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3 kinds of ISTE sessions

Iste

Not including the more informal networking events, there generally are 3 kinds of ISTE sessions:

  1. Tools, tools, tools! These sessions focus on software, apps, extensions, productivity and efficiency, how-to tips, etc. Little emphasis on learning, heavy emphasis on how to use the tools.
  2. Technology for school replication. These sessions focus on the use of digital technologies to replicate and perpetuate schools’ historical emphases on factual recall and procedural regurgitation, control and compliance, students as passive learners, etc. Behavior modification apps, teacher content transmission tools, flashcard and multiple choice software, student usage monitoring programs, and the like.
  3. Technology for school transformation. These sessions focus on deeper learning, greater student agency, and perhaps real-world, authentic work. Learning technologies tend to be divergent rather than convergent, foster cognitive complexity, and facilitate active, creative student-driven learning.

We need more of #3. Lots more. Right now these sessions are still a significant minority of sessions at ISTE (and most other educational technology conferences).

Which kinds of sessions did you attend? What does that mean for your ability to effectuate change back home?

Which kinds of sessions did you facilitate? What does that mean for your responsibility as a presenter to help others effectuate change back home?

We’re wasting opportunities to move our systems…

3 minutes with the ISTE Board

Yesterday I gave a 3-minute video presentation to the ISTE Board on What’s the next big thing in educational technology?

Happy viewing!

5 thoughts from ISTE weekend

Katie

Five thoughts from the first couple of days here at the 2015 ISTE Conference…

  1. If “it’s not about the technology, it’s about the learning,” then why are we centering so many of our sessions on the tools?
  2. Are there uses of technology with students that would offend the majority of us so much that we would stand up and shout, ‘No! We should never do that!’? I see things here and there that concern me but many others seem to be pretty blasé about them or simply accept them as inevitable parts of the landscape (for example, behavior modification software, draconian Internet filtering of children and educators, and drill-and-kill systems ‘for those low-achieving kids,’ just to name a few)
  3. The work of transforming school systems is difficult work. School transformation stems from personal transformation, not from devices or apps or software. How many of us can say that we’re truly transforming more than a small handful of other educators?
  4. The work of transforming school systems is slow work. Some of us have been at this for a decade or two (or longer). How do we invest in and energize both ourselves and each other so that the frustrations, sluggishness, and setbacks don’t win?
  5. We should have more babies at ISTE. Who doesn’t love babies?!

Summer of Code

It’s Summer of Code at our house…

Phase 1 (Group)

Everyone works through Course 2, Course 3, and Course 4 at Code.org to ensure that we have basic conceptual understanding of key terms and ideas. I have a teacher account and can print certificates of completion!

Phase 2 (Individualized)

Wack-A-Demon

My youngest (5th grade) is diving back into Scratch, taking on more complex tasks and trying to create more challenging games (including, apparently, making Wack-A-Demon!). He likes to make his own board games so we may also try to figure out how to integrate our Makey Makey into his next one. If that works, maybe I’ll borrow my agency’s Hummingbird Robotics kit and see if we can go even further.

My two high school kids are learning Python. Here are some resources that we’re using:

We also found some additional Python suggestions from Carl Cheo:

What else should we be doing? Want to join us? Share what you’re up to in the comments!

Dreaming bigger for Iowa education

RETHINK

Lately I’ve been trying to dream a little bigger about Iowa schools. Feel free to map this onto your own state or province…

Background

Bottom line

What if…

  1. every Urban Education Network of Iowa district had an ‘alternative’ high school for low-achieving students that focused on creative inquiry, collaborative problem-solving, and community contribution instead of worksheet packets and self-paced online courses? (some may already)
  2. each regional Area Education Agency had the capacity to help its districts create project-based learning ‘incubators?’ (kind of like Iowa BIG in Cedar Rapids)
  3. the Iowa Department of Education worked with the School Administrators of Iowa, the Iowa Association of School Boards, the Iowa State Education Association, the Iowa Business Council, the Iowa Association of Business and Industry, the Iowa Chambers of Commerce, the Iowa Economic Development Authority, and others to help superintendents, school boards, communities, and postsecondary institutions envision a more transformative learning future for students?
  4. given our tremendous grassroots movement toward 1:1 computing environments – 200+ out of 331 districts (and counting!) – Iowa was the first state in the country (other than maybe Maine) to place its instructional technology emphasis on enhanced learning and teaching, not just access?
  5. like in many private schools and Rhode Island, high school seniors had to complete a deep, complex, multidisciplinary capstone requirement in order to graduate?
  6. every high school student in Iowa had the opportunity to do a credit-earning, community-based internship before graduation?
  7. there was statewide pressure from school districts on educator preparation programs to be more relevant?
  8. one or more Iowa universities worked with external partners to design and deliver a ‘Future Ready’ leadership graduate certificate that would give teacher leaders and administrators the skills necessary to foster 21st century learning environments?
  9. we utilized hands-on, engaging STEM activities more often in core math and science courses, not just in electives or extracurricular programs?
  10. Iowa Learning Online dramatically expanded its offerings to include electives such as Agricultural Engineering, Design Thinking, Sustainable Development, Digital Marketing, or Computer Programming and students not only could get high school or university course credit but also microcredentials that could be used for employment?
  11. our various statewide education summits were targeted, focused opportunities for us to work together and craft solutions, not just sit and listen?
  12. we trained district curriculum leaders in various blended learning models?
  13. we had regional exemplar schools across the state like Waukee APEX, the Thomas Jefferson High School for Science and Technology in Virginia, the North Carolina School of Science and Mathematics, or the urban National Academy Foundation schools, with an emphasis on intentional dissemination partnerships to spread best practices to other schools?
  14. we scaled competency-based education to the next level (like in some other states) rather than it idling in the pilot stage?
  15. like some states and districts, we created open access textbooks and taught teachers how to curate open educational resources (OER), thus freeing up textbook monies for other purposes?
  16. we did a much better job of raising the (inter)national visibility of Iowa’s amazing educational initiatives through better utilization of social media channels, online communities, and digital branding and marketing strategies?
  17. the Governor’s Office, the Iowa Department of Education, the Iowa Business Council, the Iowa Farm Bureau, and other partners collaboratively approached a major education foundation, corporation, or government grant program and said, “We’re deadly serious about thinking REALLY big here. Help us make it happen?”

Each of these would be big. Many of these together would be amazing… What do you think? What would you add to (or remove from) this list?

We could surprise them and they could see that we are good kids

Criminal

Katrina Schwartz said

Many students at [Los Angeles Unified School District’s Roosevelt High School] felt the news media had mischaracterized their school and its students as criminals for figuring out how to get around the iPad’s security features, often to access educational information.

“We were really caught up in how they kept calling Roosevelt ‘hackers,’” said Daniela Carrasco, a former student.

[Mariela] Bravo doesn’t understand why the district would give students iPads with so many limitations. Her peers were looking up homework help on YouTube – and yes, checking Facebook, too – but that’s part of life.

“They have to trust us more,” Bravo said. “We could surprise them and they could see that we are good kids.”

Students were frustrated that the district couldn’t see that negotiating distractions on the Internet is part of life now. “We should have been trusted with those websites,” Carrasco said. “Instead of blocking them, there should have been emphasis on how to use those websites for good.”

via http://ww2.kqed.org/mindshift/2015/06/01/how-students-uncovered-lingering-hurt-from-lausd-ipad-rollout

More nuanced responses from the students than the district…

Image credit: criminals crew_07, Phiesta’s way

What does this say about us as learners?

A 2nd grade teacher told me – without any seeming embarrassment – that her students knew more about their iPads than she did. I thought in my head, ‘Really? They’re 7…’

As educators, shouldn’t we be embarrassed if we’re getting outlearned by 7-year-olds? (or 15-year-olds?)

See also Struggling with educators’ lack of technology fluency and “I’m not good at math.” “I’m not very good at computers.”

If the kids know more than we do

 

Robot alligators

Lego Alligator

I spent this morning at the Maker Tech Camp at Edwards Elementary here in Ames. Teresa Green is an innovative teacher who received a grant from the district last year to purchase various ‘maker’ resources. Since then she has been busy putting them and her students to work!

Today’s activity for the 2nd and 3rd graders was to build a Lego alligator and have it chomp down when it sensed a finger or pencil in its mouth. The students had to build the alligator – including the motion sensor – and then figure out how to use the Lego WeDo software to code it correctly. The Team Neutrino First Robotics student helpers from Ames High were of great assistance. My favorite kid quote from today was

We sent a message to the alligator and then the alligator said ‘Oh, I can do that!’

Other camp activities this week appeared to include making LED bookmarks, learning circuitry by playing with Makey Makey and other electronics, creating objects with the 3D printer, and goofing around with robots. Teresa and I talked about a lot of different things while I was there, including how to sell others on the educational value of this kind of learning, how to be less directive and enable the kids to explore more, and what ‘maker days’ have looked like at other elementary schools across Iowa. Teresa also shared with me that the Science Center of Iowa is hosting ‘maker chats’ on Twitter every other Tuesday evening this summer at 7pm CST using the #iamakerchat hashtag.

This is always good stuff. More of this, please.

When students develop learning objectives based on the standards

Steve Carroll said:

When we transitioned to Common Core we did an unpacking the standards process. More importantly, after we got through that process, we started a backwards design where we developed questions and learning objectives based upon the standards themselves and then translated that into assessment. Probably the biggest gains came after we let students start developing learning objectives based on the standards. We would actually give the students the standards and ask them, ‘What would you have to be able to do show mastery of this?’ The students themselves developed learning objectives.

via http://hechingerreport.org/lessons-from-the-principal-of-a-kentucky-school-that-went-from-one-of-the-worst-to-one-of-the-best-under-common-core

Day 2 of TICL and other awesomeness

Tony Vincent

Below are my notes from Day 2 of our Northwest Iowa TICL conference

Tony VincentLearning In Hand@tonyvincent

Powerful Projects (see all of Tony’s resources)

  • The best projects are connected to the real world and to students’ interests
    • Student ownership, authentic audience, make a difference
  • What’s the best project you’ve ever seen students do? What made it so good?
  • Adobe Voice app (free)
  • Psychological ownership – causes = control, intimate knowledge, time and energy – positive outcomes = responsibility, attachment, accountability, and confidence
  • The Ikea effect” – We value things more when we played a part in creating it (even if it’s not perfect) – much more satisfying than somebody making it for you
  • Love also leads to more labor – we work harder on things we care about and in which we are interested
  • Harvard Business Review – “When we choose for ourselves, we are far more committed to the outcome – by a factor of five to one”
  • Don’t get too attached to tools – they disappear!
  • Apps students can use to show their knowledge
    • Tony is showing us a memory / tribute video for all of the tech tools we’ve lost!
  • The questions you ask will greatly affect the quality of the work you get
  • “Let’s make a dent in the universe” – Steve Jobs
  • How Can Student Projects Make A Difference?How can student projects make a difference?
    • Educating others
    • Solving a problem
    • Calling others to action
    • Building something useful
    • Planning an event
    • Raising money for a purpose
    • Recognizing or inspiring others
    • Designing a better way to do something
  • Developing inquiry questions (get from Tony!)
  • Quozio, QuotesCover, Recite, and Canva allow you to post quotes or questions
  • Photofunia (see also top 10 tips)

Josh Ehn (@mr_ehn) & Tim Hadley (@mrhadleyhistory)

Awesomeness 101 – Tim

  • The truth is you’re already awesome, we’re just going to help bring it out
  • If you’re happy and you know it…
  • Awesomeness is a choice – what will you choose?
    • Who can I be awesome to today?
  • Steps to be awesome
  • We come up with all of these great ideas – why don’t we ask students?
  • If you don’t live kids, please stay home. If you love content, write a book…
  • Mt. Pleasant CSD (Iowa) teacher reconfigured room to favor collaboration – behavior referrals dropped in half
  • Genius Hour work should be authentic but not graded
  • Students will meet the level of expectation that you set
  • Read. Learn. Get Better.
  • Our capacity to learn these days is endless
  • It’s all about relationships
  • Daily routine: 1. Wake up 2. Be awesome 3. Go to bed
  • I’m not here to be average…

Awesomeness 101 – Josh

  • 3D printing is awesome and is going to revolutionize manufacturing
  • Videoconferencing – ask an expert, “hey, do you have 10 minutes to talk to my class?’
  • The world’s best teachers are already stealing your students (online for free, live streaming or recorded video) – Periscope, Meerkat
  • Internet of things
  • Raise your hand if the phone is the #1 / #2 / #3 / #4… thing you use your smartphone for
  • Your smartphone is a computer, not a phone
  • The conversation should not be about keyboarding anymore – we’re heading toward voice dictation – typing is going to become like cursive
  • Embrace the smartphones – teach teachers how to use them in the classroom
  • LinoIt of Awesomeness

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