Notes from the Field- Technology Literacy and Art- Monique's Story

Monique and I go back a long time. She is one of my favorite teachers and one of the most thoughtful educators I have had the pleasure to work with. We have not worked together for quite a while but recently she sent me a short note on her work integrating technology so here it is in her own words (I took the liberty to make small changes for clarity).

Monique writes:

Earlier in the year I tried "tech buddies" -- a sixth-grade class & teacher graciously came to my room and worked with my students (I observed) in doing a little research, and each made a field-to-table Po
wer Point-type thing.   That was great, but a one-and-done experience because I only had access to the iPads for 40 minutes every other week. And I still had those mandatory tests/quizzes to work into my scheduled time!

My latest push of myself to use technology and use it a little more creatively started with a mask-making art project and the desire to get EL (and all kids) talking more in a purposeful way. I remembered that D. (1st grade ArtsLINC teacher) had her students successfully use a program/app called Chatterpix.  I had been introduced to Chatterpix by colleagues in the Nebraska Writing Project years ago,  but it had been shelved in my subconscious until this spring.   I had been talking with D. about iPad management (cart versus a few) and wondered how she did it. She told me how she has a small set of them in her classroom all the time (I  think 6) and teaches the kids how to manage and help one another.  She encouraged me that 'for sure' my second graders could make the masks talk with Chatterpix!  Then she told me how she had them post their work in an online journal called Seesaw.  She was making a believer out of me, but... I still felt like I needed a hand, a push or a kick --so --

I invited her over to our school site to provide an afterschool PD to our volunteer "Art PLC" to instruct us just in Chatterpix and Seesaw. (it was not a course in everything iPad, just two things!) Everyone was invited.  We had half-dozen teachers and our principal even came!    She not only walked us through using the apps but talked realistically about classroom management with young primary students.  She also made me realize I could probably do it with a few iPads and not a cart-full.  

So I checked out one (1) iPad from our principal and started in!   They photographed their mask.  They wrote a script for the speech that their mask would give.  (I had given them directions /ideas based on all the pre-learning before the Mask Making.). Then they recorded it using Chatterpix and uploaded it to their individual spot in our Classroom Journal I had set up on Seesaw.  They accessed Seesaw by using a QR code created by Seesaw when I signed up.  I taught two kids and then they managed the rest of the class!   When it was recording time they gave me a signal, then I just said "quiet on the set" and my class was immediately silent!  (they knew their turn was coming!)

The way Seesaw is set up, the teacher has to approve everything before it's posted, so that came after school.  Then -- my entry into integrating Art, Writing, Speaking, and Technology was successful!!

Seesaw also lets you invite parents to view just their child's portion of our class journal, so I did that and have several parents following their student's work now!  

Beyond this original project, I had kids use just Seesaw to take photos of their art and read what they wrote using the audio recording portion several times.  I video captured them reciting a poem of their choice.  They've given oral bi-weekly book recommendations (written first like a book report) all year, so I had them take a photo of their writing and accompanying art and audio-recorded their "speech."  In all cases, they could re-do if they reviewed-listened and weren't pleased.  

Student Masks (photo by Monique)

In the middle of our second "project", I invited the principal to come and see it in action-- with the kids doing it ALL!   I wanted to thank him for finding an iPad for me (my kids) to use and have available all day, every day.  He was as jazzed as I was.  He also saw that I was able to continue with MY passion of art and literacy integration (speaking, listening, reading, writing) and add technology and parent communication.     Within a few weeks, he asked if he could bring a group of principals into my room to see it in action.   THEN a week later he brought by a School Board member!   It was very affirming.   And even an old teacher like me can do it!

So next year, I'll be starting with Seesaw in the Fall to document & share most (if not all) of our ART & literacy (and social studies & science)  projects!    I'll still hang some on the classroom wall and in the office, but this will reach the parents much more quickly and is accessible to me in places other than my classroom!

Take care!

Monique

3 Reasons Scaling Up Open Educational Resources Should be the Next Step

Open Educational Resources (OER) have been with us for over 20 years. The world wide web revolution made them accessible to anyone with an internet connection. The move in schools to 1 to 1 devices is making it possible now to rely on OER to replace curriculum companies. I believe that this is the time to scale the use of OER and move our schools boldly forward. I believe that the movement has matured enough to move from the periphery to the center of the education process. Here I outline the three most important reasons to do so.

1.  It is democratic. Well vetted OER breaks the hold that publishers and some states (Texas, CA, NY) have had over the creation of materials. The use of OER allows districts, and potentially even teachers to exercise their professional judgment in curating the curriculum without having to create everything themselves. This will help build the professional capacity of educators to make decisions that fit the students and communities they are serving. The challenge here is tackling the potential for dealing with overabundance and the paradox of too much choice. To make this reality, a vetting process should be added to OER, so teachers have a sense of quality. Such curation is visible on sites such as OERCommons and ReadWriteThink.
2. It is flexible. OER can be updated and corrected in real time without lengthy editing processes. In effect, we can use a Wikipedia-like process with super-editors who help maintain the integrity of the process. The value of OER is, therefore,  based on the quality of the original and the willingness of users to keep the resource updated and commented on. The use of crowdsourcing to determine the quality and maintain the "freshness" and accuracy of the information can be invaluable.
3. It is (almost) free. Resources saved by not buying textbooks and teacher materials can be turned to making sure that schools have adequate technology infrastructure, adequate device distribution and most importantly- turn most of the savings into professional development that makes sure that teachers are well positioned to take advantage of the opportunity afforded by OER.

An Open Letter from a Teacher Educator to EduTech Companies

I am a teacher educator. I work with pre-service teachers every day. I am also an EdTech expert leading professional development and research in this area. I love apps OERI and bells and whistle. I want my students to use tech tools for every opportunity it fits their lesson. I want them to give feedback electronically and use the best tools for the job. But I can't. The simple truth is that my students are having less open access to the technology. As a result, my students have very limited access to the tools used in their school district.

Here is the deal,  curriculum companies turn into Tech companies joined by startups in the field. They all try to sell district-wide products. The problem is that they are selling to school districts, but my students who are in practicum, internship and student teaching in the same classrooms do not belong to the district. As a result school districts do not want to pay for licenses that will not benefit teachers or additional students.

The problem is that more and more the cost is locking my students out of the materials they need to teach. There are hundreds of thousands of pre-service teachers in the US. EduTech companies, please figure it out. Use some of the capacity for innovation to create a profile for pre-service teachers.

Help us make the next generation of teachers connected capable and ready to go.

Are Devices Eating your Students Brains?

Children's Games, 1560, Pieter Bruegel the Elder

Kristen Bailey recently shared this article:
Screentime Is Making Kids Moody, Crazy, and Lazy. Penned by Victoria Dunckley for Psychology Today the article discusses the evils of screen time. A moment of parental panic ensues as author attempt to sell her book through over-generalizations and fear. No parent wants her kids to be moody, crazy nor lazy.

Dr. Dunckley's work has a basis in fact, what concerns me is the overreaching sweeping statements. Screentime Is Making Kids Moody, Crazy and Lazy is such a better title than say: "Parents and kids need to be reasonable about screen time especially in the evenings". OR "Moderate balanced use of screen time can be a meaningful part of a healthy childhood.

The dire warning in Psychology Today is especially challenging given other stories about screen time and video games from the same publication. For example:

Cognitive Benefits of Playing Video Games by Peter Gray

7 Reasons to Play Video Games by Ryan Anderson

Video Gaming Can Increase Brain Size and Connectivity by Christopher Bergland

Dunckley's work emerges from reverse engineering of causes in cases she sees in her practice as a Psychiatrist.This kind of work excludes any ability to see normally behaving children and teens who have access to screen time. And, as I pointed out before, explosive titles sell books- because they prey on our base emotions, in this case, fear, combined with the tradition of screen bashing in the US. 

So, what should we as teachers do? Traditionally, we stay on the safe side, if we are not sure if something is dangerous we stay away from it. The problem with that approach is that it ignores the cost and risk in not engaging. In the case of screen time, the cost is that some students will emerge into the world of college and work without a solid footing in how to engage with digital technologies effectively. Without a reasonable capacity using digital technology students are at a disadvantage as citizens, workers, and consumers. I argue that we cannot afford to just turn it all off.

 what we should do is consider a few approaches:

1. Put reasonable limits around screen time. Devices are alluring, once they are in front of us it is hard to resist the urge to interact. As a result teachers and parents must establish clear rules about when device use is reasonable. In my class I ask my students to turn off sound notification, ring and dings of all kinds. In addition, there are times and activities in which devices are expected to be off. To prevent problems I often ask students to turn their devices upside down on the table or close the screen down.
2. Know your students/ children. Some students are more susceptible to the effects of screen time. As you use devices in your classroom, you will learn what the limitations of each student and design individual plans.
3. Model appropriate device hygiene. Students emulate our behavior. We need to model device hygiene by using similar guidelines to the ones we want kids to follow. If we check our device every minute or so it will be hard to expect our students to behave differently. For example, I discuss my strategy of leaving my phone in my office to allow me to teach without any interruptions. This kind of a metacognitive model (or think aloud) can help students reach self-regulation (#5).
4. Consider the feedback time. Different uses of devices create different feedback cycles. Quick feedback is very motivating but can desensitize students to stimuli. The trick is to include different kinds of feedback systems that do not over rely on quick feedback. For example, video games are often mentioned because of the immediate feedback and reward system. Some games, however, are not reliant on such a reward system- for example Minecraft.
5. Teach self-regulation. Self-regulation is the ability to manage behavior with minimal outside intervention. It limits disruptive behavior and impulsivity and makes sure that we think before we react. Devices make self-regulation harder- hence the need to teach it through modeling, practice, and feedback.

In short, I claim that the digital environment around us can be problematic BUT it does not follow that kids will be Moody, Crazy and Lazy. Instead, I argue that with thoughtful application students can learn to use devices to enhance their learning so they can be full citizens of the world.

Four Reasons All Teacher Educators need to visit Neligh NE

Last week I traveled to Neligh NE to work with a group of early childhhod educators. It was a long drive made longer by road construction. As I was waiting for the road to reopen I sat in my car and quietly asked myself if this was worth my time. LaDonna Werth of UNL extension invited me. The professional development required traveling almost 3 hrs each way. In between I was to speak for about an hour and a half. Having some quiet time in the car I came to the realization that, no, this was probably not a good use of my time.

Promises had to be kept so I continued the last 45 minutes to ESU 6. I took a rickety elevator to the professional development room, it was packed with early educators from across the region. K-2 teachers, preschool teachers and paraeducators were all engaged in learning. As I drove home stopped on the other side of the same road construction- I stepped out of the car to chat with the guy holding the stop sign. As we were chatting my mind was tallying the ways this and other opportunities ARE worth it.

1. Taking in the landscape. It’s an opportunity for me to learn what is really happening in rural communities and their schools. I am a frequent visitor to urban and suburban schools. Visting with rural educators highlights the simalarities and the differences with urban and suburban educators. This makes my understanding of schooling in Nebraska more nuanced and enables me to serve all teachers and students better.
2. Impact. Last year we visited a school in Lynch Nebraska to capture an educator who was integrating technology daily with her preschoolers. This time the same teacher was presenting leading the group. In addition, the video we created helped convince the school board to invest in more devices for young students.
3. Reality check. Early childhood educators reminded me that devices are a nice addtion but that we need to emphasize all forms of play and learning. While I know that, the looks of caution in their eyes reinforced the need to remind mindself about the need for balance.
4. Learning. I pick up ideas from every group of teachers I meet. This group is no different. Last year Heidi showed me how to use the Starwalk app and a projector to create a classroom planetarium. It was magical learning about the universe. This time I picked up a slew of developmentally appropriate apps.

All teacher educators should find their own Nelighs, places where we teach and learn with other educators. I will be back.

Now and Next in Ed

"Maison tournante aérienne" by Albert Robida

I spent some time at the Early Childhood Summit this week. It was an excellent opportunity to hear some innovative research. Quite a bit of the research presented was incremental, based on past assumptions and deeply linked to education as it used to be. In a sense, I find that the incremental advances in much of the work are too tied to 20th-century conceptions of education. The problem is, as Berliner noted that much of educational research is related to context and time. Once the context has shifted significantly, it becomes irrelevant.

This led me to think about the now and next in education. The NOW includes two changes:
The shift towards individualized or differentiated instruction. Technology is poised to make fully differentiated instruction possible since it decouples curriculum delivery from its dependence on the teachers thus freeing teachers to focus on guiding students and managing complex information systems needed to support students moving from different starting points. This process is far from over. In fact, I would say that we have only begun. There is, however, an emerging consensus that this is the right direction. This consensus allows teacher education, curriculum providers, and professional development efforts to focus on the task.
The second shift is towards Open Educational Resources (OER). I have spent the better part of the last decade trying to promote these practices from the bottom up. Now with federal support and some states buying in it feels like this tide has turned as well. We can produce quality curricular materials that will be accessible to any teacher and student making the proposition of differentiation affordable for any school. The shift in costs can help education agencies focus on the development of teachers and their ability to deliver differentiated instruction.

The NEXT is linked to assessment. Our current assessment systems are slaves to pre-information-age technologies. In the past snapshot in time assessment technology was the only one available. We simply did not have the technology to capture student performance in-vivo. We had to resort to a weekly spelling test and annual achievement tests. We have perfected these snapshots and now use technology to better and more efficiently capture them. In essence, we are still captive to this thinking- there has to be an assessment event that counts, that we prepare for and then celebrate. Technology and big data have opened the door on a completely different assessment technology. One that captures everything our students do and can measure it in real time. The need for snapshots has passed. If my students writing is captured electronically, then every teacher can get a report of their students spelling without a need for a special event. Instead, they can know how their students are spelling when they are writing authentic texts. Real performance for the real world.

I know that charting potential does not guarantee it will happen. I just hope that researchers and funders and eventually schools can move beyond the practices of the past to recognize the shifts in technology go beyond a more efficient snapshot to describing authentic performance across academic tasks.

There are no Teachers in Trenches

World War I Trenches

I often see and hear about lessons from the trenches. This metaphor is used in education as much as any other field. And the concern I start with was raised a few years ago in this blog post. The insinuation is that  classrooms, the frontlines of education are very different from the theoretical discussions we have in conferences, academic papers, and administration halls. I agree that the lived experience in education is different, more visceral than an academic debate. What I am calling to change is the language of war (and football) when referring to education.

The war metaphor reminds me of the standup routine by George Carlin- about the way we use language to describe football and baseball. What I would like to suggest is that using war or combat metaphors sets a false sense of our daily lives. Yes, as educators we sometimes struggle, yes we have some difficult days. But, for most educators, life is not threatened, and the sum is more positive than negative. I think that the combat laden language sets up conflict lines. Conflict with whom? Who are we shooting at as we emerge from our trenches? Students? Administrators? Families? The Community? Politicians?

I think that the language of war emphasizes zero sum game thinking and increases teacher loneliness. It sets up a feeling of us vs. them. The war metaphor leads to negativity. This sense of war may very well contribute to teachers dropping out. If you define education as combat eventually the soldiers get tired they want to go home. We might lead a brilliant charge and Teach Like their Hair's on Fire, but that cannot last for a full career.

We need better metaphors. Ones that admit the challenges and obstacles but also admits the positive, the possibility of collaboration. Metaphors are powerful in orienting our dispositions and choosing the right ones can change the way we see the world.

Tech EDGE Reflections. The end?

Laurie Friedrich and I have been doing Tech EDGE for 6 years. We have just finished our 16th! conference. Each conference has served on average between 100-150 participants. Our channel on youtube has about 40,000 views and over 600 subscribers we are also watched on iTunesU as a podcast on iTunes, on YouKu (in China) and on UNL's media hub. On all channels, we are approaching 200,000 views.

What have I learned? I learned that it is hard work. As soon as we finish one event we start nailing down details for another. We are constantly looking for great presenters who live meaningful technology integration not just talk about it. I learned that there are many dedicated educators who are looking to do well by their students and are craving support, ideas, and recognition. This is a simple process in a way. Simple does not mean easy, though. The trick is to keep on going, to find ways to motivate yourself and others as you keep going.

This week Laurie asked me if I was sad. Sad?I asked. Not really. Just tired. Many things piled up, and for a moment, I thought: Maybe, we're done? Perhaps, I've ran out of gas? It's hard to let go of a project you've poured your mind and soul into for 6 years, but I need to know to walk away. 

Participating yesterday, hearing classroom teachers sharing their moments of triumph, learning and sometimes failure gave me energy. The interaction with practicing educators working hard reminded me that I am not doing this alone, nor am I doing it to satisfy my need to be famous. I am doing it because this way I am helping shape the way we educate. Hopefully coming a bit closer to the vision of a creative, caring and competent citizenry.

That said, I am happy next week is spring break!

Binge Learning?

Binge had a negative connotation for a long time. We discussed binge drinking and worried about the impact on our systems.We have this sense that high-intensity short duration behaviors can lead to negative outcomes. The advent of Netflix has transformed the notion of binging into a less destructive more socially acceptable behavior.

In fact, we have been advocating this behavior for years, calling on students to get a lost in a book. We discuss books we cannot put down, or have to read in one sitting. It speaks to a motivation that leads to a very focused behavior.

Right now I am binging on history podcasts. It started with History of the English Language then transferred to History of Byzantium. Yes, I know I am a history geek. But listening to 3-5 podcasts daily (when I walk my dog or drive on my own, I do listen at 1.5 speed) I have started to have questions about learning. I caught my first serial history podcast about 3 months ago. History of the English language has been a deep and joyful experience because by the time I found it it had over 60 episodes. As I listened I enjoyed the level of detail and the build up of facts and ways of thinking. Once I caught up with the podcaster, however, I find it much harder to engage with episodes released once a week or less. I thought I just got tired of the subject so I switched to History of Byzantium, the effect is identical. Once I caught up with the podcasts and have to wait, I find myself a lot less engaged and need a lot more scaffolding to remember where I am in the story.

I argue that binging on content can be a powerful way to experience learning. Intensely sinking into a topic can be powerful and motivating which is exactly the opposite of the way we engage kids in schooling shifting our focus every 20-48 minutes in most cases. Binging on content is of course not enough but it can provide an exceptional starting point for deep understanding. If we follow binge consumption with an attempt to organize the information and then to creating an original product we might have a much better chance of learning. I think this notion fits well into the ideas of project-based learning (PBL) but not limited to it.

As for me, I will keep binging and enjoy learning intensely.

The Digital Writing Gap or Let's all switch to Pencil

Photo by mpclemens CC

The 2012 NAEP look at student achievement composing on computers were published recently (December, 2015). The results are not surprising but crucial for our next step.

The key finding is straightforward:
" While fourth-graders had similar overall average scores on the 2012 NAEP computer-based writing assessment and on a paper-based pilot writing assessment administered in 2010, an analysis of 15 writing tasks common to both assessments revealed a different story.  The average score of high-performing fourth-graders was higher on the computer than on paper, whereas low- performing students did not appear to benefit from using the computer.  This finding suggests that low-performing fourth-graders did not fully demonstrate their writing ability on the computer in the 2012 NAEP computer-based pilot writing assessment, and that the use of the computer may have widened the writing achievement gap."
The growing gap is scary stuff. The results mirror the work by Don Leu that found similar effects with reading digitally. One response can be, so let's just assess kids without technology. The logic is that is technology in assessment widens the achievement gap then we should just go back to pencil and reduce the gap. Switching to pencil, however, is a short-sighted response. Assessment strived to approximate real world knowledge and skill. Writing in our world is done on devices more than any other way. One might argue about the value of note taking by hand, but the composition of personal, public, and professional communication is done electronically. Keeping the assessment to pen and paper would hide the much bigger gap that exists and divert us away from the main challenge- early access to digital technology for all children.
My claim here is that the language of the report makes it seem like the method is the culprit- "the use of the computer may have widened the achievement gap" I would argue it just exposed it.

I hear teachers and administrators worry that the tools embedded in the software/ internet provide "cheats". Children will use editing, dictionary, and spelling tools in a way that would reduce their learning.
This, however, is what the study found:
"In the computer-based pilot assessment, students’ actions on the computer were captured and analyzed for the lowest performing 20 percent of students, the highest performing 20 percent of students, and the middle-performing 60 percent of students. Compared to the middle- and high-performing students, a higher percentage of low-performing students:

• used key presses less frequently;
• did not use the spellcheck function;
• did not accept any automated spelling corrections; and
• used the backspace key less frequently to edit their work.

Overall, students who accepted spelling corrections and used the backspace key more often were also likely to write longer responses. "

Less capable students seem to be using tools less, partially explaining their lower achievement. Our problem is not that the tools are a crutch for low achievers, it is that they do not use them enough.

It is about access:

"The 2012 fourth-grade writing data indicate that students with access to the Internet at home were more likely than those without access to:

• write longer responses;
• use the spellcheck tool more often;
• use the thesaurus tool more often; and
• use bold and italics for emphasis more often. "

And who doesn't have access?

"The percentage of fourth-graders without access to the Internet at home was higher for Black students, Hispanic students, students eligible for free or reduced-price lunch, English language learners, and students with a disability."

To solve this problem of wider gaps in the information age, we must first provide constant access to tools- not an occasional one but habit forming access. Then we must teach digital strategies for using these tools for all students NOT just those who we deem ready.

EdFuture is Now- Predictions

By Parry https://www.flickr.com/photos/21585925@N07/

My colleague Al asked me to think about trends in educational technology in the next 5-7 years. It is both a lovely and futile to try and predict where things are going. As I thought about it I found myself thinking of changes that are already in mid stride. To make it clear I am interested in technology and technology induced trends only as they impact education. Other trends (e.g. self driving cars) are exciting but have little relevance to the thing I know much about.

In the next few weeks I will blog about each group of predictions independently but here are the main topics I will try and tackle.

Already here:
1. Mobile
2. Flipped
3. Social

In the works:
4. OERI
5. Augmented reality
6. Individualization
7. Gaming

Social Engineering:
8. Citizenship
9. Leisure

Fashionable but educationally negligible:
10. Wearables
11. VR
12. User Interface beyond touch and voice.

How we can get "fully trained" teachers?

Graduating class of the Lady Stanley Institute for Trained Nurses in Ottawa, Ontario

I hopped on to #satchat this morning. The chat was lively and focused on assessment practices. One of the participants made this comment:
A5: Technologies in the classroom are only as effective as the teacher using it. Realistically, most are not fully trained
indicating that most teachers are not fully trained to use technology in assessment. That comment stuck out to me. What does it mean to be fully trained?

The term fully implies a finality, that there is such a time when we are done learning and can then go out and perform. As a teacher educator, I fight this notion all the time. Most hiring officials want fully trained teachers. We work hard to prepare capable teachers, but most evidence shows that they have much to learn and the good ones will keep on learning for many more years. Professionals are always working on improving their craft learning of innovations and reflecting on their practice. 

The other fallacy is the idea that there is a set of practices and tools that sum up the profession. If you master this set you will be fully trained. The problem with this notion, of course, is that we do not have a set. Instead, we have an ever evolving set of practices (hopefully supported with evidence) and technology tools. There is no way to be fully trained because the what we train for keeps changing. In fact, the changes in technology do not just change the tool but the affordance in a way that can change the nature of the task and as a result the nature of what and how we teach.

So what can we do? 

1. We can provide teachers with ways of thinking and problems solving. Having productive strategies to think through Problems of Practice is a key element in our work. This is what we do in our student's Capstone Projects.

2. We can provide an environment that supports professional learning for all. Teachers have different problems of practice and thus different professional learning needs. To be ready to tackle the ever-changing challenges of teaching we must help teachers define their learning needs and seek out the right supports. These can be as far ranging as informal edchats on twitter or formal as graduate degrees in education.

3. Change our expectations. We should not expect fully trained. We should expect innovative teachers who keep trying new ideas. Sometimes we will fall on our faces, but with the help of a supportive group of educators we can get up dust ourselves off and learn.

We should keep trying because there is an important lesson for our students in seeing us try, fail and try again until we all succeed together, students and educators. This is especially true of our attitudes toward new technologies.

My Four Favorite Podcasts...

https://www.flickr.com/photos/29205886@N08/

Lately, I have been on a podcast binge. Since being adopted by our dog Yuki, I suddenly have to listen while we go on our early morning and night walks. I thought this would be  a good time to share some of my current favorites.

1. Teachers Talking Tech- Eric and Mike are two elementary teachers that produce a delightful podcast that is focused on classroom use. I love the free flowing approach and the useful information that only two practicing teachers can give you. It is also a great example of what teachers can do with technology to support others while still staying in the classroom.

2. Education Next- Paul Peterson gives voice to relevant ed reform ideas. While I seldom agree with his stance, he does present an informed and often challenging views.

3. TED Radio Hour- Originally TED was consumable, you could watch everything. Now with time and many local TED conferences I need someone to help me get inspired. TED radio hour does just that by organizing multiple speakers around a topic. The hour does not include full talks, instead, there is just enough to whet my appetite, inspire and send me looking for the full talks.

4. History of English podcast is my guilty pleasure. I will readily admit that I am a history Nerd and the podcast combines history and language. Kevin Stroud is very thorough (although I have to admit that I listen at 1.5 speed). If you are interested in English and have some commute/ walk time this is a great way to learn something about the most commonly spoken language on the planet.

What are the podcasts you listen to?

My Social Media Vacation

I have been on a social media vacation for the past month. I have not blogged or participated in many of the regular social media activities. The idea was to take a deep breath.
No, I did not go to a sunny beach. I just spent some time evaluating my goals, my approach, and simply recharging. The question that guided my break is a simple A, B testing. The question guiding my quest was: Am I on social media because I am in a cycle that compels me to participate or risk becoming irrelevant? Or am I using social media because I think I can make a difference? The proposition was simple if I feel compelled to stay on social media during this time than it is more of a self-reinforcing cycle. But if I am able to take this break without feeling the urge to participate then maybe, just maybe I am actually contributing.
So what lessons did I learn from my social media vacation?

1. I survived. I enjoy participating in social media, but when I stopped being significantly involved I was perfectly fine. Social media is work and it is nice to stop for a while. I learned that the momentary compulsion to check and post were easily discarded once I made the decision.
2. I enjoyed it. It was actually enjoyable not to be on social media for a while. No, I did not use my productively. I just enjoyed some free time.
3. I am eager to come back and try and make a difference. My mission for the past few years have morphed but in many ways, it is still about making sure that all students have access to top-notch 21st-century education in and through technology. The way to reach this goal is collaboration with teachers who are the ones that change their students lives.

That's it, I am looking forward to a productive social media year!

Four ways I Increase Trust in my School

 Trust No One Arm Tattoo | by Lynn Friedman

I scoured the internet for a photo denoting trust. I found the expected images of people in suits falling backward and many versions that call to Trust No One. I know that calling to trust no one is popular, it lives up to our myth of the lone cowboy. I disagree.

I argue that schools must operate on trust. When trust is deemed broken, we get an adversarial system. Public school accessible to all cannot function without trust. Trust does not mean that no mistakes happen. It does not mean there are no legitimate concerns. Instead, it means that everyone agrees to work toward the best interest of children as the agreed upon principle. Yes, we may differ on how we think we should get there. But, once we fail to see our common goal it is almost impossible to move forward.

I see educational systems that lack this very fundamental ingredient. Teachers do not trust their students they always think that they are cheating somehow. The administration is not trusting teachers, so it creates a convoluted system of rules and regulations. We see it in technology integration. Teachers finding it hard to trust students with devices (we need a way to see what students are doing). Districts are not trusting teachers and students (you cannot have access to YouTube, teachers cannot download apps).

I can complain about the ways trust is not around me. Th truth is that I have to start with myself. Trust is hard to implement with my students and easy to demand from colleagues and supervisors. It is a function of power, I have power over my students, so it is easy to avoid trust. I have no power over colleagues and supervisors, so I ask for trust. But for trust to be real it has to go in all directions regardless of power. I see it as a process, not a destination. I have four ways I work on trust:

1. Create a community. Trust has to start with a community. When I get to know others (parents, students, colleagues), I establish the foundation for trust. It is hard for me to trust someone I do not know. It gets much easier when I know them when I know we share some goals and values. Of course, community and trust are linked in a reciprocal relationship. When a community grows so does, trust and when trust grows so does community. One way I create community in my classroom is by sharing things about myself and in turn learn about my students. I bring food when I feel we are ready for it, breaking bread does wonders to create a community, to humanize.

2. Build trust in my classroom first. I think that building community and trust must start with our immediate community- our classroom. It is the best next step because our classroom is the place we get to shape as we wish. It also is a great place to start because it is the easiest place to disregard trust. Trust is hard, and we need to challenge ourselves to trust before we ask parents, colleagues, and administrators to trust us. Creating trust in the classroom reminds me, sometimes daily, how hard it is to think positively and give the benefit of the doubt. One way I practice trust is to avoid looking through the viewership statistics my LMS collect about student behavior online. I choose to trust that my students use the materials. I know they do not all do it- but I have learned that nothing good comes from using the data for accountability. It creates a big brother community where students feel I am spying on them. I believe it would create a climate of fear and compliance. I do not mean that I am gullible and refuse to look at the facts. Instead, I find that open and honest discussion that uphold community values (e.g. learning, honesty) lead to better outcomes and to students who will strive to build their classrooms as communities of trust.

3. Foster trust. I work to prove that I can be trusted. I start with treating my students treated the way I would like to be treated. When I work with colleagues, I do my best to meet my obligations.The difficulty in enacting trust in my classroom adds to my understanding of they ways others find it hard to trust me. I know what colleagues and administrators feel like because it is the same way I feel toward my students. For me, in the university setting it rose when I was asked technical questions about the dissertation process. My response was: "we trust the committee to guide students. As a result, we do not want to create regulation and rules that replace trust".

4. Use the language of trust. I believe that we have to be explicit about it because we seem to have lost so much trust. Trust is a powerful word- in any context- use it and other words that convey your meaning. "I trust that..." I find that my students respond very positively to it, and so do my colleagues. I use is as an everyday language, not in a way that emphasizes it. Often when I emphasize it, e.g. I trust that you all did the reading today, it may have the opposite impact and be percieved as sarcasm. Talking about trust has a way to remind ourselves and others what are the costs of giving up trust.

I believe that our schools can only succeed when we trust each other: students, families, colleagues, administrators, and community members.

Reading on Devices- Three Rules

 Monday morning, I was making breakfast when my son asked: "Dad can I read?". "Sure?" I answered quizzically. "No, I mean on the iPad." Here, I have to explain that my kids are not allowed to use digital devices before school. Sarah and I learned this lesson the hard way a long time ago. I agreed that he could read on the iPad as long as he kept to the text. I continued making breakfast just looking at my boys both read on the iPad.

I turned to Oren (11) and asked, "would you rather read on the iPad or paper?"
"iPad," he said without much thought.
"Why?"
"It's an iPad," He said, and the inflection of his voice was implying that I of all people should get it.
"Are there other reasons?"

"Well, I can read like this." He pointed to the fact that his screen was white text on black background. "I like that the iPad remembers where I am." "I also like that I can get books immediately" He was using Overdrive to borrow from the school AND public library to read his favorite books. "I also like the way you swipe to turn pages, and that you can read in the dark." His voice indicated that this conversation was over.

I decided to explore further and turned to Itai (9) who was also reading on his iPad. "What do you like about reading on the iPad?"
"I like that I can get samples of books because they are pretty long. I also like that I do not have to go to the library every time I want a book because I am busy, and I cannot drive there myself." All true. He has been very frustrated since he reads quickly and we seldom get to the library more than once a week. Finally I asked, almost as an afterthought, "If you had the same book in paper or on the iPad, which would you choose?" "Paper," He answered just as quickly as his brother said "iPad." "Why?" "I like the feel of paper and the way the pages turn."

These responses seem to mirror what we see in the publishing and educational fields. For a while, the reigning opinion implied that the (paper) book is going to disappear. Now, we are not so sure as Amazon is opening a brick and mortar store. Kids and adults are reading in both modes. They appreciate the comfort and ease of digital but at the same time appreciate the feel of paper.

That led me to think about reading choices and the three rules for the classroom:

1. Have both modes of reading available. We are not done with school and classroom libraries. Instead, we need to make sure we have both formats available.

2. Capitalize on the strength of each mode. Digital provides access to large selections with no wait time. Paper frees us from the need to have power and wi-fi. The joy of walking through a full library or a bookstore are still worth experiencing.

3. Make sure all students are exposed to both modes of reading and discuss the advantages of each mode.

Why is Teaching New Literacies Important

The NAEP results came out this week. They did no show much improvement in closing the gaps. In fact, there is now growing public discussion about the ways high stakes assessments may be preventing us from minding the gap by focusing all of our attention on the artifacts of assessments that are increasingly drifting away from real world application.

As part of the discussion Don Leu the director of the New Literacies Research Lab reminded us that the gap is much bigger for new literacies (as measured by the ORCA). The impact of such gap- the new digital divide is the key reason to use technology and teach students to use it effectively. What Leu's research shows is that some students get a lot of support for these kinds of activities at home and some schools. At the same time, other students from lower SES and minority status are getting much less opportunity to develop skills such as searching effectively, sorting and synthesizing.

As a result, teaching students about technology and literacy in digital environments should be part of the core skills that all students learn. Technology is not just a tool to achieve learning in other domain. Instead, if we truly want a more level playing field all students must learn to use web-based tools for learning.

This is a moral imperative!

Two out of Three Dentists Still Use Hand Cranked Drills...

Can you imagine this headline? Who would go to a dentist that claimed that it has worked in the past, so there is no need to change?

Two out of three of my students out student teaching or in practicum, report something along this line (actual text) "So far in this semester, I really have not seen a lot of technology used in the classroom."

The fact that in 2015 this is still a norm in many schools reminds me how big a task we still have.

Digital technology is part of our everyday lives. It should be part of the learning as well. Even if your students do not have 1:1 devices all schools have access to mobile devices of some kind that can be brought into the classroom or a lab you can go to.

If you or a colleague are still not quite there, I have a few suggestions.

Here are my top three ideas for supports you can find at your school:

1. Talk to knowledgeable peers. Most teachers who integrate technology already love sharing what they are doing and helping along. Find them and use their energy.

2. Get a preservice teacher. They are likely to take courses in tech integration so they can bring ideas and another set of hands when trying new ideas is always good.

3. Get professional development. EdCamps, Workshops, conferences and excellent grad courses are all places to learn with others about the possibilities. Short PD can motivate, but only long-term support will truly help you get going and keep moving.

Three things to do immediately:

1. Find out what resources you and your students have.

2. If you have only a few devices use them as part of stations or rotation. Do not use them as a reward! All students need to learn about and through technology.

3. Use technology for short bursts of formative assessments using Kahoots, Socrative, Google forms, or Plickers. Short activities with some planning would get both you and kids going without imposing too much on your instructional time.

How to Talk to Parents about Tech?

Tech EDGE Parent Meeting in China Jan 2015

When we started using iPads in the Reading Center, we added a session about technology to our orientation evening. As the room filled with parents, I was sensing apprehension. It was the early days of iPads, and I was not sure how parents will react. I briefly explained why and how we were using the iPads with striving readers and writers. One father rose up to express concern. "I am not sending my daughter here to play video games; I am sending her here so she can become a better reader." He continued to explain that he thought his daughter needed something more traditional at this time.

Digital Literacy with Parents Lincoln NE 2015

Not surprisingly we hear similar concerns wherever we work with parents. As a parent to four boys, I understand the instinct to protect your children. When I visited with parents in China, we heard the same concerns. I believe that it is important to listen to parent concerns and help them weigh the benefits and risks using a concrete understanding of what we as teachers do to protect students and teach them.
Parent concerns are usually:

1. "My child is not safe online." Parents are afraid that their children will not be safe online. They are concerned with inappropriate material (photos, text, video), cyberbullying, and predators. These concerns are fed by media reports about the dangers of the internet. Most of these events are extremely rare, but we need to address parental concerns respectfully and honestly.

2. "I don't want my kids information out there." Parents are often concerned with student products, pictures, and information that is shared online. Some do not like the idea of different organizations and companies collecting information about their children. There is also the fear that information shared now can be used later to harm their children.

3. "They have enough video games at home; school is for learning." Parents often view technology as a medium for games that have minimal educational value. They often see it as a way for the teacher to avoid work. The real work of school involves seriousness and effort working on paper. This belief stems from their own school experiences as well as their experience with their children during leisure time.

4. "It is not good for them; they sit too long as it is." Years of research and public discourse on screen-time, obesity, and in some places eyesight have made parents wary of and even guilty about device use. They view digital time as too sedentary and taxing and are concerned (justly) that if their children are constantly on devices they are not moving and socializing enough.

There are a few ways to help parents think about their concerns and understand what we do to protect all of our students. Meet with parents early on to have this conversation and provide the information in a few ways. The best is still face to face meetings.

1. Explain all regulations and protections your district has in place. Most districts have a set of rules about the use of technology in place, make them known.

2. Share your Digital citizenship curriculum and highlight the importance of learning to stay safe and healthy in a world that is increasingly becoming digital. The focus on responsibility and good decision making are what parents want for their kids.

3. Talk about the benefits of using technology. It is easier to consider risks if there is a clear upside. I find that parents are always more willing to have the conversation when they realize that there are excellent learning opportunities for their children in and out of school. It is great to show parents some fantastic tools and student products.

4. Provide opportunities for parents to learn about ways they can use devices with their children to benefit learning. Opportunities can be in meetings but also through monthly app recommendations sharing websites (e.g. Commonsense Media).

Four Ways to Start Integrating Technology in your Class Tomorrow

(Almost) Thirty years ago I jumped out of an airplane. It was after about a week of practice, and I knew I wasn't ready. Our guide disagreed, "you will never be ready until you have done it". I found her logic faulty but got on the airplane. When the doors opened, I was sure I was not ready. I advanced with the rest and one by one we all jumped/ were pushed out. Six years later I was driving our car to the hospital with my wife who was experiencing contractions. "I am not sure I am ready" I tried to say. She just looked at me glaringly.

We all have to start somewhere. We all have to take a leap. Like parachuting, it is often scary and full of unknowns, but it is also exciting and exhilarating. In technology integration, it is also like labor, we cannot undo the way technology has permeated our lives.

As educators, we must all take the plunge so here are three practical ways to start:

1. Plan a short formative assessment with technology. Build a quiz, group race, or a Q & A with technology. I prefer Socrative because it allows open-ended questions and works across platforms. Start with two warm-up questions that are easy to make sure everyone understands the technology and then have about 6 -8 harder questions. You can also use websites like Quizizz or Kahoot- the advantage is the high number of shared assessments that you can search. Even if your students do not have devices, you can use a system like Plickers to get a similar result. Formative digital assessment is a short but useful jump into tech that engages students and produces quick results.

2. Have students introduce themselves or a topic using a simple presentation. You can use HaikuDeck Google slides, or even a single pic found online. Keep it short and simple 1-3 slides for each group or student.

3. Assign a digital product replacing a written one. The idea is not to add to the workload, vary it and allow students to use a tool and another way to express themselves. The key is to enhance productivity.

The idea is to add engagement without adding too much to our workload. We have to jump sometime, or someone will push us. Just start doing something.