Dashboarding and Self Regulation

I have two new devices in my life. The first is my iWatch bought last weekend in LA and the second is my Ford C-Max hybrid. I love both devices (and yes my car is a devices).  They both speak to my other devices and operate as part of my digital life.
Both have dashboard that are aimed at improving my behavior. the iWatch has an activity monitor that uses a very simple design to see if I am reaching my daily movement goals (exercise, standing, and walking). It is easily accessible through one tap on the face of the watch.

My hybrid has a dashboard that informs me how green is my my driving. It provides feedback on energy storing, breaking behavior and overall effective energy consumption. This has changed my behavior, at least in the short run. I am driving more cautiously and I am keenly aware of accelartaion and sudden stops.

I always knew that movement is good for me or that driving in a more even way would reduce fuel consumption. At the same time there quite a gap between knowing and acting on the knowledge. This is where the dashboards come to our rescue. Dashboards tell us how we do and give us formative feedback so we evaluate our performance in situ and even take corrective action. What I am less sure of is how long this effect will last. But if the dashboards create a lasting effect then it is worth thinking about the potential leverage in critical points in education.

I do not think that we can dashboard our whole life- it is simply too much to take in on a regular basis. But if we can identify critical practices that would be supported by a dashboard then we should at least attempt to that.

My idea is to start with device use for students. I can easily imagine an app that shows device use across 3-4 categories: Reading, Games, Social Media, Learning. A dashboard like that can easily show students how much of the time they are using different modes. This is especially important as we consider what might be a productive learning use of devices provided by schools.

Five things I want to tell parents about iPad use for kids

We have recently finished a parent survey in rural Nebraska about digital technology use. A few things became clear (though not really surprising).
1. All participants had access to the Web in one way or another.
2. All participants had access to multiple devices. The most common were smartphones and tablets with laptops a close third. Over half of the respondents had family access to 4 or more devices.
3. Email, social media, and web surfing were the three most common personal uses.

Parents also worried about device use for children:
The number one worry is inappropriate sites, social media, and interacting with strangers online (27%). A close second is the worry about how children choose to spend their time, namely overdoing device use (19%). Parents were also worried that devices will limit social interaction and creativity (11%) and will not have enough physical activity (8%).

I am a parent and an educator. Two of my kids grew up before the age of the mobile device (well they had a Gameboy) and two are living through this age of mobile digital devices.
Yes my kids have access to iPads. No, they are not addicted and they do spend time outside, in extra curriculars, and playing off line. And, like most parents I am still searching for the best way to manage a balance between device time and opportunities to learn in multiple ways. At the same time I am aware of the opportunities that the devices present to be creative, interactive, and learn about the world. Oh yes and have fun.

So here are some rules I live by:
1. Limit access to devices in both location times and a general time limit. For example we take iPads with us for car use on long trips but never on local drives.

2. No social media until we feel it is appropriate (maturity over age) and safe.

3. On iPads you can easily prevent web access and app store access so kids can't buy anything, although we do not do this. We've had conversations with our kids about what is appropriate and we do not share our iTunes password which means they cannot purchase any app without us.

4. Make it fun to do other things. For that we have to participate, digital devices are a fun alternative when you are bored BUT it does not beat a good game of capture the flag.

5. Maybe most importantly, kids do not have to use "educational apps" to learn or be creative. Many of the apps challenge kids to be problem solvers (the room anyone?), creators (minecraft), or artists. Embrace the learning!

iPads in the classroom workshop

I have just finished an intense week working with educators on iPad integration into the classroom at UNL. We had participants from across the k-16 spectrum and with very different levels of experience. From first time users who unboxed their first iPads the morning of the workshop to a teacher that has already implemented iPads in her classroom effectively.

The approach was developmental and each of our learner-participants (students just sounds wrong) set their own personal goal. They all made it. Outcomes included creating iBooks on grammar, a blog on apps for teachers in the school, books that taught basic words in native languages and many many more. As everyone presented on Friday I could not stop smiling and thinking about this amazing group of learners and their willingness to step with us outside their comfort and embrace twitter, apps, and a new role for the teacher. We aimed straight for the creation and critical thinking (Blooms taxonomy) knowing that the rest was something we could all do.
One of our participants reflected on her blog: "My mind is reeling with ideas now. It is an exciting time for me as I feel we are on the cutting edge rather than just catching up with a movement."
Another:
I also like the idea of a flipped classroom.  It was nice that Jason was honest about the startup time and possible frustrations that we may run into while trying to implement this process.

The biggest lesson was mine. Yes, all teachers can learn to CREATE in a short amount of time and all of them created video, screen casts, and other media products. Yes, iPads seem to make sense for everyone in education in different ways although it is by no way a magic bullet. And, Yes, it was very stressful but also lots of fun. Looking forward to next year and using some of this year's participants as coaches. 
Now I am ready for a break...

iPads Pre-service teachers and Technology Integration

We are now summarizing our first (funded) year of Tech EDGE- Educating in Digital and Global Environments. The premise for Tech EDGE was to create a new generation of teachers for the 21st century by combining professional development for Teacher Education faculty, cooperating teachers and preservice teachers while providing access to devices in our case iPads.

While we have a lot of data about different aspects of the projects I would like to start by sharing the results of a Technology Pedagogical Content Knowledge instrument that Angie Wassenmiller created two years ago. The results for the preservice teachers stunned me- so much that I had to check it multiple times. The chart shows the difference between the cohort graduating in 2011 and the cohort graduating in 2013. The average difference is an effect size of more than 2 standard deviations (presented as the error bars). This is a huge difference far outstripping what we initially expected.

I do not claim that the project is the sole reason for this change, in effect I believe that the project accelerated many processes that were already operating and gave substance and direction to the efforts of many individual teachers, teacher educators and preservice teachers. Part of the success was our ability to move all elements of our program including practicum. Another part was the integration of iPads. iPads were most visible in our Reading Center where all preservice teachers were able to use them intensively. I would argue that the devices do matter- and they make integration much more effective and impactful.

iPad Momentum

On friday Laurie and I presented at the Nebraska State Reading Association annual meeting in Kearney Nebraska. We were (as we find out) the bookends for a full line-up of iPad sessions. Presenting right after us were our colleagues at UNKearney have been experimenting with a campus-wide iPad implementation. They have reported that the campus has suggested dropping the program because implementation for many departments has been weak at best.

This is a lesson we seem to learn time and again. When we scale up from a small dedicated group of volunteer implementors to mandated large group we have to remember that motivation and support are key. This is the danger for all tablet (mainly iPad) implementation momentum. The iPad can serve as a catalyst for instructional change and enable students to do much more than they ever did. But for that there must be a change in the way we teach. If teaching stays the same, then the new devices like any other educational innovation will fall flat. The bottom line is that Tablets of all kinds are just tools (excellent ones at that), it is up to the user to use them well or not at all.

In many ways this is why I am continuing my video work on iPads in the Classroom. At the same time we are taking the "show" on the road to conferences and are working on a new book. Most importantly, we are continuing our research on iPads so we can evidence to back up what is possible using mobile technology in all classrooms. There is no iPad revolution instead iPads can fuel the next shift in teaching if we use them to change the nature of instruction.

On Being Puzzled

A few weeks ago I found "The Room" from Fireproof Games for my iPad. It is a beautifully executed puzzle game but that is not the main point. I enjoyed playing and marveling at the quality and challenge of the game play. What I didn't expect was the excitement and joy that my two younger sons had helping me advance. Oren (8) and Itai (6) were full members of the team and we all had great ideas moving us forward at different points. Their joy in discovering another clue or opening another section was hard to contain- and they literally broke into a dance when we figured out a particularly hard puzzle.

The series of small joys at each step solved reminded me very much of Johnson's "Everything Bad is Good for You". The way video games can reward our brains in small bursts is almost unparalleled. To me this is what a learning game should be like. I try to avoid the term educational as it invokes unpleasant memories of unimaginative drill games. Well it is a learning game...
It teaches to think creatively, look closely, experiment and persist. These are skills that transfer well to any open ended problem that artists and scientists attend to. My play with my boys added another dimension, namely learning to work as a team: we take turns, practice patience, share victories and most importantly never play without the others.

We have since moved to new puzzle games not all of them as visually pleasing but the effects are still the same. They now insist on daily common gameplay and I happily concur. We are creating habits of mind and family bonding. I can only wish that we will find ways to combine this superb game play with content that reaches educational standards.

Current and Future Teachers Reflecting on iPad Use

We have used iPads in the Reading Center all summer. I decided to include unedited comments of some of my students who agreed to share the comments.

         Using the iPad during class helped me become more comfortable with technology. I have never used technology in the school setting before. It also helped me know what was available as far as apps and how wonderful they can be in assisting with learning. I won't have an iPad available for use next year, but I am seriously considering buying one. I think it is a wonderful way to enhance classroom learning and get kids ready for the future. I particularly liked the iCard Sort and eBook Magic apps for what I do now. I can see how Show Me would be a great way to present lessons as well.

        The iPads were a huge help during this session. Not only did it give variety, but it helped motivate my student to learn.  I don't think he writing would have come as far if we hadn't been able to publish his work.  He was so proud that it was a book that he wanted to keep writing.  He even decided to write a chapter book and as a second grader, that's big.  I was able to use the iPad for things we could have done on paper, but worked better using technology.  Sam was more engaged when we used the iPad than when we worked with a pencil and paper.  I would definitely keep using the iPads for this class.

          I would use them to record important lessons in case kids are gone or if I'm gone.  You always have to review and if you can give the iPad to a child or a group of children and have them review or learn what they didn't before, that can save you time.  Then, you can go back and talk with them about what they heard and saw.  I would use the internet to show kids how we could research topics.  I would use the eBook Magic app to publish their work and encourage more writing.  I would also use the iPad for revisions.  The kids could type up what they have and correct it, saving paper, while still having the drafts available.  I didn't have a ton of apps on my iPad, but I would also ask my colleagues what apps they have found helpful and use them as much as is educational in my class. 

The iPads used during my teaching was such a great experience! It has allowed me to learn how to apply it in a classroom setting and how to select appropriate Apps for my students. This was one of the highlights for me during this summer session. I wasn't familiar with the iPad prior to this class, even though I had it in another class. Now I am going to purchase one because I realize that this is going to be a necessity for me in my instruction  for my classroom. 

           If iPads and other technologies are available at my school, I will come back to the learning center to ask for help if I do not understand how to use it. I find that this is something I desire to learn and apply to my teaching strategy. Students can be learning the same thing on different levels with iPads. I find that I am able to gain access to resources and students need this as we are entering into one of the most exciting times in education with technology. I am excited to see how technology is going to change the learning experience for classrooms. It want to participate in this process. I will use the iPad for assessments, work stations, connecting community and classroom,  grading, homework, creating lessons and anything that will cause my students to learn. 

           The iPads were such a great thing to get to use. I had never used one in any other class and so it was a learning experience for me as well. It helped with all of my lessons because he would get tired of writing a story and so we would create one in puppet pals or in ebook magic. He was still having to come up with the ideas, it was just more interactive this way. Also brain breaks were so easy to do with an iPad because the games were right there and they were educational.

          If iPads and other technologies are available at your school, how do you anticipate using them?
I really like the educreations app. I would use that to create my lesson plans and if students weren't sure on what they learned, they could go back and watch/listen to it again. It's also a great way to make the class interactive. Having that in the palm of  your hand and can look up anything at any time is beneficial overall. Students can create documents and share them, students can check in/out, and it's just a really great resource to have.

          The iPad has been extremely useful in the tutoring session and allowed e to really explore the possibilities and have practical applications for them.

If there is iPad use in the school I will be in I will be extremely excited because it allows me to teach students and give them a more immersive experience. Allowing them to have more connectivity and having more feedback right away to help me as a teacher design my lessons to help my students more.

          I think the ipads helped me learn more about using technology in the educational field. With the way society is today, by the time I become a teacher, every school could possibly have ipads and technology like Ipads. So, having the training with ipads is really beneficial as I will have a boost ahead of someone who does not have the training. I anticipate using ipads by using them as a motivator and literacy stations. Using an activity that is fun yet educational at the same time, makes learning fun for students. 

Couldn't haver said it better myself...

The Future of Teacher Education

In the last few weeks the videos describing the demise of higher education institutions has been making the rounds on my discussion boards. If you haven't seen it take a peek at EPIC 2020. Obviously I do not take this projection literally. It is one of many possible turns we can take. It does point to a problem that has been well identified. It seems that many perhaps most of the colleges and universities have adopted a wait and see attitude. Let's see how it turns out attitude that watches the few pioneers or the leading institutions and then turns to act.

This attitude served institutions well over the last 100+ years. Higher education seems to be averse to risk and very slow to react and move in new directions. The question that EPIC 2020 asks is relevant though. It is relevant because the pace of change has accelerated so much that the wait and see attitude may very well have some devastating outcomes.

If you have read my blog in the past you probably know that I believe that in teacher education we must move to mobile, social, and flipped learning. I have yet to have serious institutional backing. I would argue that universities should use multiple pilot projects to find out what works and constantly explore the boundaries of what's possible.

When I think of teacher education I am referring to both pre-service and in-service. I believe that we can create large scale classes that can serve many practicing teachers in schools around the country (the world?). Thinking about this brought me back to the work the exceptional Dave Brooks have been doing at UNL more than a decade ago. In many ways the learning paths in massive courses have been outlined in the work he did then and is still doing.

This topic with some ideas about mobile learning may very well be the topics that guide my work this fall. Welcoming thoughts and partnerships. 

Teachers goin' Mobile

I am spending a good portion of my waking hours at the KDS Reading Center this summer. Class starts with introducing iPads. My students last year have never used an iPad. This year I have about 20% that have personal iPads. Now we provide everyone with an iPad for use during tutoring while some educational systems are buying devices in bulk, teachers are buying individual devices and changing their own classroom circumstance from the bottom up.
At first the potential expenditure considering teacher salaries took me a back a bit. But then I reflected that teachers have always supplemented what districts and schools provide with things they bought on their own. This is just a single larger purchase, on the other hand unlike a glue stick it is not just for the classroom.
A single teacher owned device in the classroom is not a solution for technology integration, but it is a start. If supported with some casual professional development it can become the foundation to wider, successful mobile adoption when student devices become reality. As with other technologies, small scale use will produce local expertise that can be leveraged when wider implementation of mobile happens at the school.
Of course schools can help along by purchasing a few devices for teachers...

Learning Design in Educational Apps

In the past few weeks I have started a netcast on using iPads in k12 education (tech edge on iTunesU). My co-host Allison and I spend quite a few hours every week trying to find apps that are educationally sound. The challenge is quite real. What we've learned may not be surprising, but it spells opportunity or disaster. Most of the "educational" apps are based on implicit and false theories of learning and design. This is not a failure of understanding a specific domain (say social studies) but instead a failure of understanding how we learn.
So what do I mean by opportunity or disaster? The opportunity exists for innovation to take over the marketplace with excellently designed educational apps. The disaster will emerge if after schools invest heavily in mobile devices and fail to deliver on learning simply because the apps that carry the lad are subpar.
We will keep looking fir educationally sound apps (or try to get close).
Check out the website and connect to the netcast:
http://cehs15.unl.edu/cms/index.php?s=18&p=190



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