Guest Post: 5 Ways to Create the Next Generation Library

Guest Post by Bobbie Wooderson

People don't have to visit a library anymore to access information. As a result, successful libraries are adapting to the needs of today's students. The overarching purpose of the school library is still to support literacy and learning, but the modern approach to these goals can look very different than the libraries of yesteryear. I've described five ways we've evolved our space into a next generation library.

1. Enlist brilliance

Every new idea for the library begins with input from students. Everything from the decor, to our Bolivar HS Makerspace, to reorganizing our fiction collection by genre. My students are brilliant, and when I empower them, they come up with ideas I would've never considered. They also share responsibility to carry through the ideas they develop. It has helped create an ownership of the space and has resulted in students promoting the library to their peers. Students feel this is THEIR space! Students are fostering a library community built out of their imaginations. They have helped transform a once traditional library into a high traffic collaboration space filled with creativity. See our Genius Hour group play this out!

(oh and we play music and let them eat in here too..shhh)

2. Repurpose, Reuse, Rebudget

I repurpose everything I can! And I beg for donations. Updating our library to a more current look started with just two cans of paint, two cans of spray paint, and a handful of artsy students and parents. We looked at every white space, blank window, etc. and asked, “How can we use it to promote reading?” Even though we set out to “design on a dime,” I think we did it for pennies.

When we needed a little more money for updated furniture, I surveyed teachers and students to see what online resources they were actually using. As a result, we didn’t renew a couple of our online subscriptions, and this provided the budget to buy eight new couches and funky Ikea lights. It is now a welcome “sanctuary” as the students like to call the space. We stretched our budget by redirecting library funds based on patron feedback. 

3. Focus on the customer

I encourage my students to “treat our visitors like customers.” We want them to walk in happy, and walk out happy with their “purchases.” Whether it’s helping with Chromebooks or finding the perfect book, I expect our student workers to smile, be friendly, and always be available to help. We also work diligently to promote our “products.” We are using Instagram and Twitter for book talks, shout-outs, peer-to-peer suggestions, and staff picks. We market the library and our books to our patrons enthusiastically. And it’s working. We’ve enjoyed circulation increases the last two years and our reading culture is growing stronger. We are creating an inviting atmosphere and teaching students “soft skills” for their future interpersonal interactions. 

4. Bring in the SWAT team

This year our school went 1:1 with Chromebooks. You might think our library would be less busy now with the removal of desktop computers and whole class reserves. Think again! The hub for Chromebooks has become our library. Our newly established SWAT (students working to advance technology) team is helping with any Chromebook/Google needs for students and staff. They will also be learning how to do basic repairs soon. Next year, our giant over-sized circulation desk will become the “help desk." Our library is now the go-to place for learning and technology support.

5. Collaborate like a crazy person!

I love my colleagues. Every day they amaze me with their creativity and passion for making learning purposeful. Along with our students, these like minded educators are the reason our library flourishes. When we heard phrases like “I hate to read,” I collaborated with other teachers to find new ways to put the fire back into reading. Check out my literary partner in crime Amber Dlugosh to find out more about it. Through this collaboration a fun new class launched, Reading Cafe. Check it out on my very bearded buddy, Andy Love's podcast.

Last but not least….my biggest fan is my principal! He believes in our library, supports our innovations, promotes our program, understands setbacks, and guides us by example as a reader and leader.

Collaboration and feedback guides every decision, every purchase, every change in our library. Bolivar High School Library is committed to making our library outstanding for the next generation patron!

Bobbie Wooderson is Library Media Specialist at Bolivar High School. She is passionate about reading, learning, innovation, and student ownership. Although she has worked in the Bolivar district for a number of years, she is in her 2nd year at BHS. In this short time, she has made a remarkable impact. She has been a leader for Genius Hour, makerspace, and modern library design. And, of course, she has been a champion of reading and research in our building.

http://bwooderson.wix.com/bhslibrary

https://twitter.com/bwooderson




Question: How has your library changed to meet current needs? If there were no barriers, what would your school library be like? I want to hear from you. Leave a comment below, or respond on or . 

7 Biggest Surprises of 1-to-1 So Far

Last August we launched into 1-to-1 at Bolivar High School. After years of dreaming and planning we were thrilled to be off and running. We elected to go with HP Chromebooks as our school provided device, but also allowed students the option to use their own device, provided it would run the Chrome browser or be compatible with Google Classroom and Google Apps.

Overall, we have been very pleased with our implementation. There were definitely a few early challenges we had to overcome. And there are some challenges that remain.

1. From our survey data, we learned a majority of parents report that they really don't know exactly how the device is being used for learning. So we have some work to do in this area. I don't think it was for lack of trying though. We held parent meetings leading up to the implementation and have showcased examples of the devices in action through social media and parent newsletters.

As a result of the survey data, our student digital leadership team is planning a Digital Learning Showcase in conjunction with our regular Parent Open House. We are going to have tables set up manned by students who can demonstrate different ways they've used the devices for learning. We'll let parents play Kahoot. And we'll display examples of student work that has been developed using technology. It will be completely student led.

2. It's challenging to get filtering right. Our intent was to filter content at home as well as at school. There proved to be some technical challenges with the original plan our tech department had developed. We ended up choosing Go Guardian as the solution to our home filtering concerns. The only thing we filter at home is adult content.

Filtering at school has also been challenging. Our tech people tell me our current filter is to blame, and we will likely have a new provider next year. It seems we can never be sure what is being filtered from day to day. We wanted to keep YouTube unblocked since so there is so much opportunity for learning there. Of course, there is also plenty of material that isn't right for school, or maybe for anywhere. 

Most social media is unblocked at school. Exceptions are Facebook, Snapchat, and a few others. Again, social media has become much more than a tool for social. It is quickly becoming a major source of business, networking, marketing, and learning and sharing. Maybe we should consider unblocking Facebook too? The decision to keep it blocked was made on the belief that it had fewer benefits to learning than some of the others.

3. Teachers can help lead professional development. Our training plan wasn't nearly as comprehensive as some others. We didn't want to treat everyone as if they were in the same place in their learning. We wanted it to be more customized. Our philosophy is that professional learning is 51% the responsibility of the individual. The school is there to support and create conditions for adult learning as a partner for the other 49%.

So most of our PD was done through sharing with each other and by sharing resources. We did provide teachers with a Chromebook a full semester in advance of our launch to help give them a head start. We held a few Tech Cafe meetings, where teachers met together to learn and share. And, we provided a few lessons online that teachers could work through on their own.

Once a month, we have a group of teachers lead learning for the rest of the faculty by sharing ways they have used digital tools to support learning. The teachers are deciding which tools and practices to share and then leading the staff through some related learning. So basically we asked teachers to own this piece and help other teachers get the information they need to grow.

4. Digital distractions are a concern for teachers. Nearly 60% of our teachers indicated that students were constantly distracted from academic work by the Chromebook. But only 7% of students we surveyed admitted that the Chromebook is a regular distraction. The discrepancy in the perceptions of our students and teachers raises several questions. Do students not think they are distracted but they really are? Is there a difference between what students and teachers consider distracted? Are students in complete denial? Are teachers hyper-sensitive to student multi-tasking?

I'm not sure about the answers to these questions. It calls for further exploration. However, I do think fears about distractions can be magnified by educators. There have always been distractions in the classroom. Students don't need a device for this to be an issue. When I see students slumped over in desks, with their eyes heavy and nearly lifeless, I see a distracted learner in that situation too. Daydreaming. Passing notes. Reading a book. There are lots of ways students have been distracted now and in years past, even without devices.

I think the key to the distraction problem is to create a more relevant, engaging learning environment, one where students are actively learning and not just passively consuming information. I detail a vision for this type of learning environment is a recent post, 9 Ways to Make Learning Irresistible. We will continue to have conversations about this and find ways we can support students and teachers. Dealing with distractions in our connected world is something most everyone faces.

5. There were some early logistical issues we had to work through. Nearly 90% of our students are taking the Chromebook home daily. The others check the Chromebook in and out in our library at the beginning and end of the day. At first, this process was a little crazy. But we now have a few student workers who completely manage the check-in and check-out routine every day. It took some time for us to work out some of the details. As well planned as we were, the devil is always in the details. How do we collect the device when a student moves away? How do we track damage? How do we track loaners? Collect payments? There were a few bumps along the way, but most of these systems are working well now.

Everyone has use of a Chromebook during the school day, but we require students to pay a $25 insurance fee to take the Chromebook home. We wrestled with this issue quite a bit. On the one hand, we don't want students to miss out on access because of lack of financial resources, but on the other hand, we felt there would be greater personal ownership if there was an upfront investment. We tried to make that cost reasonable.

6. We need a more concerted effort around digital citizenship. We did a few things early on to communicate expectations to students. We had some lessons on Google Classroom. We had a guest speaker provide assemblies related to cyber safety. And of course, we have an acceptable use policy. But I still think we need to do more. 

Our teachers are great about using teachable moments to share wisdom about online use. And digital citizenship is part of the curriculum in a couple of courses. But I would like to see us develop a more comprehensive approach that is really embedded in our culture. We've talked about having a system where students can earn greater access, to social media for instance, by completing certain activities and demonstrating positive leadership in this area.

7. And one of our best surprises is that damage to the devices is less than we expected. That's a real credit to our students. They have done a great job taking care of the Chromebooks. Mostly, we've had some broken screens, a few devices that were lost or stolen, and some hardware failures covered by warranty. But overall, we are doing very well in this area. We were able to add 800 devices in our building without adding any additional staff. I don't think that would be possible with any device other than a Chromebook.

There are a lot of moving parts to make a successful 1-to-1 program. Beyond the logistical concerns, the biggest shift has to be in how we teach and learn. Most every teacher in our building has taken steps to use the technology to benefit learning. But we definitely still have room to grow. We didn't mandate how the devices were to be used. Instead, we worked to develop a framework of why technology can be so powerful in shifting agency for learning to the learner. 

I can't say enough about how our technology department has supported this effort. They really make all of the details work so we can focus on the teaching and learning aspects. If they weren't so committed to this project, there is no way we would be where we are today.

Question: What are challenges you see with 1-to-1? What is your best advice for a school considering going 1-to-1? What questions do you have? I would love to hear from you. Leave a comment below or respond on or .

Tech Geek or Teaching Geek?

I think it was during a Twitter chat I first made the comment that you don't have to be a tech geek to use technology effectively to support learning in your classroom. I later polished the wording a bit and asserted that "Classrooms don't need tech geeks who can teach, we need teaching geeks who can use tech." Several thought-leaders on Twitter have also shared the quote, like most recently @ToddWhitaker.

Classrooms don't need tech geeks who can teach, we need teaching geeks who can use tech. @DavidGeurin

— Todd (@ToddWhitaker) November 19, 2015

The message seemed to resonate with educators. But I also received some push back. What's wrong with being a tech-geek? Can we not aim for both? In the end, are the results any different? It seems there is plenty to discuss regarding approaches of using technology to support learning. So I wanted to address these issues and clarify the thinking behind the quote.

Why teaching geeks?

1. It's more important to get the instructional design right and develop engaging, highly effective learning experiences, with or without tech. Unless the central aim of your curriculum is technology, the tech should support the learning and not the other way around. It's not good practice to find a nifty tech tool and then contrive some way to get it into your lesson, just to wow or impress. That would be akin to using technology like a cool party trick. Not exactly the professional practice that will develop consistent and quality learning for students.

Retrieved: http://tinyurl.com/q6zw4w3

2. Teaching geeks are concerned with more than technology. A teaching geek will do everything possible to increase learning and help all students be successful. They love to learn about teaching, talk about teaching, join with other passionate educators on Twitter, and just be geeky about all things related to their profession. Most of all, they are passionate about student learning. I love to attend EdCamps because the teaching geeks are drawn to these events. Geeks go to Comic-Con. Tech geeks go to CES. Teaching geeks go to EdCamps!

3. You don't have to be a technology genius to use tech in the classroom. Many teachers think they can't use technology to support learning because it's not a strength for them. But even if it's not a strength, every teacher can take small steps to utilize technology for learning. Pick just one digital tool that has the potential to enhance your lessons and learn more about it. Our school is in the first year of 1:1 with Chromebooks, so a tool that nearly all of our teachers wanted to learn is Google Classroom. It was a good place to start because it serves as a hub for classroom stuff and allows for increased sharing and collaboration.

4. Don't wait, start somewhere. For teachers who lack confidence with technology, it's easy to avoid taking steps to learn new ways to use technology. And this is exactly what we don't want our students to do, to shrink back in the face of something that doesn't come easily. I'm very proud of teachers in our building who have stepped out of their comfort zone to learn new methods with technology even though it's not their strongest area. It models the type of growth mindset we want to encourage in students.

5. Turn the technology over to your students. Even if you don't know all the ins and outs of using technology, many of your students do. If you give students choice about how to use technology to support their learning, you can incorporate tech even though you aren't the source of all the tech knowledge. It's actually a great thing when students and teachers can learn from each other.

6. So you're a tech geek? That's great. It can actually be very beneficial to your teaching if you couple your knowledge of technology with an array of other tools that are important to effectiveness in the classroom. How do you build relationships, set expectations, empower learning, and support diverse needs? There are so many factors that contribute to an effective classroom. Technology alone won't result in an excellent classroom experience. But if you can leverage your knowledge of technology to support all the other components of an outstanding classroom, you're a top draft pick for sure!

7. If you are one of the distinguished educators who are both tech geek and teaching geek, you have an obligation to share your knowledge with others. We all want to learn from you.

Question: What makes you a teaching geek or a tech geek? Respond on or .

You don't have to be a tech-expert to find ways to make digital tools relevant in your classroom. #edtech #edchat pic.twitter.com/I4mb2CINNn

— David Geurin (@DavidGeurin) June 24, 2015

Great quote from @davidgeurin via @teachprof pic.twitter.com/jWFbxF47jY

— EdTech K–12 Magazine (@EdTech_K12) November 12, 2015

Classrooms don't need tech geeks who can teach; we need teaching geeks who can use tech. via @DavidGeurin #edchat pic.twitter.com/OoAkLCyb3k

— Dr. Justin Tarte (@justintarte) October 11, 2015

Avoid these 5 critical mistakes in #edtech planning

Photo credit: http://ln.koneka.com/wp-content/images/technology_planning.png

If you've been in education very long, you've probably seen money wasted on some technology initiative. This year our school is going 1:1 with Chromebooks, and it is very exciting to think about how the devices will support learning in our building. But I feel a great sense of responsibility to ensure that the significant investment by our district (and ultimately our taxpayers) results in a more relevant and more effective learning experience for students. Careful planning should help us avoid some of the catastrophic failures that have happened in other schools (LA Unified for example). In fact, I am confident that with the proper implementation, tech initiatives are a necessary investment to greatly improve opportunities for students. So why are millions of dollars wasted each year on failed technology initiatives?

1. Schools purchase technology without considering exactly how it will be used to support learning. More than likely, there is at least a vague idea of the purpose of the tools, but the clear development of a vision and the communication of that vision is lacking. We should never make digital acquisitions simply because "our middle school students really don't have access to much technology." We aren't spending our school budgets just to say we have digital resources. That type of thinking makes 'having technology' more important than 'using technology' to add value. We need to have a clear idea of how digital access will benefit learning.

2. Schools purchase technology without considering the total cost of ownership. I hear the stories all the time in my work with teachers. Our school district bought laptops, but no one considered the expense of support and repairs. Or, we got these devices but our wireless network wasn't sufficient and now there's no money to make the needed upgrades. Or, we had this technology dumped in our laps, but there was no training for teachers. The total cost of ownership should be considered and allowances made for important contingencies that may not have been anticipated.

3. Schools fail to get buy-in from teachers, students, parents, etc. Without the buy-in of key stakeholders, a learning initiative (involving tech or not) will most likely fail to achieve its full potential. So how do we get buy-in? Have conversations about why the initiative is important. Ask questions. Get feedback from those who will be involved. Truly listen. Communicate the vision and consistently offer information and education on how the initiative will impact student learning. Finally, develop leaders from among these stakeholder groups and invite them along to help with the effort.

4. Schools purchase technology without providing support for teachers. This is one of the most common complaints from teachers about tech initiatives, "These devices were just dumped in our classrooms without any training or support." There needs to be a plan for helping teachers learn more about how tech can help with learning. Notice I didn't say that PD or training needs to be scheduled. There is nothing wrong with having training, but I think it's even more powerful to have a culture of sharing, communicating, and learning that is ongoing and teacher-driven. I want ownership for professional learning to be shared by the individual(s), and not just the responsibility of the organization. Another important area of support is related to help being available when the technology isn't working. Teachers need responsive tech departments who can assist.

5. Schools purchase technology with no plan for how to determine if the effort is working successfully. If we are going to spend significant amounts of money, and invest valuable resources of time and effort on a learning-focused technology initiative, there needs to be a clear idea of what success will look like. What types of learning improvements are we ultimately seeking, and how will know our students are gaining from this as we intended? These indicators of success need to be revisited often.

Digital leadership requires setting an example

In a recent survey of our students, over 90% indicated they believed technology would be increasingly important to their future. We all know the internet isn’t going away anytime soon, and if we are paying attention, it’s easy to see more and more ways technology, and those who can use it effectively, add value to life and work.

But we still have many educators who are not recognizing the importance of using technology effectively in our schools. We need leaders to model the use of technology and find ways to use technology to support learning goals. It’s hard for us to expect students to use technology for learning if we aren’t modeling it.

I’m very proud of teachers in our building who, even when feeling less than 100% confident, have taken risks to try new things and be learners themselves. This willingness to change and to adapt is admirable.

Here are 10 ways teachers and principals can demonstrate digital leadership:

1. Set up and use Remind app to communicate with stakeholders.
2. Use S’More to create classroom or school newsletters.
3. Use technology for formative assessment.
4. Start a blog.
5. Have students demonstrate learning using a digital tool.
6. Video a lesson or provide information to parents through a screencast.
7. Try Google classroom with your students.
8. Advocate for greater access to digital tools for your students.
9. Approach your principal about developing and online course.
10. Use Twitter to share information and engage your community.
    
    

1:1 isn't enough to level the playing field

We often discuss technology, and specifically 1:1 initiatives, as ways to level the playing field between under-resourced students and their more affluent classmates. Certainly, wealthier students are more likely to have access to connected devices at home. But numerous studies have actually found that providing the devices is not enough to conquer the 'digital divide,' the disparities between the social classes related to technology. Studies have shown that a computer in the hands of a disadvantaged student is often used much differently than computers provided to students of privilege. Poorer students were more likely to play games and seek out entertainment online. Students of greater means spent more time reading and using the devices for homework. An interesting piece summarizing some of these findings is linked at the end of this post.

So what can be concluded from this information? Should we ignore access as an issue of educational opportunity? Absolutely not. Instead, schools should continue to strive to provide greater access to digital devices. But the true difference will happen as a result of how students are taught to use the devices. All students need to have opportunities and practice using technology for learning purposes. Students should create online, develop a positive digital footprint, write for broader audiences, connect globally, and so on. Technology will only level the playing field as students are instructed in using the devices productively.


Educational technology isn't leveling the playing field - The Hechinger Report photo credit: zappowbang via photopin cc

Is 1:1 really worth the cost?

If your school starts down a path toward 1:1, it's likely you will encounter some negative response. At the very least, there will be lots of questions since a 1:1 program has inherent risks and a number of challenges. Is it worth the cost? Won't the technology be a distraction? Will students have fewer opportunities to develop interpersonal skills? What about student privacy? Is there any evidence 1:1 will increase student achievement?

It's not hard to find reports online of schools that have struggled with their 1:1 implementation. And while the research has conflicting reports, 1:1 is no guarantee that student learning will increase.

But nearly everything worthwhile has it's challenges. If you want to grow or want your school to grow, you have to do hard stuff. All of the possible concerns with 1:1 have been overcome with proper planning and a team effort. It can be done.

We are still in the planning stages in our school and striving to move our project forward. 

Technology is a tool and will not replace the classroom teacher. In fact, for the technology to be successful a quality teacher is required.

Technology is awesome in the classroom where there is also an awesome teacher. #edtech #edchat
— David Geurin (@DavidGeurin) November 26, 2014

The cost is an investment in the future of students and opens up a whole world of possibilities for learning.

We send students home with textbooks costing hundreds but then question the value and cost associated with 1:1? #edtech #edtechchat
— David Geurin (@DavidGeurin) November 24, 2014

Pedagogy will always trump technology. Teachers must design effective learning environments. When that learning environment has technology available it creates a more authentic experience. Technology is an important way work gets done, and should be one way learning gets done.

Classrooms don’t need tech geeks who can teach; we need teaching geeks who can use tech. #edchat #edtech
— David Geurin (@DavidGeurin) November 26, 2014

Instead of fearing that a device may be a distraction, we need to embrace teaching digital citizenship and help students learn to use online tools for learning.

When students use technology for entertainment and socializing, but not for productivity and learning, that’s a problem. #EdTech #edchat
— David Geurin (@DavidGeurin) November 21, 2014

In spite of some of the challenges, I don't know of any schools in our region who have implemented 1:1 and then regretted it. In fact, the messages I've received from my PLN is enthusiastic, "We don't know how we did it before 1:1!"

A vision statement for transforming learning

At our last 1:1 committee meeting, we worked on creating a vision or results statement for this project. We all agree the point of 1:1 is ultimately not a connected device in the hands of every student. That's not the endgame. The power of the device is dependent on the effective transformation of teaching and learning to meet the demands of our ever changing world. If the devices help us meet this goal it will only be with a clear vision, a full understanding by everyone in the building, and leadership on the part of admin, teachers, and even students.

Here is the current draft of the statement we developed:

In ____ years, we want anyone who walks into our classrooms to see:

• Students participating in global conversations that extend beyond the walls of our classrooms.
• Students doing work that prepares them for the real-world work they'll do beyond graduation.
• Students demonstrating their learning as producers of content.
• Learning environments that recognize each student as a unique individual, allowing for self-pacing and utilizing differentiation strategies. 
• Students participating in digital learning as responsible, ethical, productive digital citizens. 

Thoughts from 1:1 planning meeting

#166420606 / gettyimages.com

We held the first meeting of our 1:1 committee to collaborate about what our school's vision will be for the use of digital devices to enhance learning. Our team consisted of district administration, high school principals, and several teachers along with an instructional coach. The agenda for the first meeting involved the following topics: the role of the committee in this process, what is our 'why' for looking at 1:1, review of survey results on student access, what are obstacles for us, where are teachers in their readiness, and where do we go next?

Here are several of my reflections looking back on our meeting:

1. This purpose of the planning process is to get all the voices in the conversation to make the best decision possible. I plan to get student input, and at some point we need to engage parents. Our superintendent is going to invite a board member to join our committee going forward.

2. To move forward, we need 100% understanding and 80% buy-in. 100% must understand the direction and the 'why.' If we have 80% who are bought-in, the initiative will succeed.

3. 1:1 will be a way to level the playing field for so many of our students who are under-resourced. A learning device provides a significant advantage when used for connecting and learning. We want all our students to have the best opportunities to learn.

3. The device that is selected is not as important as how it is used to enhance instruction. However, the committee recognizes that many stakeholders will have strong feelings about what device is best and will have that question from the beginning. As the process unfolds, it will be important to make a good decision about the device that fits our situation best.

4. We discussed how important it is for students to learn to use technology for learning. They are very competent with Facebook, YouTube, games, etc. Until digital tools are used regularly throughout the school, students will be hard-pressed to develop habits of using technology for learning.

5. Teachers will need professional development. However, we will never be able to move everyone to the same level. Teachers will need to take ownership of their learning and have a growth mindset. Students can also be enlisted as resources to support teachers and other students.

6. The expectation will be for teachers to increase the utilization of technology in learning. There will be times when the devices will be set aside and that's okay. We will respect that all teachers are at different places in their digital journey. We will be looking for growth.

7. We acknowledged that introducing 825 devices into our building also presents more opportunities for distraction and non-learning behaviors. We will need to learn from other schools and make digital citizenship a priority.

8. Our network will need enhancements to be ready for 1:1. We don't currently have enough wireless access points to effectively handle the number of devices. Bandwidth may also be an issue.

9. We briefly discussed how the devices might be supported in the building. Having effective support will be a top concern of teachers. If something goes wrong, how can I get help?

10. Our survey results indicated there will be a significant number of students who don't have internet at home. As teachers make instructional decisions, they will need to remember students may not be able to readily connect outside the school day. However, the building does have extended hours so students can arrive early or stay late to use the school's wi-fi.

It was noted at the meeting that there are many recent examples in our school of teachers increasing the use of digital tools in the classroom, but until we get devices in the hands of students, many of the great ideas teachers have will never be fully realized.

Our superintendent reminded the committee to look at the big picture and not get caught in too many details. We need to cast a vision, and then work on the specifics of implementation when it's time.

Starting the journey towards 1:1

#453308401 / gettyimages.com

Yesterday I met with district leadership to officially get started toward what our digital future will be. We are establishing a committee to examine the digital readiness of our school and to explore the direction we need to take to fully support learning in our digital world. All along the way toward whatever may be I plan to blog about our journey. I hope to make our learning journey visible.

I have to admit I'm a little impatient. I really want to see students have the opportunity for consistent access throughout the school day and even beyond school. I feel like each day that passes is filled with missed opportunities for learning. But I realize we need to get this right. We need to enlist all the voices and get a shared vision and make the decisions confidently, knowing we had all the information we needed.

So here were a few thoughts from our district level meeting.

1. We need to assess what access our students have to devices at school and at home. We plan to develop a survey to do this.

2. Where are our teachers in their thinking on using technology in the classroom? How can we help everyone understand this is a learning initiative and not a really expensive project that won't change pedagogy.

3. We will ask our committee to help establish goals for our school. What do we really want our students to gain from their digital experience as learners?

4. Before we get too far into this process, we have to make sure our network infrastructure is right. We can't launch a new initiative on a crippled network.

5. We recognize that teachers need professional development for any digital initiative to be successful. What will that look like?

6. We will start with the big picture of why we are doing this and then move to more specific decisions about what, how, and when.

7. And one more that I considered after the meeting, how can we include student and parent voices in the process? We need engagement to arrive at the best solutions.

Our first committee meeting is in less than two weeks. Exciting stuff!