Category Archives: Techy
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:
When I was a kid we used to go bowling. No, not Wii bowling. Actual bowling. You know, where you wear someone else’s shoes, put your fingers in some greasy ball and take in your share of second-hand smoke? (smoking was allowed in bowling alleys back then). When I first started out, my ball went all over the place, including backwards once into a group of bystanders. When I finally did get my sense of direction down, I would end up chucking this 10 pound ball down a lane and inevitably it would end up in the gutter. Time and time again I would try only to be met with the “Brunswick pin sweeper of shame”. You know, the one where that rake comes down and knocks over all ten pins that you missed?
My parents were great at letting me fail and learning from that failure, but it led to some frustration. Enter bumper rails! While I still had to have some basic sense of direction, the bumper rails kept my ball from falling into the gutter and I was able to achieve some moderate success and even come up with the occasional strike.
Rolling out iPads in our schools in some ways as mirrored my bowling experience as a youth. We’ve given some basic direction and support but sometimes the ball flew backward (like when we went from iOS 4.3 to 5.0). Sometimes our fingers get stuck in the ball (iPads only being used for simple substitutive tasks). And other times, even when we had students going in the right direction, their feet would sometimes step over the line before they roll(distraction). However, by constantly communicating with our community, teachers, students and administrators, we are continually seeking out ways to positively impact the instructional use of these tools in the classroom and thus have the kids bowl more strikes. One of the early struggles in our deployment was the ability to be balance profiles and restrictions on the iPads so that they would have a successful educational experience. We really only had a couple of choices when we started back in 2011:
A) Let the kids bowl down the lane with the possibility of the occasional gutter ball or B) Set up blanket restrictions which was similar to bowling a ball down the lane only to have the pin sweep come down and block the pins, essentially taking away any of the creative personalization opportunities of the iPads.
Finally, this summer, we were able to use our own set of bumper rails. With the new Apple Deployment system and our revamped Casper JAMF MDM system, we were able to put some better, more secure profiles and systems in place to help further the instructional focus of iPads in the classroom and let creativity flourish.
Here’s a poster of a few of our newest restriction profiles at each level:
These new profiles will help us not only deal with our greatest challenges of the past but also help us push out apps wirelessly to student iPads at a much more rapid rate with an eye on personalizing each students’ device. Here are three things we’re most excited about in the new system:
Locked in “Focus” when needed:
With the new Casper Focus tool, teachers can lock student iPads into a single app. This means that we can use the iPads for testing and even as a substitute for expensive calculators. While we don’t want teachers over-using this feature, it will give them some scope of control when needed to get the class re-focused and on the same page so to speak. (like those directional arrows in the bowling lane)
We are highly concerned that non-educational gaming and iMessages were causing some disruptions to learning and causing kids to be off-task or distracted during the school day or at night. With our new MDM update, we have removed iMessages from the devices entirely and also improved some of the restrictions for gaming. We still believe it takes a village with a team approach of parent and school to teach kids self-control, but this new system gives us the guidelines (Bumpers) we need to make that happen effectively. One student found this out when he tried to turn in his iPad after getting it this Fall and claiming that it was broken. When he was asked why he thought it was broken he said, “Because I can’t download my favorite game. It just keeps disappearing.” (Strike!)
Over the Air App Distribution:
At the secondary level, students could get apps from us via a web-clip called “Self Service.” This was a nice way to make apps available for students, but it meant essentially giving away the app as a consumable because once it was redeemed, the student owned it. With the updated MDM system and the new Apple ID Under 13 program, students K-12 can have apps “pushed” to their iPads over the air without going and looking for them. By that same token, the apps now act as licenses which can be “pulled” back whenever a student leaves or starts a different course (Think rapid ball return and pin set-ups)
While we are always working to make personalized learning the perfect blend of support (bumpers) and guidance (arrows) which will turn learning into a success (strikes). With these new additions, I think we are well on our way to bowling a perfect 300 when it comes to iPads in Education.
Now…if I could just improve my personal bowling score…Am I too old to play with bumpers?
As students fill the hallways of our schools on their first day back, there is a major change afoot for those kids under the age of 13. Students in the pre-teen realm have always had less options when it came to personalization and use of certain websites/social media. While some of those rules still apply when it comes to the web, Apple’s new system of allowing districts to issue Apple IDs for those students under the age of 13 (with parental consent) means that the days of every elementary students having the same standardized iPad are in the past. Combining that with the new deployment system and (in our case) an MDM like Casper, and we are finally starting to see some of the real powerful potential of the 1:1 iPad platform. While I know there will be some glitches (there always are in technology), I’m looking forward to the improvements listed here this year for our K-6 students.
For the past 2 years, our elementary students have been living in the 1:1 world when it comes to devices, but haven’t really gotten the full-fledged personalized experience of their older counter-parts when it comes to apps. Because we couldn’t have individual Apple IDs on each iPad, we used Apple Configurator to provision “images” to sets of iPads at every grade level. This was a painfully arduous process that entailed having a Support Tech go classroom to classroom with a Macbook and provision the images to each iPad. With the amount of time and man-power it took to accomplish this, we basically had time for one app-refresh cycle every year. Besides the inefficiency of this model, we also had several times when iPads would get “hung up” during app refresh and have to be completely wiped, losing important student work that hadn’t been backed up. Now that every student will have an Apple ID, we can “push” apps out to students over the air (OTA). If a classroom wants an app, they contact our MDM campus manager who loads the app and pushes it out to the class overnight. If it’s a free app, the kids can even download it themselves!
Since we basically had two groups (K-2 and 3-5), that meant front-loading the images with pretty much every app we would think to use for the school year. The resulting images were somewhat heavy (taking up over 6GB of the 16GB space) and many were unnecessary depending on your grade. Here’s our example list of apps for elementary last year. You could have 3rd graders looking at 5th grade apps that they didn’t even need. While we’ve really focused on productive apps vs. consumptive ones, we at least knew that all kids would have the tools they needed to create a finished product. Now that we can now push apps over the air, that means starting with a much leaner set of core apps to start (nearly all “productive” apps) and adding those content or grade-level based consumptive apps as needed. One drawback of not having a set image on them is that iPads are essentially naked to begin the year until the students have their Apple IDs set up. Enter the always clever Janet Couvillion. She’s an Ed Tech at one of our elementary campuses and she created this tremendous Thinglink about all things you can do on an iPad with only basic apps:
We utilize eBackpack as our web-based and app-based content distribution system. However, we’ve also found some successes using iTunesU at the upper grades when it comes to quickly creating courses for students. Now that our students under the age of 13 have Apple IDs, we can have them enroll in a class course at the beginning of the year that a teacher can use to push out content as it becomes relevant. We can also provision specific iBooks or class sets of iBooks to students based on their Apple IDs, something not possible in the past.
Time to Focus
Another potential bonus of all of this is the new Casper Focus feature we had a kindergarten teacher test for us last year. With all iPads in this new system and each student with an Apple ID, a teacher can now “control” or “lock-down” all the iPads in his/her class into a specific app. While I’m not a big fan of the lock-down control model when it comes to teaching and learning, I do know there is a time and place when this might need to happen from time to time. With state and national testing moving to an online platform, we’ll need to have this ability going forward. This year we’ll be pilot testing the ACT Aspire test on iPads for students in grades 4-9 and we’ll also be piloting using a Desmos Calculator app during our 8th Grade Algebra State assessment. None of this would be possible without this new system in place without individually going to each iPad and enabling Guided Access.
In order to make this system work, we have to really rely on parent support. They have to go through the online consent and Apple ID creation process for us to be able to utilize all the advantages listed above. As a parent, the advantages to this program versus making your own Apple ID are many (here’s a Parent Guide from Apple). They’ll be able see what apps their students are purchasing. With their students being in the Under 13 program they’ll have less advertisements and data mining to worry about. As a parent of a new kindergarten student, I was excited to not only set up her Apple ID because we can now mirror the apps she’s getting at school and put them on our devices at home to help with her learning. I’ve always been a believer in the concept of a village raising the child and in our ever-increasing online world, the lines between home and school are no longer clearly defined. This process gives us as a district another opportunity to communicate about the education of their child, which can in the end only be a good thing.
To help introduce parents to this process I made this somewhat silly 3.5 minute video (below) along with some instructions for them on their end.
The future is bright and no longer just for those born before 2001!
I’ve received lots of great feedback on my SAMR Swimming Pool analogy (Taking a Dip in the SAMR Swimming Pool). This was an idea originated by Greg Garner’s take on Dr. Ruben Puentedura’s often referred to “SAMR ladder” and then “remixed” if you will by me. Well…it’s time for another remix because after reading that original post I realized something.
I got it wrong.
I focused on the teacher’s role in the pool the entire time and didn’t think about the students as much. So I’ve decided to take another stab at this and was motivated by my recent trip up to Minnesota for iPadpaloozaMN. They asked me to make my SAMR Swimming pool analogy into an entire 50-minute keynote! Talk about pressure! So, here goes. A remix on the SAMR swimming pool with all new analogies and concepts.
The Baby Pool (Substitution)
While parts of the original analogy still apply, it’s not just about what the teacher is doing with technology. Sure , you still need to test water when it comes to tech. Some teachers feel the temperature and decide it’s too cold to enter. Let’s say you feel the pool is comfortable and safe to enter. You step into the pool and your 25 students enter the pool with you. All the sudden you notice something, you are happy that it’s only so deep. Because it never goes below 1 1/2 feet deep, the kids can safely walk and splash around with the tools. They don’t need log-ins or email addresses. You can control where they go and if any of them are acting up or playing rough, you can just kick them out of the pool (take away their device). A baby pool is fun for really young kids (ages 5 and under) however, older students will quickly get bored in here and want to stretch the boundaries a little. The same thing happens when you take out a device that has access to the entire world and then limit it to just note-taking or e-reading.
The Shallow End (Augmentation)
After some time wading in the baby pool with technology, you feel like you can handle having all your students enter the main pool. They start out around the steps and work their way into waste-deep or even chest-deep water. You give them some freedom to go online (but only to certain sites) and you let them use a couple of different apps to help show they understand the learning objective. Kids can start to be a little more creative here. They can now do headstands under water. They can make a powerpoint presentation. They can play games like water volleyball. They can take a quiz on Socrative. You get the idea.
However, as the water is a little deeper, there is also a little more risk. Someone may fall and drown. You quickly realize that the boundary into the deep end of technology is only a little rope with some buoys on it. But, rather than stop and go back to the baby pool with the kids, you decide to let them stretch their wings. Kids can of pretty much any age range that can swim a little (3yo-18yo) can interact in this part of the pool with some monitoring. You notice they enjoy it much more as there is more to do and you enjoy it more because you know that if someone falls down, they can still stand up safely and breathe. Maybe they don’t need to go to the deep end….
Pool breaks (No technology)
Just like the pool, you need breaks from technology or your fingers will get pruny. Every so often you need to take 10 minutes or so to just get out, walk around, eat a snack and reapply sun-screen. Don’t forget that no matter how great all this tech-integration is, we all need breaks from it from time to time. Some of the best brain breaks are just 5-10 minutes of playing charades or doing a silly dance. While they may fight to get back into the pool, plan these into your technology integrated lessons. The students may not notice it at first, but these breaks spur creativity and interaction essential especially when going into the deep end.
The Deep End (Modification)
Eventually, you realize you have now spent quite a bit of time talking about boundaries and rules with your kids. They are all now very efficient at swimming with technology and are aware of the risks that are out there. You decide it’s ok to send them past the rope with a mission or project in mind without many restrictions except the basic pool rules. As a teacher you realize it’s no longer feasible to be in the pool with the kids as that would be incredibly exhausting trying to tell each of them what to do (sage on the stage) so you elect to go into the lifeguard’s chair and keep an eye on things as well as offer motivation (guide on the side).
You begin to notice some things very different about this part of the pool. Kids can now swim all the way to the 12-foot bottom and touch. They can hold their breath for 2 minutes without much struggle. They can focus on an assignment much longer even with all the access they now have. They start to invent games like sharks and minnows. They start to create Explain Everything examples of how they understand an objective. They start to get in and out of the pool and dive in off the side (as it’s now deep enough). They quickly transition from paper to device back to paper when needed. As kids need to be pretty efficient swimmers, you wouldn’t want any too young (6 or less) in this part of the pool without a floatie. As a lifeguard, you need to make sure they don’t drown and occasionally might need to blow the whistle when they’ve been in the pool too long, but overall the kids are really enjoying the rigor and fun that comes in this part of the pool.
The High Dive (Redefinition)
Kids can not only swim completely independently now, they are also starting to do things you didn’t even imagine when you entered the pool.
They can stay under water for 20 or 30 minutes at a time without batting an eye.
The pool no longer has a bottom.
They see the high dive and quickly decide to go off of it. They begin to design gravity-defying dives that involve their friends doing
coordinated back flips. Not only that, they show their teacher how they collaborated and achieved the dive but also how it identifies mastery in their learning.
The students have now become the lifeguards and invent the rules they feel are appropriate for all the swimmers. Your role is that of a swimming or dive coach as well as pool owner. (mentor in the center) You want to make sure the water is clean and the internet is filtered appropriately. You set some limits as too how long kids can swim in the pool before a break but the kids enforce it. Your pool is now one of the most popular places in the city and kids are building their own crazy slides, games, and zip lines that make it an enriching and engaging place to be.
None of this was possible when you first stepped foot in that baby pool, but without those initial steps you could have never gotten here. Without letting the kids have some level of autonomy with technology, they would have never gotten to the point where they felt they had some ownership in their learning. Just remember, now that they can jump off that high dive, it doesn’t mean this is where they always have to be. Some days the baby pool is all they can handle. Other days, maybe it’s the shallow end.
No matter where they are around your pool you can rest easy in the work you have done to get them at this point.
Now go let them swim.
Having just wrapped up a successful iPadpalooza and seeing all the chatter around ISTE 2014 online, I wondered: what makes a memorable and meaningful conference experience?
At iPadpalooza, we had 98.4% of people tell us they would come back to our event next year. Rather than being happy about that number, I focused on what the 1.6% didn’t like. Was the live music too loud? Were the speakers or presentations not what the attendee expected?
I used to be guilty of attending conferences and passively waiting for information or presentations to amaze me. I’d leave disappointed and wonder what attending these conferences would mean for me in the future. However, all of that changed when I started taking a more proactive approach to my conference experience. Here are a few steps to help anyone attending either their 1st or 50th event.
Prior to the Event
Laying a good foundation of prep work prior to attending a conference on the scale of ISTE or the variety of something like iPadpalooza can make huge a difference.
1. Find Some People to Follow - This doesn’t mean cyber-stalk or physically tail someone during the event. Rather, look at the big name speakers or presenters and start to follow their work on social media. This will give you a flavor of their presentation-style and may indicate what kind of content they might offer during their sessions.
2. Identify sessions ahead of time – Looking at the program guide for the first time at the registration booth puts you at a disadvantage. Most events (especially Ed Tech ones) post their session titles and descriptions well in advance. Take that opportunity to do some early research on topics that interest you and areas that you want to improve upon professionally. Additionally as popular sessions can fill up quickly, always have a back-up plan.
3. Plan on giving yourself time between sessions – George Couros blogged about a conference in Australia that left 30 minutes in between sessions. While that’s a great way to have time in your schedule, most events only allow for 15 minutes or so. When planning out your days, be sure to leave a couple of longer breaks throughout the day. This extra time will allow you to reflect on a session or connect with colleagues and maybe actually have a professional lunch that is longer than 30 minutes.
During The Event
4. Don’t sit in sessions you don’t want to be in – EdCamps have mastered this strategy by the “voting with your feet” way that they run their events. If you are “stuck” in a 2-hour workshop on the theory of how Disney’s Frozen can be applied to advanced Physics, you either didn’t research the workshop well enough or the description was completely off (First clue – it was called “Let it Go: Why Liquid Nitrogen is the Bomb”) Don’t be afraid to walk out to your back-up session. If that one is full, find a quiet place where you can observe and follow the conference hashtag. At least that way you might pick up on some great things shared at other sessions.
5. Meet somebody new and connect – The easy way to do this is to have some virtual introductions via social media before-hand and then approach them when you see them in person (assuming their social media avatar looks like them). The more challenging, and sometimes more interesting way to do this, would be to find an attendee sitting by themselves and just introduce yourself. You never know how their story may help inspire you in the long run and vice-versa.
6. Capture your thoughts and reflect daily – I like to blog about the things that I have learned at conferences. This isn’t so much to share with others as it is for me to identify the things that I found valuable in my learning each day. Not a blogger? Use a tool like Storify to capture bits and pieces of a hashtag and make your own recap with others’ social media posts.
After The Event
7. Go back and share what you learned – As teachers, we know that our students learn by doing. Therefore, take what you learned and teach someone else. The blog that I mentioned in step #6 is a great way to share what you learned. For the slightly more daring, ask to have some time at an upcoming faculty meeting to give your 5-minute Ignite-type talk about highlights of your learning to the whole staff.
8. Follow-up with attendees and presenters online – Now that you’ve made some connections with new people from the event, be sure to send a message in the weeks afterwards to strengthen that connection.
9. Blackmail yourself – Learning new and inspiring ideas at an event can be great momentum going into the beginning of the school year. However, often weeks or months pass before you even get the motivation to apply something you’ve learned and by then you are too tired with the day-to-day of school life. Rather than blow it off, blackmail yourself. Outwardly tell colleagues (online or in person) that you are going to try a new concept that you learned. Then, set a time when you are actually going to try it and publicize this as well. I like to send myself an email in the future using futureme.org or the like. Setting up that email immediately after the event ends and can immediately reignite you months later.
These steps or tips are not fool-proof, and they do require a bit of heavy lifting on the part of the normally passive conference attendee. But, if you apply some – or all of these steps – you’ll find yourself not only enjoying conferences more but also sharing that joy with other colleagues and students down the road.