the Lemelson-MIT grant program for a little prestige and a lot of dough. InvenTeams receive up to $10,000 for their best inventions.

Have you had any experience with these foundations? Know of an awesome grant that you think we missed? We want to know about it! Let us know your best grant secrets and don’t forget to apply for our microgrants for a quick and easy way to get yourself a little extra money!

Regardless of what subject or grade they teach, the goal of teachers is basically the same: to put their students on the road to being successful adults. But in the world of the special education teacher, that road can be paved with potholes, speed bumps and outright road blocks. Everyday, special education teachers around the world strive to peel the ”disabled” sticker that society can sometimes place on their students and reprogram them to see themselves not as “disabled” but “differently-abled.”

WeAreTeachers and our partner, PCI Education, a leader in special education learning, see the groundbreaking work taking place in classrooms all over the world and we want to inspire more of it.

We are now accepting submissions for our “Individual Attention, Collective Impact” microgrant, which enables special education teachers to share their best practices for reaching individual students. Additionally, all of the ideas will be posted in an online gallery to educate and inspire other teachers.

Kim G., a special education teacher in Arlington, TX feels her heart swell with pride every time she shops at her local grocery store where David, a former student with Downs Syndrome, works as a bagger. Friendly and affable, David is well known and liked amongst store patrons as well as one of the store’s most valued employees for his reliability and positive attitude. Kim remembers when David was one of her students, he was sweet and gentle, but frightened and sometimes picked on by the mainstream students.  “David was scared to talk to anyone because he wasn’t sure how he would be treated,” Kim explained, “it was heartbreaking because you knew he wanted to engage people, but he had some bad experiences and now was very leery and withdrawn.”

David’s parents were also afraid to encourage their son to shine, they themselves were so traumatized from hearing David tearfully, desperately recount the day a boy had frightened him in the school cafeteria with a lit match that they had curbed their urging that David participate in regular school functions.

Kim and her special education colleagues worked hard with David and his parents to draw him out and make him more assertive and self-determined and lo and behold, after years of gentle pushing and inspiring, David applied at the grocery store where he has worked since he finished school.

Special education teachers everywhere can relate to David’s story. Along with their special learning needs, students often come in with a special set of concerns: ridicule, fear, and uncertainty about the future. But special education teachers face these needs each day with a bold determination to help students, and sometimes parents, get to a place where they can be appreciated for their individual skills and talents.

The following video talks about how teachers at the O’Hearn School of Massachusetts are working towards this goal through the technique of full inclusion teaching.

Just as the O’Hearn School is using innovative techniques, teachers all over the world are finding and tailoring special solutions to their students individual needs.

Do you have a great special education idea that you would love to share? It’s not too late! The deadline for submissions is November 13th, so apply now! You could win $200 in cash and a flip video camera to capture the implementation of your idea and share with the WeAreTeachers community. And don’t forget to sign up to be a part of our Special Education microcommunity to stay connected with important news, blogs, and people in the special education field.

Look no further than remnants of dried leaves dragged in  by your students for evidence that fall has arrived, bringing with it excitement over things to come (Thanksgiving break, perhaps!) and cherished memories of times past.

This month at WeAreTeachers, we are getting nostalgic. We’ve partnered with Teaching Strategies to create the “Memorable Moments” video contest, asking teachers to share with us their earliest memories of learning and how it has impacted their teaching style now. Watching the outstanding videos that have been submitted so far has caused the WeAreTeachers team to reminisce about our first learning memories.

Sandy Fivecoat, CEO of WeAreTeachers, shared a poignant memory of the lesson of kindness she learned from her mother. “ I was six and ready to go into first grade. My dad had just been involved in a major car accident. He got better eventually, but at that time, my whole family was in a tail spin, and here I was ready to head off to school for the first time,” Sandy remembered, “I remember feeling afraid, alone, somewhat confused and even a bit neglected. Then, my mom presented me with a dress she had made me for the first day! I remember it still. It had a black background, with pictures of crayons all over it, and a white collar. Something about that dress made me feel loved, remembered and special. So my first ‘lesson’ was that my family loved me and cared about me, even in the midst of crisis!”

Donnine Souhrada, VP of marketing at WeAreTeachers, remembered a valuable lesson on the power of connection and networking. “My most memorable moment that still impacts me today is from an experience I had from Miss Hoppock, my 6th grade teacher at Magnolia Elementary in Carlsbad, CA,” Donnine recalled, “ I never will forget the day she was going around the room asking what we would like to be when we grew up or what we wanted to get better at doing. One boy named Brian Schafer answered he wanted to be a Muppeteer. Ms. Hoppock said, ‘Brian, do you know the principal of our school is trained in this and uses Muppets for educating students?‘ She immediately called the principal over the loud speaker from the classroom to the principal’s office. The principal replied in a loud voice over our classroom speaker. Miss Hoppock explained, ‘I have a student sitting in my class that wants to be a Muppeteer and I wanted him to get an appointment with you so you can provide him with  next steps he should do on his journey. Can he come up right now and meet with you?’ The principal agreed and Brian left the classroom. I was in total awe. It was so powerful how one person can fuel the desire or dream of another with a simple connection. When someone shares a goal or desire with me, I always try to think, ‘Who do I know that can help make this happen?’”

Malcolm St. Romain, VP of Business at WeAreTeachers, recalled working on a special school project with his mother, We were asked to ‘recreate’ Abe Lincoln’s log cabin,” Malcolm said, “ My mother worked with me to roll newspapers into “logs” and cut cardboard for the roof.  We used doll house furniture for the insides.  I remember being so proud to turn in my log cabin. Thanks, Mom!”

It’s evident from our own memories and from the videos that have been submitted that these first memories were critical in forming the types of people and educators we would grow to be, and reinforced just how powerful the role of the educator is in creating kind, thoughtful, successful adults. Have you taken a moment to watch all of the inspirational, funny, or touching videos submitted by your fellow teachers? Have you shared your memory and entered the contest? If not, it’s not too late! We want to hear your story. Just grab a camera and get that video in by November 23, 2009, and then be sure to encourage all of your friends and colleagues to vote for your video. The submissions that receive the most votes are awarded with a flip video camera and a fantastic Teaching Strategies gift certificate! Don’t wait, get those videos in today!

In an era when the President of the United States uses a Blackberry and computers are  becoming as necessary as number two pencils, digital technology is changing the way we live and learn.  The digital age has created an exciting new environment for us all, and innovative teachers like you are embracing and harnessing the power of digital learning to blow the walls off their schools and open up their classrooms to other educators all over the world. But sifting through all of the information about digital learning can take more time than a busy teacher has to spend, so we’ve found some great resources on the web to help you find new ways to incorporate digital technology into your classroom.

The case for digital learning is simple: your students live in a time of wikis, webinars and iChat. But how could this help them in the classroom?  This video shows what your digital learners expect of you in a Web 2.0 age.

At WeAreTeachers, we want to encourage you in your efforts to be a part of this digital revolution, both by providing you with the tools you need to keep up and through the teacher’s magic word: funding.  Through WAT microgrants, we are helping teachers get their big ideas out into the digital world-and the response has been phenomenal. Our current “Digital Learning “ microgrant sponsored by Dell, had over 200 submissions! From those 200 applicants, the community will vote to determine the top ten who will receive $200 and a flip video camera to share their project with the entire WeAreTeachers community. Have you had a chance to take a look at the microgrant applications?  It’s a great way to see what your peers are doing to bring their students into the Web 2.0 age. You are sure to be inspired!  What is so exciting about each of these teacher-submitted ideas is that they all demonstrate how digital learning empowers teachers to share their passion for reaching students in a fresh new way.

We are so proud of the astonishing response to this microgrant. What this tells us at WeAreTeachers is that you are excited about being on the forefront of using this technology, and we are thrilled to support you!

And we aren’t the only ones, many companies are hopping aboard the digital bandwagon. Everywhere you look, companies and organizations are standing up and taking notice of the need for digital content. NASA has a wonderful Digital Learning Network that was designed to help educators bring the wonder of space into the classroom.  PBS will be launching a fantastic digital learning library this fall, geared especially towards educators. The Digital Learning Commons is a nonprofit organization created with the sole intention of helping teachers find the best digital learning techniques to give their students an edge. Additionally, exciting programs are being developed like the Digital Learning Lab at UC Irvine, which is currently looking for educators to collaborate in a host of digital learning projects.

How do you use digital learning? Do you keep a blog? Have your students used wikis to research information? Have you thought about using a flip video camera like the ones we are including with our microgrants to collaborate and idea share with other teachers?  Is there an area that you’d love to see supported by a microgrant? We want to hear about it! Have you been inspired by an idea from our 200 applicants?  Your feedback is crucial, so please take a minute to leave a comment and let us know your thoughts.  We cannot wait to infuse your ideas and bring you more valuable teacher-generated content that will inspire, enlighten and empower you in the days to come!

Image by Old Shoe Woman via FlickrI just completed a wonderful and engaging online dialogue tonight with the staff and selected teachers from the Center for Teaching Quality .  This wonderful group is working hard to ensure a research-based approach to teaching quality — with a focus and commitment on cultivating teachers as leaders.

My colleague on this panel was Rafiq Kalam Id-Din ,  Founder of Teaching Firms of America, who is currently exploring the possibility of a school model based on the structure of law firms.  His notion (and my apologies for paraphrasing) is that schools should be run more like partners run a law firm — with teachers empowered to make executive and management decisions.

I was able to chat with the group about the importance of teachers as entreprenuers, and the work of empowering teachers by helping them create IP, and connect with one another, as well as with the content providers in the teaching and learning space.  . . the work of WeAreTeachers.

Of course, the real stars of this dialogue were the teaching practioners — the folks who just spent an entire day today in a classroom, yet still found time to engage with one another this evening — and to be learners as well as teachers.

We talked during this webinar about the huge number of political, social, and economic barriers to teachers’ being developed as leaders.  There was a very robust conversation about the role of teacher unions, and the failures of the current accountability systems in the US education environment.

Toward the end of this call, it occurred to me that there may be some ways to over come these barriers — and I enumerated 3 I’ll share here:

1. Teachers MUST be compensated differently.  No, I don’t mean ‘career ladder.’  What I do mean is that we must find a way to pay our best teachers more money. Until we do, we simply won’t change much, nor will we attract the kind of talent we need to make the shifts we must make. As Ann Richards used to say “Political power is meaningless without economic power.”

2.  We MUST embrace accountability, yet change the current system entirely.  A single student test at the end of the year is archaic and in-effective.  New accountability systems, driven by teacher leaders, and informed by high student expectations and evaluation of REAL student work must replace the current system.

3.  We can no longer reform schools in a vacuum.  We MUST align school reform and teacher leadership with other forces that will surely drive our political and policy agenda in the coming years.  “It’s the economy, stupid” is not just a political slogan; it could also be a driver that delivers real reform.  Couple that with the enormous environmental challenges we are facing, and these pressures may give teachers the latitude they need to substitute ‘teaching to the test’ with ‘teaching to the economic need, and to the environmental challenges.’

Why can’t we take the Al Gore challenge to be energy independent within 10 years, the Tom Friedman challenge to create an entirely new ‘green economy,’ and in the end transform our economy, our environment, AND our schools????

It could happen.

Image via WikipediaToday, I took the time to watch and listen to a posting of a presentation done by Chris Lehman during the recent NECC (National Education Computing Conference) in San Antonio. First, a bit about Chris — He is principal of the Science Leadership Academy in Philly, and an avid, practical leader of the use of Web 2.0 tools in teaching and learning. You can view the video of this session on the WeAreTeachers Tech Circle page at (check out Video Pods box there). Chris talks about the use of UBD (Understanding by Design) as a framework for all the curriculum planning and development done in his school. The real power of this approach is that they also train the STUDENTS in this method, so that the kids get right into learning, versus figuring out how to ‘game’ the grading system — an example of REALLY transparent learning!

The basic tenets of the UBD model are:
-Desired results (goals, objectives)
-BIG ideas (Why do we teach this topic?)
-BIG Questions (What is the central question this topic begs to answer?)
-Skills and Content (what is the ‘meat’ kids need to answer the big question?)
-Authentication of the learning (What tangible product should kids produce in order to demonstrate understanding? NOT what score should they get on a test!)

Chris further talks about testing as a ‘dipstick’ — a useful tool to check for understnding, but not an authentic way to ensure learning has occurred. Would love to continue this discussion — I encourage you to check out the video on the Tech Circle page in WeAreTeachers, as well as other videos posted there in the Video Pod box, and post any comments here!

Image by tempusfugate via FlickrOK. I’m officially ‘old.’

I’ve been participating in the EduBlogger conference at NECC, and the NECC-UnPlugged event starts tomorrow.  Yesterday, we began the meeting by voting on-line for the proposed sessions we wanted — and they started up 15 min. after the vote!  EVERYONE is ‘twittering’ like mad, and following those twitters though ‘Summize.’  Many of the attendees are blogging live, vpoding and pod-casting.

And ME?  Took me a while just to set up my Twitter account, find a picture small enough to load, and customize my page enough to disguise my ‘newbie-twitterer-ness.’  And I had to have help finding the summize site, and getting my twits to post there!

But, even with my advanced ‘unkoolness’ relative to plugging into this constant communication mode, it occurs to me that much of the conversation and discussion is not unlike the chatter we had 20 years ago at NECC!

To wit —-

•Teachers still face obstacles of TIME to learn to teach differently, learn how to use the tools, create content.

•The bureaucracy of education, driven primarily by FEAR of test score data, is the biggest prohibition to real innovation.

•A very small number of highly qualified teachers are willing to learn how to integrate new technologies into the teaching and learning process.

•There is a big gap between what students know and do versus what teachers know and do — relative to technology integration in life and work.

•Everyone seems to agree that it’s the teaching methodology that needs to be the focus, not the technology — though there is a steep learning/courage curve to learn to use these tools.

But I am hopeful —-

First, the ‘bleeding edge‘ teachers still exist, and their enthusiasm and hope has not diminished.  I continue to be amazed that so many teachers — who as a group are pegged as ‘conservative’ –  still show up as risk-taking, ‘geekie,’ and excited.  God bless ‘em, every one.  The world needs these ‘out there’ folks to move the needle forward.

Second — the discussion always comes back to the passion and commitment to help learners learn, and to make that learning relevant and meaningful.  REAL examples of REAL students’ experiences are always the most engaging and important discussions.

And finally — There seems to be a real desire to keep learning.  While some teachers clearly want to maintain the status quo and get by from summer vacation to retirement — this  tech-oriented  crowd is committed to life-long learning, and that’s the secret sauce that makes them great.  They see themselves as students, not just teachers — and there in lies the magic.

Image via WikipediaI just ran across a new study from Sam Houston State University, released on Friday (April 18) by the Texas State Teachers Association (TSTA). Here are a few of the summary findings:

1. 44% are seriously considering leaving the profession. The 2 most cited reasons? Low pay and poor working conditions.

2. 28% of Texas teachers are ‘moonlighting.’ This is in stark contract to 5% of US workers overall who take second jobs to make ends meet. And these teachers with second jobs are working an average of 11.5 hours per week, even though 71% of them indicate this extra work has a negative impact on their teaching.

3. In ADDITION to moonlighting hours, the average Texas teacher puts in ANOTHER 13.4 hours per week in doing school work outside the classroom. . . planning, grading papers, producing learning materials, learning new skills to promote their own growth.

4. Other demographics of the ‘average’ Texas teacher profile (from the Sam Houston State University study):

• 44 year old female, with a bachelor’s degree

•Earns $47,545 per year, and has a working spouse

•Is the primary breadwinner (56% fall into this category)

•Spends $719 per year out of pocket for instructional/classroom materials

•Puts in 13.4 hours/week doing additional schoolwork at home.

SO — Why are these numbers of special concern at this time?

This study is made especially relevant, since it comes at a time when 50,000+ classrooms in the state are staffed by teachers who are NOT certified in the subject they are teaching. So we are already faced with extreme teacher shortages, and are slated to continue to lose teachers at an alarming rate.

There are no easy answers, but here are a few thoughts:

1. Encourage ONLINE teaching and tutoring. If teachers must moonlight to make ends meet, we should at least provide options for them to apply their skills within their profession, and provide them the tools to make this easy and possible. And this has the added value of making learning more accessible and relevant for students!

2. Encourage the BEST teachers to develop, publish and SELL their best teaching ideas. We need to provide opportunities for the very best teachers to turn their skill into IP, and publish and sell their expertise. And the added benefit here? The BEST teachers can share their expertise with younger, less experienced teachers, and keep the torch of excellent instruction lit!

3. Treat K12 teachers more like higher ed professors. In most higher education institutions, teachers are encouraged to publish and sell, to consult. AND they are given flexible work hours to have time during the day to hold office hours with students, do research, write, etc. Imagine a K12 school that provided that kind of environment for teaching professionals!

There are no easy answers, but good on Sam Houston State University and TSTA for continuing to push out these studies and research results. We need to keep these issues on the front burner. If, in fact, our economy and liberty are dependent upon an educated populous, aren’t TEACHERS our most important asset? Good to remember in this election year.

If everyone is talking, how do you hear the best voice? If everyone is ‘teaching,’ how do the best teachers gain audience?

These are important questions as education moves from leader-led, teacher-centered lectures, to interactivity, democratic engagement, and virtual learning environments. In fact, one of the most frequently asked questions when I talk to people about WeAreTeachers is this: Aren’t you worried that ‘anyone’ can pose as a ‘teacher?’ Aren’t you afraid the best teachers will get drowned out by all the noise from less-able or credible teachers in this network? These questions come most often from adults who are having a tough time grasping the notion of non-traditional, or self-directed learning. And they struggle with the leap from rigor to relevance.

The simple answer to each question is NO. First, connected, virtual communities themselves will decide whose voice will be respected and heard. Poorly written or irrelevant blog posts, or curriculum content, or learning modules just don’t get used or responded to. And great or engaging content spreads like wildfire to hungry learners.

So if YOU are that great teacher, who wants to have voice in the read/write web, and who wants to be known as a great domain expert, here are a few suggestions:

1. Become a LEARNER. Don’t sit still and rest on your current knowledge base. Learn everything you can – about your academic or expertise area, and about how to communicate using new tools. If you don’t currently blog, do so. (You can use our blogging tools in WAT as a starting point). If you’ve never joined a community, do it now.
2. Get ENGAGED. Don’t just join a community. Actively engage with it. Start by inviting colleagues, sending messages, posting blogs and forums, Have an opinion, and share it.
3. Find a CAUSE. This communication medium is as emotional as it is intellectual, and most engagement and energy online is associated with a passion, a cause – something you become known for as an advocate. (Check out the current energy in this presidential election if you have any doubts!) If you teach math, and believe in problem solving or higher order thinking skills — become loud and passionate about that. If you teach Yoga, and are passionate about mind/body connections, let the world know!
4. Show your STUFF. If you want a megaphone you must not be shy. If you want to be known for your expertise, you mustn’t hesitate to showcase your best self. Use the WAT-Video profile tool to create, not just a picture-avatar, but make a video resume, so anyone who visits your page hears your voice, understands your background. Don’t just create content and give it away or sell it, but also include details about your philosophy of teaching, and your life experiences that inform your teaching methodology.
5. Have FUN. One of the BEST things about the Web is that we are finally moving away from the drudgery of lesson plans, lectures, and worksheets. And this positive outcome is for TEACHERS as well as STUDENTS. Teaching can take on new life, as we experiment with meaningful discussion and engagement with the world and with our students. Your enthusiasm will become a magnet for others who want to learn from you and from your content.

Story for this post:

As you either get to know me in person, or through reading these posts, you’ll soon learn that the light of my life are my kids and grandkids. So here is a recent story from one of them, reminding me that great teachers come in all sizes and shapes.

Sally and Susie (ages 9 and 6, respectively), just moved, and changed elementary schools. Sally ended up in a bilingual class, which we thought was super (even though her Spanish is limited to counting to 10!). The other day, she was enthusiastically telling me about her new best friend, Amy. In Sally’s own words, “Nana, Amy and I are best friends. It’s very interesting, because she does not speak English very well, and I don’t speak Spanish very much. But don’t worry. We’ve both decided to be each others teacher, so we’ll be fine.”

Ah, from the mouths of babes. . . This TEACHER of 9 years of age has a voice, is still learning, clearly has a cause, is happy to show off her stuff, and is obviously having fun.

The impact of Web 2.0 on education is being felt from classrooms, to board rooms, to living rooms – but perhaps one of the most interesting (and promising) change has to do with learning content. The power of on-line community in education is driving changes in how learning content is . . .

•Developed and published commercially
•Created by expert teachers
•Distributed and sold
•Found and promoted

Perhaps one of the most interesting questions is –

Can teacher-developed content co-exist successfully with commercially available learning materials? In a connected world, I think the answer is a resounding YES, and here’s why:

1. ‘Chunks’ are better than ‘Hunks’ for many kids. That is, many students benefit from smaller units of learning (‘chunks’), versus traditionally available large systems or textbooks, which today’s IM-focused kids ignore. So teacher-made content –which is generally made in smaller pieces, can be a valuable part of what students consume.
2. Standards Based Curriculum is boring. Sorry to speak so bluntly, but the current focus on just standards and assessment is turning off kids by the droves. Great teachers are stepping up to fill in the gaps. Many are offering their own engaging experiences for kids — lesson plans that rely on blogging, cell phones, engaged discussion. This can be a great supplement to commercial material – which may still be required, but is just not sufficient anymore.
3. It’s not all about the classroom. Duh. Learning actually DOES occur everywhere, something the best teachers understand well. And learning even occurs outside traditional academic areas. So teacher-developed content to support learning in yoga, music, fitness, etc is becoming just as critical to our well-being as content for reading and math. It’s a big world, and the human experience is equally large.
4. The ‘Long Tail’ also wags for education. The current rage of ‘selling less to more’ can mean financial success and broad exposure for those teachers who create learning content. And it can even mean broader success for innovative commercial providers, as they begin to see teacher recommendations drive sales of their products to geographies not covered by traditional distribution channels.

My story for this blog —-
I attended the NCCE (Northwest Council for Computers in Education) meeting in Seattle last week. Kudos to Heidi Rogers, et al, for an outstanding and fun event. One of the keynote speakers was Marc Prensky, who was, as always, engaging and enjoyable.* After his speech, he dropped by the WeAreTeachers table to chat. He asked for my elevator pitch, and when I gave it, he responded with “But Sandy, everything teachers do online should be free!” When he walked away, I thought, geez — Didn’t I just see him signing selling his book, “Don’t Bother me Mom, I’m Learning,” over there to these teachers? And I’m pretty sure he got paid for that keynote. So wonder if he is saying that his IP (Intellectual Property) is worth more than theirs? While I know Marc did not mean to be arrogant (he is, after all, a former teacher himself) — it is curious to me that there is a prevailing attitude that ‘everything on the internet should be free, unless it comes from me.’

Counter that experience with one I had with Alan King , a new teacher friend I met in Seattle, and a new WAT (WeAreTeachers) member. He is considering retirement soon, and had this to say. “Sandy, WeAreTeachers could literally change my life plans. Even after retirement, I still have lots to share, but will need an income. This could be my answer!”

Rock on, Alan. Live that dream.

*Marc did a really interesting (and risky!) activity with this audience of over 2000 folks. He posted on the screen a question, then had an ‘open phone test.’ Everyone had 5 minutes to answer the question using only their cell phone (no computers). His point was that we can all learn something when we work together, and whatever technology is generally available should be considered for use in teaching — even cell phones. Left an impression.