As the world has suddenly been sent into self-isolation, many schools are trying to figure out what to do next. Some are opting for extended Spring Break, while others are trying to figure out ways to continue learning from home. This pandemic and subsequent shut down of social interaction has shed light on some major issues when it comes to connectivity in our students’ homes. Those with internet may have limited access to a device as well as there may only be one smartphone that a family has access to.
Knowing all of those underlying issues exist in many of your schools, there are many schools moving forward with the idea of “remote learning” or eLearning. For a classroom teacher that has been trained in the day-to-day operation of being in a physical classroom, a virtual classroom presents many different opportunities and challenges besides the lack of access mentioned above. As you might imagine, teaching the exact same way you would in a face-to-face environment is a bit like trying to fit a square peg in a round hole. I’m offering up this beginner’s toolkit as a start for a teacher just now getting started. I’m not focusing on a grade level or subject area with this guide, but rather a set of tools, resources, questions, and ideas you’ll want to have in your virtual toolkit.
I’m starting with this before we dive into content and strategies. All of the other stuff is just noise if you don’t have a consistent method of communication with parents and students. Email is probably the most basic and universally accepted but could be cumbersome if you are teaching multiple subjects and students each day. Having apps that act as text messages like Bloomz and remind could also work.
As a way to streamline communication, many districts use Learning Management System (LMS) tools like Canvas, Schoology, Seesaw or Google Classroom as way to communicate and distribute work to students. If you are in a school district that does not have an LMS tool in place, I’d highly recommend either Google Classroom or Seesaw as a simple way to set up a remote classroom for your students.
Here are some tutorials you could use to get those set up:
Seesaw for Home Learning (Video)
Quick Start Guide to Google Classroom (Website)
No matter what you do or what tool you use, be sure to be consistent. Whether you are sending out the weekly work every Monday at 9am or checking in daily, be sure you are consistent and available for support. Which brings me to my next tip
Support Your Learners
Many students are confused, stressed, or excited by the prospect of being out of school for an extended period of time. Their parents are also under a lot of stress during this time and may have lost work or are struggling to work remotely while being self-quarantined with their entire family. Life and learning at home will look very different for each of your students depending on their situation and you no longer have the consistency provided in a single classroom environment. Just like communication, I listed this section prior to getting into content and strategies because supporting your students is much more important than turning in a digital worksheet. If you do nothing else during this time away than consistently communicate and support your students with periodic check-ins, know that you will have helped with their social-emotional well-being if nothing else.
Sending short videos saying hello, leaving a voice mail, or even sending a letter to their home can be a way to check in and make them aware that you care about them and their well-being during this turbulent time.
Virtual Office Hours
As part of those check in with students, some teachers have set up “virtual office hours”. These can be in the form of brief 1-on-1 chats with students or possibly checking in with the whole group during your regularly scheduled class time. Many companies have stepped up to the plate and offered up free services for video conferencing for schools. Business video conferencing companies like Zoom and Webex are offering free versions or expanded basic versions for all schools. For Zoom you have to fill out this brief school information form and for Webex you can just download the app to get started. One thing to be cautious of is that many of the business versions of online video chat software are not COPPA-compliant (meaning kids under 13 shouldn’t use them.
For those of you teaching younger students, you could use a tool like Google Hangouts Meet (if you are GSuite school) or Microsoft Teams (if you are an Office 365 school). If these options aren’t available to you, here’s a list of kid-friendly video chat apps you might consider as well.
A couple of notes of advice from video chat experts:
- Keep the chats short. This isn’t the time for an hour long lecture. Figure on about 15-20 minutes of time to share any information you might normally do in a one-hour class.
- Have a script or set of questions to keep things on point. This can be as simple as asking students how they are doing to more academic questions.
Content Delivery and Retrieval
I saved this until later in this post as I know it’s probably the first thing many teachers are thinking about but also the most complex to deal with based on many of the items above. Before I list a few ideas, I have noticed that depending on the state you are in, academic work may or may not be counted on for a grade. You’ll want to follow whatever guidelines your school or district provides when it comes to grading. That said, many families are hoping or some direction and ideas when it comes to at-home learning. The two most common approaches when it comes to delivering content and work for students are these:
- Synchronous method: Teachers and students gather virtually in an online space during the time of their actual class period. So if you have Pre-AP Algebra from 9:30-10:20 normally, that’s when students would log in to work with the teacher. While this most resembles the actual school day, it’s also wrought with issues like students not being able to get connected, tech issues, or what to do when a student is “absent” and misses the virtual session. Recording these in Google Hangout Meet might be one option for later viewing, but just know the backend issues that can arise when doing this the first few times.
- Asynchronous method: This has by far been the most popular method for remote learning. Much like online university classes, assignments are handed out daily or weekly for students to complete. Teachers can record themselves using Screencastify for PCs, Quicktime for Mac, and the built-in screen recorder for iPad or iPhone. Then these videos can be uploaded and distributed via your communication method of choice (see item #1) along with any other materials you want to attach.
Collection of materials can be tricky without an LMS. Without a full-blown LMS you could ask students to gather their work in a folder or even in a virtual folder in Google Drive. One clever idea that was shared with me from a teacher in Illinois was using an ePortfolio system like Bulb for students to document their learning. Using Bulb, students of all ages can document their learning in a series of collections. Check out this 3rd grade and high school example for ideas.
Another tool that I’ve always loved for digital learning is Nearpod. This morning they released this Google Doc with a rough schedule of what a day of at-home learning might look like. What I love about their approach is that they focus a lot on building those SEL skills like meditation for middle school kids or goal-setting for elementary students. They even have lessons in Spanish! Ideally your school would have a Nearpod account, but if not, they do offer a limited set of tools or free.
Using FlipGrid is a great way to have a virtual, asynchronous class discussion around a multitude of topics. From virtual book clubs to selecting and sharing a variety of topics in their Disco Library, this web-based tool can work on any device and allows students an opportunity to see each other more often, even if it is not face-to-face.
Also, having a running Google Doc shared with your students could work in terms of sending them ideas or a daily to-do list much like the one Nearpod shared above. Collection becomes a little trickier without Google Classroom, but having Google folders set up to “turn in” work could be a work around.
I am working on a list of resources for teachers that are more based on grade levels and ages, but as this post is just a beginner’s guide, I’m just sharing the above tools that could be used regardless of age and subject.
The Power of Reflection
“We do not learn from experience….we learn from reflecting on experience.” – John Dewey
Reflection is a powerful ally to learning. One thing I always struggled with until late in my teaching career was allowing kids the time to reflect on what they had learned and accomplished. Reflection coupled with goal-setting can help with productivity as well as a student’s confidence to achieve a goal. One of the best examples of this that could totally be done at home is the design and building of a Rube Goldberg machine. Using available utensils and tools, the student creates a device with multiple moving parts and then predicts how successful it will be and how many attempts it might take. (here’s one example by a young man named Audri)
Taking time to reflect on their day and the process of what they are learning would be a great use of time at home. Reflections can be done in a physical journal, in a Google doc, on a FlipGrid, using a tool like Book Creator, or captured in a Bulb ePortfolio. No matter what subject or age you teach, try and encourage your students to document and reflect on what life is like in this crazy new normal.
I hope that the above areas help you get started on your journey as a teacher who works remotely. Remember to take care of yourself too during this time away and take time to reflect, share, and breathe. I’ll be sharing more tools and resources in a separate post.
If your school or district needs help, I’m available for virtual consulting. Click here if you’d like more information or need some assistance in your school or district.
Last Friday was an upsetting day. The conference I had attended for the past 10 years (SXSWedu) announced it was cancelling along with the larger SXSW that often brings thousands of people to Austin and over $356 million dollars in revenue to the city. Whether you agree or disagree with the decision, I was frustrated. I realize that being frustrated at something like a conference cancellation is extremely small in the scope of what is happening around the world, but I’m just being honest. This event was the most diverse conferences I have attended, and selfishly, I looked forward to growing global collaborations and connections as well as the sharing of ideas for learning.
That night, I agreed to meet my friends downtown at their new bar, called Idle Hands, on Rainey Street here in Austin. When I arrived the mood was somber. The service staff were depressed. Uber drivers, stage crew, bands, waiters, bartenders, valets, food trucks and more make a significant amount of their income from the SXSW event and all the subsidiary events that happen before and after it takes place. In the case of one of the bartenders I spoke with, he makes almost half of his yearly income in the span of just a few weeks because of it.
While this was happening, I pulled out my phone to look at see what the reactions were on Twitter, Facebook, and text messages. The responses ranged from “thank god they cancelled it” to those that were now stuck here because of the late cancellation. Many of these people were from overseas.
People like Ryan King from China and Tracy Mehoke from Wisconsin (by way of Abu Dhabi) were here in Austin and now wondering what to do with themselves. Others like Krista Vaught from Florida and Vitor Bruno from Brazil were educators in a similar predicament of having already arrived here and literally collecting their baggage when the announcement came out. These people began to find each other through various social platforms and quickly formed an “EdUnconference” Slack channel as a way to connect and try and coordinate some meet-ups around Austin.
While this was happening, an idea started to rise up in my mind. We have all of these brilliant minds trapped in Austin, but no way for them all to gather. I’ve hosted educational conferences for years in Austin and around the world. While those events take months to plan, I didn’t have that kind of time. I had 72 hours.
I also needed a place. Enter Idle Hands. Like many bars in Austin, their space had been rented out for SXSW, but those sponsors had since dropped out leaving a fully-stocked event space with complete with service staff but missing an important thing….people. I pitched them the idea of hosting “an alternate event” to SXSWedu. They were all for it and excited to help out. The owners of Ranch Hand, a local food truck that had taken up residence in the kitchen of Idle Hands said, “We have nothing to do and would love to have some people to serve!”
I immediately put the news out on Twitter that night.
Within minutes Krista reached out and told me about the Slack channel. Magic started to happen. On Saturday, I got up and bought a domain and built a website out for AltSXSWedu.com. I threw together a quick form for presenters to submit ideas (so quick that I left off the field for people to enter a presentation title!) and an Eventbrite page for people to get their free tickets. By mid-day Sunday we had 20 submissions with over 50 people that were listed as attendees and I started to think…this might actually happen.
On Monday, I met up with Krista and Tracy for the first time in person. We started going over the logistics of what the 2-day event would look like and how we could utilize the space (a former house converted into a bar) to facilitate discussions and learning. I’m the type of person that thinks and creates better collaboratively and having these two share and bounce ideas off of was amazing. Krista agreed to lead the opening session with an activity called “Collaborating with Strangers” and Tracy was going to MC some “Flash Talks” – quick, 5-minute talks with no slides, for anyone that wanted to get up and speak. We had poetry, topic mixers, round-tables, and immersive experiences. Late Monday night some signage was put together and name badges were created.
I reached out to some local vendors like Bulb, Kahoot, Squarecap, Firia Labs and Brainpop to cover items like waters, coffee and snacks for attendees. I contacted good friend Humberto Perez to see if his band MariaBloom and another band could play both days to wrap up the event. All of this happened in less than 48 hours. My INCREDIBLE wife, Renee, who always is so supportive of my crazy creative ideas, was by my side for the next two days helping run registration, logistics and answer questions.
Then Tuesday morning arrived. I didn’t know what to expect. As people started to arrive, I grabbed my portable speaker and started blaring some Stevie Ray Vaughn to welcome our international guests to the event. The learning could not be stopped!
In all, over 120 people would attend and over 30 sessions were shared either face to face or virtually. Using my daughter’s portable karaoke speaker, I kicked off the event by telling everyone that they were not attendees….they were organizers.
We shared ideas.
We invented the #AltHandShake (photo left)
We argued about educational strategies and theories.
We collaborated on how to address the rapid shift to online learning that was about to take place.
As the event wrapped up on Wednesday afternoon, I was physically exhausted but mentally and emotionally fulfilled. I made connections and learned ideas that I rarely do at a large conference. This event COULD NOT have happened without the support of the amazing companies like those mentioned above and amazing people like Ryan, Tracy, Krista, Renee, Anne, Jami, Humberto, Vitor, Meghdut, Pauline, Anna, Claudio, Carolyn, Al, Nikki, Rebecca, Sarathi, Maru, Suzanne, Reyna, and many, many more that made this event happen.
Minds from all over the world, brought together because of a virus, showing me that learning can’t be stopped even when the world around us is facing uncertainty.
I will cherish the new connections I made, the things I learned and the memories I made for the rest of my life.
We did have a few news agencies come by to see what we were up to. If you’re interested in hearing more, here are links to their stories about AltSXSWedu:
It’s been interesting to watch the world react to the COVID-19 pandemic, also known as the “Coronavirus”. In the age of social media and instant notifications on our mobile devices, it’s made this pandemic seem like the worst on record when in fact, it’s not even close. That said, as with any disaster or pandemic, there comes an increased awareness to how schools and districts respond to it. Many schools are on alert, creating plans and awaiting guidance. While others, like this school in Seattle, are shutting down as a precaution.
Last week I posted the question of how schools prepared for a long-term closure using Facebook, Twitter, and group texts as ways to crowd-source responses. Those responses varied from “packets, we’ll just give them lots of packets” to “we’ll use Google Classroom to hand out assignments.” Neither of these responses are inherently good or bad, but it does open the door to a slew of questions schools and districts need to be asking themselves when it comes to continuing the learning even when the building is closed to students.
This post is a cumulation of those responses crowd-sourced from school administrators across the globe. As every district is different, it’s impossible to come up with a one-size-fits-all approach to long-term closure. However, I do hope these questions can help guide you as you see what kind of plan you have in place should the unfortunate happen. Being from Texas, I know that weather can cause long-term closure as well (see Hurricane Harvey). For the purposes of the following questions, I’m going to assume that it’s a pandemic and that it’s affecting the entire community and surrounding districts. I will also post some ideas and solutions that were shared with me in the hopes of sparking an idea for your school or community.
1. How will you deliver learning to your students?
I purposefully put “learning” instead of “content” as too often times we default to what we know. Learning online looks a lot different than learning in a physical classroom. Some mentioned using LMS platforms like Schoology or Google Classroom to deliver the learning to their students but this assumes that A) they have devices and B) they have internet access (see next question). Also, most of the responses pertained to students in grades 6 and up. Some had some measures for 3-5 students while most had no plans for online learning when it came to K-2 students.
Ideas/Solutions: As mentioned, using LMS platforms seemed to be the most common response to this question, with Google Classroom being mentioned the most. Sometimes these can be online assignments, digital worksheets, or journal prompts. Some mentioned using live chats, YouTube, and Google Hangouts as a way to supplement the learning, including having “office hours” where teachers take 10-15 minutes to check in virtually with each of their students. A couple of districts mentioned their teachers creating lessons on Nearpod and using the “student-paced” option to send work home as it tracks their answers and allows them to upload work. Andrew Wallace from South Portland Maine Schools shared another creative solution. In his district, they send home a “one page cheat sheet” with passwords and usernames for online resources like Newsela, Tumble Books, Overdrive, and BrainPop (which already has a new lesson on the CoronaVirus – see below) In Grapevine-Colleyville ISD, Kyle Berger deploys a Classlink portal for all teachers, parents and students to access resources. Of course, this all still assumes that all kids have devices and internet at home which leads me to my second question.
2. How many of your students DO NOT have online access at home and how do you deliver learning to them?
This is a question many schools may already know the answer to. Online survey tools like Survey Monkey and Bright Bytes can help collect this data (ironically, you have to be online to take the survey) or you could collect this information during school registration. Regardless of how you collect it, you’ll likely have a percentage of students without access that you’ll have to plan for.
Ideas/Solutions: There were a WIDE variety of ideas and solutions for this question. Bonnie Blan from Southwest Christian School was able to leverage discounted internet access for families in need using Kajeet and the BroadbandNow initiative. Others mentioned giving out hotspots as it would be likely that students wouldn’t be able to go to places like McDonald’s or Starbucks during a quarantine (although some adults might risk it for coffee :). With either of these solutions, you would need to set these up well before disaster strikes, but I like that schools are solving this issue regardless. In general, the responses from educators seemed to indicate that you should be prepared to have some analog mixed with digital. Writing in journals and reading are easy enough for ELA, but having prompts for writing helps. Some schools mentioned having students check out extra books out of the library just in case.
3. How prepared are staff and what is their role?
Like Jennifer mentioned, setting up a bunch of brand new tools during a stressful time like a long-term closure wouldn’t be wise. Staff will be worried about their own families as well as their students. Anything that is implemented would either need to be put in place before hand or easily deliverable to a teacher’s existing curriculum and instruction. While not ideal, this could mean just sending home paper or digital worksheets, but even that can be a challenge.
Ideas/Solutions: Having a plan in place with deliverables to staff would be a smart thing to create and have on hand regardless of a global pandemic. These can range from having some one-page step-sets that show teachers how to deliver a variety of content on your LMS of choice to an internal website with a range of ideas for online learning. Schools can leverage tools like Microsoft Teams as a way to collaborate or have conversations or create Padlet walls that students can post ideas on. Any and all solutions should be web-based, device agnostic and able to work on a smartphone as that may be the only online access they have.
One bit of advice from Jennifer Pearson, a Tech Coordinator who works at the International School of Nanshan Shenzhen in China – “There should be a plan. The plan should be consistent and NOT introduce a bunch of new techy tools.”
4. Are these days recognized by your state or country as actual instructional days?
As you might imagine, each state and country has different rules around this. Here in Texas, we count instructional days based on the actual amount of minutes our students are physically in school. While there might be exemptions made, currently those days won’t count and schools would presumably have to extend the school year to make up for the loss of days and weeks while shut down which would likely push through the end of June. While I think learning should still continue even if your state or country doesn’t recognize it officially, this brings about many other questions, including contract lengths of your professional teaching staff.
Ideas/Solutions: Some states, like Illinois, recognizes a handful of “eLearning Days” that can often times come about due to poor weather. These days are counted as official instructional days and were recognized by the state, which means no make-up days at the end of the year. Phil Hintz from Gurnee D56 in the Chicago area was a part of a handful of districts that ran the pilot for eLearning days starting in 2016. While not a solution for weeks of closure, the framework they built was around giving students windows of time to complete assignments and using Title 1 funds to get those without access Kajeet Hotspots. Here’s a video of his school’s experience with eLearning day.
5. What role do other “non-classroom” professionals play?
In an average school building there are many professional, salaried staff working along side the classroom teachers. Some of these teach special area subjects like art, music and PE. Others include counselors, nurses, and campus administration. While the majority of the interaction of students will come from the teacher in an eLearning concept, these staff still have a role to play.
Ideas/Solutions: Principals are the go to source for school-to-home communication. They should be posting updates regularly to both parents but also to staff and help identify families that might not have online access at home. They also have to set expectations for teaching staff in making sure online instruction is consistent. Special area teachers should continue to serve students and provide instruction whether it be having students post a video of them doing push-ups on a FlipGrid or capture their art and reflect using a digital portfolio tool like Bulb. Counselors and nurses can provide support to families in need either through one-on-one at home visits or through online video chat tools.
6. What about itinerant and paraprofessional staff?
Those professional staff on salary can rest easy knowing that they are still getting their paycheck every month, even if the school is closed. Sure they may have to work some extra days, but they aren’t clocking in to work an hourly job. Custodians, administrative assistants, cafeteria workers and teacher aides don’t have that luxury. For them, a shut down could be a devastating hit to them financially if they aren’t working.
Ideas/Solutions: There are still roles for many of these staff to play even if the building is closed, but they may be very different compared to the normal school day. Custodial staff should do a deep cleaning of the building and prepare it for the eventual return of students. Admin assistants can help connect teachers with students and vice versa as they have access to parent contact information. Cafeteria workers can help provide and deliver meals to those families in need. Teacher aides can use tools like Google Hangouts to meet with those students they serve and check in or assist on the work that they have to do at home. In some cases, while human contact in masse is to be avoided, they can also make one-on-one home visits like the counselors and nurses. While the building may be closed, there is still plenty of work to be done and these staff are vital to keeping things running efficiently as well as helping our students with special needs.
In summary, there is a LOT to consider before shutting a school down for a few days or even a few weeks. The questions above are just the tip of the iceberg, but they come from a multitude of librarians, teachers, and administrators across the world that genuinely care about keeping the progress of learning happening despite the closure of a physical building.
What plans does your school or district have in place? Please post your ideas and solutions in the comments section below. If I’ve learned anything from this post, it’s that we all are better when we work and collaborate on ideas together.
I spent the past 21 years in education as a teacher and administrator. During that time I spent a great deal of my efforts on bringing high quality professional learning to our staff and community. In many cases, the professional learning events we provided would have not been possible without the help and support of an amazing team of educational technologists and coaches. While surveys and reviews of our work was always very positive, I started to learn during my career that sometimes, teachers need a change of voice and perspective to inspire them.
In 2011, I remember Dean Shareski being in Austin for a TEC-SIG event. I’d followed Dean on twitter like thousands of other educators and had been a part of his highly engaging conference sessions. When our librarian (Carolyn Foote – a superstar in her own right) told me that Dean was willing to come in a day early and do some training with staff, I jumped on the opportunity.
— Carl Hooker (@mrhooker) November 3, 2011
Dean spent the entire day at Westlake High School training teachers on digital literacy, creativity and the importance of building a good network. While these were all things that Carolyn and I had been preaching to staff for years, there was something magical that happened when Dean said it. The staff lit up with ideas and began to come to us inspired to try new things.
As I left that day, I remembered two things that have stuck with me and are now the driving force in my new career as an educational consultant and speaker:
- Timing is everything when it comes to having a culture ready to try new things along with the tools and support with which to implement the change.
- Having an outside voice validate and align with your beliefs while also inspiring staff is a powerful catalyst to implementing campus and district-wide change.
Over the years, I’ve been lucky enough to get to know Dean better as well as many other educators that travel the world making an impact on education through story-telling, resource-sharing, and idea-inspiring professional learning. As someone who now does this for a living, I hold that responsibility with the upmost importance. A district is putting their trust in me to not only align with their vision, but also inspire their staff to grow, innovate and learn.
Flash forward to the fall of 2018.
Our district had run several extremely successful professional learning events with iPadpalooza and LearnFestATX. These events brought in speakers and ideas from all over the world. Our staff were exposed to some of the greatest minds and most passionate educators I had ever met. As we were gearing up for our 2018 Professional Learning Conference (an internal-only event required of all staff to attend at the beginning of the school year), we debated who to bring in as a keynote speaker. In the past we had brought in a mixed bag of speakers. Some were inspirational (like Angela Maiers) and others were not as well received for a variety of reasons.
When we surveyed the staff the number one reason why they didn’t respond well to certain speakers, the top reason was a lack of authenticity. They felt as they were being sold an idea that either they weren’t ready for or felt like they didn’t have the support for (see my reason #1 above on timing). One staff member even wrote in her review of a particular speaker that she felt like she was “listening to a used car salesman”. Those reviews and the feelings of staff have greatly affected the way I do things when handed a microphone and a stage, but also really put the pressure on me and my team to bring in the best speaker possible. One that was authentic and would inspire as well as someone who truly cared about being on stage and sharing their story.
Enter Tom Murray. I’d gotten to know Tom over the years through my work with his organization Future Ready Schools. He and I share similar beliefs and approaches when it comes to making the most of your opportunity on stage in front of a school staff. As we are friends, I didn’t want to introduce him as I felt like that could affect perceptions of the staff (“oh, it’s one of Carl’s friends), and wanted to see how they would take him without any background. One of the trademark moments of many of Tom’s talks is a part where he talks about “misunderstood song lyrics” and how what we communicate can sometimes be misread. While I’ve seen him do it a bunch of times, it culminates with the crowd singing Bon Jovi’s Living on a Prayer with extreme enthusiasm.
Knowing my staff as well as I thought I did, I bet Tom back stage that there was NO WAY the staff would respond to this. Needless to say, I completely lost my bet. Not only did they respond to him, his message, and his story, when the Bon Jovi part came, they stood up and sang. And not just the next lyric, they sang the ENTIRE SONG!(See below) Later, I came on stage as Tom received one of the first standing ovations I can ever remember our staff giving. I told the crowd that he was my friend, but if he didn’t do well, I was going to claim I didn’t know him :).
— Carl Hooker (@mrhooker) August 15, 2018
Tom, Dean, Angela, and others have spent thousands of hours working on their craft as orators of information. They truly embrace the opportunity to share with staff from all over the world. They provide an authentic and different voice that schools need when the timing is right. This blog isn’t necessarily a tribute to them, but more of a reflection of an “awakening” I had while being in their presence as well as the many amazing speakers we had hosted over the years.
Having someone who agrees with your vision and can effectively articulate your message is a powerful thing. If the timing is right and the staff is ready to hear the message, brining in the right outside voice can have a positive impact on your learning culture for years to come. And most importantly, as teachers take ownership of that message, it will ultimately impact the learning of thousands of kids in classrooms in your school.
School districts spend millions on technology and flexible furniture, but the hardest thing to change is pedagogy and culture. Do not feel like you have to do it all by yourself. Bring in authentic voices to help you light a fire behind your vision and use them as a catalyst for the change your striving for.
I for one am glad we did with Dean, Tom and Angela. Their impact and support over the years is still with me and I will forever be grateful to them for both inspiring me and seeing the power of this work.
— Dean Shareski (@shareski) December 13, 2016
Interested in bringing Carl in as an outside voice for your next event? Reach out here: Mrhook.it/speak
This year marks the 22nd year that I’ll be attending the TCEA conference. For those of you joining me at the event this year, I thought it might be nice to share a few ideas on how to make the best of your TCEA experience. I created this “manifesto” of sorts for those that are either going for the first time or are just needing help not being overwhelmed by all the great sessions in their lineup.
If you are a first-time or veteran TCEA-er, hopefully some of these tips will help you as you make your way towards Austin next week.
If you are with a group, create a back channel
Attending a large conference with a group can be engaging but you also can run into serious FOMO (Fear of missing out) on sessions you don’t attend. At my previous district, I invited all of our staff attending to our own district Slack channel. Slack is a great way to share resources and communicate in a group format that won’t crowd your inbox during an event like this. I consider it kind of like a group text on steroids. If you aren’t comfortable with Slack, using a running Google doc or a Wakelet board would be another way to collaborate and share resources. We will still encourage staff to follow along at the #TCEA2020 hashtag, but using a private back channel can be powerful when reflecting and sharing after the event is over.
Download the app
Once on site, you’ll want to make sure you have a mobile version of the schedule. You can grab the giant paper notebook schedule if you prefer, but lugging that thing around can be cumbersome and you won’t know when sessions cancel at the last minute. Create an account and save sessions you’ll want to attend on the app. There’s also a social feed, a map, and a few other goodies located in the app. Be sure to upload a profile picture so you aren’t just a walking silhouette. 😉
TCEA has several vendor-sponsored events that happen each evening of the week (especially Tuesday-Thursday). While it’s nice to have free food and beverages, I’ve found that these events are where I make the best professional connections. Sharing stories about our successes and failures over a malted, fermented beverage can be quite the bonding experience after all. The Exhibit hall opens at 3pm on Tuesday this year, so be sure to visit some of the vendor booths and see what is going on in terms of evening events and the tons of amazing giveaways they seem to always have. Also, check your email, as many VIP or after hours events may get lost in your spam.
TCEA doesn’t follow traditional conference schedules (1 hour sessions repeating throughout). There are variety of sessions from 50-minute talks to 90-minute hands-on to 2-hour poster sessions and even half and full-day workshops. When you are locating your favorite sessions in the app, be sure to pay attention to the start and end times as many overlap. Also, note that this year, TCEA has a dedicated time slot for the Exhibit hall (2:00-3:00) on Wednesday and Thursday, so that will likely be when it is most packed.
Sessions that intrigue me
I’m lucky enough to have 5 sessions accepted this year, but as they are spread out throughout the week, I’ll likely get a chance to check out many more sessions than I normally do (see my session list at the bottom of this post). Here are a handful of the sessions I’m intrigued with by day:
Fake News, Alternative Facts – Jennifer LaGarde
Empowered by What You See – Kasey Hutchinson & Adam Phyall
Making OER SMART – Leo Brehm & Bruce Umpstead
Curating Virtual Reality w/Spark – Monica Burns
Future Ready Culture: Creating Equity through Empathy – Brianna Hodges
Digital Wellness: Engagement Toolkit – Lisa Johnson & Chris Hanson
Educated by Design – Rabbi Michael Cohen
Creative Story Telling with Spark – Claudio Zavala Jr
Personal & Authentic – Tom Murray
Let’s Bring Literacy to Life with Making – Shannon Miller
Infographics: Not Just Posters, 25 Creative uses – Rachelle Poth
Top Apps and Practices for Busy Administrators – Leslie Fisher
Create Augmented, Virtual, and Mixed Reality – Jaime Donally
Takeaways and Reflections
Attending an event like this can be incredibly rewarding and energizing to those of us in education. However, it’s important that those that attend also bring back and share their learning with others on campus.
Here is a list of questions to keep in the back of your mind as you attend sessions and look for things to bring back. (shout out to Lisa Johnson @techchef4u for these)
- What are the top sessions/topics that you liked?
- What are the top sessions/topics that you would like to take back to your campus to impact change?
- What are the top sessions/topics that challenged your beliefs?
- Who was someone you connected with that impacted you?
- Who are the top people that engaged you?
- What are the top resources you found most impactful?
- What are the top pieces of research or studies you feel are most impactful for our students and/or teachers?
- How will I share my new discoveries from this event with my staff?
While there are many other questions you are thinking about than the ones above, keeping these in the back of your mind while attending TCEA allows you time to reflect when it’s all over and also think about ways to share your new discoveries with others when you return. Learning doesn’t happen in isolation.
For me personally, my barometer of success is fairly low. If I walk away every day and have both learned something new and met a new colleague, I consider the day a success. I hope you all have many successes next week and please come by and see me either at my sessions or somewhere in between!
It wasn’t the dried blood pouring from their ears or the vampire-like teeth they seemed to all be sporting. Being a teacher for 20-plus years, she had become accustomed to kids not following along with the school rules banning any type of costumes or “Halloween attire” from the school. Having fought (and lost) many a battle with parents, she had given up hope in some ways that the kids (or better yet, their parents) would actually honor any type of school rule.
No, what was different was that they all seemed to be actually sitting quietly waiting for some direction.
She dreaded this day.
From her first day as a teacher in 2020, to the present year 2041, she always hated dealing with typical rowdy behaviors from her 3rd/4th grade mixed class on October 31. It became a huge pain to try to keep them engaged in any type of lesson. She tried to have them create their own virtual haunted houses and even used augmented reality to zombify their “Facetagram” profiles. Nothing seemed to work.
They were obedient kids, but their boredom tolerance was almost non-existent. She felt as if she had to always entertain them and on Halloween, when they had visions of ‘safe-for-school’ candy dancing in their heads, she knew it would be particularly difficult to keep them engaged in any task.
So, this year, she decided to try something different. Something that would TRULY scare them.
“Class, today we are going to take a surprise field trip,” Ms. Shannon said.
“What? Where? Today? Our parents didn’t get a note, how can we do this?” the students questioned.
“Will it be a virtual field trip?” some pondered as the teacher liked to integrate virtual reality into her lessons regularly.
“No, it will be an ACTUAL field trip,” the teacher responded.
Following some moans and groans, the students slowing rose from their flexible furniture and ambled in zombie-like fashion past the interactive wallpaper at the front of the class (which was currently displaying a misty cemetery setting with headstones that had each of their names).
“Should we take our tablets?” one student asked.
“No, for this you will only need your eyes, your feet, and a snack,” replied the teacher.
As the self-driving bus landed in front of the school, the students filed in with a murmur. There was a mixture of excitement and fear. Usually all field trips had to be approved by parents, and most of these students had never gone anywhere without their parents careful planning. From pre-planned “play dates” when they were 3 and 4 years old, to the cavalcade of TaeKwonDo lessons, Oboe Practice, and Drone Racing League meets, they had all lived extremely scheduled and pre-approved lives.
After a quick flight out of the city, the bus came to rest in the middle of a forest.
“Alright class, everyone out!” the teacher exclaimed.
The students noticed her demeanor had shifted from grumpy to cheerful, which put them all at ease, albeit she seemed to be overly cheerful.
“Students, today you are going to be a part of something you have never experienced. In a few moments, I’m going to leave you alone here in these woods.”
The students shifted uncomfortably in their self-lacing shoes. Some began to look nervously to each of their classmates as if to say, “Do you think this is real?”
“Somewhere, there is a note giving you directions that you’ll have to uncover, but until then, good luck.”
And with that she stepped onto the bus which quickly flew up into low-hanging grey clouds and disappeared.
For what seemed like a lifetime, the students stood still, mouths agape.
“How could she leave us here?” one boy with an interactive t-shirt displaying a 38-year old dancing Billie Ellish commented.
“She’ll be back. I’m sure of it,” a girl with three pig-tails reassured.
After a few minutes, when they realized she wouldn’t be coming back, many of the students began to gather in small groups trying to decide what to do next. One group elected to stay right where they were until their parents came and got them. Another group started to cry and scream from the stress. A third group immediately began looking for the note the teacher had mentioned.
One of the girls in the third group, Sheri, had been a part of “the Scouts” as they had now been named. (Boy and Girl Scouts had been merged in 2036) Sheri had some knowledge of survival skills and immediately took up a leadership position in the group.
“Listen, we can’t wait here for someone to come get us. This is a challenge that we must overcome together. Our teacher is always talking about how we need to collaborate more, think critically, and problem-solve. I think this is a test to see if we can do that,” she stated.
“There are 20 of us here. If we work together, I’m sure we can find the note the teacher mentioned and get out of here.”
“LOOK!!” one of the boys shouted. “There’s an old cabin over there!”
The students gathered closely together as the dilapidated cabin seemed to leer at them behind spider webs and dead vines climbing along the sides of its walls.
“What are you crazy?!? Go into that place? NO WAY” one of the kids commented.
Sheri reassured them,”You don’t really think our teacher would leave us out here with something dangerous? She’d get in so much trouble from our parents. I think this is all an elaborate trick.”
As the words escaped her mouth though, Sheri began to wonder. She had noticed a change lately with Ms. Shannon. She seemed to be getting more and more pail as the year wore on. Her hair, normally perfectly placed, had become disheveled. She seemed stressed. And not just the normal stress that teaching 60 hours a week for a small paycheck had brought upon her life. No, this was different.
Secretly, Sheri thought that Ms. Shannon had finally cracked.
As the students huddled together and slowly approached the cabin, a deep fear had crept into all of their brains. They had never done anything without first checking for consent from an adult. A large group of kids decided to stay in the very spot where they had been left by the bus, opting to collect their snacks in a pile and await for their parents or the teacher to come back for them.
The smaller group, led by Sheri, progressed into the cabin. Inside, it was musty. There were strange all-in-one desk looking torture devices set in rows in the room. An old interactive whiteboard from yesteryear hung tilted off one of the walls. What was this place?
One boy named Leo chimed in, “This almost looks like a learning studio. I think they used to call it a ‘classroom’.”
Other students nodded. There were old, sun-bleached bulletin boards on the walls and alphabet letters strung up across the top of the wall (although four letters E,H,L, and P were missing).
At the front of the room was an extremely large desk. The students had never seen a desk of this size. One of them commented, “It almost looks like it could be a teacher’s desk, but teachers don’t have desks anymore so I’m confused.”
On the middle of the desk laid a single sheet of paper.
Sheri, with hands shaking, picked up the note.
You have all lived very scheduled lives. You have amazing skills when it comes to using technology, however, none of you have ever learned how to think or entertain yourselves. So today, I’m going to challenge you.
The note continued:
You have no directions. You can do whatever you want. There are no devices to help guide you out of these woods. You are miles from any resources or Wifi. There is only one way out.
Once you have figured out how to think for yourself, you will be freed from the forest.
A loud SCREAM came from the cabin. The group of kids outside sprawled and ran in all directions.
I wish this tale had a happy ending, but it doesn’t.
The students would never leave those woods.
And to this day, if you ever hover near the old school house planted in the middle of woods, you might hear their confused cries for help and direction as they sadly never figured out how to think for themselves.
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!
Relationships are always a work in progress. Kayne and Kim. Will and Jada. Beyonce and Jay-Z. Carl and Renee. The list goes on and on. Some couples make it, others end in divorce. While every couple has its own unique circumstances and situation, there are some common tips to make their marriage more successful.
Over the last few years, more and more, I feel like a marriage counselor when it comes to the couple known as “IT & Curriculum.” This relationship is a tricky one, because there is no way to opt out. While my district has what I would call a very healthy relationship between the two, it wasn’t always that way. And when I go out and speak with other districts, there seems to be some common problems that arise between curriculum and IT.
Last week at #TLTechLive event in Boston, I had the honor of being the opening keynote to address this topic head on. And while I won’t recap the entire presentation, I found some interesting insights over the course of our one hour “counseling session” that I thought I would share here.
Like any marriage, there need to be a set of agreed upon vows or standards. During my session last week, I donned some preacher robes (actually a graduation gown) to deliver the vows between IT and Curriculum. Here’s an abbreviated version:
“Dearly beloved, we are gathered here today to celebrate this thing called….Learning.
Curriculum – Do you solemnly swear to check interoperability standards before purchasing an application?
IT – Do you solemnly swear to being open to new ideas, as long as it furthers the learning of our kids?
….in sickness and health, through printer errors and slow wifi, until death or the end of public education do us part….may I have the ringtone?”
As I recited the vows on stage, I realized that wedding vows sound an awful lot like Acceptable Use Policies.
Patient #1 – Dealing with Insecurity
With all the new applications or online textbooks being purchased almost daily it seems, our schools have many points of vulnerability when it comes to data. The IT side of the relationship wants to be open to these new programs and applications, but also is concerned about security and data privacy.
While there is no magic bullet answer to this relationship issue, many districts and states are moving toward a standard agreement when it comes to the use of student data. In fact, in Massachusetts, there is a Student Privacy Alliance which connects districts across the state to leverage the collective power in getting companies to agree to their student data privacy agreement.
With all the recent news with the Zuckerberg testimony to Congress and the subsequent avalanche of companies changing their terms of service when it comes to user data, this issue in the relationship between IT and Curriculum could soon be going away, allowing the happy couple to finally go on the honeymoon they’ve always wanted.
Patient #2 – Spicing things up…in the classroom
If you’ve ever been a teacher and attended some state-wide or national ed tech conference, there is almost always some app or tool that you learn about that you want to try. However, when you get back home, IT says “no” before you even attempt to pilot it with your students.
The truth is, there is more than just IT that needs to vet new tools. I’ve seen many an app out there that is really just students mindlessly tapping on screens and not vetting in any type of research. In our district we have a workflow for requesting new apps for students (the app store isn’t on their iPads) as well as our League of Innovators – a group of early adopters that are willing to try and test new software or hardware. What mechanisms does your district have in place for trying new applications or tools? Is there a process for piloting new ideas?
These questions can sting an unstable relationship as it gives IT the impression that you are happy with what they are offering and your eye is starting to wander. However, a stable relationship has an open dialogue and a process for getting new ideas, if effective, into the hands of students.
Patient #3 – Feeling out of sync
After the honeymoon phase, typically a couple decides to purchase their first house. In the case of IT & Curriculum that could be in the form of a Learning Management System (LMS) or perhaps a large online textbook adoption. This new purchase has many needs and requires the attention of both sides of the relationship.
For IT, there is nothing more frustrating than finding out that Curriculum has purchased a new adoption that either doesn’t work on the district’s existing devices OR requires a lot of heavy lifting to get student data into the system. The good news is, there are more and more platforms moving to a Single-Sign On (SSO) approach and with the One Roster standard from IMS Global becoming more widely adopted, the issues of data uploads via .csv files may soon go away.
Patient #4 – Worried about our kids
At some point in a relationship, kids enter the picture. With IT & Curriculum, they are there on day one. The focus of both ‘parents’ in this marriage should ultimately be the students. Many times, districts purchase expensive software or applications in the hopes of enhancing student learning. But how do we know if that’s actually happening? How do we measure the effectiveness of the programs we are using?
For me, it means pulling up usage statistics of over 40 applications or online resources. This process can take more than a week and the data comes in a variety of formats which is rarely longitudinal in terms of usage. Again, the good news here is that there are now tools in development to help with this efficacy of use and ultimately, learning. One company I’ve been advising with over the past year that does this very thing is CatchOn. Their motto is simple – “Simplify the evaluation of Ed Tech usage.”
Once you have the data you need at the touch of your finger, the next challenge becomes those hard conversations in the relationship around budget. Maybe curriculum is spending too much or IT is too much of a penny-pincher, whatever the case, once you have the usage data you can make better decisions for your “family” around whether to cut a program or keep it and provide more professional learning around it.
How do we save this marriage?
Through all of the issues between this couple, the keys to an effective relationship sound eerily similar to that of an actual marriage:
- Better communication
- Empathy and understanding of both sides
- Being open to new ideas
- Working together, not separate
And ultimately…we need to stay together…for the kids.
Editor’s note: Looking to learn more? Check out my book Mobile Learning Mindset: The IT Professional’s Guide to Implementation which includes an entire chapter dedicated to the marriage between IT and Curriculum.