25 Pound Backpack

My Back!
Have you picked up one of your kiddos backpacks lately and immediately thought, oh my gosh that seems heavy?  I often compare my backpack that contains a laptop, iPad, and miscellaneous cables to theirs that are full of books, binders, and pencils, and there is no comparison. I literally weighed one of them recently and it weighed 25 pounds, which I thought was crazy heavy. After digging into the backpack, I found the culprits to be a math book and a social studies book. The good news is the school provides two sets of books and the students do not have to transport them back and forth on a daily basis, however it leads us back to the conversation about textbooks and where we are at with them as an educational community.

Timing
I have to be honest, I started this post a few weeks back and it has been sitting quietly waiting to be finished. When I read the recent Center for Digital Education article covering the FCC Commissioner's discussion in San Francisco, the timing seemed appropriate. Jessica Rosenworcel addressed an audience of tech industry professionals, updating them on the recent FCC initiatives, encouraging "digital disruption within the teaching and textbook industry." Rosenworcel pointed out a few things that I feel are worth sharing here.

• “In the rest of the world, we have an infinite array of digital tools to change our civic and commercial lives. Yet somehow we’ve put up some barriers at the school doors, It’s time we started inviting them in and wrestling with them and doing some good things”
• "As a market estimated at $17 billion and with price increases in the last decade at 800 percent, the textbook industry’s services burden educators and students alike — average school districts only able to afford textbook purchases every seven to 10 years"
• “I just think it’s crazy if we keep on doing what we’ve done before because the world and the job opportunities that are out there look remarkably different"

These statements have all been said before in a number of ways by others looking to lighten up backpacks and promote change in a system that has been relatively unchanged for a number of years. I applaud anyone who takes the initiative to start these conversations as a way to reflect on the education we are providing our students. We must provide a relevant experience and not allow a $17 billion industry to give us what we have always had because that is what we have always done. Industry will provide what the educational community wants, so the conversation is important to have at the school, district, and community level. Listen to our teachers and students and allow their ideas, thoughts and needs, drive the industry to develop the disruption that will keep our classrooms moving forward.

Snob
I want to make it clear that I am not a book snob by any means and would never advocate for throwing all classroom texts in a big bonfire. Going to the extreme in any direction is what has kept technology a conversation piece, big shiny object, instead of just an everyday part of our classroom environment. But, providing our students with something other than the same basic textbooks like we have always done, is a conversation that is very necessary for today's classroom.   

How Many Times?

Just Ask
How many times have you heard an adult say "just ask the students how to do it" when talking technology in the classroom or anywhere for that matter? I will admit that when I need a tip about making my Instagram posts look better I ask my 11 year old daughter, and when my son rolls his eyes at me and says "you just don't understand", about what kids are watching on YouTube, I ask him to explain. I have experienced a few situations lately that have reinforced the notion that just because kids are kids, doesn't mean they understand technology.

Here's an Idea
Recently at home I upgraded our video editing software and it had been awhile, so it jumped a few versions. My son's passion right now is creating videos of his friends video game activity, which prompted the "you just don't understand" when I asked him why. At any rate, I knew he would spin out when he realized how different the suite now looked. He took it in stride though and worked through the changes with one issue, the software was horribly slow. I gave the standard answer, Google the problem and see if others are experiencing the same thing. That was met with resistance and why don't we just go back to the old version. The real issue however wasn't that he was trying to avoid the problem, but he didn't understand where to begin or how to intelligently "Google" the problem. I assumed he had already opened up task manager to check how much processing power was being used, what percentage of memory was available, was the program producing any error messages, etc. Once we sat down together and started looking closer, we found the program was scanning the entire my documents folders for pictures and videos, and slowing things down. Problem solved and valuable lesson learned about trouble shooting a software issue.


Don't Assume

We must be careful not to assume just because kids are kids they know everything about technology. I see students struggle to access their Google Apps account and create a document, share it with their peers and collaborate efficiently. These skills seem simple on the surface and any student should be able to do this, but many can not. As educators we must find ways to have these teachable moments in our classrooms. As administrators we must make sure that our teachers have the training, devices and resources to make this happen. Our students today are as just as smart and motivated as any generation has ever been, they just need that little bit of guidance and then they will go and make it even better for tomorrow.

Dump Truck Model

Back Up

Models haven't changed much over the years when it comes to implementing technology in our schools. I have by not been perfect by any means, but have learned a few things along the way that I use as guiding questions before making implementation decisions. However often circumstances seem to get in the way and decisions are made that produce large blanket purchases of technology that is hastily thrown into classrooms. We have seen this happen many times and on such a large scale that it gathers negative press when things don't go oh so perfect. My concern with the dump truck model is the negative impact it could have on the smaller roll outs that generally take more effort to set in motion.

Celebrate
Don't get me wrong, there are any number of large roll outs around the world that have been well planned and executed and remain a model for others to follow. It is those scenarios that we need to celebrate and hold up as examples to promote the importance of providing our students the relevant environment they deserve. The recent publicity that LAUSD has received with their billion dollar ipad initiative is one that is too big to fail. Without being involved in such a gigantic project, I can only reserve judgment on why they have had their issues, but it has drawn attention and gives the nay sayers fuel that is unfairly used in other situations. LAUSD will work out their issues and find success, they have to, and it will benefit other educational technology projects in many ways. Many of us do not have the resources that larger districts possess and having a successful model with resources to share is important for success outside of LAUSD.

Take Steps
I did a quick search for "steps for implementing technology" and had a wide range of returns, which included a variety of business world ideas also. One article that held my attention was titled, "Eight steps for implementing a technological overhaul", written by Ken Tysiac and highlighted the work of author and consultant Geoffrey Moore. Although the focus was business, many of his eight points easily cross over to the K-12 environment and I have highlighted a few below that I feel are very relevant to implementing a successful technology implementation.

• Determine which tools would have the biggest impact on effectiveness in those key moments with clients.
• Calibrate ambitions with their organization’s technology adoption tendencies, such as whether employees tend to be innovators, pragmatists, or conservatives.
• Recruit to the effort first those employees who tend to embrace new ideas.
• Engage with outside help to design and prototype the first new tools for communications and interactions
• Focus on user experience as the critical acceptance criterion.
• Get feedback from early adopters to create the case for applying the system to more pragmatic, less enthusiastic adopters.
• Align the technology to solve a particular issue that causes the pragmatists pain, and do whatever it takes to solve that issue.
• Once pragmatists are convinced, deploy a global roll-out.

Moore's ideas were addressing a specific need for client employee relationships and did not include the initial employee input on the best tools to address the need, which is something we rely on in the K-12 space, or should. But the idea of recruiting the high flyers that are always willing to embrace new ideas and listening to their feedback is critical.

It is difficult not to take advantage of grants, overrides, large funding sources of any kind when they present themselves. My hope is that the dump truck model is put in perspective and the audience, early adopters, and their feedback is kept in mind before that familiar sound is heard...beep...beep...beep. 

Scan It!

Make It Yourself
I wrote about 3D printing in a post titled "Creative Juices" quite awhile ago, here is a few sentences on my view of 3D printing at the time. "Another technology device that I am amazed with is the 3D printer. Maybe it is just a shiny object that is distracting to me personally, but it seems like the device has a tremendous amount of potential to be used in schools. What better way to incorporate essential standards into a project based activity and actually be able to build a product, literally have it appear right in front of you." My views on 3D printing have not changed, but I still haven't found a way to procure a 3D printer for my school district, something I need to work on. Since writing about 3D printers almost two years ago, I have seen 3D printers small enough to fit in a backpack. It is amazing how quickly devices improve and become more economical to produce, but it just keeps getting better.

Digitizer
When I saw the recent unveiling of MakerBot's Digitizer,
I kept saying to myself, it just keeps getting better. My

first thought after watching the demo was, now I will be able to wreck my bicycles, come home, pull up the scan of a not so broken part, print it out and back in business. After thinking about it a bit more, the possibility of using a 3D digitized scan of a stock part and then modifying to my own specifications, truly intrigued me, not to mention making this happen in my garage.    

The Movement
It is technologies like 3D printing and digitizers that keep me thinking about our classrooms and how we are to keep up with the pace that industry moves at. I attended an ISTE session this past summer where Gary Stager was presenting, titled, "The Creative Learning Revolution You Can't Afford to Miss". Gary spoke about the maker movement, and focused on three game changers, fabrication, physical computing and programming. Many of his thoughts speak to the answers that we continually ask about preparing students for today's world and that is allowing students to do things that matter through "making". Digitizers, 3D printing, and other technology I could only dream of as a kid are becoming a reality due to their affordability and can enhance the learning environment. If we want our students to be critical thinkers, creative, and possess 21st century skills, they will need learning experiences that foster this in the classroom.