Tag Archives: tech integration

We can do better than this

Thiscomputerismonitored

Some random technology-related incidents that I have seen and heard about during the first few weeks of school here in Iowa…

1. Big Brother

Nothing says ‘students, get excited about our new 1:1 initiative!’ like frequent, numerous, vehement reminders from administrators during the rollout that WE ARE WATCHING YOU and that WE CAN SEE EVERYTHING ON YOUR SCREENS AT ALL TIMES.

2. More sign-offs than buying a house

Nothing says ‘students, get excited about your new laptop!’ like both students and parents having to initial each and every one of the items below AND having to sign their name twice for the overall list.

  1. I understand that I am responsible for my use of the district technologies and the use of the tools is for academic and educational purposes.
  2. I will practice digital citizenship by using information and technology responsibly, legally, and ethically.
  3. I understand the use of the Internet and technology is a privilege and not a right; there are consequences for not adhering to the Acceptable Use Policy.
  4. I will honor property rights and copyrights with information and technology.
  5. I will keep my intellectual property safe by saving in specified locations, using and safeguarding passwords, and using my own account at all times.
  6. I will practice personal safety by safeguarding identities while online or offline.
  7. I will not participate in any form of cyber-bullying or harassment.
  8. I will use technology in a respectful manner, sharing equipment and resources.
  9. I will only use district-approved technology, tools, resources, and applications while on [the district’s] campuses.
  10. I understand that users must use the district wireless access points; no personal or other access points should be used while on [district] campuses.
  11. I understand that personally-owned devices are not allowed on district networks nor used for online access.
  12. I will not attempt to use any software, utilities, applications, or other means to access Internet sites or content blocked by filters.
  13. I will not capture video, audio, or pictures without the consent of all persons being recorded, their knowledge of the media’s intended use, as well as the approval of a staff member.
  14. I will report any problems with the equipment, resources, or network to a teacher or administrator in a timely manner.
  15. I understand that the district’s technology resources are the property of the district. I have no expectation of privacy with respect to any materials therein, and all use of district technology resources may be monitored without notice.
  16. I understand that I may be responsible for any damage or loss I cause to district technology resources.
  17. I have read the acceptable use policy, which [sic] are incorporated by reference herein, and agree to the stated conditions in this form as well as in the entire policy and regulations. I also agree to abide by any school technology handbook which may be applicable.
  18. I understand that I am responsible for taking care of my laptop and accessories, including proper cleaning, avoiding hot and cold temperatures, and storing the laptop in the district-provided case.
  19. I will not leave my laptop unattended unless it is locked in a secure place. I (or parents) may be fully responsible for the cost of replacement should my laptop become lost or stolen.
  20. I understand that I (or parents) may be fully responsible for the cost of repair or replacement due to damages that occur to the laptop issued to me or damages I am responsible for on another person’s laptop.
  21. I will bring the laptop to school every day and to the best of my abilities have it fully charged.
  22. I will use the laptop for educational purposes and in accordance with the handbook and other applicable [district] policies, including, but not limited to, policy [ZZZ]. I will use academically-appropriate sounds, music, video, photos, games, and applications.
  23. I will not attempt to use any software, utilities, applications, or other means to access Internet sites or content blocked by filters. [duplicate!]
  24. I will only use the laptop’s recording capabilities for academic purposes, with consent of the participants, their knowledge of the media’s intended use, and staff approval.
  25. I will report any problems with my laptop to a member of the technology staff in a timely manner. The only technology support for the [district] laptops are [sic] through the [district] technology department, not a store or technology service.
  26. I understand that the district owns the laptop and has the right to collect and inspect the laptop at any time. I have no expectation of privacy in the laptop on [sic] any materials and/or content contained therein.
  27. While off campus, I will abide by [district’s] policies and agreement with respect to the use of the laptop, including but not limited to the 21st century learning handbook and board policy [ZZZ].
  28. I will only use public or personally-owned access points and not privately-owned points without the owner’s permission.
  29. I will turn in the laptop and accessories on or before the designated day and location, or prior to my leaving the [district].
  30. We have read the [district] 21st century learning handbook and policy [ZZZ] (acceptable use), which are incorporated by reference herein, and agree to the stated conditions. Questions or accommodations regarding the device would be directed to your building principals.

3. RTF or WTF?

Nothing says ‘students, get excited about your faculty’s technology knowledge!’ like your community college professor sending you a bunch of .RTF files to start the course.

4. Nope, and nope

Parent: “The kids all have laptops. Can we use this free online graphing calculator program instead of having to shell out $100+ for a separate graphing calculator?” School: Nope.

Student: “We all have laptops. I know you cited some random study that I will retain more if I handwrite my notes but I’m an A+ student even when I type my notes. Plus there are many things that I can do with digital notes that I can’t when they’re handwritten. Can I use my laptop for notetaking?” Teacher: Nope.

I think we can do better than this. How about you? What would you add from your own first few weeks of school?

Image credit: Warning – this computer is monitored!, David King

Toward better technology integration: Introducing trudacot

Leadershipday2014

[My Leadership Day post this year introduces a new tool, trudacot, that we have been using to facilitate productive conversations with educators about technology-infused learning and teaching…]

[UPDATE 1: trudacot was featured on the MindShift blog. Awesome!]

We’ve got a lot of technology floating around our schools and classrooms these days. And while that can and should be a good thing given the digital age in which we now live, we often find that our technology-related efforts aren’t paying off for us as we had hoped. There are many reasons why this is true, but a main one is that we don’t have great ways to think about what’s occurring when we see students and teachers using technology for learning and teaching purposes.

TPACK and SAMR are the two main technology integration frameworks being used right now. While conceptually useful, both of them have their limitations. Neither are very specific when it comes to helping teachers think about what to change to make their technology integration better. The SAMR levels have the additional challenge of apparently meaning very different things to different people (I have witnessed on numerous occasions a particular usage of technology placed in all four SAMR levels by educator audiences). Resources like the TPACK activity types help with some of this, but my colleague, Julie Graber, and I were looking for something different. Failing to find what we wanted, we decided to make our own…

Starting with purpose

Technology integration should be purposeful. That very simple statement is at the heart of the trudacot template. When we use digital technologies for learning and teaching, those uses should be intentional and targeted and not simply ‘tech for tech’s sake.’ My team continually asks the question, ‘Technology for the purpose of what?’ With that in mind, Julie and I set out to create a template of questions that would allow educators to think critically – and purposefully – about their technology integration.

For example, if a class activity was using learning technologies for the purpose(s) of enhancing personalization or enabling greater student agency and choice, the types of questions that we would ask to see if those purposes were being accomplished might include:

  • Learning Goals. Who selected what is being learned?
  • Learning Activity. Who selected how it is being learned?
  • Assessment of Learning. Who selected how students demonstrate their knowledge and skills and how that will be assessed?
  • Work Time. During the lesson/unit, who is the primary driver of the work time?
  • Technology Usage. Who is the primary user of the technology?

In contrast, if a lesson pulled in digital tools for the purpose(s) of enhancing student communication / connection, and perhaps even facilitating collaboration across locations, we would ask very different questions. The types of questions that we would ask to see if those purposes were being accomplished might include:

  • Audience. How are students communicating? If with others, with whom? [students in this school / students in another school / adults in this school / adults outside of this school]
  • Communication Technologies. Are digital technologies being used to facilitate the communication processes? [writing / photos and images / charts and graphs / infographics / audio / video / multimedia / transmedia]
  • Collaborators. How are students working? If with others, who is managing collaborative processes (planning, management, monitoring, etc.)
  • Collaborative Technologies. Are digital technologies being used to facilitate collaborative processes? If yes, in which ways? [online office suites, email, texting, wikis, blogs, videoconferencing, mindmapping, curation tools, project planning tools, other]

Similarly, if teachers wanted students to use technology for the purpose(s) of enabling them to do more authentic, real world work, the types of questions that we would ask to see if those purposes were being accomplished would be different from those previous and might include:

  • Real or Fake. Is student work authentic and reflective of that done by real people outside of school?
  • Domain Knowledge. Are students learning discipline-specific and -appropriate content and procedural knowledge? If yes, is student work focused around big, important concepts central to the discipline? [not just minutiae]
  • Domain Practices. Are students utilizing discipline-specific and -appropriate practices and processes?
  • Domain Technologies. Are students utilizing discipline-specific and -appropriate tools and technologies?

And if a lesson or unit integrated learning technologies for the purpose(s) of facilitating students’ deeper thinking, creativity, or metacognition, the types of questions that we would ask to see if those purposes were being accomplished might include:

  • Deeper Thinking. Do student learning activities and assessments go beyond facts, procedures, and/or previously-provided ways of thinking? [e.g., ‘syntheses’ or ‘analyses’ that actually are just regurgitations]
  • Creativity. Do students have the opportunity to design, create, make, or otherwise add value that is unique to them?
  • Initiative. Do students have the opportunity to initiate, be entrepreneurial, be self-directed, and/or go beyond given parameters of the learning task or environment?
  • Metacognition. Do students have the opportunity to reflect on their planning, thinking, work, and/or progress? If yes, can students identify what they’re learning, not just what they’re doing?
As I hope is evident, trudacot tries to get at some specific, concrete ‘look-fors’ that can help educators think about what they might change. In other words, we are attempting with trudacot to make explicit the kinds of questions we might ask when considering which intersection of TPACK – or level of SAMR – a particular instance of technology integration may be inhabiting (and how to shift it toward more robustness).
Using trudacot
The complete, annotated, first version of trudacot is now available and includes some tips for usage. First and foremost is the suggestion to focus on just one or two sections of the template. Unless we’re designing a big, multi-week project, we need to pick and choose a few focal areas rather than trying to cover the entire template. Let me be clear: the trudacot template should NOT be used as a massive checklist of things that should be present in a teacher’s lesson or unit. A second suggestion is to answer a question or two from trudacot about a lesson or unit – preferably in small groups, not just individually – and then ask, ‘If we wanted the answer(s) to the question(s) to be different, how could we redesign this to make that desired answer happen instead?’ THIS is where the powerful conversations occur; THIS is the work we should be doing with educators. Finally, we are finding trudacot to have the most power as an up-front brainstorming, idea-generating, and design tool, not an after-the-fact evaluative tool. We want educators thinking about lesson and unit (re)design in ways that are safe and generative, not worrying about being judged.
In addition to the trudacot itself, you’re welcome to see the resources that we considered when creating the template and/or sign up on our mailing list for updates. Soon I will post some examples of how we have been introducing and using trudacot in our pilot activities this past spring and summer. Until then, I hope that you find trudacot useful to your own technology integration efforts and that it helps you foster rich discussions about lesson and unit (re)design with your educators. Please stay in touch as you have questions, ideas, and suggestions. The trudacot template is very much a work in progress – help us #makeitbetter! The more people that we have looking at and working with trudacot, the more useful it can become. Julie and I would love to hear how you’ve been using trudacot yourself so let us know!
Happy Leadership Day 2014, everyone. Thanks to all of you for helping me celebrate my blog birthday!

Filtering social media in schools because it’s a ‘distraction’

Annie Murphy Paul

Annie Murphy Paul said:

according to the [American Association of School Librarians], schools’ top three filtered content areas are social networking sites, instant messaging and online chatting, and games. Such activities aren’t (necessarily) inappropriate or illegal, but they are big honking distractions, and if we want our young people to learn anything during the school day, they must be kept away from these sites.

A growing body of evidence from cognitive science and psychology shows that the divided attention typical of people engaging in “media multitasking” – the attempt to pay attention to two or more streams of information at once – produces shallower, less permanent learning. And let’s not kid ourselves: when students are free to roam the Internet in class or in study periods, divided attention is the result.

Is it possible to use Facebook and Twitter in educationally appropriate ways? Sure – but as technology and education specialist Michael Trucano points out, tech enthusiasts often focus on what’s possible to the exclusion of what’s predictable and what’s practical. What is predictable is that young people, given the chance, will use the web for social and entertainment purposes; what’s practical is to remove that temptation during the school day.

via http://hechingerreport.org/content/schools-efforts-block-internet-laughably-lame_16588

This article misses the point. It’s fearmongering and control-driven and feeds the misbegotten ‘kids these days are bad’ narratives that are so prevalent in older generations. It’s yet another example of ‘we’re not knowledgeable enough to think of any useful ways to utilize these tools so let’s just block them.’

The myth of ‘digital natives’ has been busted time and time again. Research is very clear that while our students are increasingly savvy at using technology for gaming and social purposes, they’re much less proficient at using technology for academic and other productive work purposes. Of course they will not get good at using technology in these ways if we simply block the technologies instead of using them more productively.

Unlike what is stated elsewhere in this article, the ‘real world’ is digital. The real world is technology-suffused. People everywhere use social media and other online tools all the time to accomplish their work. How are educators supposed to prepare students for our new technology-infused information, economic, and learning landscapes in analog school environments?

As my supervising principal said every day of my administrative internship, ‘Classroom management stems from good instruction.’ The issue here is not the technology but rather our unwillingness as educators and citizens (and pundits) to rethink learning, teaching, and schooling.

UPDATE

Here are some tweets that Annie Murphy Paul and I exchanged today. As I read these (and her article), she believes that students simply can’t be trusted or empowered to use social media in class without being distracted. Although she nominally concedes that schools might be able to use social media in productive ways with students, she quickly reiterates that is only ‘possible’ and that it is much more ‘practical’ to simply block these powerful tools for connecting and learning. I disagree with both (and, of course, many of us can point to countless examples all around the world where these are low-level or nonexistent concerns, thus disproving her broad generalizations about students and classrooms). However, when I stated her ideas back to her, she denied them. I don’t know how to otherwise interpret what she said and she won’t clarify. I did invite her to please continue the dialogue in the comment area of either her post or mine. Your thoughts?

AnnieMurphyPaul01

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‘Managing students’ technology’ equals ‘forcing them to sit and listen’

Calvin Hennick wrote:

NetSupport’s Kingsley is more skeptical. He laughs at the notion that students will studiously ignore text messages and social media updates from their friends and simply put their devices down when the ­teacher is talking. “Have you been in a classroom?” he asks. “If only the kids would do that.”

“The level of temptation, whether it’s Facebook status updates or chatting with other students, there will always be students doing that,” Kingsley adds. “If you tell them to go to a particular website, how do you know all 30 kids are on that website? You don’t, unless you get up and walk around and check, and then you’ve just wasted 10 minutes of class time. The whole point of this [screen monitoring/blocking] software is to free up time for teachers to do what they do best, which is to teach.”

via http://t.co/HkDelF2ZFP

In other words, teaching = teacher talking while kids are forced to sit and listen.

You could view walking around and seeing what is on kids’ screens as wasting 10 minutes of class time (10 minutes? really?). Or you could view it as what teachers already should be doing.

Another technological ‘solution’ to what ultimately is a learning-teaching issue…

Ed tech behaviorism

Audrey Watters said:

I look around technology today (tech and ed-tech) and I see an incredible reverberation of the work of the behaviorist BF Skinner, for example. Now if you turn to “education theory programs” in “academia,” you’ll find that Skinner isn’t so “hot.” He hasn’t been for decades. He was resoundingly dismissed in tech circles too via Noam Chomsky. And yet, all around me, I see Skinnerism – click-for-immediate-feedback. People as pigeons. Zynga. Farmville. Gamification. But without the language and the theory and the history to say, “hey we recognized in the mid-1960s that this was a wretched path, one with all sorts of anti-democratic repercussions,” we’re not just making the same mistakes again, we’re actually engaging in reactionary practices – politically, pedagogically.

It matters what we know about the history of education. It matters what we know about the history of technology.

via http://www.hackeducation.com/2014/06/07/what-should-technologists-know-about-education

Replication or empowerment?

Let go

We’ve got to decide if our vision for educational technology is around replication or empowerment. And if it’s about empowerment, then guess what? We’ve got to give up the things that we do that feed replication. We can’t hang on to all of those and get to where we’re trying to go.

What are we going to give up? 

Image credit: Let go, Andrew Mitchell

60 apps in 60 seconds

[In honor of whatever educational technology conference you next attend...]

30 fantastic free apps for pre-readers! 38 of the best elementary learning apps for students! 40 iPad apps for science! 60 APPS IN 60 MINUTES!!!!

60 apps in 60 minutes? Pshaw! WAY too easy. I proudly present… 60 apps in 60 seconds!

How many sessions like these have we seen at educational technology conferences? (fess up: how many have we delivered?!) Teachers attend, they scribble notes madly, they ask for the slides afterward because “they missed some.” The long-term substantive impact of these spray-and-pray workshops on teachers’ day-to-day practice? Zero.

If we want people to start taking instructional technology seriously, we have to stop doing this to ourselves. How about one app – or perhaps a very small handful in combination – presented thoughtfully and deeply, with numerous applications to rich, robust student learning outcomes?

This presentation? I guarantee the same classroom results as all of our other firehose sessions…

Music credits: Rock 12, by dron

‘World-class’ teacher preparation

Shelley Krause

When I work with educators, I get asked on a regular basis, “What about the universities? What are they doing to prepare educators who can facilitate technology-infused learning environments that emphasize deeper cognitive complexity and greater student agency?” Unfortunately, I don’t have much to offer them.

I’m not up on all of the thousands of preparation programs that are out there but, as I think about the shifts that we need to see in schools (and the new building blocks that we need to put in place), at a minimum any teacher preparation program that wanted to label itself ‘world-class’ would be able to affirmatively say the following…

Our graduates know…

Project- and inquiry-based learning

  • how to operate in student-driven, not just teacher-created, project-oriented learning environments
  • how to facilitate inquiry-based activities like ‘passion projects’ or ‘FedEx days’ or ’20% time’ or ‘genius hour’
  • how to facilitate students’ development as creators, designers, innovators, and entrepreneurs
  • how to integrate communication, collaboration, and critical thinking skills into these types of environments

Authentic, real-world work

  • how to organize student work around the big, important concepts central to their discipline
  • how real work gets done by real professionals in that discipline (practices, processes, tools, and technologies)
  • how to find, create, and implement robust, authentic simulations for their subject area
  • how to facilitate and assess authentic performances by students

Standards-based grading and competency-based education

  • how to write and implement a ‘competency’
  • how to help students thrive in a standards-based grading environment
  • how to facilitate learning-teaching systems that focus on mastery rather than seat time (or other dumb criteria)

1:1 computing

  • how to manage and support ubiquitous technology-infused learning spaces
  • how to facilitate student success with digital tools, online systems, and social networks
  • how to help students create appropriate AND empowered ‘digital footprints’

Digital, online, and open access

  • how to leverage digital and online open educational resources to full advantage
  • how to meaningfully curate digital materials in their subject area
  • how to helpfully contribute to our online global information commons (and have students do the same)

Online communities of interest

  • how to utilize online networks and communities of practice to further their professional learning and growth
  • how to meaningfully connect students to relevant online communities of interest for academic and personal development

Adaptive learning systems

  • how to integrate adaptive learning software into students’ learning and assessment
  • how to utilize blended learning environments to individualize and personalize students’ learning experiences (time, place, path, pace)

I think most teacher preparation programs probably fall short of the mark on these, but a program that could say these things about its preservice teachers would be INCREDIBLE.

What do you think? What would you add to this list? More importantly, does anyone know of a teacher preparation program that’s doing well in some / many / most of these areas?

Instead of an AUP, how about an EUP (Empowered Use Policy)?

Yes

Most school technology acceptable use policies (AUPs) contain these kinds of phrases:

  • “Students shall not use technology unless authorized by appropriate school personnel.”
  • “The use of the Internet is a privilege, not a right, and inappropriate use will result in cancellation of those privileges.”
  • “Students will not access or modify other accounts, data, files, and/or passwords without authorization.”
  • “You will be held responsible at all times for the proper use of district technology resources, and the district may suspend or revoke your access if you violate the rules.”
  • “Users have no right to privacy while using the district’s Internet systems. The district monitors users’ online activities and reserves the right to access, review, copy, store, or delete any electronic communications or files. This includes any items stored on district-provided devices, such as files, e-mails, cookies, and Internet history.”
  • And so on…

That’s a lot of legalistic language. That’s a lot of negativity.

How about an empowered use policy (EUP) instead? In other words, instead of saying NO, NO, NO! all the time, how about saying yes? Here’s one to consider…

[SCHOOL / DISTRICT NAME]

When it comes to digital technologies in our [school / district], please…

  1. Be empowered. Do awesome things. Share with us your ideas and what you can do. Amaze us.
  2. Be nice. Help foster a school community that is respectful and kind.
  3. Be smart and be safe. If you are uncertain, talk with us.
  4. Be careful and gentle. Our resources are limited. Help us take care of our devices and networks.
Thank you and let us know if you have any questions.

Is there anything major that this EUP doesn’t address? Other thoughts or reactions? Help me make it better…

Image credit: YES, Transcend

Diane Ravitch and technology: Once more into the breach…

I’m trying to see Diane Ravitch’s pro-technology stance. I really am. I thought she was more tempered in Reign of Error. She actually noted some positive affordances of instructional technologies for students and teachers and also appropriately noted concerns about some cyber charter schools. But after yet another derisive statement about how technologies are ‘distracting toys,’ I left the following comment on Diane’s blog:

Diane, lately you have been more tempered with your language regarding educational technology, noting that it has powerful potentials when used correctly and also properly noting the stupidity of some implementation efforts (e.g., L.A. Unified and its iPads). However, you undercut your messaging – and reinforce my earlier concerns about the anti-technology tone of your blogging – when you use phrases like this:

“the ubiquity of distracting electronic toys”

As you know, how we say things is important. I wish you would be more consistent with your nuanced language when it comes to instructional technology. Laptops and iPads and smartphones and other computing devices in schools are not ‘toys’ (as you have stated several times) but instead powerful access vehicles to our increasingly-digital information, economic, and learning landscapes. If a particular implementation is dumb, go ahead and label it as such. But please don’t label all instructional technology efforts as ‘distracting’ or ‘toys.’

Thank you.

That resulted in this Twitter exchange:

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I’ll let you judge whether Diane’s response addressed my claim that she often uses anti-technology language in her writing. And I’ll keep hoping for more nuanced recognitions from her – like I thought she was doing of late – of both the positives and negatives of the digital tools that are transforming our and our students’ lives…

Previous posts on this topic:

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