Dangerously Irrelevant

What if you wanted to hire some new technology integrationists? What would you look for? At Prairie Lakes Area Education Agency, we placed an emphasis on finding folks who already were doing incredible work with students and teachers. If you want amazing things to occur in your organization, find people who already are doing that stuff, right?

Some of the emphases in our position announcement were a) technology infusion for the purpose of enabling cognitive complexity and student agency, b) innovation and risk-taking, and c) demonstrated success with students and teachers. In order to get at the latter, we asked for 5 URLs of personal, student, and/or educator work products and a 3- to 6-minute online video, both of which should illustrate their amazingness.

I can’t describe how helpful the URL and video components of the applications were. They allowed us to very quickly and easily see who was (and wasn’t) doing great things. Plus they were just fun! Below is the first portion of one of the videos. Is it possible to watch that and not be excited?!

In our interviews we asked questions like:

• What gets you up in the morning? What burns a fire in your belly?
• What are three concrete examples of how you have personally transformed education?
• What are you going to do for us over the next year that is awesome? How will we know at the end of the year if you were amazing?

As a result of this process, we’ve got four phenomenal new hires for next year. I’m excited to get them connected with our other incredible staff!

• Mike Anderson - elementary teacher and STEM co-coordinator for Sibley-Ocheyedan CSD; has been delving deep into iPads and STEM-focused, inquiry-based learning; a great resource for robotics, iMovie, and GarageBand; does amazing video work
• Julie Graber - technology and learning consultant for AEA 267; Authentic Intellectual Work, Instructional Practices Inventory, and TPACK guru; 1:1 facilitator; knows a ton about aligning the Iowa Core, Characteristics of Effective Instruction, and ISTE’s Essential Conditions
• Erin Olson - high school English teacher for Sioux Central CSD; classroom was featured in The New York Times; KICD Teacher of the Year; Bammy Secondary Teacher of the Year Award nominee; doing powerful work around enabling student voice through blogging, video, and service learning literacy projects; active in Iowa Communities of Practice and Innovation
• Leslie Pralle Keehn - social studies teacher and PD coordinator for Northeast Hamilton CSD; Iowa Social Studies Teacher of the Year; national C-SPAN Fellow; piloting the Big History Project; wide-ranging experience with 1:1, iPads, and social media; active in Iowa Communities of Practice and Innovation

Follow ‘em on Twitter, folks, and stay tuned for more information. We’re going to (continue to) do amazing things!

[Yes, this is an actual conversation, not an April Fool's Day joke]

Superintendent: We’re not looking to buy laptops for our students anytime in the near future. We’re concerned that our teachers won’t use them well. We don’t want to spend a lot of money to go 1:1 and then have the initiative be a failure.

Me: But how will your teachers and students learn to use computers well if they don’t have them?

[silence]

Does your school organization have a vision for technology-enriched learning and teaching? If so, is that vision one that is shared by the larger community? Many school systems are turning to video to help facilitate a shared vision across various constituent groups. Below is one example, A New Design for Education, created by the Farmington and Spring Lake Park school systems in Minnesota.

Has your school or district made a video like this? If so, please share it in the comments area by Tuesday, April 2. If there are enough submissions, I’ll compile them and make a second post. Happy viewing!

I love to visit schools that are trying to live on the cutting edges of deeper learning, student empowerment, and digital technologies. But, like most of you, I don’t get to do that nearly as often as I’d like. So I’m jealous of folks like Barbara Levin and Lynne Schrum who get to do case studies of innovative school organizations around the country. And of whomever at Edutopia gets to work on the Schools That Work series.

Now I’ve got a new target of envy. Here’s a video of Grant Lichtman describing what he learned from his 3-month, 21-state, 64-school tour of innovative educational systems. Except for the time away from my family, that sure sounds fun to me. Happy viewing!

Area Education Agency 267 recorded a number of my thoughts on leadership, learning, and technology one afternoon last fall. The result is a new video, Education in a Digital World. I think it came out extremely well. Happy viewing!

A school board member recently echoed on her Facebook page a community member’s desire to stop funding the district’s 1:1 initiative. Here are the community member’s comments that were shared by the board member:

Technology is a wonderful thing and is much needed BUT these kids needs to know how to take a pencil and paper, spell worlds with out spell check, make a sentence with out using grammar check an do math with a calculator. Seems all the school board can see is the good sides of everything before buying it. They don’t seem to be able to think of what bad can come from things or if what they are purchasing with other money is redundant. I’d like to see results of an old fashioned math, and spelling test and even writing. Many young people can’t spell these day and only print, have no idea of how to do cursive writing. Schools need to stop “dumbing down” our future which is our children.

Below is my contribution to the discussion on the school board member’s Facebook page…

—

Some quick thoughts:

1. Our information landscape is no longer ink on paper. It’s digital bits in the ether. It’s completely technology-suffused and EVERYTHING is moving as quickly as possible to the Internet. There is no foreseeable future in which the primacy of printed text is not superseded by electronic text and multimedia. Given this fact, how are you going to prepare students for this digital information landscape if you don’t put digital technologies in their hands?
2. Our hyperconnected, hypercompetitive global economy requires that developed countries move as rapidly as possible to creative and services work rather than manufacturing and agricultural work, with an emphasis on higher-level thinking skills rather than low-level fact and procedure regurgitation. All of the job growth in this country is in knowledge work sectors. BUT… knowledge work is done with computers these days. You can’t prepare graduates to do real-world knowledge work in a digital landscape by going back to ringbinders and notebook paper. Do you want your students to have jobs? Ignore the comments about ‘spell check’ and ‘old fashioned math’ (which have no basis in actual data or reality) and instead ask whether your students are immersed in cognitively-complex, technology-suffused learning environments that actually prepare them for the demands of knowledge work after high school. As pretty as it is, we must admit to ourselves that cursive writing is not a 21st century skill and neither are many of the other practices that we are trying so desperately to cling to in P-12 education. The biggest barriers to change are our own mindsets of what schooling should look like, which unfortunately are usually based on a past that no longer exists.
3. It is the job of schools to prepare students to master the dominant information landscape of their time, to be productive workers, and to be successful citizens. All of these require digital fluency, something that is not achieved by a few hours per month in a computer lab. All that said, we also must recognize that change is scary, it’s complex, and it takes time. There’s a learning curve to navigate for students, teachers, parents, and community members. Acknowledge the difficulty of the challenge. Work to make the change as smooth as possible. Learn from mistakes and keep moving forward. Give yourselves time to make the transition. But don’t regress. Don’t give up. Does the district actually believe that NOT using computers is the path to future success for its children? If so, it will be the only one in America that does and it will be dooming its youth to irrelevance. As Abraham Maslow said, “You will either step forward into growth, or you will step backward into safety.” In rapidly-changing information and economic environments, we all need to be future-focused, not nostalgic.
4. [School board member], you say that putting technology into the hands of all students is ‘not the way to go.’ Which students get to use technology, then? Which students get to be prepared for the world as it is and will be (and which ones don’t)? Which students are you going to intentionally disadvantage by hobbling their college and career readiness by removing technology from their hands?

I’m happy to have a further conversation with you and/or the rest of the board about this. I work with schools, districts, and communities all over the world as they struggle to meet the needs of students and educators regarding technology. All my best.

SCOTT

Image credit: One-to-one

The more I work with administrators and teachers, the more I’m convinced that, for the most part, the answers we seek lie within us.

I’ve had the opportunity to work with a number of fabulous educators in recent months. We’ve been talking about facilitating deeper learning, fostering better technology infusion, and increasing student agency and ownership of the learning process.

While I’ve been sharing resources and trying to spark some ‘urgency’ to move forward faster, much of the time I’ve been asking questions. Questions like:

• How can we get more problem-based learning into our classrooms?
• What are some ways that we can make students’ learning experiences more global?
• In two minutes, can you come up with five ways that you could increase student voice online?
• How could you put your students to work to make something that benefited others?

Invariably, the educator pairs or small groups come up with a wealth of possibilities. In many cases, the ideas come pouring out as if from a firehose, as if they were bottled up just waiting for someone to ask the questions so that they could be released.

As leaders, we have to continually remember that there’s an incredible wealth of untapped talent, expertise, experience, and wisdom in our faculty. In our search for solutions, we need to turn less to outside experts – at least at first – and instead uncover what lies dormant within. If we ask the right questions – questions that are tightly focused and solution-oriented – most of the time we will generate numerous options that can be thrown out for more discussion and explored in more depth.

What are the specific, progress-oriented questions that we could be asking our faculty but haven’t? What untapped possibilities are lying dormant within our school organizations? As principals and superintendents, how can we better utilize targeted questioning to open up new lines of innovation? Once we generate some exciting new conversations, then the challenge is for us to facilitate and support those ideas so that they translate into sustainable changes in practice. That’s difficult work, of course, but it’s also energizing, movement-oriented work. And buy-in is inherently better because it came from the group, not from us or an outsider.

Ask your faculty some new questions. They’ll probably amaze you.

[Of course everything I said here also could (should) be done with students. It no longer should be an epiphany for educators that we should be doing less to students and doing more with them.]

Image credit: 007 The Answer 12|12

It’s that time of year again… time to register for the 4th annual Iowa 1:1 Institute!

The last two years of the Institute have averaged 1,200+ attendees. There are multiple reasons why the Institute is so successful. It’s a grass roots conference at which peers talk to peers. The focus is on learning and teaching, not tools. Session emphasis is on hands-on work, discussion, and participant engagement. No ‘sit and get!’ Students are encouraged to present and there usually are multiple student-run sessions; those are always great. Whether you’re currently in a 1:1 setting – or are interested in moving that direction – or are simply passionate about robust, technology-infused learning, the Institute will be a phenomenal event for you.

This year’s Institute is on April 4 in Des Moines. We always have guests from other states so please join us. Register soon – the Institute fills up fast. Group discounts are available. Plus you can get free registration if you present!

In honor of Digital Learning Day, let’s ask this question: How should communities assess their schools’ integration of digital technologies for learning and teaching?

See the list of proposed indicators below. What do you like? What would you add or change?

1. Access to learning technologies for students and teachers (e.g., 1:1 computing initiatives, ubiquitous broadband Internet access, creative software, etc.)
2. Technology integration in classes across the curriculum (e.g., English/Language Arts, Science, Math, etc.)
3. Adequate personnel resources for supporting technology integration (e.g., learning technologists, information technology support staff)
4. The role of technology use in class instruction (e.g., student v. teacher use, consumption v. production, replication v. acceleration or transformation of learning and teaching)
5. Accessibility of adaptive technologies for students with special needs
6. Ongoing, content-specific professional development for teachers that focuses on pragmatic solutions to technology integration in their context
7. Student and family access to learning technologies after/away from school

This list is courtesy of Julian Vasquez Heilig, Greg Russell, Katie Jackson, and Dongmei Li at the University of Texas-Austin and is part of a larger project focusing on alternative, community-based forms of school accountability. If you have time, please give them some input. Thanks!

Image credit: Slide – Fancy iGadgets

It’s hard to look back over the last four decades and find ways that education technology has made deep, lasting changes on schooling. It’s also hard to imagine a future where we don’t depend upon emerging technologies to shape learning across our lifetimes.

Justin Reich via http://blogs.edweek.org/edweek/edtechresearcher/2013/02/ten_tough_questions_for_digital_learning_day.html