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.

Creativity in Teaching, Alchemy, and Technology?

One of my new colleagues Lauren Gatti has recently summarized her research interest as "The ways teachers are alchemizing a crappy curriculum". It is such an apt metaphor of what we do in teacher education- that I had to share. In alchemy early scientists tried to make gold out of lower metals, and we try to teach our teachers to make something out of top down often ridiculous mandates about content, delivery, and assessment.

The driving force in alchemizing I would argue is creativity. My reading and thinking about creativity has led me to think about creativity as a process and not a product. Bob Woody a colleague who has great insights about creativity has recently twitted this review of a working paper on creativity. At the heart of the argument is that creative minds are inquisitive, persistent, imaginative, collaborative, and disciplined. It occurred to me that while teaching creativity is an oblique idea, teaching these qualities is not just possible but in many ways is already happening. If we focus on process and not product we can help our peers, colleagues and students develop creative processes- the kind that can help them alchemize crappy curricula and directives into meaningful learning.


So what does technology has to do with this? Well, technology is not necessary for the process.You can alchemize without high-tech tools. Technology, however, provides a space and time to be creative and open horizons that are usually closed. I find that many of the more creative teachers I work with gravitate to technology because it provides them new, multi modal ways of being, thinking and alchemizing.

You Tube for Professional Development: or what I Learned Making iPads in the Classroom

Friday I had a conversation with Dave Brooks a colleague and a friend. He is also the person who seems to be two steps ahead of me in his thinking. Well, a few steps ahead of most of us. My favorite example is MOOCs, that he has been running for 15+ years on his servers.

During our conversation he mentioned that he watched one of my iPads in the Classroom shows recently. I smiled, he said "how are planning you monetize it?" I looked back somewhat quizzically. He continued: "This is a new area you should write it up. Writing is how we academics monetize". I whole heartedly agreed.

So what have we learned making iPads in the Classroom?
Just do it- don't wait until you know what you're doing. The medium is new and the only way to move forward and create something meaningful is to try. Everything about the show has changed. It is shorter, snappier, easier to make.
Keep changing- listen to your audience and team and make changes that allow you to deliver a better PD product.
Learn from others. We are constantly looking at other outlets trying to see what may work for us. Our original model was "iPad Today". More recently we've been looking at "AppleBytes"
PD is unlike other media. Content and quality rule. This limits how much you can learn from other video outlets.
Persistence- perhaps the hardest thing is to keep producing. But viewership and feedback come only if you keep at it.

Simple I know but as more PD goes online it is important that we learn from each other!

Should We Use Digital Technology in Elementary Education?

Last week I happened to be talking about technology to a teacher when someone (not a k12 educator) intervened and said in complete confidence: "I do not know of any benefit of using technology in the classroom."

I will admit that at times I have my doubts about technology integration. There are technologies I find useless for most users (e.g. smartboards) and others I find incredibly powerful (iPads). What struck me, however, was the complete confidence- of someone who is not a classroom teacher.

I am pretty sure that when the piano was introduced, someone stood up and said that he does not see any benefit of using this new technology over older instruments. Probably stating that such technology brings disorganization and laziness to peoples way of thinking about music...

So here are my top eight reasons to integrate technology in the classroom:

1. This is what students will encounter in the world. Students who will not be exposed to technology in school will be at a great disadvantage especially if they grow up in families that cannot fill up this void- i.e. students at-risk.
2. Differetiation: The ability to tailor instruction to student needs.
3. To teach students to find and sort through information for quality and validity- as we shifted into the knowledge economy finding information is no longer the challenge. Instead it is the ability to filter relevant information.
4. Become careful consumers of media, services, and products.
5. Become global citizens communicating with people from different locations and cultures
6. Be able to answer questions about facts and basic knowledge quickly so we can move to problem solving and real world applications.
7. The ability to represent the world and learning through multiple media products.
8. Teaching students about digital social spaces.

The way I see it, technology is here part of our daily lives. Our role in universities is to explore its impact and design evidence based ways of using it in positive ways.

Gaming and being Social

A lot has been made about the role of gaming in creating lonely and isolated teens and possibly even adults. I think that it is a complex problem and that gaming can have multiple impacts on any individual- I would actually like to suggest that we stop treating the problem as a pro-con problem and instead admit that any impacts of gaming are complex (cognitive, social, emotional) and depend on both the gamer and the game.

I am a casual gamer, I usually like games that can be played with short bursts with minimal set-up times that can be learned quickly. I simply do not have the time or attention span for more. A few months ago I decided to try a social game on Facebook. I have played social word games before but not games that involved long term engagement. As I like strategy games I tried a strategy game that required me to manage resources and raise an army that can battle computer simulated foes as well as other players. When I started playing I immediately turned off the chat feature. I was not interested in the interaction just in the gaming experience. As the game is geared toward short bursts of activity I slowly built my forces over a few weeks until I decided that I was ready to challenge other players. I attacked a few small outposts. The next time I logged in I found that my forces have been attacked by multiple players and repeatedly laid to waste. This seemed to be more than just an attack. I turned the chat on and asked. The response came immediately: "This is not how we behave in this sector". At this point it dawned on me that by not understanding the social aspect of the game I was missing a window into how gamers are creating social norms and mores within games.

I do not know how this links with life outside gaming if at all. What is certain is that it does not necessarily true that gamers would be less capable socially- the need to communicate with peers whom you cannot see and develop norms and values may have great value in a digitally connected global society. There may be a great potential in developing such games to teach ideas in history and civics.
There might be some strength in helping students see the connection between their online social experiences including gaming and their behavior in the real world.

Happy New Year!

Future Perfect?

A graduate student left Steven Johnson's Future Perfect in my mail box last week. I am logging my first few reactions and puzzlements as they relate to the topic at hand- education.
Before I get to education I would like to talk about knowledge. This is a feature I find lacking in much of the modern popular writing and even news. It is the lack of deep historical knowledge while cherry picking what the authors seem to remember from high school or early in their college days.

Steven Johnson juxtaposes traditional hierarchical governments with his modern peer network ideas. I am not opposed to looking at peer networks and their power to solve problems, but if you start from a historical perspective you should more than a high school textbok understanding of events as Braudel and others referred to the longue duree. I would actually hazard a proposition that peer networks and hybrid networks were more common historically than strong centralized states.

But enough about history. The book ignores education for the most part (very disappointing). Towards the end Johnson mentions that Obama's department of Education seems to rely on peer networks- but no evidence is provided in any way. He does talk a bit about merit pay for teachers but the discussion is short and lacks extensive examination of the evidence.

So why discuss Johnson through the lens of educational progress? I think that there is a potential for peer networks of teachers students and parents to disrupt educational process and product in helpful ways. Much has been discussed about the power of students working together in loose networks to learn both on and off line. What has been ignored to a degree is the power of teachers to do the same. Communicate and create a wiki-riculum or open-source curriculum. Not  anew idea and I have discussed before in this blog. Recent work I have been doing with some schools highlights the difficulty in unleashing the power of peer networks in schools.
1. The first one is compensation. I believe that in many cases teacher's compensation (material and otherwise) is so comparatively low that they do not pass the threshold (as suggested by Dan Pink) that allows them to contribute without the promise of financial gain.
2. Mandates and regulations inside educational organizations prefer centralized control limiting teacher's ability to find utility in materials produced by peers. These mandates are often a results of public pressure leading to politization of education standards and measurement. The price paid in this highly regulated and centralized system is limited innovation.

At the same time we must recognize that peer-networks in education must be studied. The best place to start may very well be in existing structures such as Edutopia. Thi is my first reaction more thinking required.

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.