Category Archives: Mobile Learning Mindset
Listen carefully! We are a group of individuals that represent a large faction of educators. While we respect the way you have run the training methods of your organization in the past, it is time for a change. As such, we are holding your teachers’ learning hostage. Their learning is safe and unharmed at this time, however, if you would like to release their learning, you must meet our list of demands when it comes to how you provide training for adults. Failure to meet these demands will result in the wide-spread lack of professional growth and lack of improvement in pedagogical practice by your staff.
It doesn’t hurt to spend a little energy and effort promoting professional learning and getting teachers excited for it. Come up with a theme and make it feel like an exclusive “members-only” type event. While some of them may come because they “have to”, it helps start the training off with excitement and energy. One example would be to send out a video or graphic that highlights the training in a fun way. Here’s one that takes a “Point Break” theme to make learning about High Quality Assessments just a tad more exciting:
Building on the buzz and excitement from your promotion, take some time to create an atmosphere for your training event. This can be as simple as having some appropriately-themed music to adding some simple decorations around the tables. When someone walks into your room, they should be excited about being there, not dreading it. Know that many educators are entering your room with the expectation that this will just be another 6 hours of “sit n’ get”, which is why it’s important to create that exciting first impression when they walk in. Have fun activity for them that involves more than just making a name card like “tweet what your first job ever was” or “find a picture of what super hero best represents you”. This will give you as the trainer an opportunity to connect with the attendees as well as give you some material that you can use later.
Research shows that hunger affects the brain and cognitive development. While we know funding is always tight and food is the first thing to get cut, this is a list of demands. If you want your staff to learn, make sure they are not hungry. This doesn’t mean you have to provide a 5-course meal, it can be as simple as a basket of chocolate or some protein-heavy snack mix. Having protein in your diet not only creates better avenues for neurotransmitters to help with learning and retention, it increases happiness according to this study.
And this doesn’t mean have 10 minutes set aside for walking around and adding notes to those giant sticky chart papers on the walls. Take a moment and put yourself in the shoes of the attendee. Would you attend your own professional learning? “Fun” can sometimes be a negative word when it comes to learning and it shouldn’t be. Making learning fun, even for adults, will not only increase engagement in the learning, it will keep them coming back for more.
Having periods of movements or “brain breaks” throughout your training not only provide some much needed breaks from what is being input into the brain, research shows that movement facilitates brain plasticity (essentially the science of having the brain learn something new). Doing a brief improv activity or having your attendees move and stretch increases oxygen flow to the brain as well as this plasticity. A side-effect of doing a group improv activity is that it creates an environment of trust and risk-taking as well as collegiality between staff that might not normally be working along side one another.
How many times have we heard that adults shouldn’t lecture children all day? Do we think that what’s best with pedagogy wouldn’t also apply to what’s best with andragogy? Who’s doing the work and talking during professional learning? If it’s more the instructor than then the attendees, you need to rethink how you are engaging your adult learners. When outlining your day for professional learning, try and employ somewhat of a “chunk n’ chew” method to the day. Break the day up into 20-30 minute segments that involving both introduction of a new skill, but also time for attendees to try it out and discuss ideas for application.
Taking into account the demands for engagement, movement, and making things more student-led, you must create opportunities for staff to collaborate on an idea or solve a problem. Providing time for collaboration in your professional learning allows opportunities for staff to discuss best practices around a topic or share strategies around a particular pedagogical problem.
Learning new things and skills takes a lot of cognitive ability. Having a training where all you do is show a series of new tools or tricks can be overwhelming to the brain and makes it nearly impossible to internalize all of it. As mentioned in demand #6, creating “chunk n’ chew” learning opportunities throughout the training will give staff an opportunity to try out the new skill as well as plan for application. Taking time to plan for application of the skill when it is learned, has a greater chance to translate into actual practice in the classroom.
We try to differentiate for learners in our classrooms, why not do the same for staff? Every single person comes into a training session with a different set of prior skills, knowledge, and preferred learning methods. When planning your professional learning, you need to allow opportunities for both the struggling learners and the high-flyers to be successful. This can be as simple as sharing your outline for the day ahead of time on Google docs or a website so that some can go at their own pace, while others can revisit a newly learned strategy.
Our final demand is that you provide some time for staff to reflect on what they have learned. When planning the professional learning experience for your staff, make sure there is time to reflect throughout the day. This doesn’t mean just spend the last 5 minutes reflecting on something they learned that day, but rather actual pockets of time throughout the day where they can reflect in the medium of their choosing. After all, educational reformer John Dewey once said, “We do not learn from experience…we learn from reflecting on experience.”
We feel our list of demands are not unreasonable. Please secure these demands prior to your next professional learning event or your teachers’ learning will suffer the consequences.
The E.B.P.L. (Educators for Better Professional Learning)
During his mini-keynote, Derrick Brown (@DAB427) claimed that we were all “just living in a Hooker’s dream.” While I’m honored by his statement, I can tell you this entire experience has far exceeded any dream I could have dreamt. I can also tell you that this dream wasn’t just mine, but a shared dream amongst teams of dedicated educators that I’ve had the pleasure of working with because of this event.
This past week at the ending of our 6th annual learning festival, I announced that it would be the last iPadpalooza main event. This decision was not made in haste and has involved countless of hours of discussion, counseling, and, in my case, even some tears. But, before we dive into what comes next, I decided to write this post as part explanation, part reflection, part appreciation, part therapy (for me), and part teaser (for what’s next).
First…a little history
In 2011, we had launched our iPad 1:1 and wanted to hold an event that would bring teachers together to share and learn from each other. Since other districts in the area were doing it, we decided we could open it up to outside educators as well. The thought of holding an “iConference” was kicked around but sounded boring and overdone. One of my amazing iVengers (Marianna Ricketson) said at a meeting in early 2012 that we should name it iPadpalooza as a way of making it sound more fun. So we bought the domain and set a date without any clue as to what we were going to actually do. (Hey, sometimes, you just have to take a risk and put it out there)
Also at that point, I added the tagline that “It’s not a conference…it’s a learning festival” to make attendees aware of what they were attending would not be a normal educational conference. So, on June 19, 2012, we partnered with TCEA to host our single-day event and even had some film students create this promotional video (below). As a fun side note, I had to reach out and chat with Norman Greenbaum to get his permission to use his song in the video. He’s a groovy dude.
The truth behind the lieFollowing a successful first year, we wanted to make the next year even bigger and expand it to two days. So I hopped on the phone with Sir Ken Robinson’s people to try and convince him that he needed to come to our learning festival. When he said he’d never heard of it, I lied. I told him that it’s a global event that is attended by 1000 educators from all over the country and the world. He and his people agreed to do the keynote, and even though in the first year we only had 400 attendees, when he showed up, so did 1000 people from all over the country and the world. So….it wasn’t necessarily a lie, it just wasn’t true…yet.
The “Learning Festival” ideology
Getting educators to attend professional learning during their off-time can be extremely tricky. While ideally, people would just come to improve their craft, there is also some pressure on those providing the learning to make sure it’s worth their time. When I was a classroom teacher, I always thought the best trainings I attended gave me some choice and allowed time to collaborate and be hands-on with activities rather than sitting in a room for several hours being talked at. When I attended conferences, I took notes of the parts I liked, and the ones I didn’t. Cramming sessions in with 5 minute breaks left no time for reflection and collaborating. Also, as I attended events like TEDx, SXSW, and even ACLFest (a music festival), the idea to create a festival atmosphere kept creeping into my head and those on my team.
The learning festival ideology is centered around the concept that learning can be fun (even for adults) and that learning should be an event…an experience if you will. From the moment you walk in until the moment you leave, you should be a part of the experience. Taking the traditional conference concept and shaking it up with live music, food trucks, t-shirts, contests, film festivals, and unique session types helps make the learning more festival-like.
It’s more than just a name
We knew when we named the event “iPadpalooza” that the name immediately excluded certain groups of educators (those without iPads). While we began the event as a way for teachers to share iPad resources, education, devices and technology integration has evolved. Indeed, our session titles in the early days were also centered around the device rather than learning. Sessions like “50 apps in 50 minutes” were popular when we began, but as the festival evolved, we noticed a stronger push to focus deeper on learning strategies with and without technology. Whatever our next iteration will be, we want to make sure that all adults (and students) have an opportunity to experience the Learning Festival-feel regardless of what device their district may have purchased.
6 years – by the numbers
Here’s a look at a few numbers of iPadpalooza over the the last 6 years:
Before Sir Ken, Tony Vincent took a chance and decided to open up our inaugural event in 2012. (I was actually the closer for that event). Without Tony, our event wouldn’t have had the initial credibility to get off the ground. I’m forever grateful to him and the work he brings to education. Other featured keynotes included Sugata Mitra, Guy Kawasaki, Adam Bellow, “iPad Magician” Simon Pierro, Cathy Hunt, Eric Whitacre, Kevin Honeycutt , Austin Kleon and Jason Silva. Also, in 2014, just to be a little different (and to make @techchef4u happy), we had the band Blue October close out our event.
Besides the above, we’ve hosted nearly a hundred “celebrities” from the education world, many of whom have been roped into doing a mini-keynote over the years. Here’s just a few names that have generously given us some of their educational expertise over the years: Tom Murray, Christian Long, David Jakes, George Couros, Kerry Gallagher, Dan Ryder, Amy Burvall, Dean Shareski (and his daughter this year!), Audrey O’Clair, Wes Fryer & Shelly Fryer, Felix & Judy Jacomino, Adam Phyall, Amy Mayer, Greg Kulowiec, Andrew Wallace, Cathy Yenca & Tim Yenca, Lisa Johnson, Greg Garner, Don Goble, Kyle Pace, Phil Hintz, Kyle Pierce, Leo Brehm, Chris Parker, Michelle Cordy, Jennie Magiera, Scott Meech, Tracy Clark, Cori Coburn, Rafranz Davis, Kathy Schrock, Monica Burns, Derrick Brown, Todd Nesloney, Jon Samuelson, Matt Gomez, Reshan Richards, Julie Willcott, Richard Wells, Rabbi Michael Cohen, Brianna Hodges, Carolyn Foote, Brett Salakas, Jona Nalder, Matt Miller, Holly Moore, Joan Gore, Janet Corder, Kacy Mitchell, Steve Dembo, Lucas Loughmiller, and Chris Coleman just to name a few. (Apologies if I left anyone off this list!) So much talent has graced the halls of Westlake High School over the years and I can honestly say you would be lucky to have any of the above as keynote speakers at your event. There were also countless other rock-star teachers that have been a part of the 509 presenters that have shared their wisdom at our events. Check out the last couple of mini-keynotathons and other featured speakers on the iPadpalooza YouTube channel .
Events around the event
One of the things that really makes our festival different is the thought, time, and energy put into events happening during and around the main event. The APPMazing Race and Youth Film Festival both kicked off in 2013. In 2014 we added the iLead Academy and in 2015 the Prepalooza Learnshops. This final year, we also added our first ever Ed Tech Poetry Slam at the Spider House in Austin (Shout-out to Lisa Johnson for the idea!) These events around the event really make it a nearly 24/7 experience in learning, connection, fun, and collaboration.
Other ‘paloozas and the Learning Festival Network
In 2014 I was approached by Kari Gerhart and Caroline Little about the possibility of bringing iPadpalooza to Minnesota. And thus, the iPadpalooza spin-off events were born. A little bonus history here, it was around this time that someone, either Caroline or possibly Reshan Richards coined the term “Godfather” for me – owing to my Sicilian background.
All told there have been over a dozen spin-off events with Minnesota, East Texas, and South Texas being the longest running. In 2016, we went international and became the first iPadpalooza in Australia. While the main event is over, we still support our spin-off events and hope many more will pop up over the years.
Speaking of spin-offs, there were several events created that were “inspired by” the spirit of iPadpalooza. Events like iEngage-Berwyn, Miami Device and others took pieces and parts of iPadpalooza to spice up their own event. In the coming years, we hope to fold these and other spin-off events, into our Learning Festival Network to support them in any way we can.
Making sponsor “thank you’s” fun
In 2014, I decided that instead of doing the traditional sponsor thank you speech at the beginning and end of the event, that I would turn it into a rap song. I also tried to set the Guinness World Record of “most synchronized light show” in history by turning off the lights and controlling everyone’s iPads with Nearpod as I sang my version of LMFAO’s “Party Rock”. While it worked, Guinness sadly failed to show to recognize the achievement.
The following year, I tried my hand at a parody of Eminem with “iPadpalooza Yourself” (sang to “Lose Yourself”) but realized that this was becoming a one-trick pony and I needed to push myself.
If you haven’t figured it out yet, a lot of my inspiration comes from talking and collaborating with others.
This year I attempted to follow it up with my version of Car pool karaoke, which was fun…but the slow jam will always be my favorite. And their ending of this year’s event with the “Ed Tech Musical Review” will go down in history as an epically funny way to look at trends in Ed Tech.
iVengers & Volunteers
These events can’t happen without dedicated staff willing to do the dirty work from running around fixing projectors to handling prima dona keynote speakers. I’ve been blessed with an amazing team here at Eanes ISD. They work their tail off year after year for this event and always with a smile on their face. Without my amazing team of Ed Techs, a.k.a. iVengers, none of this would be even remotely possible. The ideas for this event come from the collective brain power of this group, not just me. I’m excited to have them on board for what comes next….
While iPadpalooza sails off into the sunset, I can promise you there will be something else coming. We are already cooking up ideas for a prototype event next summer with our internal staff that will keep some of the same features of iPadpalooza but also open up some other thoughts and ideas. But why stop at just one event? There are also plans for a SUPER SECRET idea (my BHAG – Big Hairy Audacious Goal) that I can promise you will be a one-of-a-kind experience.
Thank you all for being on board this voyage for learning over the past six years.
Here’s to the next dream!
Every year I embark on an expedition to either look brilliant or embarrass myself. (Let’s be honest, that’s more like every day in my life) Since 2013 I’ve set out to make a series of predictions, mostly in the Ed Tech world, that are bold. Now, let’s look at the definition of “bold” below before we get started.
While all of these certainly can be applied, I’m going to focus on the final definition and say that some of these predictions stretch the usual limits of conventional thought or action. Last year for example, I predicted that schools would start to implement self-driving buses. As crazy as this may sound, about a month after the prediction, a company in Perth, Australia, began to pilot the self-driving bus in their community. It’s only a matter of time before schools use them right?
You get the idea. Some of these are crazy, others actually just make sense, and some I just wish would happen. So, with that in mind and stressing that this is a “no judgement” zone, let’s proceed:
A Dual-Language school will open with coding as the second language
The immersive dual-language movement has been going on for decades. Why not treat coding as a foreign language? If we really believe that we are preparing kids for a global society, then why not teach them a language many of them will find useful later in life? This does not mean that learning an actual foreign language is any less important, it’s just that we should probably start to value coding and programming on that same level in schools. One sign that this would become a reality would be if a school district actually gave a language credit to those learning to program and code. Talk about taking “hour of code” to the next level!
The POTUS will use SnapChat to give the State of the Union
I’m not even touching the political side of this, but instead, let’s focus on the medium to which our future president will use to communicate the State of the Union with the masses. I get the feeling that Twitter will not be enough for him in the future. I mean, either they’ll have to change their limit of 140 characters (not likely) or he’ll choose a different way of communicating. Enter SnapChat! What a great way to make a bold statement and then have it disappear (sort of) just a few seconds later. Does this sound all that crazy considering where we are today with social media, politics and the recent election?
The Learning “Movement” will take center stage at this year’s iPadpalooza
Every year, iPadpalooza tries to center our attention around a certain theme. Last year we let the “Learning be with us” via a Star Wars-focused theme centered around looking into the future. This year, we take the PokemonGo phenomenon and flip it on its head with our “Learning on the GO” theme. I mean, what good is it to have all of these mobile devices in schools when kids are forced to sit in desks in rows learning the same traditional content the same traditional way? During this year’s event, there will be a whole lotta shakin’ going on with sessions centered around the theme and even a new type of session called a “Walk n’ Talk” where attendees will actually walk around the campus with a presenter sharing an idea. You’ll want to have a good pair of walking shoes before you join us this summer!
Someone will invent a PokemonGO type app for education
Speaking of PokemonGO, it’s only a matter of time before someone invents an app that has some of the same addictive…er…engaging pieces of the widely popular Niantic app. I know there already is a PokemonEdu Facebook group and Twitter hashtag centered around using the characters from the app in an edu setting, but I’m talking something bigger here.
Imagine it. As a teacher, you have access to a platform that allows you to upload little learning nuggets into a platform. Students then actually get up and physically leave the classroom to discover these learning nuggets. Working in teams, they put the nuggets together and get certain badges for completing certain challenges. There could even be time limits, based on the class schedule, so you don’t just have kids wandering the halls all day. It’s like taking the APPmazing Race to a whole other level….hmmmmm….
Data actually gets sexy
I’m always reading stuff about “Big Data” and hearing about some fancy things happening with the IBM Watson project, but in truth, I find data to be extremely boring in its traditional, spreadsheet-focused format. I equate it to going and getting a physical. You don’t want to do it, but you need to if you really want to improve your health. Let’s face it, unless you are an accountant or testing coordinator, you’d rather find something else to do with your time rather than pouring over hundreds of color-coded graphs.
But this year, I think that will change. Now, I’m cheating a little bit here as I’ve been privy to a new program (called CatchOn) that actually puts usage data in a simple, clean, fantasy-football-like format. Gone are the days of me logging into different programs to look up usage statistics and figure out the ROI of a particular program. In this not-so-distant future, we’ll actually be able to see everything that’s being used on a district or school level right on our phone and then adjust accordingly. As someone who delivers professional learning in my district, being able to see this data instantly and beautifully would be powerful in steering what we need to help train teachers on or what we need to get rid of. Now that would be sexy (and save us money)!
Mixed Reality makes it’s way into the mainstream classroom
For the past couple of years, there have been several one-off ideas of using some sort of mixed reality in the classroom. Maybe it’s virtual through programs like Google Expeditions or Nearpod VR, or maybe it’s augmented like using the Aurasma app to see hidden things (something I attempted to do with my book series). Either way, mixing realities can provide a powerful way to engage students into certain content areas and up until now, it’s largely been seen as a niche or fun side activity. As witnessed by this recent Kickstarter called the ZapBox, it’s not too hard to see a future where the holograms actually do pop up on the desk so you can interact with them. Now, if only they can invent a way to create virtual versions of those paper footballs that I used to flick across the classroom.
Piggy backing on the VR concept and expanding into pop culture, I see hollywood grabbing onto the VR the concept and expanding it to the viewer. Now, as someone attending a VR-enhanced movie, you put on the VR goggles, much like you do now with 3D glasses, and are instantly in the middle of the movie. You look around at all the characters around you and actually sit in the middle of the room where the action is taking place. Imagine sitting in a car from Fast and Furious 15 as it launches out of a plane and lands on a boat! Or imagine sitting in the living room during Halloween Part 13 and instead of yelling at the screen for the actor to turn around, you can actually turn around as the killer approaches? Doing it in a movie theater gives everyone the same shared experience and you could even make movies more “Choose your own adventure-like” where half the audience goes down one hallway and the rest go down the other. Sound crazy or genius? I’m not sure where I fall on this yet, but hope it happens.
The Classroom becomes “Smart” with Frank
With devices like Google Home and Amazon’s Alexa really taking off in the consumer market, it doesn’t seem that far-fetched that we would soon see an educational version of these tools. I think it should be called something like “Frank”. Frank would be like a fact-checking teacher’s assistant that all the students could also use. “Frank, when was the battle of 1812?” or “What is Bohr’s law?” or maybe “What is my teacher’s favorite treat?” All of these could be useful in saving time in the classroom and help dive into even deeper learning and higher Bloom’s level thinking. However, I imagine it might also come with a lot of new classroom management issues. But hey, for every challenge comes an opportunity, right Frank?
I finally publish my first children’s book…and this time I mean it!
Yes, I know this was on last year’s predictions, but I sort of had that whole Mobile Learning Mindset book series to finish first. With that series finally complete, I’m ready to embark on a new journey. I’ve got a lot of good ideas for a tech-centered children’s book that will definitely be some sort of mixed reality book too. It might even come with it’s own pair of VR goggles attached on the back. Like a virtual pop-up book of sorts. Now, if only I can find a publisher willing to take a risk….
There you have it. A few bold and bolder predictions that may happen this year. What do you think? What do you predict? Add your comments below and maybe together, we can make the future a better place for learning too!
Happy New Year!
Do you ever have that moment where there is something you have to do, but you don’t want to do it? Maybe it’s just a menial task like putting away laundry or doing the dishes. In your job it may be something like entering grades or uploading data via .csv files. Those moments happen throughout life unless you are lucky enough to have a butler and not have to work.
But what about those times when there is something you have to do that troubles you because you know it pushes you out of your comfort zone?
Now I’ll stop here and say that the phrase “have to do” would really be more apropos if replaced with “should do.” It’s those uncomfortable moments when you have an opportunity to do something that has some potential benefit, but because it pushes your comfort zone a bit, you decide not to do it. You end up circling back later usually with some regret, expressing how you should have done whatever it was. You end up “should-ing” yourself out of doing things. (Great video here detailing this concept)
A couple of weeks ago my wife and I got to travel to Australia to present and MC the amazing iPadpaloozaGC event taking place there. We decided to make a mini-vacation out of it as I was taking time off to travel anyway and go up a few days early. After traveling 26 hours, we landed in Gold Coast with really only 2 and 1/2 days to explore, the 1/2 day being the Sunday we landed.
My wife had done some research and discovered a place called “O’Reilly’s Rainforest Retreat” which had a great viewing platform that over-looked the rainforest. The only problem was, it was too far for an Uber ride so we had to rent a car. Now, as you may know, in Australia they drive on the left side of the road with the car seat in the right side of the car. We decided rental was the way to go and as we landed I noticed something strange….I was nervous.
I say strange, because nervousness is not usually a trait I possess. Even before public speaking, you can often find me laughing and dancing off-stage (probably as a way to combat the onset of nervousness mind you). My hands were clammy, my stomach began to ache, and I began to imagine that scene in European Vacation where Chevy Chase is running into everyone in the parking lot as he learns to drive.
I began to frantically look at the cost of an Uber ride. It would be about $300 round-trip, but that cost might be worth it if for no other reason than to overcome the anxiety I was now experiencing. Without really thinking though, we walked up to rental counter to “hire a car” as they say it down under. And so, despite being exhausted and jetlagged, I found myself behind the right side of a car driving on the wrong side of the road. We were off.
We picked up our friends, Scott and Lisa on the way up to O’Reilly’s to share in the horror/experience of me learning to drive all over again at the age of 41. Of course, being a male, I had to hide my fear, but anyone looking at my knuckles on the steering wheel would have noticed they were stark white. As we traveled up the mountain the road began to get narrower and narrower. Eventually, it turned into a one-lane, two-way road that didn’t have any guard rails and a deadly cliff on one side. Here’s a little time-lapse of what that looked like from the passenger seat on the left side:
Needless to say, I was now completely terrified. Every time a car was traveling down the road, I would have to pull off onto a non-existent shoulder with the car teetering on the edge. My wife would dig her nails into my leg as she had a bird’s eye view on what would be our eventual demise. At some point on the drive (which lasted about 45 minutes), I began to have a sense of euphoria overtake me. Had we died and I didn’t notice? Was this what adrenaline junkies refer to as an adrenaline high?
This euphoria I was experiencing was from learning something new. That change and discomfort I was feeling went hand in hand with learning something new. Now, I know this isn’t a break-through in science as many blogs and articles have discussed how you can grow through discomfort, but this experience was extremely visceral for me. I started thinking about my own career and the education of our students. I started thinking about our teachers who we ask to take out of their comfort zones at times with the integration of technology.
As if perfectly timed, the next week I was back in the states (now re-learning how to drive on the right side of the road) and preparing for our first ever iLeap Academy for internal staff. iLeap Academy is an immersive learning expedition of sorts. Tim Yenca (@mryenca) and I train teachers over several days on effective and meaningful ways to integrate technology. We also visit many of our classrooms and let the teachers take on the role of the observer to see 1:1 in action.
This academy isn’t for the tech savvy teachers. It’s for the teachers that have sound pedagogy and content knowledge that are just looking for a way to improve their practice with the integration of technology. Over the course of four days, 36 brave teachers sat down in their seats and prepared to drive down the wrong side of the road and get out of their comfort zone.
They were introduced to boundary-pushing concepts, forced to competitively collaborate in a series of challenges and an Appmazing Race, and even had to endure some of my most difficult brain break challenges on top of learning new tools and ways to integrate them. Like my drive up to O’Reilly’s, I could sense that many in the crowd had some fears or discomfort to some of the concepts and ideas being discussed, but decided to take the ride anyway.
When the week ended, Tim and I went back to review some of the comments from the exit survey. We have done iLeap Academies for other districts, (next one is November 8-10, register here!) but never our own staff. We were both floored by the responses:
Wonderful experience, I feel I am walking away as if I went through a technology boot camp and going to try some of these things next week. Very excited to try all of this in the classroom and can’t wait to see my kids reactions to some of the ideas!
It was excellent, I would recommend it to every teacher I know!
I really enjoyed the opportunity to come and learn about technology even in my 33rd year in education.
One teacher, who was in his 30th year of education, even took the time to write our superintendent to tell him that this was the best professional learning experience of his career. Many of the teachers in side conversations expressed initial hesitation for attending and being a part of this. It was a couple of days out of their classroom which means sub plans, playing catch-up, etc. and it also meant learning about some new ideas. But after the experience and stretching them out of their comfort zone, they went forward with confidence and ready to take a risk.
As Tim and I visited campuses the following day, we saw many of our “iLeapers” proudly wearing their iLeap shirts and more importantly, putting into practice immediately some of the things they had learned.
That sense of euphoria from learning something new can come in many different ways. It comes from trying new things and getting out of your comfort zone. It comes from sharing an experience with friends or colleagues as you travel down a narrow road. It comes from not “should-ing” on yourself and being brave. While the peril that exists on the other side of our choice may not always be a deadly cliff, taking a risk or changing a mindset is still an extremely uncomfortable thing for our brains to do.
I applaud all those teachers out there that continue to try and improve their craft.
So take a chance and drive on the wrong side of the road every so often when it comes to your teaching craft. The pay-off for student learning can be spectacular. Much like the view from the top of a rainforest.
For generations, the main areas of learning in the classroom have been the same. Reading, Writing, Math, Science, and Social Studies. These “core” subject areas of curriculum have been a focus of American learners since the mid-20th century. These subject areas were thought to be the essential curriculum necessary to prepare the youth for success in college and the workplace. The manner in which these subject areas were taught mirrored the factory model method in which they were delivered. Content was passed back, row-by-row, as students repeated tasks and built skills over time.
While both traditional teaching styles and core subject areas have been slow to change to the modern world, the new area of mobile devices in classrooms is disrupting all of our previous ideologies around these sacred pillars of education. Repetitive tasks can now be gamified into forms that create critical thinking. Fact-based content can now easily be searched, opening up time to work on association and application of that information. Science and Math have given way to STEM. Reading and writing are now being embedded throughout the curriculum in a more project-based approach.
As these changes collide in a classroom that now welcome mobile devices, the modern teacher needs to think about how this affects change in their classroom in multiple areas. In Book #4 of the Mobile Learning Mindset, I represent this transition in a concept I call the Mobile Learning Quadrant (MLQ).
The four areas of the MLQ are Content, Space, Interaction and Time. Here’s a brief overview of how these four quadrants can change in a mobile learning environment:
While much of the content in education is still based on the core subject areas (driven mostly by traditionalism and standardized testing), it now begins to take on a much more interactive form with mobile devices. Initial iterations of content on mobile devices meant glorified PDFs in the form of online textbooks. Still, at the beginning, mobile learning meant consuming content on a screen rather than in a book. In the new mobile learning environment, content must shift from consumption to creation. Rather than reading the textbook online, students can create their own textbook to demonstrate learning.
The days of having desks in rows are over. It’s time to write an obituary to the student desk. Obviously the word “mobile” applies to much more than just devices. However, in many classrooms this isn’t the case. Devices are distributed to engage learners, yet really all they do is replace their paper notebook as students sit in rows and take notes on their Chromebooks. The mobile learning environment should contain flexible spaces that encourage interaction and collaboration with others in the room and online. It doesn’t always have to be an expensive new modern chair either. Many teachers are hacking their spaces with bean bag chairs, exercise balls and pub tables. Learning doesn’t even have to be contained within the classroom walls anymore. Teachers assessing their space in the MLQ should determine how much of their students’ time is spent in static spaces versus dynamic ones.
With more flexible space comes more meaningful interaction amongst students. When I took part in the #Student4aDay Challenge, in the classrooms where the space was static, there was little to know interaction between student to student. In fact, most of the interaction was uni-directional (teacher to student). However, in the classrooms with more flexible space and student created content, interaction becomes much more collaborative in nature rather than isolated.
All of the above quadrants can still happen without technology or mobile devices. While mobile devices make them all much more possible and dynamic, much of it depends on how the teacher integrates them. The ability to shift learning from a set-time every day to more on-demand can only happen with technology. Remember only a couple of decades ago when in order to watch the next great episode of the Facts of Life, it meant that you had to sit in front of the television at 7:30 on Thursday night? If you missed it, you missed it. In our schools you could apply that same rule to the class schedule. If you are the type of person that learns math best in the afternoon but have to take math at 9:30 in the morning, you also “miss” it. Now with flipped classrooms and blended learning in a mobile environment, we can “bend” time to make the necessary content much more available on demand.
Infusing mobile learning into a classroom where students consume content in isolation in a desk at a set time of day is a waste in some ways. Creating flexible spaces that encourage collaboration to create content and an environment where learning can happen 24/7 is truly a thing to behold. Leveraging the MLQ in this way can really begin to move the needle when it comes to efficiency of learning with mobile devices.
Now, if we can just do something about those standardized tests…
Editor’s note: This post is based on the book series Mobile Learning Mindset. This 6-book series explores how each key stakeholder can best support a mobile learning initiative. The first two books are already out and can be purchased here. Books 3 (focused on coaches and professional learning) and book 4 (focused on the teacher and classroom environment) are set to be published at the end of September.