Category: Thoughts (Page 17 of 19)

Gamification and Driving to Virginia

January 1, 2016 / Troy / 0 Comments

Generally, I’m not really big on gamification. I do try to keep an open mind though. Recently, I experienced something that reinforces my “open mind” policy. Whilst driving back from Virginia, I was reminded why.

Usually, “gamification”, at least in education, involves turning everything into a game. I still don’t believe that any one strategy or method will be the “silver bullet” of education. Rather, using a variety of strategies is what really good teachers do. Edutopia has a nice write up of gamification. Notice that one one teacher “completely gamified his sixth grade classroom”.

My youngest daughter has graduated from the University of Virginia. I’m really proud of her. She’s grown a ton in four years and is a smart, intelligent caring adult. Next up, she will be heading off to Berkeley. In the meantime, I was off to collect her and her things. This meant a road trip.

I fired up Waze. Waze is the “world’s largest community based navigation app”. I usually use this for a couple of reasons:

The app provides alerts to upcoming traffic slow downs.
The app provides alerts to law enforcement professions.
The app gives some positive feedback to participating.

However, when I opened up the app, I was given an error message. “The routing server” couldn’t be contacted. Bummer. I fired up another service, got my route and started off. (Interestingly, I know the way to Virginia by now. The GPS service is mostly a comfort level or habit.) Yet, I kept trying Waze periodically. Eventually, Waze figured out a route and I kept Waze as the front most app.

This same set of circumstances played out again on my return from Virginia. Once again, Waze couldn’t find a route. I opened another GPS app and started off. But, I refreshed Waze every once in a while until it found a route.

For some reason, the positive feedback from the app was enough to get me to return to the app even though it failed in the beginning and another app worked perfectly fine.

This reminds me of being in the classroom. At one point, I taught in a lock up facility. The kids were locked up for a variety of reasons. Most of them were between 14 and 18 years old. These were mostly kids from the streets. Kids that had a hard life. One of the other teachers had a whole passel of stickers. Cheap, cartoonish, elementary style stickers. I kind of laughed. I asked what the stickers were for. The teacher responded “the kids”. Really, cartoonish stickers for kids from the streets? Stickers for kids who were older than 14 and had committed crimes? Yep. A few days later, I bought my first bunch of stickers.

I’ve written about badges in Moodle. How sometimes I found myself doing something extra to get a badge. This is how I think that gamification can actually work. It may not work for everyone, but creating positive feedback can be powerful.

For some students, gamification can truly make a difference. For some, they just won’t care much. It’s not a silver bullet, but it may be an extremely useful strategy.

Being Quoted

December 18, 2015 / Troy / 0 Comments

Every year, I give an update on technology in our district. The update is presented at the district Board meeting. Board meetings are public and broadcast. One of my favorite sections is the question and answer after the presentation. That is when I find out just how successful I’ve been at the presentation. I look for the questions that the Boards asks. On point follow up questions to what I presented provide feedback that I was clear and engaging.

I also look forward to the write up in the local paper. It’s also of interest to read what the reporter thought was the most important (or interesting) points. Sometimes these line up nicely. I’m pleased with the way that the latest presentation lined up in the news story.

Katie Hetrick captured my hope that YouTube filters will eventually progress so that we can have multiple levels of approval. Currently, all videos are either approved or not. There is no way of approving a video for high school students but not elementary students.

Ms. Hetrick also quoted me when I said, “Our goal is to use technology to leverage learning for students”. I’m please that they quoted this because this is a core belief for me. Technology use shouldn’t be about using technology, but about student learning.

Additionally, I was quoted as saying that “we are not about doing cool stuff just to do cool stuff”. Again, this is a core belief for me. I’m really pleased that that stood out. Also captured was the concept that technology should do one of two things: solve a problem or provide new opportunities (which was written as “improve instruction” but that’s close enough).

The one part that I’m afraid may not have come across too clearly was my dry comment of “I don’t know if you know this, but there is some inappropriate stuff on YouTube”. I’m afraid that written out this way it loses the context that it was a intended to be a joke. Our Board is very bright. It was intended (and taken) as a dry, inside joke.

All in all, I’m happy with the write up – even if the restorative practice presentation got top billing.

If I can get out the message that technology needs to have a reason, that we will pursue technology where it makes sense, and that we will always keep student learning in mind first and foremost, well, I’ll take that.

The $500 pencil

December 14, 2015 / Troy / 0 Comments

In my last post, I made reference to a “$500 pencil”. I was recently asked about exactly what that meant.

Technology is filtering into more and more classrooms. Some teachers are told by principals that they must use “technology”. Frequently, this happens when Chrome books or iPads are brought into the classroom. The teacher may not have been consulted on which technology to purchase. The teacher may not have been given any training. The mandate is to “use” technology.

While listening to Andy Ihnatko, I believe that is was on the Ihnatko Almanac – Episode 162, he mentioned that technology shouldn’t just make things easier, it should do one of two things. Those two things are to solve a problem or create an opportunity. That is a much more elegantly way to express what I usually try to say. It’s not enough to do “something” using technology, there should be a reason.

This helps explain the concept of the $500 pencil. The $500 pencil is when one uses a piece of technology (most recently and stereotypically an iPad) to accomplish something that could be easier, more efficient, and more effectively done with a pencil.

This puts me in conflict with the very widely known SAMR Model. Essentially, the SAMR Model has teachers starting by using technology as a substitution for established practices. The definition of substitution is “tech acts as a direct tool substitute, with no functional change” (i.e. a $500 pencil).

The idea is that the teacher will then move on to Augmentation, Modification and then Redefinition. Far too often, I’ve seen education stopping at Substitution. Moving beyond Substitution takes time and professional development.

I’m not so big on Substitution. Rather, like Andy Inhatko, I’d rather see technology used because it solves a problem or creates a new opportunity. For example, I’ve written about using Moodle to grade students doing presentations in class. This solved the problem of feedback being too delayed for students. It also solved the problem of going back to grade presentations and entering them into a gradebook.

Technology can also provide us with opportunities to change the construct of the classroom. It can make it possible for teachers to truly differentiate opportunities for students.

Technology really should fit into the bigger landscape of education and educational change. It should be part of a well designed, well thought out, well conceived educational plan. There should be ample professional development and well defined professional learning communities established.

Under these conditions, technology could be a crucial foundation of educational advancement. Technology is already part of a change, our very culture has changed because of it. But, can it be leveraged by educators to change the way that we are constructing and delivering education?

Technology in Education

December 1, 2015 / Troy / 0 Comments

In my position, one of my responsibilities is purchasing technology. Not only do I purchase technology, but I talk to others about purchasing “stuff”. I work with administrators who are in like positions in other districts. I know many principals (partially the result of previously being a principal). I, and many others, deal with the issue of “cool”. What follows is not about my district, but education in general.

I frequently am asked “what type of computer should I buy?”. People are sometimes taken aback when I respond, “I don’t know. What do you plan on using it for? What are you comfortable with? Why do you want a computer?” See, for me, the Why is more important than the just the What. There is no perfect computer. It really depends on what one wants to do.

These questions are even more important for a school district. When it comes to buying technology, schools are very different than individuals. Schools use technology in different ways than individuals do.

Buying on the sales pitch.

This is a pretty popular issue. This happens a lot. Someone goes to a sales pitch and decides “we’ve got to have this new wonderful widget”. Sales people are generally really good. (It’s kind of their job). However, in the sales pitch, they don’t emphasize the problems that exist. They don’t explain how it will work with your specific network. They may be really well intentioned.

One of my favorite examples of buying the dream, is the purchasing of iPads in schools. Let’s start with this, I’m an avid iPad user. I’m on my third iPad (all of which I’ve purchased with my own money). I think that it is a terrific device. It is an extremely personal device. iPads are not made to be used by multiple people in a classroom. I would even argue that they are not positioned to be the best choice in general in education. With the proper training, iPads could be an extremely valuable tool in education. Let me repeat that. With the proper training, iPads could be an extremely valuable tool in education. Used properly, iPads could be combined with Project Based Learning and other strategies and schemas to lead to real student empowerment. Student could create and consume so much with iPads. In reality, few teachers have the available time and attention to devote to that kind of change. This would not be a just, “oh, well do something different” kind of thing. This would demand a complete re-think of what education is and how it is delivered. All the details and day to day procedures would need to be examined. It’s not just wish. It takes ton of real work. If you don’t believe me, ask the LA school district about their iPad project. Here is some more information: Refund, NPR, MacObserver. LA bought into the promise, the idea of iPads in the school without asking some really hard questions. They never contemplated or planned for the real work (hard work) of actual change.

There has been lots of research on whether technology makes a difference in school or not. One can easily find research that supports either that it is not effective or that is truly makes a difference. That question is a huge question. There are lots of things to look at it and consider for that.

Back to the point. Technology in education is different than what we purchase for home. It is different than what we use on a personal level. Technology needs in education are pretty specific. We should be asking how something is going to be used. We should be asking what problem are we trying to solve. We should be asking how this technology will transform learning in the classroom (we don’t need any more $500 pencils). (The idea of a $500 pencil is when we use a piece of technology to accomplish something that would be more easily and better accomplished using a pencil).

So, sometimes people head out to conferences or salesman come in and “pitch” a product. The sales pitch is convincing and some get really excited about the product. However, the sales pitch is designed to get you to buy. Sometimes asking pointed questions and thinking about the real world use of the product can help determine if that product is right for your school or not. It is best to include a range of users/decision makers in the process.

Buying on the presentation

This is related to the above. Apple seems to be really good at this. Apple puts on a Keynote and suddenly lots of people want to include them into the classroom. There is something great about this. Educators are dreaming and thinking. However, before hitting that purchase button, one should go back to real world questions.

Here is one example. I heard of a teacher who wanted to have an iPad Pro (and Apple Pencil and keyboard) purchased for that teacher’s classroom. This was immediately after the big Keynote. Now, no one had really reviewed the device. No one had considered the pros and cons of such a device. The teacher, though, wants one. (In truth, I kind of want one too. But not enough to have someone else buy one for me when we could use other things in the classroom). The early reviews are out and it doesn’t seem as though the iPad Pro is a great choice for the classroom right now. On one hand, I applaud the teacher wanting to stretch the limits of what is happening in the classroom. On the other, teachers need to really consider what will make the biggest impact in the class. The teacher is an elementary teacher. I’ve reached out to the teacher to request what the intended use would be, but haven’t received a response.

So, I’ll keep asking the question of Why. I hope others will consider the Why as well. I truly believe that technology can make a difference in education. But we need to be thoughtful about what, why and how to get there.

Open Textbooks

August 23, 2015 / Troy / 0 Comments

The promise of open textbooks has been around for a while now. The promise includes textbooks that are written specifically for the needs of K-12. These books would also be available at either no cost or a very low cost (if printed). These books would leverage the contributions of great teachers around the country (or world). By everyone doing a little, great work would be available. These resources are frequently referred to as OER (Open Educational Resources).

There has been some work done. College seems to be ahead of K-12 so far. (Though given what my daughters paid for textbooks over the past five years, open textbooks are definitely not the norm). In 2013, the Affordable College Textbook Act was introduced in Congress (the last action was referred to committee in November of 2013). Even though that bill hasn’t been passed into law, there are at least some options available for colleges to use. Below are some examples of college focused open textbooks resources:

Examples:

There really is basically one big player in the K-12 arena:

CK-12

California and Utah did both start initiatives around 2012-2013 to bring open textbooks to their students. The Utah Open Textbook Project seems to have fizzled out around 2013 ( the latest post on the web site). Utah also has an Utah Education Network with some references to open textbooks, but these seem to all be dated 2013 as well. California was working on an open textbook initiative in the 2013 year as well. However, there doesn’t seem to be any real movement since 2013. The California Open Source Textbook Project doesn’t really have any dates on the web site, but seems to have last been updated in 2013. There are no downloads available on their site. (California does seem to have continued to work on open textbooks at the college level. MERLOTx has links to open textbooks and was last updated in 2014. California has established the California Learning Resource Network, but this seems to have a different function. A quick search provided links to resources that required a subscription.

I’ve been following open textbooks for several years now. I really did believe that we were on the right track around 2013. I was waiting and hoping that we’d see some real movement. I was hoping that we’d see some people in power take the reins and truly provide some leadership to change things up.

David Johnson over at The Michigan Open Book Project has seen much more success. He has worked through the 22i TRIG program to garner the funding to create open source textbooks. So far, they have written and published four textbooks:

Fourth Grade
Fifth Grade
Sixth Grade
Economics

These have been paid for using State grant money. There is a plan and some funding in place to continue developing additional books. This is a great start.

So, what is the future? How can we restart these initiatives? I still believe that this could be very powerful. Open source textbooks could provide even better resources at a much cheaper price. Note that open source textbooks don’t have to be all digital. Utah was able to print their open source textbooks at under $5 each.

We need some leaders to make this a priority. This would work best at a state or county level. We need some economy of scale. If a county would get together and charge each district one dollar per student, then that money could be leveraged to provide open source textbooks at a reduced cost. Recently retired teachers could be employed using that money to produce the textbooks. Or, districts could utilize teachers who are released for one hour a day to work on textbooks. This is not an unsolvable problem. The economics can work out to save districts money immediately and long term.

We just need some leadership. A couple of states started. Let’s get back on track.

Moodle Moot

August 16, 2015 / Troy / 0 Comments

We recently held a Moodle Moot for work. We’ve structured the Moot as a two day affair. The first day is structured as an overview. We do a ton of instruction. There is a lot in Moodle to talk about. We cover Resources vs Activities. We share examples of a few specific types. We’ve chosen the most popular/used modules. The second is a “hands-on” day.

The first day is overwhelming. We’ve tried to make sure that each of the participants is creating as well as listening on day one. However, it is a lot to absorb. Sometimes things just aren’t running as fast as we’d like. For example, sometimes the network connection slows down. This means that the participants are a screen or two behind. This can lead to confusion. So we cover material to give everyone a really good overview of what Moodle can do.

The second day is completely for implementation. There are four experts in the room who are available to help with any and all questions. All of the participants create resources and/or activities that align to what they are doing in the classroom (or will be in the Fall). The four experts circulate and help guide the participants through choosing and creating.

The Moodle Moot is a powerful experience. We recognize that we are trying to take weeks or months of learning and condense it down to a couple of days. We are fully aware that these two days won’t actually replace the learning that takes place over months; rather, our goal is to provide an intensive experience to hook the participants on what they can do. The good news is that we will be following up with all of the participants throughout the school year.

Everyone who was at day one showed up for day two. That alone is a positive. The feedback was similarly positive. The real proof though comes once the school year starts.

We tried to make the Moodle Moot fun and useful. We had ICE CREAM, because everything is better with ICE CREAM, and some good food. However, the focus of the Moodle Moot was good old fashioned learning.

I’m proud of everyone who showed up and worked hard. I’m proud of the Moodle experts who provided great guidance in implementation. Now, let’s get on with the school year.

Great Tools Matter

April 6, 2015 / Troy / 0 Comments

Great tools matter. I like to joke that my daughter made me buy a fountain pen. Actually, it was both daughters. My oldest daughter let me write with her new fountain pen. I really liked the feel and the result of the pen. I had always thought that fountain pens were old fashioned. I thought that they were very troublesome to use. I was wrong. I chatted with my youngest daughter. She put together a wonderful chart that described the pros and cons of a variety of fountain pens. After our discussion, I ordered a TWSBI 580 and a variety of ink colors.

I found myself taking more care with my writing. Although my handwriting is certainly nothing to, um, write home about, it is much more legible now. The care that I’m taking is producing tangible results. I’ll continue to work on penmanship as well. The tool does make a difference.

I’ve long known this. I’ve always purchased good tools – tools in the literal sense. I have a toolbox full of Craftsman tools that I know that I can rely on. I knew when I bought them, that I was buying tools that would last.

This is one of the reasons that I’m a big proponent of Moodle. Moodle is a great tool. Moodle is the tool that I know that I’ll be able to continue to count on to provide online learning. It may not be the flashiest tool. There may be some expense in terms of learning how to use Moodle, but, in the end, it remains a powerful tool that will serve me well.

I’m a convert to the fountain pen world. I really do like to find the right tool. Some things just feel right. When you find those things, treasure them. Great tools matter.

Top 20 Podcast

March 11, 2015 / Troy / 0 Comments

I’m part of a top twenty podcast (breaking news, I’m part of a top 5 podcast). You see, I co-host Middle School Matters with the fantastic Mr. Shawn McGirr. We’ve been hosting, producing, recording and posting the podcast since August of 2007. That’s seven and a half years of podcasting. We’ve posted over 300 shows. I’m proud of the work that we’ve done. The podcast has allowed me to meet people that I wouldn’t have met. I’ve learned from people that I never would’ve crossed paths with. I’ve had the opportunity to interview some really great people.

Truth be told, it takes a little bit of magic to actually be a top 5 podcast. First of all, you have to be just a little bit creative with your search. If you just search for podcasts, you won’t find our special show. But, if you look at the Education category, well…. OK. Just looking at the Education category won’t quite do it either. But, if you look at the Educational Technology section, there we are, currently number five on the “What’s Hot” scroll bar. If you check out the K-12 category, we are in the top 20. If you do just a bit more magic, say, look for the top podcast that is hosted by two guys and appears in the Educational Technology and K-12 categories, then we have the top podcast. But who is going to think about that?

The show is focused around middle level educational tools, strategies, resources and humor. Lots of humor. Mostly middle level humor. Many of the topics and resources are applicable to other grade levels, but Shawn and I both are middle level educators at heart. We record the show almost weekly (sometimes life happens). We love when we get feedback.

Private vs Personal vs Public

February 21, 2015 / Troy / 0 Comments

George Couros has written about Personal and Professional vs Private and Public and how these relate to students and teachers. I like Mr. Couros. I don’t always agree with him, but I think that he does a terrific job of raising conversations. He does this very professionally.

It is important to understand the definitions here. The “personal” is an account that is used with friends and family. The “professional” is the center around the professional work that you do. I have talked to many teachers about having these two accounts (and being very, very careful about which one that you are using). Mr. Couros argues for a different construct: private versus public.

What I am always aware of is that no matter who sees what I put out there, anyone can see it eventually, whether if it is through me or someone else.

George Couros

Please note that he doesn’t disparage having different accounts. It is just not a methodology that he follows. He notes several examples of personal account postings that have had disastrous professional effects. There are many others, not necessarily related to education. Justine Sacco’s life was severely altered by a single tweet. Thus is it crucially important for users to understand that anything posted, even if posted on a “private” account, is still a public posting.

Here I completely and totally agree with Mr. Courcos. We need to help teachers and students understand that absolutely anything that is posted, no matter where, can be made public. Oh, and it can be made public forever. Just because it doesn’t become public right away doesn’t mean that it never will.

Where we diverge slightly is in choosing one or the other. I believe that is important for teachers to understand both debates. Everyone should know that conversations online are public. But, everyone should also understand that there are different audiences for messages. There is no need to unwittingly push the debate where it shouldn’t be pushed. Oh, and it is also important for users to understand what is public and what is private. Frequently, this becomes Facebook is private and Twitter is public. No. It is far more nuanced than that.

However, knowing the intended audience is an important skill and message that we need to teach and understand. There are many things that may be public knowledge, but that one doesn’t need to broadcast to the public. Teachers are in a tenuous place with this. They need to be wise about what they are posting and where. (See Mr. Couros post for some horrific examples.) There are many others in a similar situation. Police personnel, doctors, and elected officials need to be wise as well.

I’m really glad that Mr. Couros has continued this conversation. I hope that educators everywhere will read and discuss the article so that they can make informed choices.

Customer Service

February 8, 2015 / Troy / 0 Comments

One of my beautiful daughters and I thought that we would take a class together. We talked about a digital photography class. I searched through the Community Education courses that were available, but there were no digital photography classes available. Darn. Then I started looking at Community College courses. After a good bit of searching, and I do mean a good bit, I found a class that would work at Wayne County Community College District. The class is on the weekend – perfect. I bookmarked the course using Diigo, and figured that I would ask my daughter if the time/place/course would work. Good thing that I bookmarked the course, because when I went back to find it, well, that was frustrating. I clicked on my bookmark manager and found the course again right away. (Lesson #1 – Diigo rocks.)

So, daughter and I are ready. It’s late at night, so no way to register. Next day, I call the number prominently featured in the brochure (right by “call to register”). A very nice lady answers. I ask about registering for the Continuing Education course. She very nicely informs me that I can register by mail, by coming to the campus, or on-line. Great, I say. I’ll register on-line. After all, I’m pretty competent with using the Internet. Except. The only online registrationa that I can find is for existing students who are apparently taking program courses. Thus, I call back. The same lady answers the phone. We exchange pleasantries again, she really was a nice lady. She offers to help me register online. I follow her instructions, clicking on each link as she explains it. An extremely convoluted process that ends up – right where I was earlier to register. (Apparently, I was able to get there much easier the process that she had). However, I still needed a student number in order to continue. Oh, well, she explains, I’ll have to come to the campus in order to register. I ask about registering over the phone. After all, this is just a fun class. Neither my daughter nor I expect credit of any type. Plus, the cost of the class is obviously not a credit class. She lets me know that I’ll have to come to the campus to register.

She then explains that they are open until 7 p.m. Would I like to make an appointment, she asks? Not really, I say. If they are open until 7, can’t I just show up. Oh, well, they have some problems when people show up after 5, but before 7, she nicely explains. OK. So, you’ve just identified that your own employees don’t stay until they are supposed to stay. But still, I don’t really want to make an appointment. Did I mention that this is a class that I just want to take for fun? This should be a low stress experience where I give them money and they let me attend a class. No real paperwork after that. No credit. No transcripts. Just a fun class.

So, I leave work a bit early for the 26 minute drive to campus to register for the fun class. Only there is traffic. Lots of traffic. (Side note, God Bless people who make this trip through traffic every day). The 26 minute trip turns into a 70 minute trip. I arrive a bit after 4:30 p.m. I enter Student Services to register for my fun class. The panicked lady who greets me quickly informs me that no one is here to help me register. I explain that I’m just registering for the Continuing Education class. I don’t need to know about programs or take the entry exam or anything. I laugh and note that I’m really just here to give them money. Panicked lady is not impressed with my humor and repeats that no one is here to register me.

OK. So, I’m a little frustrated now. I’ve already spent time trying to register online. I’ve made two phone calls to register. I’ve now driven to a campus to register. Still nothing. There is a security desk just inside the door. I ask if the campus president has an office around. They ask why. I relate the story quickly. They are laughing out loud, they love the line of “I’m just trying to give you guys some money”. They direct me around the corner.

Entering this office, there is a secretary and a lady working at a large table. The secretary seems pretty dog gone bored by my story. (Late Friday is apparently not an enthusiastic time around this place). However, the lady at the table, asks me for my name and phone number. Apparently, my explanation of “if I were in charge, I’d want to know that people are this frustrated trying to register” struck a chord with her.

So, after trying to register online, after a couple of phone calls, after visiting the campus, I’m still not registered for the class. I may try to go again on Monday. After all, I’m in this far. The class sounds like my daughter and I would have a good time with it.

However, the “customer service” that I’ve experienced thus far leads me to want to avoid going through this again. I doubt that I am alone.