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.

BYOT vs 1:1- Will there always be a divide?

    While much discussion has been generated about BYOT creating a haves vs. have-nots situation in schools, hasn't there always been one when it comes to the tools students bring to school? Some students have easy access to new reams of paper, fancy writing utensils, index cards, poster boards, construction paper, etc. and there are plenty of students whose access to these supplies is limited. I cannot tell you the number of times I've had students who have shown up to class without basic supplies. Personally, I gave up on requiring students to create poster board presentations long ago when I realized it was not easy for all students to get a board from the office supply store or pharmacy. So when I hear arguments about mobile devices in the classroom creating a divide among the students, I cannot help but think that the divide has always been there, it's just that the technology is making it more apparent. Students also bring their own cultural capital, home lives, and other experiences to class with them, all of which are unequal, which means there is another divide in education that I'm not sure school will ever be able to bridge. It would be wonderful if schools could help equalize all those formative experiences for all students, but that is not possible. And while these various divides (supply divide, cultural capital divide, digital divide) certainly are the source of much frustration for teachers, it's certainly not a new frustration. The divides have been there all along, haven't they?

    How have teachers dealt with these divides? Well, they've found ways to make-do with the resources that are available. Looking on with a neighbor's textbook, sharing a pencil eraser, borrowing a pen- these are all daily occurrences in classrooms. Teachers design activities so students can submit projects in the form that works best for them. They also work to be understanding and create student groups that have a variety of strengths and weaknesses in them. I imagine they will continue to do these things in the classrooms of the future with digital devices, regardless of the model that becomes best practice. They have to, right? I mean, do we really think that technology can make life so equal in the classroom that teachers will be able to stop being flexible, accommodating, and resourceful? That notion seems farfetched to me.

    Here's where I run out of answers and just keep asking questions. I'm not going to take sides on 1:1 vs. BYOT. I see them both as difficult but worthwhile endeavors. But if divides have always been present in our classrooms regardless of whether our students' tools are digital or not, I wonder, is it the job of the school to work within the system of inequalities to ensure that all students learn (as a BYOT situation might suggest) OR, is it the job of schools to supply students with a single tool that will ensure all students have an equal playing field for success (as a decision to go 1:1 might suggest)? I don't know the answer to that question. Perhaps it is up to each school community to decide for itself. But if the latter is the truth (1:1), that all students should be given the same digital tool, what was it that stopped schools from supplying students with notebooks and pens (which are significantly less expensive than the kinds of digital devices deployed on a broad scale in 1:1 programs) all along? Why are so many schools so willing to spend all the money now to ensure equality of tools and they were not willing to do it before? 

    Furthermore, haven't BYO and 1:1 always been in conflict in education? It's generally accepted that students are supposed to bring their own disposables- supplies, paper, folders, binders, etc- and that the school is supposed to supply 1:1 access to textbooks. Has having 1:1 access to textbooks done anything to bridge the divides that have been long standing in education? Would those same inequalities persist if we required students to find and bring their own textbooks? Has requiring students to bring their own supplies done anything to exacerbate the divides in our classrooms? Would there still be divides if the school supplied all students with notebooks, paper, and pens? What is it about digital devices that brings these questions -of what schools should supply vs. what students should bring- to the surface now? Shouldn't we have been asking these questions all along?

    On the one hand, 1:1 represents a major opportunity to intervene and ensure true equality among students, at least from the standpoint of material goods. On the other hand, there is no guarantee that a student body equipped with the same device is going to all know how to use that device to the same level. I imagine there are plenty of students who struggle to use their 1:1 devices, and others who are experts with them. Is this not a major inequality between students that needs to be addressed?

   As for BYOT, are digital tools so powerful that some students will be at a complete disadvantage in our school system if they do not have a device or if they have a device that is less-than-stellar? Don't get me wrong, I believe in technology and feel it has tremendous power to transform our schools. But are schools doing wrong by students if they don't supply them all with equal learning tools? Arguably, they have not been giving equal learning tools for a long time, which is why I find some of these fears that BYOT will create some sort of new, digital divide, to be overstated. 

    I'm not really sure where to go with the rest of this post. I think the point I'm trying to make is that if we look at education solely through the lens of the tools students use and where they come from, we will forever struggle to find answers. While it is important to have access to digital tools so students can learn how to use such devices, we must remember that devices are not the reason we send children to school.

Flipping English Homework

This morning's #edchat about homework got me thinking about how I can better support students in class, specifically when it comes to reading at home. Like many teachers, I believe that reading at home is an important hallmark of the educational experience, and yet I continually find myself struggling with students who are hesitant to read on their own. How can I support these students? One solution I suggested was to hold question and answer sessions on Edmodo or Twitter or Todaysmeet or whatever, at night while the students are reading. I've not tried it (yet), but I think it has some pretty good potential for a few reasons.

First, based on the success I've had with reading to students in class, it seems the students like to have me there in case any questions come up. I figure that by being available online, the students can reach me  (or each other) at any time to get those kinds of answers to their questions, which might encourage reluctant readers to read, knowing they have a sort of "safety net" if they get stuck.

Second, since so much of the at-home reading experience is done in isolation, perhaps adding the social element of having either me or their peers available (a sort of virtual lit circle or reading group, depending on how formally the roles are defined) will help them all see how much they have in common regarding their understanding. Of course, as I just typed that last sentence, I can't help but hear the nagging voice in my head tell me that getting students to admit they don't know something is a major obstacle in this plan. Does anyone have experience with this sort of thing?

Third, I think having the option to chat online could change the way that I assess students and hold them accountable for the reading. In other words, if they "show up" for the chat, or post to the stream the night the reading is assigned, that activity can replace what would traditionally be done with a reading quiz the next day. In the end, all I really want is for the students to be reading and understanding what they read. In the past, one of the only tools I've had to hold students accountable for the activity of reading and for checking how well they understood the reading was a quiz the next day. If the kids get something wrong on that quiz, they either look like they didn't read, or they didn't understand. It's so punitive. With having a chat at night, however, I can see that they were encountering the material and seeking understanding, which is all I really want. Sure, there's no guarantee that they're actually doing the reading, but I would like to think if there's enough positive support around the activity of reading, maybe they'll be more likely to do it.

Fourth, I think the students want to read, but they get stuck, so they turn to the Web (Sparknotes, etc.) for info. While the Web is a good resource for information, I still can't help but cringe when students use book summaries as a substitute for the works themselves. I would hope by making reading at home a more social experience, perhaps they will be encouraged to participate more actively in making meaning of the reading (and strengthening their own comprehension skills, not to mention contributing to the community of the classroom), it will also push students to read the real texts.

Has anyone tried this? Any suggestions about the kind of tools best suited for this kind of thing? Does it  provide any benefits? I'd be grateful for any insight.

I decided to leave all my tabs open during the latest #edchat. It's 28 or so tabs, each of which is for some article, person to follow on Twitter, or factoid I learned during the chat. Now I get to spend the next 45 or so minutes sorting through them, which will likely lead to following more links and people on Twitter. The PD cycle a person can get into through #edchat is overwhelming, but it's so invigorating. If you're not on Twitter or you don't participate in some sort of online discussion that's related to your teaching, you're really missing out on the party.

Google Powersearch

Over the past few days, I've been taking lessons online from Google to learn as much as I can about the  search engine. My main reason for doing so is that I can better helps my students with research. From my experience teaching last year in a computer lab, I have come to discover that students love Google.  In fact the primary way of finding information in class (once they break the habit of asking me (how flattering!)) consists of "Googling it," and I want to be able to guide them as best as I can in the use of this tool. Being the well-seasoned Internet-sleuth I think am, I was shocked to learn so much from the course. I now strongly believe that...
1. Google Power Search training is good for anyone who has to use the Web in a productive way,
2. Google knows how to put together a really solid online course.

What it's like-
According to the website, the Google course consists of the following:

Six 50-minute classes.

Closed captioned videos.

Interactive activities to practice new skills.

Opportunities to connect with others using Google Groups, Google+, and Hangouts on Air.

Upon passing the post-course assessment, a printable Certificate of Completion will be emailed to you.

The videos are like sitting down with a kind, clear professor who takes you in and out of demos, to show you exactly what steps to take to use the various features of Google, and there are many that I had no idea even existed.

This image comes from Google.

The videos are short and the demos are engaging enough that you can follow along and learn as you go, plus the activities are simple, yet challenging at the same time. Most of the questions are multiple choice, requiring you to do a quick Google search, putting into practice the skills you've learned. If you get an answer wrong, no sweat, you just try again. It's very low stakes, and very at-your-own pace. Plus, for those looking for additional challenges, there is a very lively forum of classmates (Is that the right word?) offering other challenging searches up for discussion, which is really neat. Also, there are two "exams," to take, a midterm and a final. The midterm is, again, at your own pace, and you get to fix your mistakes as many times as you want before submitting your score, which I guess is when it becomes official. 

Here is a short list of things I have learned so far as a result of taking the course, or at least these are the sorts of things I knew Google could do, but had never tried, and the course revealed to me that they were very useful:

1. Pasting an image into the search bar and having the Internet find where that image came from.- This was really cool. 

2. Searching for related images by color.- For instance, you want a cool picture of Shakespeare, but the backgrounds of the pictures you find are always really subdued and boring, try searching by red or yellow, or some other more exciting color.

3. Narrowing search results by time period. This feature is especially useful for verifying the authenticity of quoted material because you can search the materials of the time period from which the quote supposedly comes. Very cool. 

There are several other cool things to learn; even if you think you're a Google pro, there's probably at least one tidbit or idea that will make your Googling more effective.

Plus, I was finally able to find a picture of a neat sculpture (actually a model of a sculpture) I had seen on vacation in Rhode Island, that I was really miffed I couldn't find. Here is the statue, in case you're interested: http://flic.kr/p/9JYubC The real one is in France.

Probably the most valuable part of the entire course came in Unit 5 in which we are taught how to verify the quality of the information. I like this part because it come straight from the company, telling students that they can't be passive users of the site, and because it has a lot of really good tips. For instance, the video covers several issues I frequently have to address in the classroom (I include them in bold because I find myself repeating these to students every time we do research) :

1. Just because a result comes up first in a Google search does not make the the most credible, authoritative or reliable source on your topic.

2. Check the quality of your sources by reading the URL of the site.

3. Search again. (I would add to this last one that "re-search" is called that because it literally means "look again." It's not called "Google once and quit.")

I would recommend anyone in education take the online course, which they will hopefully offer again soon. Here's why:

1. You really learn how to make Google do exactly what you want, and it adds a ton of tools to your search arsenal.

2. While the skills learned in the course are specific to Google, they are beautifully transferrable to other popular search engines and research databases, which have cool tools of their own to learn. Anything that shows the students they can do more with a search engine than than type "What was men's fashion like in the 1920s?" is an edu-win in my book.

3. The classes are easy and fun.

4. From a teaching perspective, the testing is no-risk and will raise a lot of questions about the way we do things in the classroom. For instance, I earned a 70% on my first attempt at the midterm, but the test told me I could raise my score if I reviewed a few modules, so I did, and I learned the material and earned a 100%. Should I have been punished for not knowing the answers the first time? Should our students in our own classrooms? What would it take to get my classroom to run more like this Google course? Can it be done within the confines of the education system status quo? Again, the course raises some interesting questions.

5. Speaking of interesting questions, is this course not an example of gamification? I really want that certificate from Google. Is it not a badge?

I am eager to finish, and I'll post again with some final thoughts.

AP Scores Release Reflection...

So my students' AP Language and Composition scores were released today, and I need to start out by saying that I am so proud them! Every student did a great job and all should be happy proud, whether they earned a 1 or a 5, or anywhere in between. It is a very hard test, and every student in the class worked really hard to do well. The fact they signed up for the class and worked their tails off mean that they're already successful. Why? Because the scores don't really mean a whole lot in the grand scheme of things. Sure, it's nice to do well, and it's not so nice to earn a lower score, but the world of testing and categorizing students and separating them into groups is not what learning is all about.

That's right; the AP Test is just one test given on one particular day. It by no means will determine your educational progress or potential, because learning- as in the kind of learning that happens in the real world- is more nebulous than many tests would lead you to believe. What is learning? Learning is a journey filled with many trials and exciting experiences. It's not just something you do during the school year; it's happening to you all the time. Testing might lead one to see that journey through a skewed lens, but when you find your passion and you begin to see the skills around you as supportive of that passion, that's when learning really begins. So whether you're a student who earned a 1 or a student who earned a 5, here are 3 educational goals far more important than a 5 on an AP exam:

Curiosity- The old adage about curiosity killing cats is some of the worst advice I've ever heard. Curiosity is what keeps life exciting! We live in such an enormous, exciting world filled with people of varying backgrounds, languages, tastes, beliefs, styles, and ways of doing things. In addition to the people, there are tons of experiences worth checking out, whether it be trying a new restaurant or going bungee jumping (note, it is also important to exercise caution when indulging your curiosities, lest you go overboard), but you should not let fear prevent you from stepping outside of your comfort zone to try something new that could be potentially life-changing. If you earn a 5 on the AP exam, but then don't care about anything going on the the world around you, what good is that 5 doing you? Even if you don't know what excites you, curiosity is that fire in your belly that says "I should be finding something important in my life," and which drives you to find it. I'd rather each one of my students have that fire that keeps them striving to find what matters to them. Scores are nice, but they're fleeting. Curiosity lasts a lifetime. Keep seeking, always. 

Passion- What is something you care really strongly about? Find it. More so than any other goal for my students, my hope is that you will find your passion. Once you find your passion, you are golden. Sure, your passions are subject to change over time, but the important thing is that you keep working toward finding what drives you (curiosity) and then you pursue it as powerfully as you can. Reading articles about your passion, blogging, finding others who share your passion, and then going out in the world and putting your love for (whatever) into action... these are the reasons we learn things, not just to earn a numerical score from the College Board. 

Perseverance- Whether your find your passion or not, it is important to persevere at all levels of the process of finding and embracing what you are passionate about. Can't find your passion? Keep looking. Found your passion? Good for you. Hopefully everything you do out of the love of that passion is paying off and you've had no failures or setbacks. If you're normal, however, and your passion is truly one worth pursuing, there will be obstacles, and there will be setbacks. When faced with adversity, keep going. Believe in yourself and keep going. 

So while the AP Language and Composition Exam is the culminating experience of the course, and while the course is designed to help all students achieve their maximum potential on the test, the test is very small potatoes in the overall grand scheme of life. Never forget: you can be as smart as you want to be. Don't let a test score tell you otherwise. Seek your passion, find your passion, and stick with your passion.