About a year ago, we decided after much input to open up YouTube Safe Search for students. While there can be a lot of mind-numbing videos about squirrels on jet-skis, there is also a large amount of instructional content on there. Want to learn how to do Photoshop? Or maybe just the right way to carve a turkey? It’s all on there.
Being a 1:1 iPad school district means that anything we enable on the filter side, pretty much goes out to all students since it’s all at their finger tips. It’s taken some time for teachers to adjust to this new student-centered focused on learning versus the teacher as “disseminator of all information” model. One thing we’ve noticed throughout this initiative is that a lecture-based, teacher at the front, method of instruction lends itself to more distraction and less educational use of the devices. As teachers have shifted the knowledge to the students, distraction has decreased and learning with iPads as tools has increased. This may seem like a simple enough switch, but we are asking some of the best and brightest teachers to change everything they have been doing the past 20-25 years successfully. Which brings me to last January and the opening of YouTube.
Ten full minutes after announcing that YouTube would be open for students, I received the following email: (Name omitted)
I knew the sender of this email very well and for the sake of this article we’ll just refer to him as Jim. Being a very accomplished teacher, I realized the worry that Jim had with all the distraction and possible off-task behavior. I had a list of apps that allow some sort of screen-sheltered management. Apps like Nearpod or “Focus” by JAMF allow some form of screen control and embedded lock-down. My gut reaction was to seek out one of these apps as a way to help this him with his teaching. Knowing Jim well though, I decided on a different approach and response:
I made sure to include the all important smiley face on my response so that Jim knew I was being somewhat tongue-in-cheek but also sincere when it came to thinking about shifting the pedagogical practice he was employing. I later regretted not adding the statement that you can also use your “iMouth” to enforce restrictions.
While this was done to spark thinking and hopefully garner a bit of a laugh, the overall message has had some affect, even outside of Jim’s classroom. I mentioned this to some colleagues shortly after this and word spread about the “2Eyes” app. Before I knew it, people were actually sending me messages asking what the 2 Eyes app was because they couldn’t find it in the app store. In fact, Jim even responded with “I know that Carl. In fact, any teacher worth their salt knows that. It’s just that…this is hard! Having all this distraction pulls their attention away from what I’m trying to teach them.”
We ended the email exchange and opted for a face to face conversation, at which point I offered some assistance. While I couldn’t ask him to change his entire pedagogical practice, I made him a promise to work with him on changing some of what he’s currently doing to a more student-centered approach. A month later, Jim invited me into the classroom to watch an interactive lesson using formative assessment and Socrative. While this wasn’t a complete shift to student-driven learning, it was a step in the right direction and helped solve two issues:
1. Students felt much more empowered and more engaged in the class and lesson. When I informally asked them what they thought of this new approach many mentioned it made learning fun again. Some said that normally (even without an iPad), they would just check out and day-dream while the teacher asked the kids questions. Now they felt like they needed to participate to be a part of the class.
2. The teacher also left feeling empowered. Jim was able to walk around the room and send out the questions via the app and watch and listen as kids responded. He was able to instantly show the class data on the screen and have discussion about which points the group did poorly on. He was able to focus his direct instruction on those weaker areas in future lessons.
The moral of this story is that changing in teaching practice doesn’t happen overnight. You can put new devices in the hands of kids, but without some adjustments by the instructors, they are little more than expensive eReaders. I applaud teachers like Jim who have the courage to reach out and admit that this is hard. His original email was a call for help and I could have taken the easy way out by just giving him some screen-controlling app and been on my merry way.
That would have benefitted me in terms of time and energy saved from having to work with him on those changes. It would have benefitted Jim because he could have had a quick fix for teaching the kids. There’s one group though that wouldn’t have benefitted, those students in Jim’s class. They are the reason we are all here and sometimes it means taking the more difficult road if it’s for the betterment of learning.
If you are a teacher or administrator reading this, you will experience this exact scenario if you haven’t already when it comes to a “mobile device initiative” or BYOD. While it may seem like that easiest answer is the best answer, take a moment to think to yourself and ask the question: Is this beneficial to student learning?
On January 16th, 2014 I held a press conference to announce my retirement. There comes a time in every person’s life when they know it’s time to move on. I’ve seen some of the most memorable sports retirements and wanted mine to be modeled in the same vain.
Unlike those memorable speeches held in stadiums around the country, mine was held in my kitchen around the table. No microphones or press (unless you include the 3 precocious girls running around at the time).
It was time.
And so, with a heavy heart I told my wife that I was retiring from the DJ business. Instead of tearful goodbyes and interview questions those athletes face, my exit interview was much more steeped in reality. My wife’s response was, “that’s great honey, can you change the baby’s diaper?”
From a career that had humble beginnings DJing a friend’s wedding as a favor in 2010 to the height of my career in 2012, I had a lot of joy in getting the crowd up and moving during a wedding. I’m not blessed with much musical talent and I’m notorious for singing the wrong words to songs. One thing I’ve always been able to do well is motivate an audience to get up and dance.
I realized something those last few wedding gigs – good teachers are essentially classroom DJs.
Think about it.
Your job as a teacher is to motivate the kids to learn. The good ones know when things are going slow, when the crowd is starting to get bored and they change the song. Sometimes, you even need to get out into the middle of the room and get the kids up and moving. I mean, if we didn’t do that, we could essentially be replaced by a really good Pandora station for learning. Here are four traits that really good teachers and DJ’s share:
Just as there are classic songs that we play, there are classic lessons that teachers teach. However, the same songs don’t always work for the same crowd. If I tried to play some hip-hop at a predominately country wedding, I’d get a lot of listless, slack-jawed stares. The same is true for the how we teach. I used Google Docs with the Bride and Groom to request songs for their ceremony in advance. This “formative assessment” told me a lot about their styles and tastes and I could tailor the music to fit their needs. I see teachers doing more and more of this in classrooms as they change the direction of a lesson based on the crowd’s tastes. Sometimes, you have to remix it, change the style and suit the interests of your audience.
One other thing I loved about DJing was discovering all the new music the “kids these days” were listening to. Keeping my material fresh and up to date was a big key to my success. There’s nothing more embarrassing than playing MC Hammer’s 2 Legit 2 Quit to an empty dance floor. As teachers, we also must make an effort to stay up to date. The influx of technology and tools available on the web are infinite and sometimes mind-numbing. However, using these fresh tools can keep your crowd more engaged and often will save you time in your day.
This one was a challenge for me early in my career. I felt it was so important to keep people dancing non-stop for 4 hours that I never planned for breaks or mixing in slow songs (“drink-getters” we call those in the biz). A good DJ knows when to change things up by reading the audience. With the amount of content we are “forced” to get through in the classroom, it’s easy to put the petal to the metal for 180 days straight. However, you’ll leave your students exhausted and drained if you went at that pace every day. Instead, change it up a bit. Have a “slow dance” from time to time to allow kids to catch their breath, reflect, and then get ready for more.
Some of my most memorable moments of being a wedding DJ are when the crowd responds to a song. (The Isley’s Brother’s “Shout” being the ultimate audience response song) . Sometimes in the classroom there can be that magical moment where the kids are so engaged you can almost feel them learning together “out loud” as a group. While you can do you best to anticipate this by judging your audience, adjusting your music and pacing, sometimes, you just have to let it go and let them take control. Pass the mic around and let them sing their rendition of “Sweet Caroline” so they can make those memories.
While I may be retiring in name, I’m not retiring in spirit. My crowd has shifted from inebriated party-goers to teachers and administrators that are thirsty to learn. My music is now the infusion of technology and dynamic learning in every day classroom life. I still need to judge the crowd for interest, avoid the empty dance floors, and allow them time to get a drink every now and then. So, in a way, this isn’t a retirement, it’s a melding of my previous career with my current one. I’m teaching like a DJ.
And that is sweet music to my ears….even if I get the words wrong from time to time.
My attempts at predictions last year had mixed results. However, failure has never stopped me from pressing forward so here goes my bold predictions that I’m sure will go wrong in 2014. While these predictions are focused primarily in the Ed Tech realm, I will throw in a couple of wild cards just for giggles.
MOOCs rebound -
Those Massive Open Online Courses had been through the ringer in 2013 and like with many new ideas, there was some serious questioning about the validity of learning in a MOOC. Feeling like I needed to be an informed person about the subject before judging it, I took my own MOOC on the social & health impacts of a post-zombie apocalypse society in a course based on the show The Walking Dead. While the course was interesting to me, I can see that the less motivated might easily be lost in this online learning abyss. That said, anytime you can freely gain knowledge (like how to cure your own meat for the end of days) is a bonus. I think they’ll continue to grow and expand especially as more credible universities create courses.
Textbooks become obsolete –
Remember these are BOLD predictions! Let me clarify a bit on this one. Textbook companies will continue to survive (in the case of the “Big 3“) and many will start to thrive (in the case of the open textbook market). I see schools being the biggest reason why this change doesn’t happen right away. There is a mindset that a textbook is required to get through the learning objectives for the year. Until that mindset changes, they won’t go away completely. However, I do think more and more districts are discovering that it might be more powerful to pay their own teachers to make a course/textbook than pay a company a 500% mark-up.
A new social media platform will take off with teens -
I go from one of the more bolder predictions to one of the “no duh” predictions. Every year there seems to be a new space that teens and tweens flock to. We know Facebook is as ancient as a 45 record to them, but we don’t know where they will end up. Last year, SnapChat and Instagram were spaces they flocked to and in turn made “selfie” the word of the year. This trend will likely continue and probably spill into more of the micro-video platforms like Vine. However, if I’m going to be bold….I say MySpace makes a comeback and I’m being totally serious. They re-branded themselves and made a snazzy iOS app which allows all the things teens love, an easy space to put stuff about themselves.
Wearable tech makes its way into the classroom -
Yes, the 2013 K-12 Horizon report put wearable technology, like Google’s Glass, on the “3-4 year” horizon. Although, judging by how quickly trends are starting to take off in educational circles, I predict we’ll start hearing case studies about how Nike Fuel bands helped battle childhood obesity in the classroom or how Melon Headbands helped students with their ADHD.
Augmented Reality becomes reality -
Just like we can’t imagine a world without internet, augmented reality is quickly shifting from “nice to have” to a powerful tool we need. Last year, apps like Aurasma and ColAR made big splashes in the classroom. I see this trend growing exponentially as more and more schools go with BYOD or 1:1 initiatives to get devices in students’ hands. While I still think it’s a couple of years away, my dream app that I want invented would allow the teacher to hold up his/her device and “see” what the kids are thinking with thought bubble floating over their heads. That could be both powerful and scary.
While I don’t plan to have all the gore of a typical zombie movie in my presentation, I do plan to disseminate some scary information about our brains and our relationships with technology (all while in full zombie make-up of course). This might prove troubling to some, so I’ll have a disclaimer for all of those attending the session -
“Warning: Graphic Content. Some of the information presented here may be disturbing for some audience members.”
The classroom desk will truly die -
I got a lot of mileage on my post on “The Obituary of the Student Desk” last year. It was inspired by visiting one of our new flexible classrooms that a third grade teacher was testing out. After visiting a high school version of a similarly adaptable classroom, I realized learning no longer should be bound by an uncomfortable, immovable chair/desk combo. My hope for 2014, is that students’ posteriors everywhere are given a break from those medieval torture devices of yesteryear.
My “Giving Up Google” for lent experiment will be the stuff of legends -
Last year, following an exchange with some teenage students about how they “don’t do email” anymore, I decided that I would give up email for Lent. While that experiment only lasted 19 days, it forced myself and others to think about all the different ways we communicate. Ultimately it failed because people couldn’t get in touch with me and while I wanted them to know why I was doing this, forcing them to give up email as well wasn’t an intended outcome. This year, I’m going to do something that should only affect me. I’m giving up Google. To clarify, I’m not giving up Gmail, Hangouts, or Google Drive, but the ability to search. And to be sure I don’t cheat with another search engine like Bing or Alta Vista (does that even exist?), I’ll widen the challenge to include any search engine. That’s right. If I want information in those 40 days, I’ll have to either type in the URL of a specific site or “phone a friend” that knows the answer. It’s like living in 1995 all over again. Regardless if I make it or not, like the email challenge, I should have some interesting data about how dependent we have become on search engines.
Let the future begin!
Last December I decided to join the many prognosticators out there and try to predict what changes were ahead in the realm of educational technology. I made 10 bold predictions that I hoped would come to pass in 2013, but knew in reality were still too far out of reach. In order to keep myself in check, I will now go over my predictions and how I think they turned out.
1. The “21st Century Skills” will be renamed something more appropriate and clever
Outcome – Not yet
It appears that we are still holding onto this crutch phrase for another year. I heard more references to “digital learning” and “immersive learning”, but it seems our default for technology related learning is still “21st Century Skills”. That said, I see us using terms like “soft skills” much more often, like Tracy Clark‘s clever bingo card shows here:
2. The Flipped Classroom will become commonplace
Outcome – Still pending
While true flipping isn’t happening wide-spread, there seems to be an exponential increase of teachers using a hybrid approach to extending learning. Flip-teaching advocates got a boost when flipper Todd Nelsoney was honored with 10 others at the White House as a Champion of Change.
3. The PC will make a comeback!
Outcome – WRONG
Ok, so in my original prediction, I threw this in there to see who was paying attention. PC sales have now had 6 quarters of decrease in sales and shipments according to this Gartner study in October.
4. A Non-Apple tablet will rule them all -
Outcome – No, but the playing field is leveling
I’d say a non-tablet like Google’s Chromebook seem to be making the biggest dent in this space. The Windows Surface tablet was given away to the first 10,000 attendees at ISTE and word on the street is they couldn’t give them all away. Apple is still ahead, but there are many more choices out there now than those that start with a little “i”.
5. More districts will realize there needs to be more instructional technology support staff
Outcome – Looking better
There has been a lot of movement in the educational/instructional technology support space for the better. While this is purely anecdotal, it seems that there are more positions being created and opened up in districts around the US. If I wanted to use a number, I’d say the amount of people asking me for the Eanes version of the Ed Tech Job description have tripled in the last year. As devices become less technical to use, this will only continue to increase as teachers need support more with ideas for integration rather than technical challenges.
6. Someone will finally name their child “#” -
Outcome – TRUE (or a hoax)
I probably should have researched this one a little better before posting the prediction. In late November of 2012 a couple reportedly announced the birth of their daughter “Hashtag Jameson”. While there is debate about whether or not this actually happened, it follows a trend. A Parisian couple actually named their kid “Like” after the Facebook interaction in 2011. Next up for 2014….a child named “Selfie”.
7. We will finally break away from accountability ratings based on high-stakes assessment
Outcome – Still a ways to go
Here in Texas our plans for an alternative accountability system were shot down when HB 2824 was vetoed by our “forward thinking” Governor. However, there are many more national rumblings about a shift away from a one-size-decimates-all test even in the wake of Common Core’s PARRC assessment planning to be field tested next year.
8. There will be a record turnout (and heat) for ISTE in San Antonio in June
Outcome – False (and false…barely)
According to ISTE’s blog there were approximately 13,100 attendees for this year’s ISTE conference. That would indicate a slight decline from the 13,212 attendees from San Diego the previous year. My sub-prediction that iPadpalooza would increase did come true as our attendance more than doubled. As for the record heat prediction, the hottest day in all of San Antonio happened on June 29th. Unfortunately for this prediction, that was 2 days after all the vendors, mariachis, and Surface tablets had left the Henry B. Gonzalez convention center. (well…maybe not all the Surface tablets)
9. Internet Memes will become the hieroglyphics of our culture
Outcome – On track
Just days after posting these predictions, a professor from Kansas State University posted in the comments section that he is now teaching the “science of memetics” in his digital media course.
10. My “Giving up email for Lent” experiment will be an epic success
Outcome – Fail, but lessons learned
While the experiment only lasted for 19 days, I learned a great deal about how we communicate and how our kids communicate. We are on the verge of a communication explosion. One prediction already coming true is how all our other forms of communication are being monitored and monetized. Keeping our youth educated on this will be an increasing challenge!
Well, that wraps up 2013. Looks like I was pretty far off on some of my predictions and close in others. I’ve got my work cut out for me in predicting Ed Tech in 2014, especially as articles like this are already coming out.
One thing is for certain, the future is unpredictable.
I have to admit, I’m honored to be connected to so many people in my PLN. When this 11 Random facts thing (aka “Sunshine Nominations) started going around a couple of weeks ago, I thought it was a neat way of getting to know other things about your network than you might not of otherwise known. The concept is simple: Tell 11-relatively unknown facts about yourself, then post 11-questions for 11 bloggers to answer. One great problem to have with this project is that I’ve been “tagged” by multiple bloggers (#humblebrag) so at this point, I’d have to do this 6 times to honor the tag. Instead, I’m going to call out those that have tagged me, how I know them, and then answer a mix of my favorite questions they have asked.
1. I first got tagged by math wunderkind Cathy Yenca (@mathycathy) and realized this might be a serious thing.
2. Then, I got tagged first by Kristy Vincent (@bigpurplehat) but as she cyberstalks me, I immediately dismissed it. :)
3. A few days later, I got tagged by Dean Shareski (@shareski) and thought maybe I should take this more seriously as he’s a Canadian & a social media guru.
4. But a few minutes later, Amy Mayer (pronounced MAY-ER – @friedTechnology) tagged me, and as she’s friends with Kristy, I dismissed it again.
5. Then yesterday, fellow ADE Kyle Pearce (@MathletePearce) tagged me, so I had to take it serious again because he’s Canadian (see #3).
6. Finally, today, dear friend and self-designated “Wrecking ball” Joel Adkins (@mradkins) tagged me so I figured, I better do this ASAP to stop the sunshine.
So here goes. First up, my 11 random facts
1. I hate numbered lists for blog posts. (see the title of this post) Or numbered lists of any kind even though I try and avoid them, I’m guilty of doing them and even blogged about why you shouldn’t do them.
2. I went to UT as an Architectural Engineering major as it was a childhood dream of mine to be an architect. Now, like George Constanza, I find myself wanting the title “Digital Learning Architect” just so my dreams can come true.
3. In between that major and my eventual major of elementary education, I majored in drama…for one semester. (hard to believe, I know)
4. I’ve been on a not-so-secret mission to get my entire family caught up on the 21st century. First it was getting my wife a Facebook page, then my parents an iPad.
5. I have a phobia of feet. I don’t like to look at them, talk about them or touch them.
6. Despite what people think, I don’t hate paper. I just don’t like using it for the wrong reasons.
7. I have a pet peeve that I can’t order the same food as anyone else at the table in a restaurant. As such, if I’m ordering last, I usually have to have several options in mind should someone else choose them.
8. Speaking of restaurants, I drink a lot of iced tea. In fact, I set my average at 6 glasses and base my tip percentage on the over/under of that amount of refills.
9. I’ve had a life-long dream of playing in the World Series of Poker and have tried to play my way in since I can’t afford the $10K buy-in.
10. I have a fascination with survivalists and doomsday-preppers. It’s not healthy.
11. I’ve lost nearly 50lbs this year because of social media and will post those findings soon (just not in a numbered list!)
Ok, so now to the questions that need answers. I’ll list my answers alongside who asked it -
1. How do you feel about pants? (Dean) – I find them utilitarian. Fashion-wise, I vary between jeans and dockers. However, going without pants is only acceptable when doing workshops in Hawaii.
2. What’s your favorite movie of all time? (Joel) – The Godfather
3. Proudest moment? (Cathy) – It happens everyday when I come home and my girls shout out “Daddy!! Daddy’s home!!”
4. What was your very first tweet? (Kristy) – “Ok, I’m going to try this twitter thing out”
5. What’s your embarrassing childhood nickname? (Amy) – With my last name, it’s not too hard to think of a bunch. I was actually called “Mad Dog” when I was little, because I had a hair trigger temper and my face would also turn bright red.
6. How did you come up with your Twitter/online name? (Amy) – MrHooker – It was available in 2007 and how I have been known by the thousands of youths I’ve taught over the years.
7. What was the last movie you saw in a theatre? (Dean) – posted this because of Dean’s spelling of “theatre” but also to say I saw the latest Hobbit and was a little disappointed. (this coming from someone who lives on a street called “Mordor”)
8. Funniest thing you ever said in front of a group of students/educators? (Cathy) – Answer – [Censored] – but in reality, probably something to do with my last name….
9. What tweet would you leave in a time capsule for 50 years from now? (Kristy) – “My life is an open book that no one wants to read.”
10. You can snap your fingers and create an online tool that does whatever you want instantly. What does it do? (Amy) – I’ve actually blogged about this in 2012. Would love a “Smart Refrigerator” that knows what’s inside of it, what’s almost empty, what’s about to expire, etc. This weekend, my wife and I added that we’d love to be able to shout things at it to put on our shopping list. (think Google Glass) – “Ok Fridge – Out of milk!”
11. Who is your go-to concert experience? What band or artist do you have to see if they come to your town? (Joel) – Metallica, I try never to miss a show even though they’ve softened over the years.
Here are my 11 bloggers I’m nominating:
1. Greg Garner (classroom_tech) – because I know he hates these sort of things
2. Jake Duncan (@duncanbilingual)
3. Beth Holland(@brholland)
4. Brad McEachern (@bradmceachern)
5. Tracy Clark (@tracyclark08)
6. Felix Jacomino(@felixjacomino)
7. Sandy Kendell (@Edtechsandyk)
8. Carrie Ross (@msrossenglish)
9. Diane Doersch (@DoerDi)
10. Chris Parker (@kreyus)
11. my wild card here: Sir Ken Robinson (@sirkenrobinson) mostly because I want to see his answers.
Here are my 11 questions that need answers:
1. Who was your best boss EVER and why?
2. If you could go to any event in the world, what would it be and why?
3. Have you ever cried at a YouTube video? If so, which one?
4. What’s your most guilty pleasure?
5. What’s the biggest prize/money you’ve ever won?
6. What makes you nervous?
7. How do you explain your job to people?
8. What software/program needs to go away forever?
9. What is your secret super-power?
10. How many devices do you have in your home that connect to the internet?
11. What’s your proudest moment?
Please post your link to these answers in the comment section below so others can enjoy!!
I recently got to watch the SAMR master himself, Dr. Ruben Puentedura take the stage at iPad Summit Boston. His SAMR model research is based on years of observing one-to-one technology integration in Maine’s Student Laptop initiative (now called MLTI as we love acronyms in education). At it’s simplest form, the SAMR model states that when you introduce technology to an environment, like a classroom, generally the first thing the user will do is figure out a way to use technology as a Substitute for an existing task. As you “climb up the SAMR ladder” you see a shift of pedagogical practice from teacher-centered to student-driven. This is exemplified by the “R” in SAMR which stands for Redefinition – or, simply put, when technology allows for a creation of new tasks, previously inconceivable.
When researching our own 1:1, I kept running into this research and the more I delved into it, the more I understood and realized that in reality, it’s not a ladder at all that we are trying to climb, but something a little more nebulous and fluid. The problem with the “ladder” visual is teachers may think they have accomplished all they need to once they reach the “R” in SAMR and don’t know what to do next. This part of the visual really troubled me when talking with parents, teachers and administrators. Enter our middle school Ed Tech, Greg Garner (@classroom_tech). His approach to SAMR was simple: It isn’t a ladder that we should try to climb, but instead a pool that we need to be swimming in.
I loved his analogy because I felt it provided a better reality of what happens with SAMR in a classroom on a day-to-day basis. It even inspired me to make this clever graphic (see below).
So with full credit to Greg, here’s a quick overview of what I think it means to swim in the SAMR Swimming Pool:
Enhancement Shallow End -
You have to be comfortable wading in the water before you can venture into the deep. The ideas behind Substitution and Augmentation are that you are swimming in the pool of technology integration, but you don’t have to wear yourself out treading water. As a teacher, you know you can always just stand up and breathe. These tasks are simply technological extensions of your everyday teaching and if things get really messy, you can always step out of the pool and still get a majority of your goals accomplished. Sure, it won’t be as stimulating or engaging, but learning and traditional teaching can still happen around the edges. (just NO running!)
Similarly, like when entering a pool that’s not at the ideal temperature, teachers sometimes need to walk in slowly, allowing their bodies to adjust to this shift. Some can just jump right in, knowing their bodies will eventually adjust, and at the same time knowing they can just stand up and jump out if they need to. Others need time, going in step by step slowly and at times gasping when their body enters the depths of new pedagogical practice.
This idea of touching their toe in the water of technology integration is not new. A majority of our teachers want to test the water several times before fully submerging in it. If something should go wrong and they get water up their nose, it could be weeks before they are comfortable venturing back in. Eventually, they will get comfortable wading in the shallow end and want to venture out past the rope into the depths beyond basic technology integration.
Transformative Deep End –
Once you cross the rope, you will not be able to stand up (except maybe hopping on your tiptoes for a little while). Someone venturing into this end of the pool, must have confidence in their teaching and know that they can tread water at times, but when things are going right and redefinition is happening, it’s almost like you can walk on water.
This doesn’t happen everyday, but without the practice of stumbling around in the shallow end of the pool, teachers can drown by trying to go into the deep end too quickly. They need to think about the purpose of swimming there. Some may decide to jump off the diving board straight into the deep end and learn how to integrate from day one with a particular learning objective. Others, elect to take swimming lessons (Professional Development) and use the occasional swim noodle (instructional technology integrators) to help them stay afloat. In addition, they will want to make sure that a lifeguard (Principal) is on hand should they begin to really struggle and possibly blow the whistle when they need to take a break.
The bottom line is without time, practice, support, and motivation, rarely would a teacher elect to venture into that deep end of SAMR. The amazing thing is, once a teacher does enter that realm, they may realize that they aren’t swimming alone. Swimming in the transformative deep end doesn’t mean the students are on the side of the pool cheering you on. It means they are in the pool with you – working, collaborating, problem-solving, and creating their future with you at their side.
You ever have that heart-stopping feeling of fright when you leave the house without your phone? What about that feeling of exposure when you are the dentist office and realize you don’t have your favorite tablet to help you pass the time while catching up on episodes of Orange is the New Black? Isn’t amazing how quickly we’ve become attached to our devices? They’ve become more than an accessory, they’ve become part of our clothes. You wouldn’t leave the house without clothes on would you?
In September, I attended the Mobile 2013 Experience in Arizona and was faced with quite a conundrum. My phone was about to die and we were heading into the networking reception part of the event. I didn’t want to carry an iPad or laptop around with me, but didn’t want to be disconnected. It dawned on me the irony that I was about to head into a networking event and felt the need the to carry my phone with me to stay connected. Much like Linus of Peanuts fame, my iPhone is my security blanket. I figured I had two options at that point – Either stay in my room and communicate and connect digitally with folks or actually go into the event without my device.
I decided take the plunge and leave my room without my “clothes” on. Something amazing happened during my couple of hours of wandering around “digitally naked.”
No one seemed to notice.
I didn’t get any embarrassing looks from people at the event despite the noticeable nervous discomfort on my face. Not only was anyone aware of my digital nudity, but some other strange things started to happen while I skinny-dipped around the room:
The “uncomfortable pause” became really uncomfortable
We’ve become uncomfortable with the uncomfortable pause (pretty meta don’t you think?). Louis CK had a brilliant rant on a recent Conan appearance about the very reason we can’t do this even when we are ALONE. I realized how hard it was to stand there and look around a room without my blanket to save me. Now I can see where thumb-twiddling became all the rage in the 19th century! Only now we have thumb-texting to past the time. After virtual streaking through the room and kicking the invisible dirt on the carpet, I realized what I had to do next.
I had to talk to people
I consider myself a very social, extroverted person. That said, there’s still something uncomfortable about going into a crowd of strangers and engaging in conversation. Luckily for me, while I was digitally naked, my social-media presence made it easier to make connections with people in “3D”. Even if I couldn’t show a stranger the clever ecard or cat video from the web on my phone, I could tell them a story about it and laugh at my own inside jokes. While this was awkward at first, I harkened back to my pre-Smartphone days to pull in some age-old tricks like eye contact and active listening to make it go smoother. And whenever that didn’t work, I just verbalized “hashtag”* to get my geeky joke across. (*Timberlake, J & Fallon J, 2013)
I experienced “phantom vibration”
Crazy as it may sound, I actually felt my leg vibrate right where my phone would normally be in my pocket. The eerie part about it was that it felt exactly like the amount of pressure and length a “text vibration” would feel like. Imagine my embarrassment when I would reach down to my empty pocket quickly and discover there isn’t anything there. I called it a phantom vibration as it reminded me of the stories of people who had lost a limb yet still “felt” its existence. This happened more often than I would comfortably admit here, but lets just say I’m pretty sure people at this event saw me as some either a crazy person swatting invisible bugs off his leg or a pseudo-athlete with a reoccurring quadriceps cramp.
I felt exposed and liberated
There was something liberating about not having to check my phone every 12 seconds. It took some getting used to, don’t get me wrong. At one point I thought I was having a panic attack, which when coupled with my phantom leg slapping probably didn’t help with my approachability. That said, I almost felt as though reality got a little bit brighter when I didn’t have that tiny screen staring back up at me every so often.
Colors seemed more vibrant.
Smells seemed more acute.
I had gone from panic attack to a euphoric state of being. I felt myself almost floating around the room.
The world didn’t end
When I finally did return back to my room where my now fully-charged phone awaited, I was astonished to see that EVERYTHING was ok. I had told my family what I was doing before heading out of the room and quickly alerted them to my safe return to put their minds at ease. The district didn’t suffer from any major outages or set-backs. Sure, I may have missed a couple of emails and tweets, but nothing very pressing. The world can survive without me being connected to it!
What does all this mean? Well, you might be saying to yourself, Carl is way too connected. You’d have a point there. I mean the very fact that I’m blogging about this is a testament to that need for digital clothing. However, this brief digital skinny dip taught me something else. That I can survive, albeit briefly, without that constant connection.
When I returned home after that pilgrimage to the desert of Arizona, I decided that being digitally naked meant being MORE connected with those around me physically. And when staring down at those 3 little cherubic faces at home, I realized that I’d much rather have them stare back up at me than that tiny screen.Editor’s Note: October is Connected Educator’s Month