I wish that I knew what I know now, etc.

Spending a year teaching freshman English in a computer lab was the most eye-opening, mind-blowing and career-changing experience I've had in teaching. Sure, taking courses in technology and earning a degree gave me a solid academic foundation in the "talk" of technology in the classroom, but it wasn't until I was thrown into the a classroom, the purpose of which was to house technology for students to use that I truly began to confront the reality of technology in the classroom, that I began to embrace having to do the "walk" of technology in the classroom.

Now, as the tech guy, I spend my day working with teachers facing the same trepidations I faced at the outset of that year. I think it's time for a post about what I would say to myself if I could go back in time and talk to my-then-self about the experience, knowing what I know now.

Advice #1:

As with any new program or privilege in the classroom, it is important to be on your game classroom management-wise while the students adjust. Remember, it’ll be (sort of) new to them, too.

If you're worried about kids using technology in your classroom, I can make the following assurances:

*They’re going to figure out what sites they can and cannot access–that doesn’t mean they have to use your class time to do it though.

*They will find games/sites that are totally mindless and attempt to access them during class.

*They will definitely test your “with-it-ness” with the new privileges

*These behaviors will be more prevalent early on, less prevalent as you learn the kinds of things they'll try to get away with

*(That being said, it’s also still pretty obvious when they’re off-task.)

*The kids deserve more credit than we give them when it comes to productive use of technology

*Do not let fears stop you; instead, use the way you venture into this new territory to help you grow as an educator

So, what can you do about it? Classroom Management 101:

*Introduce it slowly.

*Give them only the freedom you’re comfortable with them having.

*Monitor them closely, especially when trying something new.

*Have clear, high expectations.

*Practice procedures until the kids are at the level you want them to be.

*Hold the students to your expectations consistently and firmly.  

*Have consequences for when they screw up.

*Have faith in the process (It's not as big of an adjustment as you think!)

*Remember: The students want to use their devices. The fact that they’re able to in your class is cool for them. They don’t want to screw that up.

Some specifics to think about (As with all matters of classroom management, there are no right or wrong answers to these questions. Do what works best for you and your students):

*How do you want students to conduct themselves while using their devices in class? Do you insist that they be above the desk at all times? Do you want to always be able to see their screens? Do you care?

*What do you want students to do with their devices when they’re not being used for class? Will you have the students put their devices away when they’re not in use, or will you have them be face-down on the desk?

*Will you have a way to indicate whether technology is allowed to be used or not? I know we have signs in the classrooms, but some people choose other ways, such as a lamp that gets used like a technology bat-signal.

*What do you want students to do about the audio function? Should the sound be turned off at all times? Do you care?

*Are there different rules during tests and quizzes? Is it possible to have some tests/quizzes that allow devices?

We live in an age of information abundance. It is important to clarify how we can begin to embrace that  abundance. What other practical steps are necessary to begin changing the culture of education to a more student-centered, inquiry-based  endeavor? I'll try to tell my former self more as I think of other advice.

I want to keep blogging, so here is a post.

While I read (and read and read) a great deal about the intersection of technology and education, no meaningful dive into that conversation can take place without ingesting a healthy dose of thought on what is the best way to go about educating our students. I am surrounded by information about education. Questions about the role of data in education, the proper kind of technology integration, the ever-stormy debate about high-stakes testing, the direction of higher ed. in an age of MOOCs, webinars, wondering if edtech is a bubble waiting to burst, new apps and their potential to transform learning, what is the best way to organize a classroom, how to best manage students with devices... all the voices and articles and opinions are great reading, listening (podcasts in the car), viewing (Ted talks), and enjoyment. I've been a sponge lately, but I've kept it all to myself. But Tom Whitby's post on Tuesday was one that made me sit up and say to myself "man, I really do need to start contributing again." The line that resonated with me first:

"I always worry if a basic explanation is just too basic for an audience of professionals. I too often make an assumption that what I am about to write in my post is too basic, and therefore no one will have any interest."

I have too many half-started blog posts, "in the chamber," be it in my mind or my blog landing page.  But it is that fear that stops me from publishing them. I'm so surrounded by this conversation on a daily basis, that everything I've tried to say feels like it's regurgitating what others have said. Whatever. If Tom says it doesn't matter, then I'm going to take his word for it. Thanks, Tom. 

Here is a brief sampling of the kind of thoughts I've been having a lot lately. I love technology, but mostly as a way to bring change to classrooms. Sure, the buttons and apps are really fun. And I love the heck out of learning Google tools and savvy searches but to merely integrate technology is not enough, given the time of information abundance we're living in. Whether we like it or not, the Web is the new and relevant medium for our students. While it may have been a nice place for information in its infancy, the Web is no longer just a really big encyclopedia with more pictures; it's not a passing fad. It is our students' social space, entertainment source, and their living space (for better or for worse). 

I have trouble with the notion that school's job is to prepare students for the "real world." With the Web, our students already are in the real world, navigating its challenges and trying to make meaning. For all intents and purposes, it is their world. Many of the same challenges we face in the real world are the same challenges we and our students face on the Web. There is knowledge to be had all around our students, and they are eager to access that world. Having power online translates into having real world power. Let's capitalize on their eagerness, interest, and preferred tools. We are not preparing our students for the world we lived in growing up; that world is gone. We are sending students into the world of uncertainty that is constantly changing. 

And so on. If I can use the blog to contribute my voice to the roar that is mounting against traditional, industrial era classrooms, so be it.