Is It Time To Move Past Tech Integration?

What is your school's mindset surrounding technology use in the classroom? If you're like a lot of educators, you are probably working to integrate technology into instruction. You might even be discussing the merits of blended learning. But what does it mean to integrate technology? And what is blended learning?

I think those terms are used similarly and seem to indicate a desire for technology to be used more effectively in schools. A fairly common definition of blended learning is an education method in which a student learns at least in part through delivery of content and instruction via digital and online media with some element of student control over time, place path, or pace. The increased student agency is the most important part of the entire definition to me. 

And yet, I think many schools claim to have blended learning while maintaining a teacher-directed approach. The part about giving some element of student control gets lost in the shuffle as teachers use a variety of 'cool' tools in an effort to add pizzazz to the same old lessons they taught before.

Most teachers feel like they need to use technology in their classroom. They are aware of the "technology push" in schools. Everyone seems to be calling for more technology in schools. In fact, spending on K-12 education technology is nearly $10 billion a year. That's a significant push! But to what aim?

Most teachers (but not all) have come around to the idea that it's important to use technology in the classroom. However, far too many think using a PowerPoint and a projector equates to being a forward thinking teacher. If you ask teachers why technology is important, you will hear a variety of responses. But one common response I hear is that kids are interested in technology, so using technology will help make kids more interested in learning.

There is an element of truth to this. Some kids do seem to prefer learning that involves digital opportunities. Technology can support student engagement. But it can also support student empowerment. And there's a distinct different. A student who is engaged wants to learn something because it's exciting or interesting to them. But a student who is empowered wants to learn something because they find inherent value in the learning for themselves and others. They are choosing to learn because they find meaning in what they are doing. It is more than a fun activity, it's an important pursuit.

If we are using technology to shift agency to the learner it can truly be transformation. By the year 2020 there will be nearly 6 billion smartphones in the world. We all know smartphones continue to get more powerful each year. A connected device gives its owner access to the sum of human knowledge at his or her fingertips. If your students aren't empowered learners, how will they use this access to reach higher in a world that is rapidly changing?

Technology should not be an add-on to learning in the classroom. It shouldn't even be an extension of learning. It's just how we learn in a modern world. One way. Not the only way. But one very important way. I recently heard George Couros speak and he remarked that "if I told you the library in your school is just an extra, and I am going to remove it from your school, you would be outraged. Your community would be outraged. You would never allow that. Technology is just as essential to learning as your school library."

I enjoy gardening. This year I'm trying to raise my game and make my garden the best its ever been. So I worked extra hard to prepare my soil, select my plants, and find out what great gardeners do differently. I think that might be a great title for Todd Whitaker's next book! I talked to friends who are good gardeners, and I regularly conducted research online to answer questions that arose. 

And check this out, I am cutting-edge here...I am integrating a shovel, a hoe, and a water hose into my gardening. I went to a garden conference, learned about some cool tools, and have now decided to integrate these tools into my garden plans. What the heck, you say?!? You would never say that you're going to integrate essential tools like a shovel, a hoe, or a water hose into gardening. They're essential. You just use them.

As I used technology to research my garden, I watched YouTube videos and read various blogs and articles to learn more. And it's funny, never once did I think "I'm now going to integrate some technology into my garden project." I viewed the technology as a helpful tool, a very powerful tool, a potentially transformational tool, to help me be a better gardener. In the same way that my shovel, hoe, and water hose are essential tools to gardening, technology is an essential tool to almost every kind of learning.

At the typical edtech conference, there seem to be a lot of sessions on the what and how of using tech tools in the classroom. Someone will also be sharing the latest version of a cool app, game, or platform. But I contend that we must always start with why. I learned that from Simon Sinek. We must understand why we are using technology in the class and have a clear vision of empowering students as as adaptable learners. They will need these skills in a world where there will soon be 6 billion smartphone users.

Question: Are you integrating technology as an add-on, or is it just an essential part of learning in your school? I want to hear from you. Leave a comment below or share on or .

If We Fail to Adapt, Our Students Lose

I've been reading The Passage of Power: the Years of Lyndon B Johnson by Robert A. Caro. It's the fourth book in a series of autobiographies by Caro tracing the life and political career of LBJ. It's a fascinating read, named one of the 10 best books of 2012 by the New York Times.

In the 1960 Democratic Primary Elections, John F Kennedy utilized television to his incredible advantage. Johnson was hesitant to enter the race, even though he badly wanted the nomination, largely because he feared the possibility of defeat. He wanted it almost too badly, and would not publicly announce as a candidate. His fear of losing and fear of being humiliated in defeat paralyzed him until at the last moment, he declared. But it was too late.

While Johnson had been reluctant to take a risk, Kennedy was developing a highly effective campaign machine. He traveled the nation building support, but even more importantly, he leveraged the power of television to his great advantage. Every chance he got, he was in front of the American public, in their living rooms, connecting with them through their television sets.

Johnson thought television was a waste of time. He thought Kennedy was too flashy and that he lacked substance. Johnson was proud of his accomplishments as leader in the Senate. He blasted Kennedy for his weak record as a senator, noting that JFK had accomplished very little as a lawmaker. Kennedy rarely even showed up for work. He was too busy running a campaign for President. 

Regardless of his Senate record, JFK won the nomination. In a strange twist, he invited LBJ onto his ticket as his vice president. Begrudgingly, Johnson accepted the offer to be Kennedy's running mate. Kennedy went on to win the election in 1960, beating Republican Richard Nixon.

In the same way Johnson failed to recognize the power of television, too many educators today are not adapting to the digital transformation of the modern age, a revolution even more powerful than television. They are struggling to adapt to these new literacies. They think of social media and other digital tools as optional at best, and at worst they completely reject that these tools have any merit for learners.

Some pay lip service to the idea that technology is important, but they do very little to model the use of digital tools, in their own lives or in their classrooms. They rarely use technology for learning, and when they do it is such a special event that it is more of a gimmick than a way of doing business. They cling to their content as if it must be the most important thing for their students to know, without ever questioning how irrelevant it might be for some.

Do reading, writing, and math skills still matter? Absolutely. Every person should have skills in these traditional literacies, but we can't stop there. Those skills are just the beginning. Students need to also know how to apply these basic skills in ways that generate value in today's world. They need to practice these skills in modern applications. Learning digital literacies is not about learning gadgets or gimmicks. It's about learning how to collaborate, communicate, create, and think in a connected, information-rich world.

So instead of writing that research paper, ask students to create blogs. Incorporate social media into studies of literature and history. Reach out to experts in various fields to demonstrate the power of connections. Examine how modern films, music, and art impact the world of science and social science. Develop a classroom culture that goes beyond memorizing and testing. We need students to develop the skills of makers, designers, and innovators.

If we are slow to respond to how our world is changing, we are doing our students a disservice. We can't afford to make our own comfort and preferences the priority, now when seismic shifts are happening all around us that demand we change. If we want our students to win at life in a digital world, we have to act as if it's that important. Our students are counting on us. We have to lead.

If educators fail to adapt to the rapidly changing world, our students will suffer. Someone else will get the job. Someone else will solve the problem. Or even worse, the problem won't get solved. We will limit the possibilities of our most important resource, our children. simply because we didn't take a risk, try something new, or continue to be a learner. Like LBJ, if we are slow to adapt, it will result in failure. We all stand to lose.

Question: How are you adapting as an educator and as a learner? What have you done to step out of your comfort zone? 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 .

17 Powerful Leadership Thoughts from #METC16

I was thrilled to attend my first METC (Midwest Education Technology Community) conference, and it was a great experience. We took a team of six from our school, and I think everyone felt it was very beneficial. We really enjoyed sharing what we learned in the different sessions and dreaming about new possibilities for our students and school. Now it's time to take action!

Although the conference had incredible information on a variety of digital tools, the ideas on leadership and change were outstanding. As principal, it's very important to me that we provide the leadership and support to see technology efforts thrive, and ultimately to have the best learning environment for students. Here are 17 ideas I can take with me from this conference. 

1. If students leave school less creative or curious than when they came, we have failed them. -George Couros

Creativity and the desire to learn should be top priorities as outcomes for schooling. And yet, those aspects of learning have not been emphasized in most cases. Student achievement on standards has taken priority over developing passionate learners.

2. Technology in the hands of an innovative teacher is transformational. 

Technology is not optional. Students are going to need to use tech in creative and powerful ways to create the greatest value now and in the future. But technology alone is not enough. Teachers must use their professional skills to use technology to increase learning.

3. Isolation is the enemy of improvement. Sharing is learning.

One of the best ways for new ideas to emerge and then spread is by teachers sharing with each other. The best voice for change is a teacher for whom a change or idea is working for them.

4. Help students be problem finders.

Take problem solving a step further. Let your students have experience identifying problems themselves. When students identify problems, they will have greater investment in finding solutions.

5. Innovation starts and ends with empathy.

Students will be better at finding problems when they start with empathy. When they understand how someone is suffering or how something isn't working—when they really feel the need—then they will begin to innovate and use their talents to find ways to make the world better.

6. If you want to be a master teacher, you need to be a master learner. -George Couros

It's time for all teachers to take charge of their own professional development. Professional learning shouldn't be the obligation of the school. Every teacher should try to improve themselves for the good of their students. They should model the type of learning they want from their students.

7. Stop talking about kids as leaders of tomorrow. Our students can be amazing leaders right now.

Even the words "student" and "school" have become associated with hints of passiveness and boredom. We need learners in real situations, demonstrating real opportunities for leadership. Get students into the community. Ask them to make change happen and make the world better now.

8. Learning is messy. Change leadership mirrors this also.

Leaders shouldn't try to control every aspect of learning or change. If we create supportive conditions that value risk-taking and new ideas, learning and change will thrive.



9. Leaders help support what others want to do, not what the leader is pressuring them to do.

I think this is a big statement. Pressure is not an effective strategy. Let's get behind the hopes and dreams of teachers who are doing the work, and help them reach their goals.

10. Start with strengths and build from there.

Is data-driven really code for deficit-driven? No one is inspired by having the weaknesses pointed out. The leaders who inspired us the most, saw our strengths and made us feel 10 feet tall, and then they challenged us to get even better.

11. Make decisions based on the end users (students), not the providers (admin, teachers).

Let's remember that our purpose is helping students reach their dreams. And then let's make decisions that support those dreams. Too many decisions are made based on a narrow view of education and the convenience and comfort of administrators and teachers.

12. If you truly want to empower people, give them power. -Rafranz Davis

It's not enough to talk about empowering others. If people don't have the opportunities of choice and voice, it's going to inhibit change.

13. Don't point out problems unless you are willing to offer solutions or seek answers.

Pointing out problems without being a problem-solver is just blaming and complaining. 

14. Trust and relationships are crucial to learning and change.

Relationships, relationships, relationships. It's worth repeating. We must make people our priority. Only when we value people will we see progress. The trust that is established in healthy relationships provides the foundation and safety for giving yourself to a cause.

15. Access is agency.

Access and opportunity go hand-in-hand. When students have access to a connected device, they have the opportunity to make a positive difference, both for themselves and those around them. But, it's a choice. Access provides the opportunity. It doesn't guarantee every student will make great choices, but there is opportunity for learning in that too.

16. Content can change over time but the ability to learn is forever. -George Couros

Maybe learning how to learn should be the greatest desired outcome of schooling?



17. If you aren't facilitating a digitally literate classroom, you are becoming irrelevant.

So much of the way the world gets things done is through digital means. If you aren't embracing this fact in your classroom, you are quickly becoming irrelevant. Our students need to see how technology can help them make an impact in the world. And they need you to model it for them. Be a connected educator.

These ideas represent my notes and takeaways from the conference. Thanks to George Couros, Rafranz Davis, and other presenters for making it a great learning experience.

Stay Out of the Social Media Madness

"Stay out of the social media madness!"

That was a comment I received on a recent survey asking teachers for feedback on how I'm doing as building principal. I think it's always good to ask for feedback, but you have to be willing to accept the responses, whatever they are.

And every response is a great opportunity for reflection. It's a starting place for understanding. It makes me curious to know where individuals are coming from and how I can serve better. 

So how is my use, and promotion, of social media bumping into something for this person?

I'm not exactly sure. Maybe they only see the negatives of social media. Maybe they think I'm self-promoting. Or distracted. Or have my priorities out of line. Or maybe I've let this person down in some other area and this is just where it's directed?

It makes me wonder if I've fallen short in sharing the positives of social media? How it can be used to build community, discuss ideas, celebrate learning, and tell the story of our school. That there are new and different ways to use social media, ways that might be positive and productive.

So I am having an honest dialogue with myself, "Have there been negatives to my social media involvement?"

Retrieved: https://twitterforeducation.wikispaces.com/

The answer is yes. There have been negatives. Social media does have pitfalls. I've felt it pull me too far in at times. There are dangers that must be avoided. Too much of a good thing can be a bad thing.

But I've worked on not letting it pull me in too far. I've set boundaries for my workflow. Family time is family time.

So for me, the positives far outweigh the negatives. I feel good about what I contribute and the connections I make using social media. I can be proud of that.

But I also realize Twitter won't work for everyone. Some people are turned off by social media and might better learn and connect in a different way. 

The feedback I received was valuable. Even if I don't change my approach to social media, the comment I received gives me insight. And it causes me to reexamine if social media is as beneficial as I believe it to be. It's good to reflect on feedback we receive, whether we agree with it or not.


5 Positive Ways To Use Social Media

1. The best free professional development I've encountered. It's available 24/7 and 365 days a year! Where else can you connect with people all over the world to learn and grow, to share ideas, and to get inspired? I've even chatted with some of my biggest heroes in education. Through these conversations, I learn new things. I develop shared meaning with others. That's true collaboration.

2. A platform to advocate for ideas that matter to me (personal voice). There are things that are important to me that I want to promote. I want to see better opportunities for students, stronger schools, and empowered teachers. That's why I share my thoughts on leadership, innovation, #FutureReady, #EdTech, and more.

3. A way to engage with our students, school, and community. I use social media to connect with our community through our school Facebook and Twitter. It's great to post pictures and highlight outstanding accomplishments. I like to share things from the classroom and from the extracurricular side. Go Liberators!

4. A platform to uplift, encourage, and celebrate. Just like in my face-to-face interactions, when I share positive words with others online, it lifts me up as well as others. I've found a positive community of dreamers, believers, and thinkers who challenge me and make me stronger.

5. An example for students of how social media can be used in positive and productive ways. Social media doesn't have to be shallow, vein, and a waste of time. We can use it to promote big ideas, to energize a cause, and to develop professionally. Right now, millions are using social media to network professionally, start a business, and build a personal brand. It's important for students to have digital literacy skills, now and for their future success.



Question: How are you using social media to improve your professional life? Leave a comment below or share 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.

8 Digital Tools to Enhance Your PLN

Every connected educator needs to find tools to help with search, content delivery, communication, and digital curation. I regularly experiment with different tools to improve my work flow and help me get the most out of my personal learning network (PLN).

The basic foundation of my PLN is Twitter, and so these tools are companions to Twitter and help me get the most out of it. They also help me contribute better content, because I want to learn from my PLN, but I also want to add value and share content that needs to be shared.

Here are 10 tips for leveraging the power of personal and professional learning!

1. Twitter advanced search--Instead of performing a normal Google search, I will often use Twitter to search for information on a particular topic. Google dominates search, and its advanced search features are impressive. But I also really like advanced Twitter search. It has a variety of operators from which to query, and you don't even have to be logged in to Twitter to use it.

Search by Words. In the advanced Twitter search interface, it is possible to be drill-down more precisely to get the results you really desire.

Authentic learning involves risk of failure

Most of my experiences with learning in my K-12 schooling occurred in a traditional classroom setting. Most of those classrooms had desks in straight rows, a teacher at the front of the room, a pencil sharpener on the wall. That was fitting because most of the learning was done with pencil and paper, often answering questions at the end of the chapter. Even within that traditional setting, I had some great teachers that really inspired me and made me think. But for the most part, my education lacked inspiration and did not require critical thinking, creativity, or communication.

But one of my experiences during high school was very different. Every student in our high school was required to take a full year of speech as a graduation requirement. For the first semester, the course was like a traditional public-speaking course. We developed and presented a variety of speeches. It was certainly a positive experience. The fear of public speaking is well-documented, and this was a good growth opportunity for me.

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.
    
    

Why technology won't replace teachers

As important as I feel technology is in the classroom, I want to make very clear that I don’t believe technology can ever fully replace an effective teacher. Learning is more than content delivery. It is about a sacred relationship between teacher and student. It requires a real person to develop the nuances of relationship and develop a culture of learning in the classroom.

So technology won’t replace teachers. However, teachers who use technology will eventually replace those who don’t. Our world is becoming increasingly digital (for better or worse some might argue), so the future demands that digital tools are used now for learning experiences to help students become savvy digital citizens. Teachers who don’t embrace digital opportunities for learning will become more irrelevant with each passing day.

If you don’t feel your classroom or school is digitally relevant, it’s never too late to start even with small steps. It’s most important to acknowledge with students just how important technology will be in their future. It’s also important to be a learner yourself and show your students you want to learn. They will admire your willingness to increase your digital skills.

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

Build your PLN with more followers on Twitter

Since October is approaching and that means Connected Educator Month, I thought it would be a good time to share a few of my thoughts on building a PLN, or personal learning network. First of all, you may think it's self-absorbed or narcissistic to be concerned about how many followers you have on Twitter. And I guess that's possible if the reason you are building your network is simply for the sake of more followers or to compare yourself to others, or to get a sense of self-importance from your follower stats.

But I believe there are honorable reasons to build your following. Through my connections on Twitter, I have learned more and grown more as an educator than from just about any other learning experience. Earning my doctorate was also an incredible experience, but it was very different from the highly customized and globally connected opportunities Twitter offers.

Why grow a following on Twitter? 

1. More followers means more connections. As my PLN grows I have learned where I can go to get help with topics that matter to me.
2. More followers means greater voice. We want our students to speak out and make a positive difference, and we should look to speak out and create positive impact for our profession as well.
3. The best leaders are not just concerned about the issues facing their individual classrooms and schools but are working to influence the broader field of education.
4. Since I believe in Twitter, I want to model successful use of the platform and have a wide audience to promote how it can transform professional learning and connectedness.

10 tips for more followers

1. Post frequently. When people see your posts regularly they begin to trust your presence and content. Scheduling tweets is really the only practical way to ensure you are consistently offering content. I tweet about once every hour. By the way, it is okay to periodically recycle previous tweets. Great ideas deserve to be revisited.
2. Retweet other people's content. You generate value in the community by furthering the reach of quality posts by retweeting them.
3. Be relevant. If you are using Twitter as the vehicle of your PLN, then most of your posts should be education related. It's okay to post personal interests occasionally, but if you rarely post an education comment, then don't expect educators to follow.
4. Follow other educators. This may be the most powerful tip on the list. Look for the top educators on Twitter and follow the people who follow them. Or, follow the people who retweet them. This tip will help more people know about you.
5. Share articles, quotes, and pictures. Tweets that include helpful resources, inspiring quotes, or motivating pictures often get retweeted thus growing your value in the community.
6. Make your bio compelling. Use your bio to build your relevance and passion as an educator. Potential followers may decide to follow you or not simply from your bio.
7. Include a picture or avatar and background photo. Quality images can help others identify with you and connect with your content.
8. Participate in Twitter chats. There are many, many Twitter chats where you can connect with other educators and likely gain new followers, even more so if you reach out and follow others first. I would love to see new faces in #MOedchat. We chat Thursday nights at 9PM CST.
9. Use hashtags. Hashtags allow content to be sorted on Twitter. As users search these hashtags, your content that includes the hashtag is more likely to be noticed than if you don't use any hashtags. But be careful, more than two or three hashtags in a single Tweet may be distracting or make people think you are spamming.
10. Start blogging. Sometimes Twitter's 140 characters just aren't enough. Your blog allows you to expand on your ideas and reflect and grow even more. You can even promote your blog posts with your Tweets. Blogging is another great way to build value for your ideas in the PLN community.

If you commit to follow these tips, I promise you will begin to increase your following and get more out of your experience on Twitter. You will connect with people and ideas that will help you grow. Educators are an increasingly powerful force on Twitter, and I'm proud to see how many teachers are engaging professionally 24/7/365!

Thoughts on follow backs

Generally, I follow back anyone who is an educator and follows me. However, there are a couple of exceptions. I rarely follow anyone who has not replaced the Twitter "egg" with some type of image. I also don't typically follow users who lock their accounts and require approval before accepting a follower. I totally respect a person's right to set up their account this way, but it doesn't seem like they are that interested in connecting.

The reason I feel it's important to follow back is because I believe that is in line with my reasons for building a PLN in the first place. I am not trying to get more followers than the next person or self-promote. My goals are to learn more, share more, and ultimately make a greater impact as an educator. These goals lead me to believe that it's my responsibility to not just increase my network but also help others increase their value in the PLN community as well. I want everyone to have more followers, more connections, and more value to self, others, and the profession.

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.

Using RiseVision and Animoto for DIY digital signage

A couple of years ago we wrote a grant with the Walmart Community Foundation to purchase three large flat screen TVs for our commons area. The plan was to use the TVs as digital signage to celebrate student success, communicate important information, and promote upcoming events.

After trying a few options for displaying content on the screens, we are now using RiseVision.com as our platform. It requires a PC or signage player be connected to your screens, but it is easy to use and currently is completely free. In the future, there may be in-app purchases for storage of files or extra features. We currently have two PCs driving our three TVs.

Although RiseVision has many templates available and the ability to create custom screens from scratch, I've found that can be time consuming, especially if you are trying to keep fresh content on the TVs. But since RiseVision has the ability to stream video, I am trying a new solution.

Using Animoto, a video creation app available for PC or mobile device, I am quickly tossing together awesome videos that look great but take little time to create. Animoto will automatically create polished videos from the photos and video clips you select. In just a few steps, you can create a video start to finish.

Animoto also allows for text to be added in the video, and so I am including a few announcements within the video. Because of the convenience of Animoto, I hope to have a new video each week for our students to enjoy. I will also highlight a few building announcements in each of these.

I tested this new workflow today, and it worked great. The video I created uploaded to RiseVision and streamed perfectly in 720p. I would love 1080p but Animoto requires a PRO account for this feature.