Category Archives: Theory

When Did Millennial-Bashing Become a Sport?

millennialbashing-001I’m not a Millennial, but I work with them. I’m not a Baby Boomer, but I work with them too. As a member of “Generation X”, I remember living through some of the turmoil that seems to be plaguing our Millennial generation today. We were labeled as unmotivated slackers that would rather spend our time in record shops wearing grunge clothing while having meaningless pop-culture conversations. There are any numbers of movies out there showing our cynicism and slacker-ness from Reality Bites to Empire Records to Singles.

“Why don’t you have ambition?” the older generations would ask. “Do you just want to work at a  coffee shop your whole life?”

Fast forward a couple of decades and now many of my Gen-X counterparts find ourselves in a unique position of being caught in the middle of the two largest generations in our country. And, much like two decades ago, the older generations are at it again (with some Gen-Xers adding to the mix), this time turning their ire toward those under the age of 30.

“You can’t all be CEOs.” we say.  “You think you are entitled to everything. You should go to college, get a job, and own a house like we do. Do that before you change the world.”

Over the last couple of months, I’ve spoken with many different people of retirement age and it’s almost like an itch they can’t help but scratch. “Look at that kid with their face in their phone. These Millennials are so disconnected. Why can’t they just talk to each other!?”

Recently, Simon Sinek (@simonsinek), a man I’ve come to respect and who’s work I’ve studied and even quoted in my books, released his own video slamming Millennials in the workplace and in life. Sinek paints a bleak picture of the kids today and the jobs they are heading into. He makes them out to be helpless kids that are addicted to their phones. He even claims that phones should be treated like addictive drugs and alcohol because they release dopamine. You know what else releases dopamine Simon?

Exercise.

And smiling.

Should we get rid of those too?

I’ve been guilty lately of feeling like an old fogey when I start saying “these kids today…” and then I stop and think. What’s the point of what follows that statement? Is it to make me feel smarter and more superior than the generation that follows me? Is it to make them feel inferior or deficient? What is the point?

Here are just a few common quotes I hear from older generations quite a bit regarding Millennials.

Warning: Sweeping generalizations to follow!

“This generation is way too ambitious”

In Sinek’s video he blames the parents for their blind ambition. I don’t know if that’s necessarily true, but if you juxtapose the differences between Gen-X as “slackers” and Millennials as “wild, entitled dreamers” it’s almost like every generation has to be one extreme of this argument. If they have ambition and hope to aspire to be CEO of their own company one day, they are considered un-realistic for not “putting in the time.”  The whole idea of “getting a job at the coffee shop” was considered a negative towards my generation (as we lacked ambition) and amazingly now turned into a suggestion for the current generation (which has too much ambition).  You can’t win Millennials.

“This group is so self-centered and selfish”

This criticism is largely a perception around the way Millennials use social media and as Cathy Hunt (@art_cathyhunt) calls it, “selfie-shaming.”  Older generations see tons of kids taking pictures of themselves and quickly assume it is self-centeredness. While I can’t dismiss what that looks like on the surface level, I will say that I’ve come to know more and more kids from this generation that are extremely generous with their time and energy. They are being raised in a globally-connected world unlike the previous generations and they are seeing that they have to do something about to keep us all from self-destructing under melted ice caps.

“They just need to learn cursive and how to balance a checkbook” 

I love how we want younger generations to go through and learn the things that we were taught, almost like a right of passage (or sufferance). But let me ask you a question: When was the last time you balanced a checkbook? When was the last time you wrote in cursive? Was it when you signed the checkbook? There’s any number of these types of remarks when it comes to the current state of education.  The truth is, they should be learning how to balance a budget and save for their future, since the previous generations will soak up anything left from that old savings account known as “social security.” (remember, you were warned about sweeping generalizations)

“But if they can’t do cursive how will they read historical documents? Plus, I hear it helps with their brain development.” 

Why isolate historical documents written in English here? Because it fits YOUR narrative. There are also historical documents written in Hebrew, but I don’t see older generations bemoaning that they should learn Hebrew. The second part of this statement is dripping with some truth. I do agree that there are positive connections between brain development and physical fine-motor movement, but why stop at cursive? I love the sketch-noting movement for this very reason. I’m sure somewhere in 39 A.D. there was a Gen-A person complaining about how the “millennials” at that time weren’t learning sanskrit and calligraphy any more.

“They are on their phones way too much” 

When I was a kid growing up in the 80’s, I heard this EXACT same argument for when my sister would spend hours on the phone talking to her boyfriend. In actually though, it wasn’t talking. It was more like listening to each other breathe. Back then, you were limited by a cord that confined you to a room, now you can move anywhere and actually exercise, shop, and many other things while talking (i.e. texting) on the phone. Our phones are also alarm clocks, flashlights, radios, computers, cameras, and many other things. If you combine all the time you are on all those other devices, it would probably equate to the amount of time they are on their phone.  At least now they are moving, right?

“…but it makes them anti-social”

Yes, we do need to teach kids AND adults about appropriate times to have face to face conversation and when to be on your phone. 14164183352_01ff363454_bI’ve seen this photo on the right making the rounds on social media the past couple of years showing that antisocial behavior is not new. It’s been happening for decades, except now the news is on our phones not on a giant piece of highly flammable carbon. That said, I do not think this is an accurate side-by-side comparison as newspapers don’t make beeping or vibrating sounds or notify you to look at them. As with anything in life, balance is the key.

“They just need to learn how to boil an egg and hammer a nail.”

Do you remember Home Ec? I remember learning how to sew a pillow and how to make a wooden race car for boy scouts. I enjoyed the hands-on aspect of this, but have no earthly clue how to do that again. At least, not without the help of YouTube. I once heard Brian Smith (@1to1Brian) speak and he said the greatest teachers in the United States are Google and YouTube. While there’s something to be said about the experience of trying, do we really need to spend an entire year learning how to boil an egg? Is that really preparing our kids for their future? If we are going to complain about them not doing enough hands on things in school, we should push for more robotics programs as that’s where their future lies.

Sometimes, Millennials do fight back.  Like the time someone started the hashtag #Howtoconfuseamillennial on twitter, and they came back in full force like the examples below: (full Mashable post here)

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Or this one:

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I could go on and on, but you get the point. I think it’s time for the sport of Millennial-bashing to stop. It’s just not productive.

Rather than bash them, take a moment to be empathic and see the world they are inheriting from their point of view.

The next time you catch yourself saying, “these kids today….” stop and actually think.  Rather than criticizing how they don’t do things that emulate your childhood, think about all the great things they will do to help you in your senior years.

Because like it or not, they are going to be the ones to take care of us in the decades to come.

 

Bold Predictions Sure to Go Wrong in 2017

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.

screen-shot-2017-01-02-at-3-33-51-pmWhile 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

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iPadpalooza 2017: “Learning on the GO”

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

Virtual Paper Football!

Virtual Paper Football!

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.

VR-Enhanced Movies!

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!

 

Review of 2016 Bold Predictions

review

Photo credit – goo.gl/YPq23i

Every year I since 2013, I like to take a few risks and attempt to predict which new trends will catch on in the world of education and ed tech.  Some years I’ll get it right, some I’ll get wrong. Among my best predictions were:

2015 – Pearson will lose its massive testing contract in Texas. (100% accurate prediction)

2015 – Drones will make their way into education (mostly true and happening now)

2015 – I will finally publish a book. (took until 2016, but it happened)

2014 – The “21st Century Skills” will be renamed something more appropriate and clever – (sort of happening now with “Future Ready” skills)

Of course, they ain’t all winners folks. Some of my more famous failed predictions were:

2013 – A non-Apple tablet will rule them all (Chromebooks now surpassed iPads in sales in schools, but they aren’t technically a “tablet”)

2015 – A human battery level app will be invented (not yet….)

All in all, I feel like my track record is about 50/50 on these. With that said, let’s see how I did on this past year’s bold predictions sure to be wrong:

Prediction – A school will try a self-driving bus

Outcome – not yet

I know this prediction seems completely unfeasible, but when you think about the practicality of it, should they get the safety part down, I think this will happen in the next 5-10 years. In fact, this year in Helsinki they actually have the world’s first self-driving bus, so it’s only a matter of time until education catches on.

Prediction – MYOT (“Make Your Own Textbook”) Becomes a Reality

Outcome – trending in the right direction

This is actually getting closer and closer to being a reality. With colleges like Rice’s Openstax and MIT’s Open Courseware now entering the fray, I think K-12 will continue to travel down this path sooner rather than later.

Prediction – A “Teen Social Media Prediction” app will be invented

Outcome – Wrong

The truth is, even if there was an app that could predict what kids were doing online it wouldn’t matter. As I wrote in this post (Everything is Social Media) last spring, technically, everything that kids do online can be social. From making comments on Amazon to chatting with friends on XBox, social media is here to stay and it doesn’t really matter if we can predict the next big platform or not.

Prediction – In a district far, far away….someone will develop Star Wars school.

Outcome – NO

Wishful thinking on my part. Learn we must. Create we will.

Prediction – Speaking of Star Wars…the Learning will awaken at iPadpalooza this summer

Outcome – True

We had one of our most engaging iPadpaloozas ever this past summer.  With the theme of “May the Learning be with You”, the event featured lightsabers, stormtroopers (in the bathroom even) and a bantha’s worth of high quality speakers and sessions. Can’t wait until 2017!  Here’s a highlight video of this year’s event:

 

Prediction – The Election Will Be Televised…via Periscope

Outcome – Mostly True

While I was right about the fact that social media would play a large role in the election, I was wrong about the tool.  Periscope and Facebook Live did play a role in the messages online, but in the end, it was the president-elect’s use of twitter to sway the masses that ended up tipping the tide in his favor. Whether you like him or not, in an age where “who ever says it first must be right”, the reality TV star played that card masterfully to craft his message and sway people into his camp. Now comes the hard part for him….actually being the president.

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Prediction – The “Undead” learning movement will happen!

Outcome – Still hopeful

As much as I would have loved a protest of broken #2 pencils being tweeted, snapped, and instagrammed out, this movement never quite took off. That said, more and more schools (like these in San Diego) are seeing the damage of too much standardized testing and thus reducing it from their daily practices.

Prediction – A School will go 1:1 cardboard

Outcome – Almost a reality

With the launch of Google Expeditions spreading like wild fire and the addition of Nearpod’s VR box, we are seeing more and more of these cardboard modeled phone-based VR goggles.  Zapbox even makes a headset that does mixed reality.  I’m a sucker for cool kickerstarters!

Prediction – I’ll Write a Children’s Book

Outcome – I still have a couple of weeks left

I’m in the middle of finishing my 6th book in the 6-book Mobile Learning Mindset series, so my time is very short here. That said, I have some early leads and a couple of ideas that might help me self-publish my first children’s book in 2017.  Here’s hoping!

So there you have it. Some winners. Some losers. Some that remain to be seen. Now comes the hard chore of researching trends from 2016 and attempting to gather them into some sort of coherent list for 2017.  Come back in January to see what crazy ideas come to fruition then and place your bets on which I’ll get right or…more than likely….wrong.

Driving on the Wrong Side of the Road

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.

"View from the top" of O'Reilly's Rainforest Retreat

“View from the top” of O’Reilly’s Rainforest Retreat – We made it!

How Mobile-Friendly is Your Classroom?

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:

Content

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.

Space

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.

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A sneak peak at our new Incubator room at Westlake High School. Purposeful and mobile furniture.

Interaction

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.

Time

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…        

MLQ infographic.001

My infographic on the Mobile Learning Quadrant (MLQ)

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.

   

“The Gauntlet” – An Innovative Way to Hire Talent

When I started this position in 2010, hiring new educational technologists followed the same lines as all other positions in the district. A group would get together, look at resumes, and basically determine which 4-6 candidates made the most sense on paper to come in and interview for the position.  The interview was a standard 1-hour process made up of the typical questions like “Where do you see yourself in 5 years?” or “Tell us more about yourself.”  While this process had been in place for years, it really didn’t shed much light on the ins and outs of the position itself nor did it give other candidates a chance to participate if they didn’t have what it takes on paper.

Something else I noticed in education (and somewhat in private business as well) is that it’s much easier to hire someone than it is to fire them.  If hiring consists of a 1-hour interview and a couple of reference checks, firing takes months to years worth of documentation, discussions, mediations, and even at times, legal involvement.  With that background, over the past few years, we’ve set out to make the hiring process much more robust.  In December of 2011, I thought I had nailed it by adding a presentation component to the process.

Alas, it was just the beginning.

What follows is the now 9-part process we implement when it comes to hiring an Ed Tech at Eanes ISD.  I’m sharing this because other districts may benefit from reviewing and updating their hiring practices and I would also love to learn from other districts that have a more rigorous or innovative process.

Round 1 – Application Score

Looking through the field of applicants, any that match the minimum criteria for the position as posted on the job description  make it into this initial round. Putting all the applicant resumes and cover letters in a shared folder, my team reviews each and gives them a rating based on the campus that needs to be filled and how well their resume aligns.To keep consistent, each scoring section carries a 1 to 5 scale for interviewers to score the applicants.

Round 2 – Social Media Background Check

According to Career Builder, 43% of companies now add a social media background check as part of the hiring process. As our position involves sharing online as well as gathering content via virtual PLNs, I individually search each of the qualified candidates on social media.  A candidate with no profile online can’t hurt them, but it also doesn’t help them. In some cases I’ve come across questionable material which has caused me to pass on a candidate and in other cases, I’ve seen some amazing digital profiles that could nudge the candidate into the next round if there is a tie or they are below the cut-off line.  Based on profiles I either award a single point, a zero, or a negative point to the process. Taking the applicant score and social media background check bonus, we narrow the field down to 12-14 applicants which will then process to the next round.

Round 3 – Video Resume

Those 12-14 candidates that survive round one and the social media check are then asked to create a video resume. This is a 2-minute or less video that highlights the best of the candidate.  We encourage candidates to be as creative and to not make the video Eanes specific (more on that later).  Usually at this point, a few candidates drop out and some have even claimed they “don’t have time for this” which is somewhat telling.  The candidates have 5 days to create their video and submit at which point I put each video into a form to be scored by the interview team.  Here’s a mock version of the form (added some of my favorite video projects to protect the innocent).  Following the scoring round, we reduce the field to either 4 or 8 candidates depending on the positions we need to fill.  Those candidates are then invited to participate in “The Gauntlet”.

A classic game from the 80's or a new hiring practice?

A classic game from the 80’s or a new hiring practice?

“The Gauntlet” 

No, not that classic video game from the 1980’s, but it is somewhat equally challenging. In fact, at some point during the process I can almost hear the game narrator say, “Valkyrie, your life force is running out.” The Gauntlet all takes place on the same day.  The idea is to give each applicant a snap-shot of a day in the life of an Ed Tech.  It also optimizes the time of the interview committee.  In the traditional interview method (1-hour Q&A with a candidate), reviewing 4 applicants would take 4 hours plus time in between each candidate as well as prep and debrief time.  Looking at 4 candidates in this traditional format would generally take up to 6 hours. This process reduces the actual time with the candidates to 2.5 hours and gives us a much broader look at the skills and talents of each candidate.  Here’s a matrix of what the day might look like for four applicants (A-D):

Screen Shot 2016-06-14 at 8.52.25 AM

Rounds 4-7 – The Gauntlet Matrix

Each candidate participates in these 4 components.  They are all done in a different order for each candidate but laid out as such that the interview portion doesn’t back up to the presentation portion, as those tend to involve the most stress.  Each component takes 30 minutes or less.

Round 4 – One-on-One time

Each candidate gets an opportunity to ask a previous Ed Tech questions.  In some cases, it could be an Ed Tech that was previously posted at the school hiring or one that has retired. Which this seems like a pretty easy step, you can tell a lot about a candidate based on the questions he/she asks. The Ed Tech being questioned returns at the end of the process to report out their view on each of the candidates based on the questions asked.

Round 5 – Interview

This is the most traditional component, but we tried to update some of the traditional questions to make it more modern.  George Couros has a great post here that ties the 8 characteristics of the Innovator’s Mindset (his book) to interview questions. To prepare the candidates, I email them the general topics around what questions are asked so they can have a story or two in mind. (i.e. Perseverance, handling failure, leadership, etc) Then, each person in the interview room is given a scoring form with each question asked.  Here’s an example of what that form looks like.

Round 6 – Problem-Solving Room

Candidates are placed in a private office and asked to answer three different email scenarios on a Google doc (see example below). The scenarios involve an email from a parent, a teacher, and a principal that pose a problem or concern that needs to be addressed. The Google doc is viewable by the rest of the interview team which are then asked to score them (blindly) based on the candidate responses.  (Mock example here)  As a wild-card, during this process I walk in wearing a wig (yes…a wig) and different outfit.  I’m playing the role of a teacher who’s iPad won’t work as well as someone who questions why we even have iPads in the classroom.  As part of this role is constantly getting interrupted for just-in-time troubleshooting and problem-solving, the purpose of this wild-card isn’t to see how they fix the problem as much as how they deal with me.  I then awarded a bonus point to the candidates with the best responses.

Mock email scenario

Mock email scenario

Round 7 – Mini-Presentation

Each applicant is asked to prepare a mini-presentation that lasts no longer than 20 minutes which builds in some time for set-up and Q&A afterwards. The audience is made up of administrators, Ed Techs, and staff from the campuses that are hiring. The candidates are encouraged to use this time to showcase their presentation/training style while also teaching the group an idea/topic/concept. Following each mini-presentation, the audience scores the candidate using a form like this one.

Following the jigsaw matrix of the 4 rounds above, the candidates are all invited into our main room to participate in the final collaboration challenge.

Round 8 – Collaboration Challenge

Each candidate sits with a team of 3 teachers to help solve a dilemma or disagreement.  The teachers are asked to play three different roles: a teacher that is super excited to integrate technology, one that is not, and one that is in-between.  They are then asked to choose one of two different blind scenarios and read them aloud.  Over the course of the next 20 minutes, we observe how the candidates listen, ask questions, and help mediate the mock team meeting. Afterwards, each group assigns a collaboration score using a form like this one.

Following all the challenges, the entire group meets to debrief.  We hear the strengths of each candidates as well as the areas which they would need support if hired.  We don’t rank the applicants or ask for a ranking as the scores will bear that out.  Even with the scoring system, it’s always good to hear from members of the interview crew.  As this group is made up of teachers from hiring campuses, administrators and Ed Techs, they each provide a unique perspective on the candidates and how they can fit with the campus culture. I then ask them to submit their final thoughts on an open-ended form as sometimes, sharing in a group of 16-18 educators can be intimidating and I want to hear the thoughts of everyone on the committee.

Round 9 – Reference Checks

Pretty standard, but necessary.  I use this time to ask not only the strengths, but also what supports the candidate might need going forward in our district.

Summary

While this is an exhaustive process, using technology helps us optimize time spent with the candidates as well as receive feedback from a wide variety of people.  While this is the first year, we’ve implemented the “Gauntlet”, we have done the mock presentation, email scenarios and video resumes in the past.  In looking at the blind scores and coupling that with the feedback from the group, EACH time the candidate with the highest overall score also gets the most positive feedback.

Communication is key for this to work.  From the moment the applicant applies to the day I offer them the job, I’ve sent them an email with an updated timeline and instructions for each step along the process. I’m doing this not only to inform them, but to also see if they follow-up for questions or respond to let me know they received the instructions (testing their professionalism a bit).  In many way, this process begins when that first email is sent.

For those candidates that don’t get hired, I try and give them feedback on things they could improve to earn the position in the future.  In some cases, applicants return the following year and get hired based on this feedback and campus match. In other cases, I’ve had candidates tell me they’ve received offers in other districts based on their video resume (which is why I ask them to not make it “Eanes specific”).

Hiring will never be as hard as letting an employee go. I know this process isn’t perfect and we are constantly trying to improve it.  One thought from the team is to weight the scores of different components based on importance (like the collaboration or presentation components). Regardless, my hope with this process is that we can be as informed about a candidate’s personality, skill-set, work ethic, and overall ability so that firing will never be an option.

How Did the Textbook Go Extinct?

Our summer visit to the land before time

Our summer visit to the land before time

My daughters love talking about dinosaurs.  This summer we visited the dinosaur park in Cabazon, CA (made famous by Pee Wee’s Big Adventure) just so they could climb inside a dinosaur. I’ve shown my oldest the original Jurassic Park (not the scary parts) and she has begun to ask me, “Daddy, what happened to the dinosaurs?  Are there still some around? Did they become birds?”

Lots of questions and lots of theories but it’s made me think about our own educational landscape and the changes that have been happening dramatically the last 5-7 years when it comes to mobility, social media and content creation.  We still have a lot of dinosaurs walking the earth in education, namely the major textbook companies. What is going to happen to them?  Will they go extinct or evolve?

Today, I attended a State Board of Education session on “Educating the Digital Generation.”  I was pleased to see many educators like Scott Floyd (@woscholar) and superintendents like Randy Moczygemba (@rmocyzgembanb) present to share their frustrations and concerns around the digital textbook industry. (You can view their testimony here: http://www.house.state.tx.us/video-audio/) Screen Shot 2015-11-17 at 7.54.13 PMHowever, being that textbook publishing is a big business in education, the major textbook companies were also given time to not only defend their platforms, but also ask for more support.  The SBOE in Texas has some progressive members that support digital learning in schools but they also have some that seem to be steeped in learning from prehistoric times.  One such board member mentioned that “kids are stupid” when it comes to social media and that “using the slide rule is better for learning math than a graphing calculator.”

What does all of this mean for major textbook companies? I have an outlook for them, and judging by recent events, their future is bleak.  Let’s look at some signs that spell the demise of the “Big 3” (Pearson, HMH, and McGraw Hill) as well as the massive educational asteroid that will ultimately wipe them out.

Open Educational Resources

With the government’s recent push for more Open Educational Resources (OER) and the already massively available “flexbooks” through sites like CK12.org, we no longer have to purchase an expensive, unreliable online textbook from a major company.  Instead of spending millions upon millions of dollars on textbooks, districts can instead dedicate that money towards staffing, technology, and paid online resources that will actually help kids with learning.  In Texas, we have our Instructional Materials Allotment (IMA) which allows for “local control” of funds so districts can choose what they want to purchase when it comes to instructional materials.  However, the most recent statistics show that 93% of those dollars are spent on traditional textbook resources, mainly from the Big 3.  Why is that the case if there is still local control?  Primarily it’s the “safe” thing to do.  No district wants to stick their neck out too far to purchase something not vetted or…*gasp*…perhaps even save that money for other instructional uses.

Crowd Sourced Content

In addition to the OER resources out there, teachers and schools are sharing more than ever before.  Take a look at the hundreds of twitter chats happening online daily centered around education to see the explosion of sharing that is taking place.  Some of this sharing comes in the form of “paid sharing” via a program like TeachersPayTeachers.com.  I don’t begrudge an already underpaid teacher trying to make a buck (although profiting off other underpaid teachers is a slight concern), I do think the more open we are, the better the learning will be for our students.  I recently listened to Tim Berners-Lee, the “Father of the world wide web”, on the TED stage talking about how if he had made the internet cost money, it would have never turned into the great collective network that it is today. I think if we freely share resources and best practices, that crowd sourced content will ultimately make the Textbook-destroying asteroid even bigger.

MYOT (Make Your Own Textbook)

Ok, so a bit of a play on words of the BYOD (Bring Your Own Device) movement in Ed Tech, but when you take the OER resources and the crowd-sourced content being shared, why not just get the best teachers in the district or region and have them create their own book?  It’s not about the book, it’s about the learning standards right?  Paying teachers even HALF of what we pay textbook companies to make a better book, would not only save a district thousands, but also create a better product that is ultimately district-owned.  We’ve started down this road with the Texas History adoption, and during today’s state testimony, many districts reported successfully building and deploying their own “textbooks”.   I see this as the next evolution in content provision and can even see it further evolving to where kids start to create their own textbook.  After all, teaching the material is the best way to learn right? The meteor is approaching….

Publishers vs. Programmers

Some of the dinosaurs did indeed evolve and survived.  Those smaller mammals that were more nimble (i.e. smaller content publishers) survived and even thrived following the extinction level event.  When working with the Big 3, you must realize that they are publishers, not programmers.  I can’t begin to tell you the amount of man hours wasted with data uploads, failed ebook downloads, incorrect content, and massive lack of technical design when it comes to digital textbooks from the larger providers.  While I won’t mention names I can tell you that one company even creates a “bridge” product to connect it’s multiple products and product teams. Another when asked directly about integration with our student information system (SIS), stated that they “never mentioned it would be seamless.”

While you would think an eTextbook would save money, in many cases, because of how they are bundled, these cost districts almost the same amount of money.  In many ways these companies take fat checks from schools and districts all over the land to cover their massive bottom-lines, not to better serve districts.  The smaller, more nimble companies, on the other hand, start with programming and build a better project based on client feedback (that client being the teachers and students).

The Final Explosion and Aftermath –

Several districts here in Texas have started to join forces to fight these behemoths and their poor practices and heavy costs.  We’ve pleaded with them to join up with a company like Clever, which handles the automation of data from SIS to textbook company (at NO COST to the school or district).  Two of the three major textbook companies have told me that we “don’t need that kind of integration” or “sure it’s free for you, but it costs us.”  The fact that a company that gets millions of dollars from districts actually has the gall to say that is appalling.

And so, with this global killer approaching their industry, it’s obvious that the only thing keeping them alive is their sheer size and girth.  But like the dinosaurs, those that don’t evolve will become extinct.  And in some ways, maybe the educational world will be a better place because of it.

A textbook museum from the future?

A textbook museum from the future? Perhaps…

 

Does Social Media Really Have POWER?

FullSizeRender (2)“How are you leveraging the power of social media?”

I hear this question a lot in the educational world but even more in the marketing world.  It always seemed like such a nebulous thing to me.  I mean, let’s look at the first definition of the word POWER: (courtesy dictionary.com)

  1. The ability to do or act; capability of doing or accomplishing something

So in theory, if you are “doing or accomplishing something” with social media you are leveraging the power behind it. Again, a very nebulous explanation to me. I spend many days out of my year speaking to parents and students in our local community about social media.  While most of those talks center unfortunately center on cautionary tales and things to watch out for like this Yik Yak post from last year, I also try and mix in some good things about social media.

I’ve seen first hand the power of connecting with people via Google Hangouts when it comes to solving a problem or working on a project together.  I’ve used Pinterest to help communicate ideas with community parents (and my wife). The past couple of years I’ve utilized Facebook groups to host Weight-Loss challenges with my friends across the country.  These are very useful ways to utilize social media, but I never really viewed them as all that powerful.

At some point in the late summer I really started to “see” what potential power social media has for all of us.  Here are five personal examples of how I’ve experienced first-hand the power of social media. I’ll start with a fairly innocuous example:

Getting free coffee:

While attending iPadpaloozaSouthTx this August, one of the vendors there had a booth set up with a task for those that visited.  Simply take a selfie with their product and use the conference hashtag to post on Instagram or Twitter and they would give you a Starbucks gift card.  While this may seem like a shallow way to leverage social media for caffeine, it does have its perks. (get it?)

A new customer service hotline:

During two summer trips I had bad experiences with both Delta and United airlines.  Flight delays happen, but these were extremely frustrating in the sense that neither were due to weather.  In the case of United, I even got to watch my connecting plane sit at the gate while I stared (and recorded) my plea out the window. Screen Shot 2015-09-22 at 10.19.49 AM

I continued to pester both companies on social media.  There was no response from United, but Delta replied right away:

Screen Shot 2015-09-22 at 10.16.33 AM

Through a series of DMs that I’ll keep private, Delta reached out and actually granted me a credit for the next time I fly with them. Talk about instant power!

Screen Shot 2015-09-22 at 10.23.47 AM

I attempted the same with United, but for some reason their social media account was pretty anti-social so I took to good ol’ fashioned email to get my refund.  What I gained from this is that industries have a social image to maintain and when we take to social media to vent about their service, it could potentially hold more power than an email. It means me and my 9,963 followers (maybe I’ll hit 10K after this) also get to weigh-in and see the experience I am having.  This isn’t a post about “get as many followers as possible” but I do think having the support of a large group helps with leverage when it comes to customer service issues like these.

Fixing errors in the local newspaper:

I follow a lot of local news on Twitter and some of the local news follows me back (which is scary to think I have anything newsworthy to share). The Westlake Picayune (@picayunenews) recently posted an article about our upcoming Digital Learning Symposiums but had a couple of errors.  Rather than call and spend time on hold or leave a voice mail, I took to twitter and got an immediate response and correction.

 

Screen Shot 2015-09-22 at 10.47.53 AM

(Thanks to the Picayune for your help and support!)

Answering an age-old debate:

I have a wide variety of friends on Facebook that share various political and religious beliefs.  I keep myself fairly private on Facebook except for the requisite picture of the girls or something tasty my wife I get to eat on the rare occasion we go out without kids and have an adult conversation.  However, this summer, I sparked a monumental debate on my Facebook page.  My controversial post would reveal a lot about my friends and family as well as shake the very ground of their core beliefs with this question:

When showing the Star Wars films to your kids for the first time, which film should you start with first? Episode 1 or New Hope?

Screen Shot 2015-09-22 at 10.42.09 AM

The amount of advice, links and argument lasted for several days and 40 plus comments. The responses ranged from Adam Bellow’s very to the point response:

Screen Shot 2015-09-22 at 10.43.17 AM

To more lengthy explanations like Phil Hintz’s post and accompanying research from Reddit.Screen Shot 2015-09-22 at 10.44.04 AM

Regardless of outcome, I thought this was a great way to get a wide array of opinions from people you trust.  (Editor’s note: We decided to start with New Hope (Episode IV) as it made the Vader reveal [SPOILER ALERT] more powerful)

Getting out of a Traffic Ticket (ok, maybe not):

Having had so many powerful and successful examples of using social media to help me through life, I headed into the school year feeling cocksure and ready to take on the world.

A couple of days before school started, I was utilizing my “pick-up truck” skills to help iVenger Jennifer Flood move from one campus to the other.  With Westalke High School under some major construction this summer, my parking options close to the back door in the 100 degree heat were limited to a handicap spot or a fire lane.  Thinking I would only be 15 minutes, I opted for the fire lane.  When I returned to my truck, I had a souvenir from the Travis County Sheriff’s office waiting on my windshield.

My head was spinning.  This is what I get for helping someone?  Why are sheriffs waiting in the weeds to write tickets to educators?  I immediately took to twitter and Instagram:

Screen Shot 2015-09-22 at 11.01.19 AM

I then decided to directly start tagging the @TravisCoSheriff account to see if I could get some response.  What ensued was incredible:Screen Shot 2015-09-22 at 11.10.30 AM

Their response:Screen Shot 2015-09-22 at 11.08.55 AM

My response:

Screen Shot 2015-09-22 at 11.10.41 AM

Their response:

Screen Shot 2015-09-22 at 11.13.02 AM

My response:

Screen Shot 2015-09-22 at 11.13.55 AM

Their response: ——–

My follow up to their lack of response:

Screen Shot 2015-09-22 at 11.09.13 AM

Their response:Screen Shot 2015-09-22 at 11.09.20 AM

 

So apparently the power of social media does not mean you can break laws and ultimately, despite my frustration and social media back-and-forth with the sheriff’s office, I did send in my fine (reluctantly) as ultimately I do obey and respect the law.  However, I did rest a little easier knowing that my refund from Delta covered the exact cost of the ticket. 🙂

I know that sharing these personal examples can be very ego-centric, but showing real-world examples from my life versus some I found online I felt packed a bigger punch.  Do you have similar stories? I would love to hear them!  Comment below, tweet me, Instagram me, or write me an old fashioned letter and share your experiences (both positive and negative) with social media.

Until then, please continue to leverage this power for good rather than evil and remember kids….don’t park in fire lanes!

Bold Predictions Sure to Go Wrong in 2015

magic8ballFor 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

pearson expired_edited-1With 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.

humanchargeA 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?

CarlMadisonIn 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 & Support?

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.

Staffing Ratios:

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).

Outcomes:

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.

Conclusion:

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:

K-12 Tech Staffing Infographic (1)