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“All good things must come to an end.”
Who said that? Do they really have to end? Does it always have to be the good things that end?
I’ve spent the past 21 years of my life in public education and the past 13 at this amazing district known as the Eanes Independent School District. During my time here, I’ve had three incredible children enter the world and the schools here. I’ve made connections and friendships with families, the community, legislators, business leaders and beyond.
To say it’s been an incredible journey is a gross understatement. While I am somewhat torn emotionally at the fact that this will be my final year at Eanes ISD, I’m also excited for what the next chapter in my life will bring and where this ride will take me. As I often do, lately I have been reflecting on my time here and all that WE accomplished. Without a doubt, the highlight of my career has been working with the incredible teachers in this district. You inspire me, make me laugh, make me grow, and push my beliefs. We’ve shared thoughts, ideas, tears, and struggles.
To the teachers of Eanes ISD, I cannot thank you enough for all that you’ve given me and my family. So, before I go, I wanted to write you this love letter.
Have confidence in yourself. You have one of the hardest jobs on the planet, helping young humans learn. Know that this is EXTREMELY hard, but you pull it off with ease. Continue to have confidence in yourself and it will translate into even better experiences for you, your students and those around you.
Do the right thing, even when it’s hard. It’s much easier to just do the bare minimum or to not try something new. When I started in my current role here in 2010, integrating technology meant something COMPLETELY different than it does today. That said, the mindset around technology, while ripe with challenges, shouldn’t change our mission. The mission is NOT to raise kids, but to raise ADULTS ready for the world in front of them. Sometimes that means struggling with new things or trying a new idea that may fail, but remember to keep your confidence and your chin up through those times of struggle.
Change is inevitable and constant. When I started in this district, I always had a 3-year plan. Every 3 years I’d change schools or jobs. It took me 13 years to enact on my 3-year plan, largely due to the amazing community here. I changed my belief that I needed to constantly be changing jobs. My new goal was to see all three of my kids graduate from Westlake High School.
But now, that plan has also changed.
There will be many people that come in and out of your life here. There will be new standards to teach. New rules and policies to follow. And yes, technology will change (in fact, quite rapidly). You can either fear the change or embrace it. That sounds easy enough to do, “embrace change”. However I’m going to challenge you to also think about and question change when it happens. Understanding the “why” behind something is an important step in owning whatever the change is.
Have an opinion and don’t be afraid to express it. In fact, you are obligated to express it. We can’t continue to grow as a society or district or organization if everyone nods their head and moves on. Don’t be afraid to speak your mind. A couple of years ago we started a “League of Innovators” with this purpose. These teachers applied to be a part of group with the ultimate goal of improving the district as a whole, not just around technology. I cherish my time with those in the league and the impact they had on our program. Please continue to express your opinion, even when it’s scary.
Whenever possible, be transparent. Trust is built around communication and transparency. Be open to letting others come into your classroom and growing from their feedback. Expect the same transparency from your leaders, as it will also help them and the school grow as a result of having open conversations.
The struggle is real, but move past it. We all have things that we bring to work with us. From personal issues to family health, stress and struggle are a part of all of our lives. It’s how we handle it that makes the difference, not only to ourselves, but our students. We are humans teaching humans. We are in this for the outcome, not the income. Don’t let your bad days get the better of you and don’t let your best days go to your head. Try your best to keep your #EnergyForward.
There will be days when you feel like you are on an island. You close your door with a single goal of teaching the kids in the room in front of you. Never forget how amazing it is to help kids learn, but also never forget that even if you feel alone, you are not. Lean on your colleagues. Lean on your friends. Lean on your family. After all, learning is better when played as a team sport.
Know there’s a bigger picture and it’s not just about making people comfortable. With transparency and openness comes discomfort. Humans are built to avoid conflict. Since the early days of life, if we sense danger, we either fight it or flee from it. This evolutionary trait will not change overnight, but we can try and overcome it to engage in meaningful discourse. We can’t progress as a society if we spend all of our time either being compliant or having well thought out arguments typed on a Facebook thread. Disagreement and discomfort can be a good thing if it takes us all to a better place.
Don’t be stifled by fear. There will be times when you are afraid to try something new. While there are always consequences for actions, that doesn’t mean you should be afraid to try something. Fear can be suffocating to innovation and creativity. Take well-thought out risks that help improve learning and engagement for your students. Mistakes may happen, but modeling how you learn from those mistakes makes a lasting impression on the students in your classroom.
Creativity is born out of struggle. There will always be some roadblocks on the path to success. Time. Money. Resources. Restrictive filters. When embarking on a new idea or project with your kids, embrace the failures and learn from them. Don’t give up. Roadblocks are there to slow you down, not stop you.
You are a rockstar. You are the front line. Students will graduate. Families move out. Administrators will come and go. Change happens. Roadblocks will try to slow you down. You have to be the one to set an example for your students. You have to show them how to struggle and how to persevere. You have to put a smile on your face when an angry parent misunderstands what their 6-year-old told them you said. You have to grin and bear it when a new policy or directive from the state is passed into your classroom. These things are not easy. But you didn’t get into this profession for easy. You go into this profession to make a difference.
Know that you have made a tremendous difference on one individual and his family. I thank you all for making these last 13 years amongst the best in my life. I will miss the day-to-day friendships. I will miss the philosophical debates. I will miss a teacher running up to me inspired with a crazy idea to improve learning in their class and then helping them achieve it. I will miss leading professional learning for you in a multitude of forms (online, workshops, LearnFestATX, etc). Most regrettably, I’ll miss being able to work alongside you.
As I head into the my next chapter as a full-time consultant and speaker, know that I carry with me the collective passion and knowledge of the incredible teachers I’ve worked with during my time here. I don’t know where this next chapter of my life we ultimately take me, but, because of your support, I do know this….it will KICK ASS.
With love from your colleague,
On a recent OnEducation Podcast episode (embedded at the bottom of this post), the hosts Mike and Glen got into a debate about what exactly is the “right” model of support when it comes to technology integration in schools? As they called out my name in particular, I felt it best to write this post in response.
Make no bones about it…Technology is a gift with a tail. It’s predicted that schools will spend $19 Billion dollars on technology in schools. This can range from a variety of devices, apps, software and various “STEM” tools but not necessarily servers, wires, and all that stuff in the closet. Despite this large amount of money invested in technology, the amount of money to support and integrate these tools dwarfs the amount spent on the hardware and software. I’d also wager that a majority of that “support” money is primarily for personnel needed to repair and keep the technology running, not to integrate it into learning.
I’ve been integrating technology in some form or fashion during my entire 20 years in education. A few years ago I wrote this post about how funding support in both I.T. and instruction can affect the level of integration. From that research as well as my work with districts around the country, I’ve seen a wide variety of models when it comes to support. With most models, the two largest determining factors are budget and vision. What follows are the various models I’ve seen employed by districts around the country. Each model is followed by a letter grade that is completely subjective, because, hey, this is for education right?
The “Tech Support Only” Model
In this model, staff and funding for support go solely towards keeping everything up and running. That means at a bare minimum, the technology will work. Will it be integrated thoughtfully? That depends largely on the teacher and the goals and expectation of the principal. I would say a majority of districts and schools across the country use this model.
While it’s great that the technology can turn on and off, there’s really no way to know if it’s making a difference educationally without some intense expectations, strategies and vision from leadership.
The “Pay and Pray” Model
No tech support. No Instructional support. Just spend the money on devices and see what happens. Whenever you read research about how technology in schools doesn’t really help, it largely comes from schools that employ either the previous model or this one. Often times you’ll hear phrases like “well, some tech is better than no tech” but in terms of this model, you could almost make the case that this could be worse for students (not to mention the tax payers funding the bill).
No support at all is not an advisable model.
The “Vanguard Teacher” Stipend Model
When I started as a classroom teacher, this was the widely used model I saw for technology integration. The way it works is you have I.T. staff to make sure the technology is running and you add some stipend or an extra amount to a group of teachers or a single “rock star” teacher to help with the integration on campus.
While the district saves money by not paying for a full-time staff member to support integration, this model puts a lot of pressure on the Vanguard Teacher to not only do their full-time teaching duties, but also support staff on a variety of issues. As someone who lived this role for several years, eventually the vanguard teacher also gets roped into helping with printer issues, projector issues, and everything in between.
The Ed Tech Consultant Model
This model seems to be on the rise as many districts that can’t support a full-time staff member. Having a consultant who’s an expert in technology integration can help build vision, support the Vanguard Teachers and converse with IT staff can be a huge benefit at a fraction of the cost of a full-time administrator.
This model works best when school and district leadership are on board and match the vision for technology integration with campus-wide expectations. Also, having those Vanguard Teachers or to work with gives insight and boots on the ground so to speak. As someone who consults with schools and districts from time-to-time, I’ve seen first-hand the benefits of this model when done right.
The Full-Time Coordinator/Director Model
While far from ubiquitous, many districts districts land on this model of support by hiring a full-time administrator to help guide the integration of technology in schools. On top of helping with the vision and expectations, this person (also the role I’m currently in) works with all teachers, the community, leadership, and IT to makes sure all stakeholders are on the same page. While it does cost a district a little more, having a full time person coordinating the integration of technology came make a huge difference in learning and usage, especially when compared with the “Tech support only” models.
Grade = A-
The only reason this wouldn’t grade out higher depends on two factors – the amount of campuses to support and how they work with the I.T. Department. If an Instructional Technology Director has too many campuses to support, their impact is minimized as they can really only take a shotgun approach to integration. If they have an over-bearing or controlling IT department, it limits the amount of progress they can accomplish.
The 1:1 Coaching Model
This model involves putting a highly qualified, instructionally-focused staff member on each campus to support the integration of technology. Some schools have used current staff (instructional coaches or library media specialists) to sort of “hack” this model as it does cost the most money of all the models listed above. Others may not be able to have a person on each campus but have a centralized team. Both of those methods are helpful with integration and would grade out highly. However, having a dedicated ITS or EdTech on each campus to coach, co-teach, and lead innovation with technology on campuses can be EXTREMELY powerful. When coupled with well-communicated expectations from campus leadership and vision from the district, I’ve yet to ever see a more beneficial model of integrating technology into the classroom.
Grade = A+
Note: I may be a little biased as this is the model my district currently employs. That said, as someone who has been in the “Director” role for the past 8 years, I can tell you maintaining the A+ Coaching model isn’t necessarily easy. Whenever budget cuts come, as they often do in public education, it’s often the first position to come under the knife which can cause disruption and uncertainness to those in the position. Also, it’s important to coordinate these positions across the district to guarantee some level of fidelity or else risk the role being used differently from campus to campus.
You can get various levels of technology integration depending on the vision, goals and budget of a district. I’ve lived through 3 different iterations of our “Ed Tech” position in my tenure and am now going through another “evolution” of sorts. As we’ve had a high level of support for years, we are evolving the position from someone who supports the integration of technology to someone who supports high quality teaching and learning with technology as an embedded part of that.
While it seems subtle, it does change the ideology around support. Removing the word “technology” or “digital learning” from a title implies that this person supports all learning, which is a good thing. That also implies that they don’t exist solely to repair printer issues or help a principal make a newsletter.
Regardless of roles, position titles, and support, without a well-communicated vision and expectation, technology usage will continue to be only substitutive in nature with the exception of a few outliers. If you have a moment, give the OnEducation Podcast below a listen. They start to get into the debate around the coaching and support models right around the 27 minute mark. Drop a comment below too if you have feedback on the models I’ve shared or maybe some I’ve left off.
You spend a lot of money to attend a conference for professional learning. You get flights lined up, hotel, transportation, etc. Then you go to the event. You spend the first hour trying to find the registration desk. You wait in line for a half-hour to get your badge. Then you plop down on the floor and start looking over the schedule guide to see what sessions you’ll attend.
There’s so many choices, it’s almost overwhelming. It’s like walking into Costco without a shopping list. You go in wanting one thing, and you come out owning a 3-lb lobster claw that you didn’t know you needed. Once you do decide on a session, you stand in line for 15 minutes hoping to get in. Others are over capacity and you can’t get in, which causes you to speed walk 1.2 miles down the convention hall only to walk in late to a session and find the dreaded seat in the very middle of everyone.
After several hours of this, you are ready for an early happy hour. You see people laughing and having fun, but you’re not sure what they are laughing about and if they are in fact having fun. At about 2pm, you find a local watering hole with fellow attendees trying to hide their badge of shame around their necks as you are all clearly failures.
Or are you?
I would argue that you are not the failure, but instead that the conference event failed you. In its desire to pack the house with thousands of people, the large conference has lost focus on what’s most important: the attendee experience. Sure there are amazing speakers from all over and great content, but the UX (user experience) is severely lacking. Why go stand in line for a movie you might not want to watch?
On day 2, you wake up with a headache both from the early happy hour and the brain fog that comes from being overwhelmed. You go to the keynote, hoping for some inspiration. However, you are now “cattled” in and out of a 5000-seat arena where you end up skipping sitting down because you forgot to charge your laptop. So, you find a spot on the floor next to one of the 4 plugs in the 30,000 sq. ft. room. The keynote speaker is good (they usually are, to be fair) but now what? Do you engage in conversation with someone? Do you rush out the door before the closing remarks in the hopes of not being a part of the herd?
All of these above scenarios have been part of my experiences attending large conferences in the past. I feel like I spend much of my time being shepherded around or looking for the next session, but rarely walk away with my money’s worth in terms of knowledge and experiences. In fact, the best learning usually happens in conversations and dialogues with colleagues or things posted on the conference hashtag.
With all this in mind, in 2012, we created an event called iPadpalooza. We didn’t want to call it an “iConference” because we really wanted it to be something quite different. We wanted it to be a learning festival. A place to experience something different as an attendee. A place where the things that matter the most, the interactions, discussions, and collaboration are the focal point of the event.
Flash forward to present day.
Taking all past experiences, both good and bad, when it comes to professional learning, we are attempting something, well…different. The event formerly known as iPadpalooza is now LearnFestATX (after all, it’s about the learning, not a device). Last year, rather than just changing the name and moving on, we decided to beta test some new concepts in professional learning with a much smaller audience. Following that beta test, we discovered what worked and what didn’t. Taking just the parts that worked and adding in some of our own magic, we have created what we feel will be an event from the future, for the future.
Our motto this year is “Ready Learner One” along with a retro video game theme (sometimes the past can best prepare us for the future, right?). Many of the things we are trying are still top-secret, but here’s just a few highlights of things you could experience as an attendee this summer:
Three Different Perspectives to Learning:
As someone attending, you’ll experience learning in three different ways. The first way is the most traditional in terms of learning as part of a large group (during opening and closing events) or a medium-sized group (during interactive and make-n-take sessions). The second way is learning as part of a collaborative team either with our Teacher Shark Tank or the APPmazing Race. The third way is learning as an individual by reflecting in our Mindfulness Lounge, participating in our digital petting zoo, lunchtime interactions, or attempting to win our massive easter egg hunt (details revealed at event).
While the traditional conference puts featured speakers in certain rooms and only for certain times, we want our featured speakers to be much more part of the event. They should be learners too. As an attendee, you should have multiple opportunities to interact with them as well. Sure, there will be some scheduled sessions, but now with our new Mindfulness Lounge and Expert’s Lounge, you’ll have opportunities to sit, relax and reflect with some of the top educational experts around. Our featured speakers will also be playing multiple roles in some of the experiences that are taking place, from Impractical EdTechsters to the Ed Tech Family Feud to a Poetry Slam, you’ll see these folks in roles that stretch their thinking and yours.
A Different Kind of Keynote:
I can’t give away too much here, but for those that attended our beta-test last year with the “Silent Disco” presentation style, we’ll be doing that on a much larger scale during our opening session on June 12. Also, we’ll be bringing back our “What’s HOT in Ed Tech” challenge for the closing ceremonies. Let’s just say it involves some new ways to “spice” up a talk to a large crowd. We’re also super-pumped to have Manoush Zomorodi as our day 2 Keynote speaker. These large groups events will have tons of audience engagement as well as boat-loads of door prizes.
Dive Deeper Before the Madness:
While the main LearnFestATX runs on June 12th & 13th, we will also be having our 3-hour deep dive PreFest LearnShops on June 11th. No more fighting for a spot or a seat. Just buy your ticket, select your sessions, and you are guaranteed a seat.
In summary, I’ve always been of the belief that learning is an active sport. Sometimes that’s a team sport, sometimes it’s an individual sport. But the bottom line is, you get out of it what you put into it. This is true of either a traditional conference or our event. The biggest difference is, at our event, you don’t have to try to seek out those learning opportunities. At our event, they seek you out.
I hope that you’ll join us this summer at LearnFestATX. We do believe that learning as a team can be powerful too, so we offer great group discounts if you want to come hang out with colleagues or meet new ones. With our event, you have the ultimate level of voice & choice. Something we want our students to have as well, so why not model it in a professional learning environment?
Come see what all the fuss is about this summer in Austin:
Hint for those of you that read all the way to the bottom of this page. Try and reach out to a featured speaker to get a 20% off discount!
Editor’s note: LearnFestATX was recently listed as one of EdSurge’s top Ed Tech events to attend in 2019!
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!
I had a major problem in my last year as a first grade teacher. I had been teaching for several years and the students were so far ahead with two months to go that I had to figure out what to do with them. The year before, I decided to give them a head start on second grade curriculum thinking they would lose some during the summer break. I discovered that this was a major no-no and akin to taking a teacher’s personal parking space. Following a pretty good tongue-lashing by the second grade teachers, I was entering April with a choice, do I do it again? Or do I figure out something else to do for our final 2 months together?
One thing that always bothered me as a teacher was the curriculum. The school I was teaching at and the team I was teaching with would rarely stray from it. The Teacher’s Edition was like a Holy Bible for a newer teacher as it provided the scope, sequence and pacing of delivery of content. There was one MAJOR problem with this….it didn’t take into account the kids. I was forcing them to learn math through fake story problems involving trains moving in opposite directions and learn history of whatever the textbook or standard dictated and never any more than that.
So with almost all the first grade content covered and a couple months of school left, I decided to consult the most important people in the school about what to do with the time….the students. I asked them what they wanted to learn about for the remainder of our time together. I had hoped for maybe one or two ideas but instead I got 22 different ideas for 22 different kids. It makes sense when you think about it. They each are unique and have different passions, so why wouldn’t they come up with things they are interested in? The choices ranged from tornadoes to the actress Rachel Weisz (yes, a little boy named Sean was obsessed with her).
After gathering their list of ideas I presented them with a challenge – tie in all the core areas of curriculum – writing, science, reading, math and social studies into their passion and present a final project the represents all of these areas. While the school day was still fairly structured with centers and finishing up the final pieces of first grade curriculum, I started giving them an hour or more each day to work on their “passion project”.
I didn’t know it at the time, but this is exactly the way companies like Google work with their 20% time. It’s also the basis behind the concept of “Genius hour” in schools. Spend the majority of your time working on the “work” but then carve out pockets of time to explore your passions and inner genius. I’ve also heard it referred to as “Interest-based Learning.” Whatever you want to call it, I stumbled into it my last year of teaching and immediately had regret. Not regret for doing it, but regret for not doing it sooner.
The classroom bubbled with energy whenever the students had time to work on their projects. With only 4 computers in the room (do you remember Compaq computers?), they had limited research time and time to create. I ended up locating the one COW (Computers on Wheels) at the time which was full of a dozen pearl-white Apple iBooks (image left). I told the rest of the school that I would be the computer “farmer” in charge of the COW until the end of the year as my kids were using it heavily to wrap up their projects.
The amount of creativity energy flowing out of room 52 that year was breath-taking. During the last week of school, each of the students presented their passion project. I invited their parents in to see the final outcomes. Mary’s project on horses involved a history of horse migration to North America, an original poem on horses, and even math story problems on horses (“If two horses leave a barn at the same time heading in opposite directions…”). Every student rose to the challenge and while it was hard for some to tie in the core content areas (Rachel Weisz was particularly challenging), they each accomplished the goals on the rubric.
So how do we make the time in schools for students to follow their inner-genius or passion? Some schools create Genius Hour time one day a week or one class period a week. Others, like one of our elementary campuses, creates something called “Enrichment Clusters” (based on the work of Joseph Renzulli) where not only do the students get to explore their passions, but the teachers get to teach their passions as well. Courses range from coding to yoga to golf in these clusters where students learn and ultimately present their project at the end of a 9-week time period.
As the students in my class wrapped up their projects that year, I felt extremely rewarded for making the choice I had for our time together those final weeks.They had the time to explore their inner-genius and had rewarded me by showing their learning. Thusly, I wanted to reward them for taking on this idea with such fervor. I tried to find some sort of trinket or object for each of them associated with their project. The boy who’s passion was Harry Potter got a stuff-three headed dog named Fluffy. The girl who was passionate about surfing got a charm bracelet full of different surf boards.
Oh, and in case you are wondering what happened with the student who created the Rachel Weisz project, I decided to reach out to the actress’ handlers but didn’t get a response. I ended up asking Sean to present on the last day just in case she decided to send a note or something. On the last day of school, his reward arrived:
It’s amazing what students can accomplish if you give them some voice and some choice. As a teacher, we need to figure out how to make this time for our students. We all have an inner-genius, we just need the time to explore it.
“Don’t think outside the box. Think without a box.”
That quote by opening panelist Chris Budzynski (@chrisbudzynski) really summed up much of what was discovered and discussed at the recent School CIO summit hosted by Tech and Learning Magazine (@techlearning). These summits provide excellent opportunities to connect with other leaders across the country as well as provide resources and tools to help districts continue to lead and innovate. This post is a reflection of some of the things I discovered and a couple of wishful thoughts on things I hope we get to do in my district.
Design Tech High School Visit
Imagine if you found an abandoned warehouse, threw a bunch of tools, whiteboards, technology and high school kids in it. What do you think might happen? The “DTech” high school is just that. Students don’t have a bell schedule or a series of classes to sit through. Instead, they are working on design projects that incorporate the core content areas as well as some serious soft skills that they’ll need in their future.
“Principal” Ken Montgomery took us through a tour of his facility and their day to day schedule. I put the word principal in quotes, because he’s really part-principal, part-passion driven student advocate, and part crazy (in a good way). This school is based somewhat on the Stanford DSchool concept and has been built out of a partnership with local tech giant Oracle and their Education Foundation.
While classes were over for the day when we walked up, I noticed quite a bit of students hanging out on a Friday, not ready to leave. What does that say about the school when kids are running to the weekend? I stopped to ask one of the students what they thought about the place and concept. He replied, “I love it.” When I asked him why he said, “The people. They love it here and they care about us and our learning. It shows.”
I think that quote could be shared about any great teacher, but it was clear for this young man, the school provided him with an opportunity that he might not have received in a more traditional setting. The few students still milling about inside the building/warehouse were finishing a robotics project or studying Mandarian just….because. Next year, the students of DTech will move into a brand new innovative building on Oracle’s campus, but for me, I really loved the messy feeling of this old warehouse. The imperfections and griminess left me with the impression that this building (and program) are very much loved.
Opening Panel on Blended Learning
The following day, we were treated to an opening panel that featured 3 school leaders from very different places. Emily Garrison (@emilyagarrison) from Palo Alto Unified School District was up first. Her school district is considered a “sister” school district of Eanes ISD, so I was curious to hear her thoughts on how to make things more blended for students. Their program began with one teacher several years ago and was built on the iNACOL framework for blended learning. While there were various models presented from in-house to twilight (after hours), the program’s growth and success was largely due to the focus on mindset and strong professional learning for staff. Their mantra for the program of “Time, place, path, and pace” helps guide students towards different opportunities for learning success.
Next up was Chris Budzynski who I mentioned at the open. Chris’s district just outside of Chicago, has also purposefully grown a blended learning model where students have multiple periods a day to learn in a blended setting (usually first or last period). Additionally, with the opening of a new hospital near their high school, they partnered with the doctors in providing the first of it’s kind, high school hospital internship program. A group of students spend part of their school day shadowing and helping staff in the hospital while still taking a full course load. An incredible opportunity to any young person thinking of working for the medical industry.
The final panelist was Bryant Wong from Summit Public Schools. Summit is a blended charter that has over 100+ schools all over the country and is focused on both diversity and success after college. Their format provides a playlist of learning options for each student, creating a personalized approach to its learners. With help from Khan Academy and Facebook, they have been able to freely provide opportunities to kids that might not exist where they live. While I’m a fierce advocate for public schools, this charter seems to have its heart in the right place.
Here’s a sketchnote of their session that I did in an attempt to recall all that was shared:
Besides site visits and hearing from innovative leaders in the K-12 space, the summit also provides time throughout the day to share best practices in working group meetings. I presented some of the ways we have tried to educate both parents and students on digital citizenship. In talking with the others in the group, Common Sense Media continues to be a national leader on the subject in their freely provided content.
For the second working group on learning spaces, I got to play the role of learner. One of the main presenters was Michael Morrison (@mytakeontech) from Laguna Beach USD. He shared their “4CLE” project that focused on furniture, lighting, and color as part of a positive student learning environment. One thing that really stuck with me, besides the super cool use of Hue bulbs to change classroom color digitally, was that they used a lot of flat screen TVs in their rooms. Many of the rooms had 2 or more TVs that Michael mentioned could cost around $150 (for a 32″). An interesting idea and break from the single expensive projector at the front of the room approach that we usually take in classrooms. The TVs all connect via a hub and teachers or students can project their work on the screens.
It’s clear to me that there is a lot of good happening in education around the country despite what some news articles may say. These school leaders shared many valuable resources and research in their efforts to help each student along their own personal learning journey. For me, I want to take back the idea of really examining our school schedule and the limitations it might be having on learning for some students. I know many of our kids excel at playing the “game of school” but for some, as witnessed by early success of our WHS Incubator class, there isn’t a one-size-fits-all approach when it comes to student learning. Giving more of our students agency in their learning needs to continue to be a focus of ours as we travel into the second iteration of our 1:1 mobile device program and flexible furniture pilots.
I was approached a couple of weeks ago by the good folks over at ISTE to create a commercial for my book series Mobile Learning Mindset. My only perimeters were that it had to have a holiday theme and I had to shoot, edit, and publish it completely on my own with no budget. Back in the stone ages, I used to teach a “young film makers” class with students and have always enjoyed the iPadpalooza Youth Film Festival, but I rarely ever got to make a video on my own.
So, knowing that I had no budget and no actors, I decided to recruit my own children to shamelessly plug my book series. If you know me, you’ll know that I did this totally tongue-in-cheek because I’m not a fan of self-promotion. (some of you are thinking…”yeah, right”)
However, I truly love the film making process. From storyboarding the script, to preparing the room, the lights, the props and getting the kids in make-up and costume. It was a fun event for the whole family and made me realize that I live with a bunch of divas. My youngest, actually refused to say her line so I had to bribe her with chocolate and get my wife to shoot the seen with her. In the end, I like the result and the girls are already asking when we’ll make the next one. (stay tuned for a “Shamwow-like” infomercial coming when the last two books are published)
I hope you enjoy the outcome and the little glimpse into the lives of my family members who have to put up with me on a daily basis:
Meetings have become part of the necessary evil woven within the fabric of business and education. Some meetings are fruitful, others are a complete time-suck. Many books have been written about how to get the most “meeting” out of your meeting. Having norms, creating agendas, sharing ideas, these are all important parts of making a meeting more productive, but do we ever think about what we could be doing instead of being in that meeting? I’ve started to look into the book Boring Meetings Suck and will try to use some of the ideas within that book to get more out of the meetings I attend. However, that still doesn’t help with the question, should we be doing something else as administrators rather than being in a meeting?
The last couple of years I’ve tried to “give up” something for Lent. Two years ago it was email in my #NoEmail4Lent challenge (that lasted 19 days). Last year I tried to give up search engines. That lasted for 2 days. My first inclination this year was to give up meetings for Lent. While that would be drastic and interesting, I don’t think it actually provides much challenge for me to just not go to a meeting. Also, with some major decisions around devices in our schools, summer professional learning, plus general team-building, I think it would hurt myself and future plans if I just didn’t show up.
So I can’t give up meetings completely, but I also noticed within my tenure as an administrator that I spend less and less time on campuses. It’s true that the old adage of the longer you have been removed from a classroom, the less connected you become. I know it’s an issue when I walk onto a campus and I hear phrases like, “Wow! What brings you here?” or “I haven’t seen you in forever.” These are both statements meant to make me feel missed, but I also hear the subliminal message being conveyed….I am not present on their campuses enough. To make this better I’ve tried tricks like being a Student for a day, subbing for a teacher, and this year giving each Ed Tech a free day off on their birthday while I sub for them.
But it’s still not enough.
When I am on a campus I feel refreshed and re-energized. Sure, I’ll also discover technical problems or falsely assumed intentions that tend to float around when someone isn’t there, but I also feel more a part of the learning community.
So I have two problems here:
- I spend a lot of time in meetings
- I don’t spend enough time on campuses
And a single solution to help with both scenarios. For the next 40 days, for every minute I spend in a meeting, I will spend an equal amount on a campus. This means I’ll be working remotely more often (this is when it helps to be paperless), but also that I will be physically present on each of our 9 campuses much more than in the past. Being a bit of a data guy, I’ve been tracking my time on campuses and in meetings nightly since the beginning of this semester. Here’s what I found out:
Out of 225 hours working, I have spent 26.4% (59.25 hours) of it in meetings. I have spent 8.9% (20 hours) on a campus.
Starting tomorrow, my goal every week will be to balance that equation. Many of my meetings are pre-scheduled (approximately 8-10 hours a week) so that means that I’ll need to make sure I’m not just waiting until Friday to go hang out on a couple of campuses. To make this work, every time that I schedule a meeting, I’m going to schedule the same amount of time on a campus.
What do I hope to gain from this experiment?
- Be more connected with staff on campuses.
- Work more with our amazing students.
- Share stories from campuses to the meetings I attend.
- Be more cognizant of my time spent away from campuses.
- Be more productive during my meeting time.
I’m excited to begin this challenge and I’m hoping that by doing this other administrators around the country will also reflect on the value of their presence on campus. I also hope that a part of this will stick with me going forward even after Easter Sunday and I’ll continue to be more proactive about being on campuses for the rest of my time as an administrator.
The beginning of a new year brings with it hope and eternal optimism. We set resolutions that we hope to keep and dream about what possibilities lie ahead for us in the coming year. Over the last several years, I’ve written a blog post predicting a few things I think might be possible both in and out of education. Some of these I feel fairly certain about and others…well….there is the word “BOLD” in the title right? In looking back at my past predictions (here are 2013, 2014, and 2015 for point of reference), I think I’m hitting at around 50% on some of these. Some notable favorites were last year’s prediction that the state of Texas would drop out of its contract with Pearson and my 2014 prediction that wearable technology would start making its way into the classroom. That said, I also predicted that at some point we would ban the all-in-one classroom desk and that my “Giving Up Google For Lent” experiment would be the stuff of legends (I made it all of 2 days). But hey, they can’t all be gems right?
So, with an eye on a hopeful future, here are my predictions for 2016:
A School will try a Self-Driving Bus
I’ve gone on record for saying that I want to own the first legal self-driving car in Texas. Not only do I think that it would help me multi-task, I think it would be a great hand-me-down car for my daughter when she becomes legal driving age in 2024. Believe it or not, there’s actually hope for this as Google started testing their self-driving “Art Cars” here in Austin last fall. But this isn’t about me, it’s about education. So here’s a BOLD prediction that actually makes sense if it’s safe enough: Self-driving school buses. Think about it, there are tons of accidents with buses already and the driver is constantly distracted by what the kids are doing. So why not turn the driver into a monitor and let the computer do the driving? You may laugh but people are already using the Uber-like service called “Shuttle” to take kids to and from school, this just seems like the necessary next step.
MYOT – Make Your Own Textbook Becomes a Reality
Many have dabbled on the fringes of this idea whether it be creating their own iBook or online course, but I think the time is ripe for us to eschew the major textbook companies and begin to design our own. Our own government is promoting more and more free OER content which could really help make this prediction a reality. I know I ranted about how the textbook should go extinct in this post, but think about it. We’ve evolved in so many ways with technology, so why are we still trying to make our textbooks fit inside virtual brown-paper bag covers? (remember those?!)
A “Teen Social Media Prediction” app will be invented
With some of the latest news about apps like Brighten and After School making the rounds before the holiday break, parents are exasperated. They want to know how to stay ahead of the kids to keep up to date on where they are “hanging out” virtually. The truth is, I’m not sure there will ever be a way to do this, but since data privacy and big data seem to be converging, it would make sense that a clever coder somewhere would be able to use some predictive analytics that would show us where teens are going next. Take those analytics and put them together into a snazzy little app that notifies parents and Kazaam! You have a million dollar idea right in your pocket. It couldn’t hurt to try at least right?
An app will be invented to combat the above “Teen Social Media Prediction” app
And the second that app is invented, another app will be invented that falsly tells parents which platform they think their teens will go next just to throw them off the scent. However, along the way, some will discover that parenting is still parenting regardless of social media, devices, or even the great 21st century debate about “when should my child get a smartphone?”
In a district far, far away….someone will develop Star Wars school.
It’s happened with teaching like a pirate and even to some extent with zombies, so why not a school based on the popular film series? After all, Richard Wells (@eduWells) already designed these 10 awesome posters integrating Star Wars legos and education. If you had a school that used a project-based design, you could have the students answer the really important questions like: How fast is 12 parsecs? (I know, technically, it’s a length of measure not time) What is the mass of the Death Star? Why does Darth Vader need that mask to breath biologically? Did Greedo shoot first? These and many more questions can be dissected over several interdisciplinary units of study. And even better…when you graduate you go from Padawan to Jedi master!
Speaking of Star Wars…the Learning will awaken at iPadpalooza this summer
If you can’t tell by our 2016 logo, this year’s iPadpalooza will be a summer blockbuster of epic proportions. I’m not allowed to say much more than that, but do know that one keynote will be absolutely magical (Simon Pierro, the “iPad Magician” of Ellen fame) and that we’ll likely be the only educational event you attend this year where people dress up like their favorite science fiction characters. (Queue geeky Wookie roars here)
The Election Will Be Televised…via Periscope
With major presidential elections happening in the U.S. every four years, it’s kind of cool to see how much has changed in the technology field over that time. President Obama was known as one of the first to embrace social media as a means of connecting. Much like JFK and television, that connection really came in handy on election day. This year, with major news organizations already promoting their own agenda and affiliates, I really think using platforms like Periscope, SnapChat and the like will help individualize what we want to learn and hear about the candidates. Or at the very least it will provide some fun reality TV-like media fodder when a candidate uses the social media tool incorrectly. (you paying attention Rick Perry!)
The “Undead” learning movement will happen!
At last year’s iPadpalooza event I gave a mini-keynote about how the only days where learning doesn’t happen in schools is during mandatory state testing days. I called it “Undead” learning because in an essence, our students’ brains are much like those of zombies in terms of which synapsis are firing during this time of year. What we learn from their testing data is kind of like an autopsy too since we don’t actually discover what they learned until they’ve left the school year. While, I do think there are good ways to measure student growth, this year I’m asking that we start a mini-revolution by simply snapping a #2 pencil in half during testing season and posting it to social media with the hashtag #UndeadLearning. My BOLD prediction: Hundreds of educators will participate!
A School will go 1:1 cardboard
Virtual reality is becoming more and more of the rage in the business world. With Microsoft’s Hololens as well as other players already entering, leaving, and potentially re-entering the market (Hello, Google Glass), it makes sense that schools will want to embrace some of this technology too. The truth of the matter is that schools can’t afford a HoloLens for every student to make virtual a reality. (See what I did there?) Enter the Google Cardboard Expedition. Google’s latest low-cost gadget leverages schools already using a BYOD or 1:1 device to takes students on virtual field trips all over the world. Many schools are experimenting with this technology now and I’d bet this year, a school officially becomes a “1:1 cardboard” school.
I’ll Write a Children’s Book
With my 6-part book series on Mobile Learning Mindset completing at some point this calendar year, I might actually try my hand at a modernized, mobile-friendly children’s book. Think zombies meets Star Wars meets Harry Potter…ok, so it might need some work. Oh, and I while I’m at it, I might also need a pen name. Especially if there’s any hope of getting it onto the shelves of schools around the country. 🙂
Making predictions can be a messy game. I mean not all of us can have a Miss Cleo in our back pocket for getting things right. Part of why I do these predictions is to get me to think about the future direction of educational technology, including some likely absurd ideas. The other part is what I’m doing right now; reflecting on the year that has been and how many of these actually came true. In looking at 2014’s review, I hit on a few, missed on a few (giving up Google for lent? C’mon!) and sort of in between on others. In January of this year, I made a set of ten more predictions that I thought were sure to go wrong in 2015 (remember, “bold” is in the title). Now for the moment of truth, let’s see how I did.
1. Classrooms will become automated
Outcome: Not yet
I’ve seen more sessions at conferences around the idea of automated or “smart” classrooms, but the technology is still a far ways off. I think as beacon technology becomes more ubiquitous and more and more devices enter schools, this one will become a reality. I do think with the recent debates over student privacy, we will have to go through some legal loopholes before a truly automated classroom becomes a reality.
2. Pearson will lose its testing contract in Texas
I am actually still in a state of shock that Texas would go a different direction, but with the exception of a few hold over assessments, we essentially dropped our contract with Pearson. While I’m still not sure that replacement system ETS is much better, one thing is for certain, those people looking for jobs scoring 4th grade writing tests on Craigslist are surely going to be disappointed.
3. Wearables will take over the world…and then regress
Outcome: Getting warmer
I made some jokes about the soon-to-be-formed P.A.W. (“People Against Wearables”) but in reality wearables came on like gang-busters in 2015, especially early in the year. After the Apple Watch hit the market, it became commonplace to see people checking their wrists for cute emoji-based text messages. While I heard some rumors of a school in Australia going 1:1 with Apple Watches (for health data research), I think the fervor over wearables, coupled with the afore mentioned data privacy has slowed down the wearable market. It still didn’t stop me from wearing this cool Matrix-like light up shirt at iPadpaloozaSouthTx this past summer!
4. A human battery level app will be invented
So we haven’t entered cyborg-level yet, but I can tell you this partially came true this week when my dad went in to replace the battery on his heart defibrillator. That’s close right?
5. This year’s iPadpalooza APPmazing Race will bend the mind.
Outcome: Not quite, but it was a blast!
We ramped up the challenges to over 30 in the 3 days of iPadpalooza and dozens of teams rose to the challenge. We had people doing “jumper” pics into swimming pools, putting bunny ears on Felix Jacomino, and tearing up the stage at lunch-time karaoke. The winning team each walked away with their own Apple Watch! All of this sets up for a crazy 2016 race as we continue to raise the bar and up the ante. Check out the highlight video here and be sure to register now as the early bird rates are going on through the holidays!
6. 3D Printers will become common classroom (& household) items
Outcome: Still a ways off
We did see the price of 3D printers continue to drop and even got introduced to these snazzy $99 3D doodler pens, they are not quite common place yet. I do think in several years we will be at a place where we can truly “download” the parts we need to fix something, but for now I’ll just patiently wait for hours as this machine prints out a mini-bust of my own head.
7. Someone will complete the 21 things every 21st century educator should do
Outcome: Not yet
This blog post made the rounds for the past year and half as a list of things every teachers should try to do in their classroom. Many tried it, but I’ve yet to find one person who completed all of them. Rather than rest on my laurels, I decided to up the game and create this “36 Weeks of Innovation” post for teachers to try one thing in their classroom every week. As of this writing, I know of many that have done some, but none that have done them all.
8. Drones will make their way into education
This was sort of a joke when I wrote it last January, but it is actually now becoming a reality. Last week we completed our national “Hour of code” and I saw many posts on social media about kids programming and coding their own drones. In fact, amazingly enough, I may have predicted what iPadpalooza Keynote Adam Bellow would do this year during his presentation. During the middle of his keynote, he use the Tickle App to successfully program and fly a drone out into the crowd and then watch it turn around and come back. Check out his full keynote (post on YouTube for the first time today!) below and watch the magic happen:
9. Someone will complete the Billy Madison #Student4aDay Challenge….maybe me?
Outcome: Not even close
I had grand plans this past year to follow up my #Student4aDay challenge in 2014 with a gauntlet of going through every grade level as a student. While I’m not dismissing this one for myself, I did see more and more people trying the #Student4aDay challenge in their own schools. I think it’s one of the best ways to really experience what kids go through on a daily basis as well as seeing how administrative decisions (like 1:1 technology) impact the classroom.
10. Carl Hooker will FINALLY publish a book
Outcome: TRUE! (in 2016)
This was more of a way to blackmail myself then anything, but after searching for a publishing house in early 2015, ISTE Publishing came knocking on my virtual door. I am excited to announce that I will be creating a 6-book series titled “Mobile Learning Mindset” in 2016 & 2017. Each book will focus on a different area of the school environment. The first two books (focusing on district and campus leadership) will hit shelves in early March of 2016. The last four books will dive into mobile learning in the classroom, professional learning, technical support and the role of parents and community during a mobile learning initiative. While I’m extremely honored and blessed to be a published author, I can tell you that it is NOTHING like blog writing. I’m hopeful that these books will go a long way in helping schools on their own mobile learning journey and can’t wait to see them in print (both real print and virtual).
And that puts a bow on 2015. All in all, I was surprised by some of the results and not so much about others. I’m now going to start brainstorming for 2016 and will publish those after the New Year. What did you think about these predictions? What predictions do you have for 2016? Comment below, and if I use it in my next post (as a “guest prediction”) I’ll give you full credit!