[the below information is excerpted from this white paper]
When Eanes ISD began this quest into 1:1 four years ago, there was some early research that showed the advantages to running such a program in K-12 schools. In this white paper, we’ll review our initiative, highlight national and global findings around 1:1 initiatives, compare/contrast a Bring Your Own Device (BYOD) environment vs. a School Provided 1:1 environment, and finally outline some thoughts on the future of K-12 education and technology.
The Eanes ISD LEAP Initiative (Learning and Engaging through Access and Personalization) aims specifically at increasing student engagement and shifting towards a personalized learning model that is student-centered and authentic. This aligns with our district-wide goal of creating student-centered authentic learning experiences that educate the whole child. We want students to go beyond being content consumers to constructing their own understanding and moving to a level of content creation to show evidence of learning. In reviewing student and teacher survey data as well as anecdotal evidence, we are well on our way to achieving these goals. The effects of the LEAP initiative have impacted three major “user” groups in our schools: students, teachers, and parents.
A review of survey data from 2011-2014 shows that students consistently reported feeling more engaged in class when iPads were used at Westlake High School. Those students indicated mild to significant increases in engagement ranged from 80.9% to 87.2% over the three years of the study. A full 100% of students reported that they noticed an increase of communication between teacher and student since the introduction of iPads. Distraction was a major concern at the outset of the program as data from the spring 2012 survey showed that 54% of students felt like the device was a source of distraction. Survey data from the spring of 2014 showed that number decreased by almost 20%.
When asked, “Overall, having the iPad has enhanced my learning experience.” The three-year range showed that 83.5% to 87.9% of students responded with 3 (moderate) to 5 (extreme).
Our students are creating more digital artifacts than ever before. Students are writing blogs, publishing online portfolios, creating award winning videos and even coding in Kindergarten. All of this content has allowed students to create their own positive “digital footprint” which will help them procure enrollment or employment in their future post-graduation. Application processes for career and college now reach far beyond the transcript and extracurricular interests.The degree to which both businesses and universities investigate a prospective student/employee’s “digital footprint” has increased exponentially the past 5 years. According to a Kaplan of 2014 study, 35% of college admissions officers say they look at applicants’ social media profiles, an increase of 5% from the previous year. A 2014 Career Builder survey showed that 45% of employers use search engines like Google to research job candidates, continuing an upward trend amongst businesses.
In the area of teacher to student communication, 96.8% of teachers reported “moderate” to “greatly improved” communication with students because of the iPad. A large majority (90.3%) also reported the iPad made student assessment “easier” and were able to get real-time feedback to gauge students’ learning. Teachers that utilize the iPads regularly spend less time grading paper quizzes (which means less time at the copy machine) and are able to get and give instant feedback on how students are meeting learning objectives. While distraction was an initial concern, classrooms that have shifted to a more personalized, student-centered approach generally report less distraction and behavior issues than in a traditional, stand-and-deliver instructional model.
While not an intentional outcome of the LEAP Initiative, having mobile devices in the hands of students has increased parental awareness around their children’s digital lives. Eanes ISD has extended the learning beyond the school walls into the homes, and with that comes a learning curve for parents too. What initially started as “Digital Safety Night” has grown into full-fledged semester-long online courses where hundreds of district parents keep up to date with the latest trends in social media, screen time, and the phenomenon of digital footprints. Eanes ISD now provides regular parent workshops and resources throughout the school year for parents at every level.
Savings Realized as a Result of 1:1
Prior to 1:1 iPads, Eanes ISD purchased many technology items which performed different functions to facilitate learning in the classroom. Whether it be a Smart Airliner to control the classroom computer or a cassette recorder to record students’ reading, the following items represent a list of technology purchased by the district prior to the LEAP Initiative. Most of the items, unless otherwise noted, were purchased for each classroom. One major advantage of an iPad 1:1, is that now all of these items are replaced with free or inexpensive apps with access for every student.
(approximate cost in parentheses)
Previously purchased item
Replacement on iPad
|Digital Camera ($150 – one per grade level & a class set per campus)||Camera app (Free)|
|Document Camera ($600)||Camera app (Free)|
|Smart Slate or Airliner ($300)||Splashtop App ($4.99)|
|Student Response Systems ($1500 -class set)||Socrative (Free), Kahoot (Free), or Nearpod (Free)|
|Video Camera ($250) + Editing software ($99)||Camera app (Free) + iMovie App (Free)|
|DVD/VHS Player ($100)||Video app (Free), YouTube (Free), MediaCore ($2/student)|
|CD Players ($75)||iTunes Music App (Free)|
|Atlas, Globe, Classroom map ($25)||Map App (Free), Google Earth (Free)|
|Microsoft Office Licenses ($75 per computer)||Microsoft Office Suite of Apps (Free), iWorks Suite of Apps (Free)|
|Thesaurus ($22)||Thesaurus app (Free), built in thesaurus (Free)|
|Polycom Video Conference System ($2000)||Facetime app (Free)|
|Scanner ($75)||JotNot App(Free) or Genius Scanner App(Free)|
|Cassette Recorder System ($150) or iPod/Mp3 recorder ($100)||Garageband App (Free) or Audio Notes app ($4.99)|
|Kurzweil screen reading software/hardware ($995 – for special education)||Dragon Dictation app (Free) or built in iOS feature|
Some other items that we see trending toward obsolescence because of 1:1:
Dictionaries (still required by state to purchase), TI-84 calculator (piloting replacement with free Desmos app), Textbooks (see note in closing section), and paper costs (continuing to decrease with integration of iPads, Google and Learning Management Systems).
National and Global Findings on 1:1 initiatives
Since our initiative started in 2011, there has been a steady stream of data around 1:1 initiatives and their impact on student learning. One of the largest studies recently released included over 3 decades of research with technology integration. In the concluding summary, it states:
“Technology that supports instruction has a marginally but significantly higher average effect compared to technology applications that provide direct instruction. Lastly, it was found that the effect size was greater when applications of computer technology were for K-12, rather than computer applications being introduced in postsecondary classrooms.”
This means that using technology by effectively integrating into a lesson (“supporting instruction”) versus just allowing students to play a learning game (“providing direct instruction”) is more meaningful and impactful for students. At Eanes ISD, the most effective 1:1 classrooms use the iPad in a manner that enhances and amplifies learning outcomes.
The chart above highlights the names of the studies, year of the study, number of case studies, and the Mean ES (Effect Size). The Mean ES measures the average effect of technology integration on student learning. The data from these studies (with one exception) shows a positive influence of technology with learning. Unfortunately, this study is not published for circulation, but with a little digging you can find this data. In addition, here are some individual studies specifically about iPads in the last 2-3 years:
iPad improves Kindergartners literacy scores – Students with iPads outscore those without on all literacy measures in a 9-week study of kindergarten students in Maine.
Pearson Foundation Research: Survey on Students and Tablets 2012 – More than 6 out of 10 of college and high school students study more effectively and perform better in class with tablets.
iPad a solid education tool, study reports – a Houghton Mifflin Harcourt study in California showed a 20% increase on math test scores in just one year.
Oklahoma State University – More than 75% of students claimed the iPad “enhanced” their learning experience in college.
Survey: 9 in 10 Students Say Tablets Will Change How They Learn – A survey of 2,252 students in grades 4-12. 83% said tablets help them learn in a way that’s best for them.
iPads in Medical School – Students with iPads scored 23% higher on exams in University of California Irvine’s iMedEd Program.
While this research may indicate that just handing students an iPad will help them learn better, looking deeper into the results and implications of three decades of research on technology integration shows that the pedagogy and application of learning technology and accompanying apps play a significant role in this success.
1:1 vs. BYOD
It’s been debated that having students bring their own devices (BYOD) would achieve similar results to our 1:1 in terms of student learning, engagement, and achievement. While having students provide their own devices does allow the district some initial cost savings, the district would incur some costs when trying to provide equity for those without devices. If students could bring in any device they wanted, even with minimum specifications, we would still have to subsidize those students who do not have a qualifying device. In addition, there would be a significant increase in costs when trying to provide timely instructional support for a non-standard device. Those costs would be amplified by more time teachers spend training on a variety of platforms to achieve the same results. When arguing a 1:1 environment vs a BYOD environment, consider the following three areas of concern:
Teacher Experience in 1:1 vs BYOD –
Dr. Ruben Puentedura is an educational researcher who has more than three decades worth of research around 1:1 device programs. When asked about the differences between 1:1 and BYOD, he stated the following:
“If you want teachers to make the best use of the devices and come up with rich and engaging learning experiences, they need to have:
– Well-supported, reliable devices and software for themselves and their students;
– A known palette of tools that represents a reasonable spectrum of the EdTech Quintet (Social, Mobility, Visualization, Storytelling, Gaming);
– Reasonable consistency in how these tools operate.
BYOD can very easily fail to meet all three conditions.”
Having a variety of devices like those in a BYOD classroom means a teacher would need to spend time each class period doing all of the following in order for the students to accomplish a learning objective with technology:
– Insure that all the devices could connect to our network.
– Make sure each device had the appropriate app or tool needed to accomplish the learning objective
-Provide a subsidized device for those students that do not have a device.
– Be knowledgeable in the multiple operating systems for troubleshooting.
This all takes away valuable instructional time and ultimately means that a teacher is limited in teaching critical thinking and creativity. The challenge of getting devices with different operating systems to communicate with each other directly influences our emphasis on collaboration and communication.
Professional Learning in 1:1 vs BYOD –
If every device is the same, then training can be standardized. When all students have the same devices, then the variability of learning on the devices falls into the hands of the teacher and students. Creating personalized learning paths for students means that our teachers need to have familiarity with the devices and the resources available to their students (as Dr. Puentedura states above) and strategies for higher-level integration of learning aligned to state standards. In a 1:1 environment, more time can be spent during professional development on the integration of pedagogy and technology to meet standards in the classroom rather than spending time on learning the multitude of operating systems in a BYOD environment.
Classroom Management in 1:1 vs BYOD –
In a district-supported 1:1 environment, mechanisms can be put in place to manage all the devices. These Mobile Device Management (MDM) systems enable a district to restrict apps, filter the internet, and lock-down devices when necessary for student focus or testing. In a BYOD scenario, students can bypass our network and download inappropriate apps and possibly access inappropriate websites. The district has no authority or level of control over their devices. In addition to the lack of control for classroom management, the district would not be able to lock-down student-owned devices for online testing (a requirement from the state). Our increase in the use of online textbooks also requires certain types of devices (like iPads) in order to view the content. In a BYOD environment, some students would not be able to view their textbook if they do not own a device with the minimum requirements from the textbooks provider.
A broader look at trends in BYOD and 1:1 –
According to Project Tomorrow’s 2014 report: The New Digital Learning Playbook, 33% of high school students have access to a school issued device. That number has grown significantly from the less than 10% who had access in 2011 when the LEAP initiative began. The research also points out the 41% of districts now allowed students to bring their own devices (an increase of 19% from three years prior). Both state and national data point to upward trends in both areas. The data also supports the assumptions that, like Eanes ISD, most districts start out with a Bring Your Own Device policy before implementing a school-provided device. There are very few national instances where a program with a 1:1 implementation went toward a BYOD approach. Eanes ISD supports a spectrum of school-issued 1:1 devices, a BYOD approach, and multiple computer labs or carts, because different tools may be needed based on the learning objective.
The Digital Future of Education
It’s difficult to predict the future of anything, much less technology. Most predictions are based on data and long-term prognostications based on research. The New Media Consortium’s yearly K-12 Horizon Report is a robust report that has had a high level of accuracy over the years when it comes to predicting educational technology. This past year’s report makes predictions such as cloud computing being on the “One Year or Less” horizon and items like the Internet of Things and Wearable Technology entering schools in the next four to five years. Locally, we also look at national and state trends with legislative direction to guide our thinking.
With the national and state demands to increase the use of assessments online, districts will need to supply devices during those testing windows since rotating through computer labs isn’t feasible. This year Eanes will be one of the first districts to pilot test the use of the iPad as a calculator (with our 8th Grade STAAR math exam). We have also started conversations around pilot testing the Pearson TestNav 8 app for ACT Aspire tests on the iPad.
The textbook market is also at the tipping point transitioning into a period of more digital text vs. hard copy. The federal government and publishers see the shift to mobile devices and tablets and are planning accordingly. In 2-3 years, there will be limited options in the “non-digital” market meaning that our students will need some device to access content. The FCC estimates a $3 billion dollar savings in education once that shift happens completely (and the cost of tablets continues to drop). States like Florida have adopted legislation that requires all districts to spend at least half of their instructional materials budget on digital content by 2015-16.
Eanes has started to realize a some of these savings, but textbook companies are still charging close to the same price for their e-versions. In terms of adoptions, the majority of our textbook adoptions have an online/digital version as an accompaniment. Some of our adoptions (e.g., like science) offer only a digital option, a growing trend among providers. We are piloting a project for our teachers to create their own textbooks, which will be owned by Eanes. This option will help us realize both more significant savings and more rigorous learning tasks for our students.
The future world that our students walk into will be immersed in technology and heavily influenced by social media. Besides just creating those “digital footprints” mentioned earlier, it’s imperative that schools educate students in the area of digital responsibility and give them essential skills in order to be a good digital citizen.
The future job market for our children is also expanding, especially in the realm of computer science. With the projected growth of jobs in Texas requiring some level of computer science education, it’s predicted that only 31% of jobs will be fillable with current educational models by the year 2018.
In the fall of 2014, Pearson released a report titled “The Learning Curve”. It represented global data about test-taking and job skills that students are learning in various countries around the world. In one section they listed the above graphic called “Beyond the 3Rs”. It represents the new skills the world is looking for when it comes to the global economy and skills we need to prepare our students for in their future.
After all, as John Dewey said, “We need to prepare kids for their future, not our past.”
Have you ever been inspired? I mean truly inspired to do something different? A quick check of the word “inspire” in Dictionary.com reveals the following four definitions:
I was witness to all of these the past two days at the first annual iEngage-Berwyn event in that took place in the suburbs of Chicago. Event organizer Shannon Soger (an inspirational person herself), calls this a mash-up of all the best parts of conferences she’s attended in the past. Take the site visit portion of EduCon, the playfulness and interaction of iPadpalooza, the story sharing of an EdCamp, and sprinkle in some engaging Keynote speakers and you have iEngage.
Here are some of my favorite moments from the conference:
There’s nothing like seeing learning in action. At Berwyn South, they use the moto “Teach Above the Line” (re: SAMR) and they mean it. So much so I actually saw this sign in one of the 4th grade classrooms. This school is 80% low-economic and ALL of the students take their school-issued iPad home with them. The students were extremely comfortable sharing their stories and Shannon mentioned to me they get site visits almost weekly to see this magic in action. During my site visits I saw students creating projects, interviewing guests, solving problems, collaborating on concepts and learning how to read in two different languages…..all on a random Friday at the end of the school year. Incredible!
One of the schools we visiting (Pershing Elementary) had really done a great job of using what I call “dead spaces” in the hallways and stair wells to utilize the mobility of the devices to expand the learning beyond the classroom walls. One student actually interviewed myself and Brad Waid in one of these alcoves with some pretty hard-hitting questions, the hardest of which was “What do you want to be when you grow up?” My answer: I don’t ever want to grow up :)
The MyON Dream Big Film Festival
On the first night of the event we got to watch 15 incredible student films centered around a favorite book they read and how it inspired them to dream big. Co-sponsored by MyOn (an online reading tutorial program), these students each shared their tales about how reading about a hero like Harriet Tubman or Jackie Robinson had opened up their mind to a greater cause. I love the use of mixed media to not only show the books they loved by but also using video to express how they were inspired by them.
Saturday morning keynote speaker John Antonetti said it best when he said, “Engaging without cognition is really just having fun without achieving anything.” The technology usage during the two days was engaging, but also extremely meaningful and encouraged learning. From the APPmazing Race to the outstanding sessions shared by teachers, leaders, and students, learning was interactive and it was everywhere. Closing keynote speaker Kevin Honeycutt‘s always entertaining and poignant words were the perfect wrap-up for this event. One of my favorite sessions was by Pershing Principal Marilyn McManus and all the ways she uses social media like Twitter and Instagram to share the story of their school. As a leader, I found it inspiring to see someone modeling the very things she wants her students and staff to do. Here’s a sketchnote of that session:
Lastly, an event like this isn’t possible without a tremendous crew of dedicated people. One thing is for certain, these people LOVE their jobs. This amazing group of educators are all working together for a common goal…to truly celebrate higher-level learning with technology. Jordan, Meagan, Jim, Ramona (“Mona”), and the iEngage posse were extremely open and candid with the struggles they overcame to make this work. It was obvious to me that their dedication and passion for the schools in which they work really drove this initiative to the success it has become. The fact that there were 50+ students on a Saturday volunteering and sharing their story really drove home the point that this was in fact a complete “learning community.”
I thank you all for letting me be a part of your community for the past two days and hope that others will get to experience your event in the future!
Today marked a hallmark day in the Eanes Independent School District when it comes to high-stakes testing. After some back and forth with the Texas Education Agency (TEA) and the commissioner, last spring we were granted the ability to pilot using iPads as graphing calculators during the state assessment. Following months of planning and prep, the dreams of using iPads on actual state assessments became a reality today as 600+ students took their 8th Grade Math STAAR assessment. This decision and process encompassed many hours of careful planning and practice before today’s big test. As far as I know from colleagues around the country, we were the first district to try this approach. As such, I’m writing this post to not only document our process but also to help others that may try this in the future.
For years (and decades) our students have had the ability to purchase an expensive graphing calculator like the TI-84 plus to help them with higher level math problems and classes. This calculator retails at around $180 (roughly half the cost of our iPad2s) and is purchased by either the campus or the parents to support their students taking these courses. With the constant financial pressure and underfunding from our state and the fact that every student has an iPad, we decided to formally request that we be allowed to use the Desmos Test Mode app (FREE) on the 8th Grade Math assessment. With the successful completion of this pilot, we may even look at other areas (dictionaries?) where we can save money and provide a better experience for our students.
What kind of technical expertise do you need to pull this off?
Our district utilizes a Mobile Device Management (MDM) system known as Casper Suite by JAMF software. Casper includes a feature called “Focus” which allows teachers to lock students into a certain app. Students are not able to use the camera, take a screen shot or even get out of the app until the teacher releases them from focus. With the assistance of our technology department and Mobile Integration Specialist Tim Yenca, we have been piloting this feature in individual classrooms throughout the fall and spring. However, on testing day we knew it would mean putting all 600 of the students into one giant class and then locking them down. Needless to say, there’s a lot that can go wrong technically with that so we decided to test it a couple of times before the actual testing date.
How did we prepare for this?
This plan would have never been possible without the support of our tremendously talented campus Educational Technologists (Ed Techs). Running two tests simultaneously with a 12-mile gap in between campuses meant that there needed to be a point person on the ground that coordinated everything. Kacy Mitchell at WRMS and Jennifer Flood at HCMS provided plans, organized teachers, communicated with students and supported the administration during this entire process. When I asked Kacy how she thought the day went this was her reaction:
“We knew there were going to be issues. There are always issues. Pioneering the concept of locking down district-issued student iPads was pretty scary for most of us at first. My principal even wondered aloud what my heart-rate was about 5 minutes after the bell rang today. In the end, everything turned out just fine. A successful execution of plans A, B and sometimes C was due to careful planning and LOTS of patience from our teachers. “
Jennifer added this insight into the planning process:
“Leading up to today we held two tests of the system in as close to “day of” testing environments as possible. Having WRMS attempt at the same time gave us more room to experiment with start times and classroom processes than we would have normally had. Between the tests at both campuses, and many conversations walking through all possibilities, our plans reflected every possible outcome that we had some control over.”
I honestly don’t think we could have pulled this off without these two Ed Techs providing daily support on their campuses. We are lucky to have them here at Eanes ISD.
What about the app?
When the TEA released their revised policy in spring of 2014, they didn’t specify which device or app was required. Their main concerns were that whatever device used has to be locked down so that students can’t get on the internet or take photos of the test. The graphing calculator app needed to be a non-CAS (Computer Algebra Systems) calculator and could not contain tutorials or places for storing formulas (which can be a problem with TI calculators).
With the help and advice of resident math guru Cathy Yenca (aka Mathy Cathy), we had been looking into the original Desmos graphing calculator app. The only problem was the app has CAS capability and stores some examples that students could potentially use. Cathy and Tim (aka “the Flying Yencas”) were able to work with Eli from Desmos on some feature requests and changes that would be necessary to make the app acceptable for state testing. Desmos was extremely responsive and open to the changes and after working on some test pilots of the app, released the “Test Mode” version of their app free to the public. Much like the support of Kacy and Jennifer, this wouldn’t have been possible without the Yencas and Desmos working together to make it happen.
With the support of the team, the administration, the teachers and the technology department, we set forth today to make this plan a reality. Through all the collaboration and discussion with the team it was determined that we should have both a few regular calculator back-ups on hand and a few iPad back-ups on hand already locked into the app.
As with anything involving technology there are always problems. Those problems multiply when you try to lock down 600 devices over wireless on two separate campuses at the same time. Add to the mix a third campus (elementary) and four 5th grade students in advanced math taking this test too, and this process became even more complex. Thanks to our Ed Tech Margie Brown for helping get those elementary students set up on testing day as well.
Despite our best efforts, a handful of students showed up this morning and decided to update their iPad. A couple of others forgot to plug their iPad in over the weekend. The forethought and planning of our Ed Techs and technology department accounted for this and a few spare iPads were on hand in the hallways where the tests we being administrated. Students that couldn’t didn’t get locked down were given a locked down spare before the test. Students that brought their own iPad were put into Guided Access mode by the teacher prior to the test. Teachers in testing rooms were given a “blue card” that they could slide under their door if they had technical issues during the actual test (thankfully, none of them did).
As you can tell, it takes an entire team of thoughtful and prepared staff to pull this kind of a pilot off. I knew today was a success when I looked up at noon and noted how quiet the day had been. That’s a tribute to the hard working people in this district like Kacy, Tim, Jennifer, Margie, our technology department, our testing coordinators, teachers, STEM Director and those outside of the district like Eli from Desmos. Without their collaboration and planning this dream could have quickly turned into a nightmare.
Thank you all for your effort in taking on this monumental challenge! Now on to the next!
There are very few moments in life when you know you are a part of greatness. I recently returned from a trip to the Youth Education & Technology Integration (Y.E.T.I.) conference and let me tell you, this was true greatness manifest in a conference. The event itself is kind of like burning man for educational technology (only with out all the fire and naked people). To keep mass-media and the twitteratti on their toes, event organizers actually keep the location secret until mere days before the event. Both the speakers and attendees are selected completely at random using a complex algorithm of Twitter followers multiplied by latest eBook ISBN number downloaded. I was lucky enough to be picked as both an attendee and panelist for this year’s event. An while I signed an agreement not to share what I saw (they have a Vegas-like motto of “what happens at YETI doesn’t get tweeted”) I can’t help myself. This event is too powerful not to share with others. So here goes my recap, I’ll leave it posted as long as I can:
This year’s event took place at the gorgeous [omitted] over a mild, partly cloudy weekend. Due to the natural terrain and the landscape of the area, no rooms were needed. Many of the natural grottoes acted as small meeting rooms and the larger caves served as auditoriums. The acoustics were incredible and because of the location being near the equator, cell carriers signals were amplified along the walls giving attendees incredible 5G WiFi connections.
Speakers & Sessions
One of the most incredible parts of this event are the absolutely ridiculous variety of speakers and educators they have on hand. I attended a session that was an actual a hologram of Bill Gates speaking to Jaime Escalante. Some sessions lasted only for only a few minutes and others, like Bill Nye’s lengthy monologue, lasted several hours.
There were no start or stop times for sessions too which was a little disconcerting at first. Sessions were declared over when an organizer or attendee elected to bang a giant ceremonial gong. To announce the beginning of a new session, a giant alphorn (you know, like the ones from those Ricola commercials?) would blow signifying a new session and new gathering of folks.
Another thing that sets this conference apart are the sponsors. With the terrain being what it was at YETI, sponsors got creative. Most of their “booths” were actually giant floating platforms, controlled by drones. I was excited to see that both Google and Apple were working in partnership with Facebook as sponsors for the event, even handing out free “Privacy Jackets” (a jacket that apparently blocks all outward internet traffic and data tracking from your devices).
I was asked to be on a panel discussing the legitimacy behind this new wearable idea called a “thoughtband.” The concept is simple. Wearing a piece of technology on their foreheads like a Bill Walton headband, students’ thoughts are displayed in scrolling LED fashion. Before we were even able to get into the discussion about data-mining or mind-mining for that matter, someone (who looked like a famous politician) got up and banged the gong, thus ending our session. I wish I knew what he was thinking…
Nothing is normal at YETI, including the keynote. This year’s closing keynote session started at midnight and lasted until the sun began to rise. The closing keynote was delivered by noted scholar and thespian Jon Lovitz. His message of prosperity, educational equality and the need for more 80’s rap music in education rang true with the crowd of thousands. Following his talk, he asked the crowd to initiate in an awkward flash-mob edu-rave of sorts. With the 80’s band Baltimora playing their one-hit wonder “Tarzan Boy” in the background, the attendees went into a sort of strange crowd-surfing/internet-surfing mosh pit of sorts. Culminating in one of the strangest multi-tasking activities I’ve ever witnessed as attendees danced and texted on their smartphones, responding digitally to YETI’s essential question for 2015: Will the wearable flip-flop change the foot of education?
Alas, all good things must come to an end, and unfortunately, my violation of one of YETI’s 7 tenets of attendance (though shalt not video-record) caused my immediate removal before the end of the event. Organizers wiped the video off my phone, but I was able to sneak back over a hill and capture about 11 seconds of the closing coronation where they named one attendee the Patron Saint of YETI15.
While I may risk prosecution or worse yet, not be invited back, I’m making this video public in the hopes that the rest of the world will have a chance to experience just a little taste of what I got to experience. Enjoy:
Happy April 1st everybody.
We’ve all heard about some great new change in education. Some innovation sweeping the area schools whether it be a new way to teach or a new type of ed tech tool. Innovation is an annoying pest. It infects organizations and makes people uneasy because it’s usually accompanied by a disease called “change.”
Many of the things we try to do in our district are innovative. We’ve had 1:1 iPads for nearly 4 years. We’ve tried to shift pedagogy to more of a student-centered and immersive authentic approach. We have even started to pilot flexible furniture and customized learning spaces. However, with each new approach, we have experienced some opposition from those seeking to maintain the status quo.
“I went to school without technology or fancy furniture and I made it out just fine.”
That’s a common one I’ve heard. Or this one:
“All this stuff costs money and support, so why are we doing it?”
It’s true, innovation is a pesky agitator to the status quo and it does come at a cost. In education, it’s even more of a pest because the one thing almost everyone in our country has in common is that we all have the same stored image (and hence vision) of what education is and how to play the game of school.
Innovation turns that image on its head.
Rather than continuing to fight this contingency, I’ve decided to take the opposite approach in this post. What follows are the best ways to “exterminate” the pest that is innovation.
Step 1 – Rule with Fear
One of the best ways to really stop innovation in its tracks is applying high doses of fear. H.P. Lovecraft says that the greatest fear in all of mankind is the fear of the unknown. Innovation as a definition is in fact the introduction of something new and in a sense, a journey into the unknown. If you find innovation infiltrating the walls of your school, be sure to point out the fact that no one knows if this will work. A “F.U.D. campaign” is a popular pesticide to use for those that fear change. It can root out the innovation quickly by making school decision-makers hesitate. Adding some uncertainty and doubt by mentioning that “no one else is doing it so it probably won’t work” will also help. After all, to truly be innovative, it has to be against the norm.
Perhaps innovation has already started to infect some of your staff and you are past the fear stage. It’s hard to be creative and innovative with a short leash. Start to give those creative types more rules and increase menial tasks to really deter the spreading of innovation. By applying steady pressure via administrative policies and peppering them with busy work, you’ll be sure to extinguish the light of innovation. Within months you’ll notice that the innovator has become a shell of himself/herself. They now work the exact hours they are supposed to, dutifully laboring at their desks and mumbling about something regarding TPS reports.
Step 3- Don’t Provide Support
Should fear and micromanagement not work, make sure you don’t provide the innovation any support. Professional learning and support are fertilizers needed to help innovation grow. Should an innovation like a new technology tool make its way on your campus, rest assured that by cutting support, it surely won’t spread (and certainly won’t be integrated into learning).
Step 4 – Don’t Allow Sharing
What’s the quickest way to spread a disease? By sharing of course! One of the most annoying side effects of a district infected with innovation is how much they like to share. “Look at this cool genius hour thing we are doing” or “My kids love formative assessment and here’s why” are some of the common things you might here in these districts. Social media is a breeding ground for innovation. If you are trying to root this disease out of your schools, I’d start with blocking all social media.
Step 5 – Cut Corners
Let’s say that you might start to believe that this whole “internet thing” isn’t going away and having some technology in the classroom might not be a bad thing. (Careful! You are starting to sound like an innovator!) What’s the best way to concede this fact without letting innovation spread? Just institute one of those Bring Your Own Device programs! EUREKA!
A BYOD program is a great way to save money. You can tell people on the outside that you have technology in your schools but you don’t have to pay a dime to purchase or support it. Genius! And since you already stopped providing professional training (step #3) and aren’t allowing any best practices to be shared (step #4), this will surely just be a nuisance in the classroom. Teachers will become so frustrated they’ll welcome the change back to “traditional” teaching and learning.
Step 6 – Focus on the Negative
If you’ve tried all the above 5 steps and innovation continues to creep into your school, it’s time to get ugly. As much as schools try and champion the concept of celebrating failure (another pesky innovative concept) at this point in the game you need to break out the heavy artillery. Begrudgingly, it’s time to use that new-fangled thing called the internet to seek out all the negative information (and mis-information) you can.
If you can find another district dealing with this infection of innovation out there you can probably find something negative about it. Some good things to search for are articles about screen time or negative test scores or best of all, some kid getting “hurt” because of the new innovation. Be sure to add your own mixture of negative press with Step #1 and you should be able to rid your school of the innovation as well as any one else possibly infected with it.
You’ve done it! The innovation has finally been successful exterminated! Now you and your kids can go back to their “regular” classroom lives.
No more new teaching styles. Just straight up good old fashioned lecturing for hours on end.
No more fancy new technology. Students can break out their notebooks or better yet, chalk slates to keep track of what they need to learn.
No more new-fangled movable or flexible furniture. Kids should be able to sit still for 8 hours and focus on the front of the room. Next thing you know they’ll want better food to eat in the cafeteria!
No more talk about 21st century or “future-ready” skills. The best skills are the original three R’s – Reading, Writing, and ‘rithmetic. After all, its not like you can grade people on collaboration or creative problem-solving?
No more talk of change. Education needs to be a stable, un-changing institution of American culture. That’s what made us great in the 1950’s and that is what is going to make us great in the future.
So sharpen up those number 2 pencils and let’s move forward! Wait…that’s too progressive.
On second thought…let’s just stay right where we are and never move forward.
Having just returned from my annual trek 6 miles down the road to the TCEA conference, I noticed something about the participants of that event and the one held the previous week in the same location (TASA Mid-Winter). The TASA event had one MAJOR difference….suits.
And I mean a LOT of suits.
It’s an event focused on school leaders and things school leaders like (apparently wearing suits is one of those things). While the attendees at that event seem to be fairly one-dimensional, an event like TCEA brings all kids of people from all different walks of life. Teachers, librarians, administrators, tech people, all co-mingling around the concept of technology integration in schools. These people are far from one-dimensional and they rarely wear suits. That said, as we are a society that likes to categorize people, I found myself starting to do the same this past week.
Let me start out by saying that I have been EVERY one of the people on this list. I know that’s kind of like me saying “with all due respect” right before I insult you, but it’s true. That said, I present to you the 8 types of people that attend ed tech conferences:
#1 – The Mind Blower
I find the phrase “mind blowing” overused a bit in our field. I think there are a lot of great ideas out there and if someone is inspired by one, I think that’s a huge win. That said, can someone’s mind truly be blown at every session they attend. In fact, just trolling the #TCEA15 and searching for the term “Mind Blown” brings up a couple of dozen tweets on the topic. Quotes like “Google Slides are blowing my mind right now” or “Come to booth 807 to have your mind blown” seem to be common. I don’t want to diminish the excitement of attendees and I’d be honored to in fact blow their minds, but really? I mean look at this crazy tweet –
#2 – The Internet Shopper (A.K.A. Pinterest Junkie)
As I sit quietly in my sit and get session taking down notes, I’m distracted by the heavy internet shopping of the lady to my left. Without being too obvious, I glance over to take a look at the cheetah-patterned lamp shade she’s debating on buying. What does this have to do with Ed Tech? Well…at least she’s using her device for something right? We’ve all been in sessions that are just not that compelling and I’ll admit to my mind wandering toward a twitter stream to see if there is a better session taking place. But I usually don’t find myself searching Pinterest to find new ways to cover my ottoman or a creative way to make valentine’s day cards that will make all the other kindergarten parents jealous. Now….that said….if a particular sporting event or zombie show was on…it might be a different story.
#3 – The Exhausted/Overwhelmed Person That Needs More Caffeine
It’s 8:57am on the first day of the conference and this person is already overwhelmed with the amount of knowledge being thrown at them. Add to that the fact that it’s been 13 minutes since their last double-expresso upside-down caramel latte and it’s a wonder they can function at all. I find myself becoming this person somewhere between 3:00 and 3:15 generally, so I understand the feeling. Much like my #student4aday Challenge, there is just so much you can cram into your brain attending back-to-back sessions and hope to retain some of it. As for caffeine, well, think of it as oxygen at events like this.
#4 – The Session Hopper
Forget internet shopping or being overwhelmed, this person just can’t stand to be in a session from more than about 9 minutes. Call it FOMO (Fear of Missing Out) or just someone who likes to optimize their seat time, but I see people bouncing in and out of sessions pretty much regularly (Shameful admission – I did this twice this past week). I can’t really blame people for doing this though. After looking over the session titles, it’s hard to really glean how good a session or presenter will be when it’s called “Top Google Tools” or “The iPad Classroom”. It would be great if someone invented some sort of rating system for presenters or content….hmmmmm.
#5 – The “Can’t Leave Work Behind” Person
I’m trying to listen and learn from this presenter but I can’t seem to get away from my email. The world isn’t going to stop if you don’t read those emails for the next hour, but your learning will. With the multitude of devices and “notifistractions” we encounter, it’s hard to focus on learning when you are putting out little fires each day. Do yourself a favor and try leaving all your devices behind one day to see what happens. You might be amazed that the sun still comes up the next day.
#6 – The After-Event Social Butterfly
Ok. I’ll admit it. This was (and sometimes still is) me. For some, it’s the offering of free food and drinks. For others, it’s an opportunity to let loose away from the office. Either way, the larger the event the more corporate-sponsored after-hour gatherings take place. Being a major extrovert and social butterfly myself, I can’t blame these people for wanting to let loose or connect with others. Learning can happen in many different forms and arenas. Some of the connections I’ve made at social events have really helped me as an educator. That said, it’s hard to get up and learn at an 8:00am session when you just got in a couple of hours earlier. My (unasked for) advice? Choose one night to have fun with colleagues and friends, but don’t over do it. Afterall…you never know what will get posted on social media…(see image to the right)
#7 – The Serial Social Media Poster
Again, I can’t point fingers without pointing them at myself on this one. There’s a fine line between “over-sharing” and sharing though. I draw it somewhere in between – “Just had some bad indigestion from that food trailer burger across the street #burp” and “I just had my mind blown while typing this tweet.” (see #1)
#8 – The Cyberstalker/Twilebrity
In my history of Ed Tech conferences I’ve been on both sides of this (although stalking is a bit of a strong term). I remember vividly sitting in the lobby of BLC ’09 with my wife and then one child as I saw the likes of David Jakes, Alan November, and Howie Diblasi gathering. My wife could tell I was excited but I didn’t know what to do. My go to move when spotting an actual celebrity is pointing at them and shouting their first and last name (Matt Damon!!) but as I that might come across the wrong way, I decided instead to send my toddler in as a method of introduction. I still find myself star-struck from time to time, but now I’m starting to receive that same kind of treatment (which is very humbling). Tom Whitby wrote a great post about this a couple of years ago and I find a lot of his message really hits home. You never know who you might influence or who might influence you in this world, but in the end, remember we are all just regular people.
#9 – The Exhibit Floor Swag Hoarder
Everyone loves a free T-shirt, especially me. But is it really necessary to have every single pen and piece of candy offered in the vendor hall? One year when I was still in the classroom I once spent two days gathering as much free stuff as I could to take back to my kids. Last year we even ran a contest during TCEA where we gave a major prize to the attendee that gathering the most swag. The winner picked up more than 600 different items! At some point there will be a intervention type show on TLC for these folks, but until then I’ll happily listen to your 15-minute sales pitch in order to win that USB Aroma2Go oil diffuser!
As stated at the outset of this post, I can honestly say I have been each of these attendees to Ed Tech Conferences in the past. I reflect on them more for my own amusement and they aren’t intended to offend, but rather provoke thought. Are there some that I left off the list? If so, please comment below.
After reading these, I’m sure you might feel a little bit overwhelmed, but I’m really just hoping you’ll leave this post feeling like your mind was blown.
For the past three years I’ve made an attempt at predicting what the future might hold for the Educational world, usually around the area of technology. The truth is, anyone can predict fairly obvious things (like Google will be the number 1 search engine), so what I attempt to do here is make some daring predictions that may or may not come true (like Alta Vista will make a comeback! Ok…maybe not that daring). Here’s a look at my 2013 and 2014 predictions which I also review every year to see how I did. Some of my predictions that have gone right include my 2013 predictions that a non-Apple devices will rise up to challenge iPads in education (see Chromebooks) and my 2014 that a new form of social media will crop up with teens (see YikYak or Whisper).
And so, I present to you, my 2015 bold predictions that are sure to go wrong this year.
Classrooms will become automated
I’m not talking about the learning in the classrooms becoming automated, this is more about the low-hanging fruit in our schools. Things like attendance, daily quizzes, etc can be done so much more efficiently with technology however they still require an element of human interaction (and teacher time). I can see a future where a student walks into a classroom and the room “knows” he/she is there, thus eliminating the need for attendance (and saving hundreds of instructional minutes a year). While this may seem big brother-ish and far fetched, I’m working with a company called Signal 360 that works on something called proximity marketing using uBeacon technology. It wouldn’t be that far-fetched to see this one come true.
Pearson will lose its testing contract in Texas
With over 50% of the UK-based company’s income coming from the state of Texas and it’s500 million dollar contract, the people at Pearson could be sweating it this year as their contract comes up for renewal in the Lone Star state. It’s no secret that Pearson is now under investigation with the FBI for it’s back-room dealing done during the L.A. iPad fiasco. Add to that a recent turbulent legislative session around standardized testing (finally!) and you start to see that Pearson could be in for a surprise this year when the contract comes up for renewal. Unfortunately (or fortunately if you are a Pearson-supporter) there are not really any other companies out there that can swoop in and grab that contract, making this prediction probably more asinine than bold. But here’s hoping….
Wearables will take over the world…and then regress
Between the Apple Watch (debuting in the next couple of months) and this gadget known as the “Ring” unveiled today at CES 2015, we’ve become smitten with wearable technology and the internet of things. I predict we’ll reach critical mass by mid-July, at which point someone will have vision problems from their Google Glasses (ala Naven Johnson’s OptiGrab invention) or get in a car accident trying to get driving directions from their watch thus resulting in the creation of the “People Against Wearables” (P.A.W.) activist group.
A human battery level app will be invented
Realizing this is counter to the above prediction, wouldn’t it be great if you could see how much energy you had left by checking an app? (or better yet a projection on your arm via something like this) “Sorry Bob, I’d like to work on that project with you but I’m only at 14% and I need to recharge.” I’m hoping with all the wearable tech out there and the power of the internet, there will soon be a way to check this. Think about how much more productive you could be if you knew this data? Or better yet, what about if we knew this data about our students? The next step would be to invent a “Student Engagement Level” app. Now that would be something.
This year’s iPadpalooza APPmazing Race will bend the mind
Last year we premiered the APPmazing Race at our annual global event. This year, we’re stepping it up a notch as teams will compete on a series of challenges throughout the 3-day learning festival. At least one of the challenges we are working with in R&D is going to be pretty mind-stretching for teams participating. I can’t wait to see what they come up with! (come join the spectacle this year by registering here)
3D Printers will become common classroom (& household) items
Again, thinking bold here, but with the rapid price drop from $10,000 to closer to the $1000 range for a 3D printer, it wouldn’t be far-fetched to think we could see these in everyone’s classroom (and house) at some point in the near future. Did you break that part on your washing machine or pencil sharpener? Just download the instructions and print the replacement part!
Someone will complete the 21 things every 21st century educator should do
Based on my blog post from the fall on this subject, I’ve heard a few people try and do some of the items on the list. It’s not meant to be a challenge, it’s more to inspire thinking and ways to integrate everyday technology that kids use into learning, however it would be cool if someone actually did all the items on the list (and then blogged about it.) I’m working on a book version of this post too with Sean Junkins (see final prediction), so hopefully this will continue to grow and it would great to have an example of someone actually doing this to credit in the book.
Drones will make their way into education
Forget all this chatter about Amazon and military use of drones, when will they make their way into education? I’ve seen these given away at educational technology conferences, but I’ve yet to see any actual good application of drones in terms of learning. I can see science really getting a boost from having access to this technology right away. Imagine the old “egg drop” experiment recorded from an aerial view of a drone? Or how about athletics and band using a different view of their formations?
Someone will complete the Billy Madison #Student4aday Challenge…maybe me?
In December I took the #student4aday challenge and became a 10th grader for day. It was enlightening in many ways but over the winter break I started to reflect on how well do we really know our students in all grades K-12? A single day as a 10th grader is a start, but I’m thinking we need to dig deeper and expand the grade-levels of the challenge. I would love for someone to complete what I’m calling “The Billy Madison #student4aday Challenge” based on the cult-classic movie staring Adam Sandler. In the movie, Billy has to go through all grade levels from K-12 to get his diploma. We should do the same thing! Rather than being passive about this, I’m going to challenge myself to be a student in every grade level at some point in the next year and challenge other administrators to do the same. As the principal in the movie states, “Mr. Madison, that was be one of the most insanely idiotic things I’ve ever heard…” although my last prediction may be even more insane.
Carl Hooker will FINALLY publish a book
This has been on my radar for the past couple of years. As I hear more and more people tell me “you should write a book!” I’m starting to believe it (I know…that’s a scary thought). Even if my mom is the only one who buys it, I’m still hoping to publish something this year. I’ve got collaborations in the works on a couple of books and I’m working on a couple of my own ideas too…just need to find the time.
Some of these predictions I have direct control over and others I’ll be watching from a far (or on twitter) to see if they happen. At any rate, I get the feeling that 2015 will be another progressive year of change in the classroom when it comes to technology. And while some of these predictions may not come to fruition, I’m just happy to be a part of this change.
Happy new year everyone!
How does staffing affect technology integration and support? That was the question I sent out to districts across the state of Texas and twitter. I asked those districts to fill out a survey and self-evaluate how well they support technology (Technology Services) and how well they integrate technology in the classroom and curriculum (Instructional Technology). I also asked how many of those districts were involved in some level of 1:1 device program in their districts. (here’s a link to that original survey)
What follows are the results of that survey followed by an infographic that summarizes the findings:
Participating districts data:
There were 28 districts participating in the survey, primarily from Texas. Of those the largest had a student enrollment of 45,000 and the smallest had just 362 students. 12 of the 28 districts surveyed (43%) had a 1:1 program on one or more of their campuses. There was a combined student enrollment of 256,000 students with over 210,000 devices being supported.
Who filled out the survey:
The majority of those responding to the survey were either technology directors, CTOs, or instructional technology coordinators. I recognize there can be a level of bias when it comes to evaluating your own level of support or integration, but I found these answers to be extremely realistic and the outliers tended to cancel each other out. In fact, taking that bias inflation out of the results actually make the findings even more impactful in some ways.
In general, districts fund two technology support technicians for every one of their instructional technology specialists. As the survey data revealed, this has a direct impact on how well they are supporting technology (most felt they did a strong job of supporting technology) to how well they are integrating it (most felt they did a weak or adequate job of integration).
A majority of districts (69%) surveyed felt they had adequate to excellent level of support for technology. By contrast, only 41% of districts felt they were integrating technology at least adequately with only one stating they were doing an excellent job integrating technology.
Those districts that scored the highest on integration of technology into classroom and curriculum had either one full-time staff member on a campus dedicated to that role or a full-time staff member that shared multiple campuses. Those with only one full-time district person to support the entire district or no person dedicated to this role scored the lowest.
Almost all (96%) stated that turnaround time on a technology work order was expected to be 5 days or less.
Only 28% of districts surveyed felt that they had “Strong” or “Exceptional” professional development around the area of technology integration on their campuses. Those campuses that rated high in professional development also had more staff members dedicated to integration of technology.
More people equals better support and integration of technology. While that seems like a no-brainer, digging into the data revealed the a level of disparity between “support” and “integration” in these districts. The ratio of technicians (1 per 999 students) vs that of instructional technology specialists (1 per 1910 students) seems to be the highest contributing factor to this. If the technology doesn’t work, then you can’t integrate it. That seems to be the mantra districts are following with these staffing ratios (we follow a similar ratio at Eanes). However, if districts truly want to utilize these tools for learning, it would appear the next step is figuring out a way to fund that professional support person to help integrate the technology, whether it be at one campus (ideally) or at multiple campuses.
Thank you to all the districts that participated in this survey. I’ve conducted a similar internal survey with our own staff and would love another district to do the same so we can compare internal data. If you are interested, comment below and I’ll send you the link.
Here’s the infographic: