Making Technology Pay

"Is there really a difference in student performance with technology compared to without technology? My students seem to be doing just fine without it."

I guess that depends on how you define student performance and success. If success is measured only by a test score or by mastery of content, then perhaps students are successful without technology.

"My classes are always engaged and seem to do just fine without technology."

I guess that depends on how you define engaged. I think it's important for students to do things that reflect the world we live in, not the world we grew up in.

"I want to see the proof that technology improves learning before we purchase any new tech."

Whether technology improves learning or not isn't about the technology itself, but how teachers and students use the technology to improve learning. 

I hear many stories about failed technology initiatives in schools. The technology was not used to the fullest, or worse it was not used at all. The narrative is all too familiar. Little was done to gather input or get buy-in from stakeholders up front, and little was done to support the implementation after the fact. How many smartboards in this country are being used as glorified projector screens? Almost always, these types of failures are avoidable with proper planning and ongoing support. 

But is it really worth it to invest thousands for technology in schools. Is it reasonable to provide a connected device to every student? For years, I've asked my graduate students to think about technology purchases in their own schools. Did it really pay off to buy the technology? Did the technology allow something to be done that couldn't be done before? Was the total cost of ownership considered? 

After all, most studies I've encountered don't really support the idea that technology raises student achievement. Of course, student achievement in these studies is usually narrowly defined by test scores. One study I read concluded that technology even widens the achievement gap. It found that more privileged students tend to use the devices more often for learning, while less privileged students tend to use the devices for entertainment. 

In spite of these discouraging reports, I believe we need to look further before concluding that technology isn't worth it. As schools consider spending for new technology, there needs to be a clear vision of what success will look like. We need to really explore why we are doing what we're doing. In addition to the questions mentioned before, I would also suggest the following as food for thought.

1. Can we afford NOT to place up-to-date technology in the hands of our students?

Technology is how things get done in our modern world. We aren't preparing students for the world we grew up in. We aren't even preparing students to be successful in the world they grew up in. Our world is changing so fast, our students are going to have to be prepared for anything. That requires adaptability. And it will certainly also include adaptability with the use of technology. Those skills aren't measured on standardized tests. They are measured in authentic situations where real work is being done. 

2. Is technology being used in ways that give students greater ownership of learning? Does technology result in a shift in agency to the learner?


It's wise to think of technology in terms of value added. How does technology allow us to do something better than before? And, how is it allowing us to do something we couldn't do before? There are many ways tech improves things we do or allows for new things. But some uses of technology take learning to the next level. These uses are game-changers.

I would like to see technology being used to create big shifts in learning. One of the biggest shifts is to create more authentic, student-driven learning experiences. Technology is a game changer when it is used to shift agency to the learner. It's a game-changer when students take greater ownership of their learning.

So let's consider interactive white boards. They have some possibilities for student agency I guess, but they are probably used more often for direct instruction, led by the teacher. That doesn't mean we should stop using these tools altogether, but I do think we should strive for technology to be used in more authentic ways, where students are given voice and choice and are creating and solving problems.

The most powerful potential for a shift in agency is for students to have access to a connected device in a BYOD or 1:1 scenario. But access is not enough. Just like there are lots of interactive white boards being used as glorified projector screens, there are also lots of laptops being used as overpriced word processors.

To use technology to the fullest, we need leaders in our classrooms and schools who can facilitate a pedagogy that creates greater student ownership of learning. How we use the technology is the critical issue that determines whether the investment pays off or not. So whether you invest in iPads or Chromebooks or some other device, the key question to remember is how will this technology improve student learning?

Question: How do you know technology use is successful in your school? Is it worth the cost? I want to hear from you. Leave a comment below or respond on or .

Why High Schools Are Getting Rid of Valedictorians (Response)

A recent article came across my feed that caught my attention, Why High Schools Are Getting Rid of Valedictorians. It was especially timely since I'd just had a conversation about this topic with a principal from another school in our area. He was interested to know if we still recognized valedictorian or not. We do not. In fact, we haven't had a valedictorian since before I arrived on the scene 8 years ago. I'm not sure how long that decision had been in place before my arrival.

Why High Schools Are Getting Rid of Valedictorians

According to a recent article in The Washington Post, American students today are unmotivated and apathetic about their schoolwork, and teachers actually care more about students' grades than the student. Teachers are expected to make lessons more engaging and fun, and to serve more like entertainers than old-fashioned teachers.

The author of the article contends that schools are ending the valedictorian award "because it might make others feel badly about their GPAs." According the article, this decision is just more evidence that schools are lowering expectations. The author seems to draw connections between elimination of valedictorian and student apathy, mediocrity, and even the performance of the United States education system in international rankings. Those are sweeping generalizations with very little evidence to support the claims.

In truth, the school leaders I've spoken with have very different reasons for dumping valedictorian than those presented in the article. Valedictorian recognizes the top student in the class based on GPA. However, GPAs are a terrible way to determine one student as being the best. Often, the difference between the top few students can be less than one-thousandth of a decimal point. And the factors that determine that difference usually have more to do with what classes the students did or did not take than actual academic performance. 

For example, we had a student a few years ago who was a National Merit Scholar finalist and had perfect grades in high school. That's right, straight A's. However, his class rank was not even in the top 3 or 4 of his graduating class. How can that be? Well, he was an all-state musician and took multiple music classes every semester. These classes are not weighted in the GPA. Fortunately, he didn't play the GPA game to be the "top of his class" or we would have missed his outstanding musical contributions in our school.

And it is a mathematical game. I could go on with more examples of how the system can be manipulated and often results in students taking classes strategically to have the highest GPA instead of taking classes because they are beneficial to their own future aspirations.

So the decision to get rid of valedictorian has nothing to do with lowering expectations or protecting other students' feelings. In place of valedictorian, our school honors the highest performing students with a cum laude system, so students who earn above a certain GPA are recognized for their academic achievements. Our students wear medallions at graduation to note this distinction.

Moreover, we no longer provide information to students on class rank. It's no longer on the grade card or the official transcript. We only provide the class rank information if it's needed specifically for scholarship purposes.

And that decision is based on a purpose larger than the fairness of the GPA system. We want to encourage students to learn from mistakes, explore a variety of interests, and become better people as a result of their schooling. The GPA system does not reward growth or risk-taking. It rewards perfection and right answers. Stanford Professor Carol Dweck's research on growth mindset is clear that labeling performance is not healthy for improving performance. Instead, the focus should remain on effort, improvement, and dealing with setbacks. 

Students cannot always control the results or outcomes in life, but they can always control their effort and their attitude. The loss of valedictorian isn't harmful for motivation or performance. However, labeling students can be harmful for motivation and hurtful to healthy attitudes about learning. One mom shared how the pursuit of valedictorian was not beneficial to her perfectionist daughter.

The trouble with high school valedictorian awards - The Boston Globe

When educators talk about why their high schools have given up the award, they note the negative message it sends to the kids who lose by a fraction of a point, or the kids who are never in the competition. I am here to argue that it's not even necessarily good for the valedictorian.

The pro-valedictorian author seems to imply that the valedictorian award is important as a celebration and reinforcement of achievement. But is a simple GPA formula appropriate to determine who is achieving the most?

Consider the student who is a victim of abuse, practically raises younger siblings, serves as designated driver for dad, and still manages to make B's and C's in school while holding down a part-time job. Anyone want to question this student's merits as "high-achieving?" Again, effort and attitude are hard to quantify, but there are lots of students overcoming incredible odds to succeed in school. These inspiring students deserve to be recognized too.

That's why schools should focus more on effort, enthusiasm, and attitudes. Rewarding only the highest achieving students won't improve apathy in schools.

Question: What are you thoughts on schools ending the valedictorian honor? How does your school handle recognizing student achievement? I would like your feedback. Leave a comment below or respond on or .

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 .

How to Spark a Movement in Your School

Making a difference in a school doesn't require a 5-year strategic plan. You can spark a movement right now. When you see a problem, you can do something about it. You can be the catalyst for positive change. And it's outstanding when people from every corner of the school, not just administration, are initiating change.

A couple of months ago, I was drawn into a conversation a few of our teachers were having about getting our high school students more excited about reading. These teachers had joined together to study Book Love, a fantastic read by Penny Kittel. 

They began to share with me their vision for establishing classroom libraries. They wanted students to have more choices for reading, more time for reading, and greater voice to share their reading with others. They were completely energized and nothing could stop them. They had a vision for how a stronger culture of reading in our school could impact students forever.




It was the beginning of a movement. Soon, classroom libraries began to take shape. We started placing orders for new books from a variety of genres. 

Students were surveyed to learn more about their reading habits. Teachers from every content area were recording book talks to share personal reading with students. 

Our librarian even decided to reorganize the entire library collection by genre, all a result of a few extraordinary teachers, a book study, and a vision.

Students were talking about it. Teachers were talking about it. There was a spark.

Not every movement results in lasting change, at least not in a substantial way, but there's always a chance. It really depends on the meaning behind the movement and the commitment of the movement leaders.

So how can you spark a movement in your classroom or school? Follow these 5 easy steps.

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5 Steps to get a movement started in your school

1. Start with empathy. What are you passionate about? What breaks your heart? Empathy isn't content to see a problem and do nothing. Empathy makes us want something better for our students and our school. Dream about what could be.

2. Learn Together. Find at least one other person who shares your concern. Together, become informed, share ideas, plan, discuss. Think of ways the problem could be addressed. What are possible strategies based on the information gathered?

3. Rally support. Reach out beyond the initial group. Bring admin and other teachers on board. But don't stop there. Get students and parents mobilized as well. Have a call to action. Ask, "Will you help us?" Be ready to suggest ways your new converts can help. Listen carefully to new ideas that might be brought forward too.

4. Turn energy to action. Now it's time to follow through on the great ideas. Encourage the troops. Get moving. Communicate clearly who is doing what. Set timelines for reaching goals. Give more encouragement. 

5. Celebrate. When something great happens with your movement, let people know about it. Make it visible. For the movement to continue to grow and become lasting change, you have to help people stay energized.

Question: What movement will you start at your school? What needs to be change? Leave a comment below. Or share your ideas on or .

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.

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!"

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

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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!

Setting Sail: Teach Like a Pirate

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I have to admit, I've become a huge Dave Burgess fan after reading Teach Like a Pirate. Since students today are faced with more distractions than ever, it's important to do everything we can to make learning appealing. 

We are about to start a new school year, and it's not uncommon for teachers to begin the year with reviewing class rules, checking out books, and setting expectations. These things are necessary, but they can also be boring. At worst, students are subjected to being 'talked at' far too much during the first days of school. But Burgess writes in TLAP how he approaches the first days of school. He strives to create an amazing atmosphere for his students.

Whereas the traditional thinking is to “not smile till Christmas,” Burgess is seeking to WOW his students from day one. He is still aiming to set clear expectations that will set the tone for the school year, but the tone he is setting is one of incredible engagement and interest in his class.

He notes that he shares his plan for the first days so that his readers can evaluate which if any of the ideas will work for them. He writes, “No content standard matters to me until I have established a safe, supportive, and positive classroom environment I need to successfully teach my students. Any time I spend on the front end of the year to establish this environment is not time wasted. In fact, I know it will pay dividends a hundred times over before the end of the year.”

DAY ONE

Burgess posts a sign outside his class, “You’ve heard the stories…are you ready for the experience?!!” He is building a sense of anticipation from the beginning.

He plays music as students enter. On every desk is a can of Play-Doh and on the board in giant letters, “Do NOT open the Play-Doh!” Burgess explains, “It is far more important to create a unique experience for them on the first day than it is to be sure they know how many bathroom passes they will have each semester and when it is okay to use the pencil sharpener.”

Burgess then goes through a dramatic routine where he tells the class “Good morning” and asks them to respond in kind. He even uses strange accents and such and expects the students to do the same.

He tells them his class will different than any class they’ve ever attended, and he expects them to get involved with creating the outrageously fun and entertaining experience.

He gives them one main rule: This is a NO-MEANNESS ZONE. If he can’t create a completely safe environment students will not be open to taking risks in the learning experiences that he provides.

Burgess then asks the students to use the Play-Doh to create something that represents themselves. He then engages each student in playful banter about their creation and how it represents them with the goal that everyone leaves feeling successful. Another goal is to learn each student’s name as quickly as possible.

At the end of the class period he says something like, “You don’t want to miss tomorrow. Something wild and crazy is going to happen at the beginning of class. You can either be here and see it, or just hear the stories about it when you come back.”

I bet that makes them curious enough to want to come back the next day!