iTeach

My airport moment

noreply@blogger.com (Anonymous) — Sat, 12 Jul 2014 15:55:00 +0000

The more I travel and spend time in airports and train stations, the more I realize humanity’s desire to connect. What I noticed while waiting for my ride after my flight were hugs, longing looks, smiles, and tears. I heard future plans being mentioned and, “we’ll see you next summer, same time”. In essence, I witnessed people not wanting to be apart from each other.

I consider my family for a moment. We had the luxury of growing up in the same area code for many years. Grandparents, Aunts, Uncles, and cousins all lived within a few miles of each other. Family reunions were large and loud and always shared many laughs. When I look back through old photo albums it was rare to not see someone in a picture. Plus, we all watched each other grow up or grow old in person rather than online. Our social network happened in real life and on our neighborhood streets.

Unfortunately, the model above has changed dramatically. Kids grow up and eventually move out of the house (not always the case). Some move out of the state or out of the country. In my own personal growth I moved away from my little town of Shamokin, Pennsylvania, went to the University of Miami, FL, traveled abroad for six months in Australia and New Zealand, moved to Philadelphia, PA, and finally find myself in Boston, MA.

Throughout that time I have had to make new friends and insure to keep in touch with old friends. I’ve had to watch children grow up distantly and experience a lot from afar. During most of my travels and moves, social media was in its infancy. I didn’t have Facebook or Twitter in college (we had Friendster my senior year). Today, what’s different is that despite the distance we all have the means and technology to stay connected. And, while there is no technology (yet) that will take the place of the emotion and feeling of being in the physical presence of those with whom you love, we can still experience the moments.

In education, moments happen every day. Students surprise us with amazing work and teachers engage their students with an exciting lesson. Like those moments of the family, the moments in a classroom should be shared as well. I often reflect on my experience with social media and how this technology has not only shaped my career, but given me an opportunity to learn and share with a global community. More than any other industry I know, education has taken to social media forums and leveraged these tools to share moments and make connections. Just a few weeks ago I watched another ISTE conference from afar (one day they’ll accept one of my session proposals). Despite being away from this conference I was able to witness the moments, the resources and the relationships. I saw friends that I have connected with both in person and through social media sharing resources, photos and experiences. I felt that I could be a part of this experience through social media and watched as relationships, that in another time may not have occurred, burgeon.

Social media is not a contest. Nor does it elevate you to some status beyond your job description because of the number of followers you have. At its core, social media are about that basic desire of all humans to connect with each other. In education, social media allow us to share the moments and experiences of our respective classrooms. It allows us to share the positive lessons and those that didn’t quite turn out the way we anticipated. And, it allows conversations to continue beyond a meeting or a conference. It’s not required for every educator to have a Twitter account, but I can assure you it will bring a new perspective to your teaching and learning.

The next time you travel take a moment to look around you. I think you’ll see what I mean.

Once in a lifetime

noreply@blogger.com (Anonymous) — Fri, 20 Jun 2014 14:19:00 +0000

And you may find yourself living in a shotgun shack

And you may find yourself in another part of the world

And you may find yourself behind the wheel of a large automobile

And you may find yourself in a beautiful house, with a beautiful wife

And you may ask yourself

Well...How did I get here?

I frequently listen to this song by the Talking Heads when I am in the process of making a big decision or simply reflecting on my disposition. Over the past few weeks, this song has found its way into my various playlists during workouts, commutes, and downtime. I’ve had a lot to think about and a lot to be grateful for at my current stage in life. I recently finished my manuscript for Corwin Press and two weeks ago I accepted the position of director of technology at Grafton Public Schools. While I am excited to get started and embrace new challenges that lie ahead, I can’t help but ask, “How did I get here?”

A year ago, I was also listening to “Once in A Lifetime” as I approached a similar career transition. I was in the process of leaving Burlington Public Schools after two exciting years as their instructional technology specialist and would be moving on and up to the director of technology for Groton-Dunstable Regional School District. This decision did not come easy, but ultimately it was the best move for my career. As little as four years ago, I was abruptly let go by a Charter school in Philadelphia, along with our Principal and two other teachers, on what the CEO deemed “A judgement call”. And now I find myself reflecting on that day (July 19, 2010) and how it felt to lose my job so abruptly and without any documented reason, but ultimately how that day provoked me and reenergized my career. Since then, I’ve experienced a wealth of successes and connected with a host of great educators who have challenged and inspired me to be better.

Over the course of this year at Groton-Dunstable, I tried my best to listen and lead with confidence. I inherited a technology department that was battered and bruised but willing to change and adapt to new ideas and philosophies. As I move on, I leave behind a technology team that is a cohesive unit that is dedicated, driven, and passionate about integrating and supporting education technology. What’s more, I leave behind meaningful relationships that have blossomed over the course of this year.

Leaving this team was a difficult decision. Of all the successes the technology team has had over the course of this year, the one I am most proud of is the way this team came together to do great things. And, to do great things and continue to work tirelessly under the dark cloud of a budget crisis that persisted for most of the school year. Their willingness and constant support provided glimmers of sunshine throughout the district during those stormy days.

In my first year as district leader, I have learned many things. The most important thing I have learned is that a school leader should always be a good listener. He or she should be humble and willing to embrace a collective consensus, but confident to make difficult decisions. A leader must know what it feels like to fail, but equally, understand how to use that failure as a driving force to be better and learn why that failure occurred. A school leader should not seek accolades or awards, but challenge those with whom he or she leads to strive for greatness. I have never won an award for anything I have done in education. The only award I need is seeing the successes of the team I lead and the students and teachers I support.

I got here because of the people around me. An effective leader understands the talents and skills of his or her team and does his or her best to let those talents and skills flourish. Ultimately, the people around me have worked hard to make me look good. I thank the GDRSD tech team and the entire Groton-Dunstable community for giving me a chance to lead their technology team and support teaching and learning with technology.

I'm a failure

noreply@blogger.com (Anonymous) — Tue, 15 Apr 2014 16:38:00 +0000

CC image via flickr by John Liu

Last week I failed at something. I interviewed for a job and I didn’t get it. Or, in the context of a high stakes, standardized tests, I failed and the only thing I learned was that I wasn’t good at that job and never would be. While my family, friends and colleagues didn’t consider it a fail, I thought of how my situation might parallel students taking a high stakes test. In my situation, I already possess a great job and was simply acting upon a great opportunity that came my way. Additionally, after receiving the news I was able to follow up and keep the conversation lively.

Unfortunately, this is not the case for many of our students. The stress and importance placed upon a test can hinder a student dramatically. What’s more, this annual occurrence places a negative stigma around school and what the experience of learning should be. While the stress and desire to succeed is easily parallel to interviewing for a job, I know I will gladly interview again. For many of our students, this arbitrary measure of skill will attach to their name and live on in their educational portfolio.

As educators we’re constantly striving to prepare our students for the real world, yet we’re not giving them real world challenges in our schools because of the importance of testing and results. Our mission statements state that we will educate and produce good citizens, yet state and federal officials treat our students like another brick in the wall.

Some may see my experience as a failure, but I see it as a learning moment. The interview process was not only an exercise in self reflection, but an experience that has given me new perspective. We need to instill the same insights in our students and provide them with greater challenges than a test. Life is not multiple choice or fill in the blank. It’s composed of new challenges each day both in our personal lives and professional lives. It requires that we constantly adapt and consistently learn as much as we can.

Some of the most beneficial learning moments in my life did not include the moments when everyone on the team got a trophy, but rather, when I didn’t get that trophy. I’ve learned more through my “failures” than through my successes. And each time I grew as a learner. This isn’t to say we should encourage our students to strive for failure, but teach them about humility and that sometimes there’s only one winner. But, despite that loss, students should employ self reflection and use the loss not as an endpoint, but a springboard towards the next success.

Unfortunately, our national curriculum and our state tests don’t allow for this opportunity. State tests are final, and don’t encourage reflection or motivation to learn beyond that particular assessment. What’s more, the challenge is minimal and has limited application in everyday life. While I may have “failed” I know it’s not final and that I will learn from this moment. Wouldn’t it be great if our state tests encouraged the same? This is a call to encourage students to take risks and not fear failure, but embrace the learning that's associated with it. Our education policy makers at every level owe our students so much more than what we’re offering them.

What's lost during testing

noreply@blogger.com (Anonymous) — Sun, 30 Mar 2014 17:59:00 +0000

CC image via redorbit.com

This past week our high school students (9th and 11th grades) completed the new PARCC online field test. The setup and implementation was a collaborative process of many players in the school system. The test itself required many hours over several weeks for the tech coordinators, principals, teachers, administration, and eventually students. Valuable time and energy in the course of a school year was dedicated to this test. The test also took away reading, creating, exploring, and making time.

There’s waning doubt that the PARCC test, or any test for that matter, has any impact on a student’s learning. The results are simply cheap data that disrupts the creative, innovative teaching and learning practices that many teachers and students desire. The mere act of recalling information that has been strategically worded by a testing company for several hours with limited breaks holds no merit anywhere outside of the test itself. Students leave a test drained and feeling unaccomplished. Teachers nervously await the results. The entire process is a drain and an infringement on innovative teaching and learning practices.

However, I don’t possess the solution to an alternative metric. But, I have some thoughts that I hope future generations of educational theorists, administrators, and politicians consider. And one pertinent example of what learning should look like.

This past Friday I came across a piece on CNN.com titled, “Teen to government: Change your typeface, save millions”. As I perused the article, I came away with a simple sentiment, “That’s it, that’s what learning looks like!” In short, a 14 year-old student developed a novel solution for his school to cut down on expensive paper handouts which inevitably led him to suggesting a switch to the US Government from Times New Roman to Garamond that would save the Government 234 million annually.

This is what learning looks like. What I witnessed after the PARCC exam, or for that matter, any test, was not. Learning should be rewarding and fulfilling for students. They should get excited about it and have time to experiment with it, and occasionally fail at it. Ultimately, students should own their learning and strive to solve a problem or conquer a challenge. Suvir Mirchandani accomplished both.

For a moment, if educational policy makers could step back from the testing lobbyists and see what students can do in the absence of mind numbing tests, they might see change. They might realize that the future of education is not about recalling information, but about making, designing, and creating. This is what our global economy demands and it’s the fuel it is currently running on. If we continue to proceed with blinders on and think that standardized tests are nothing more than a cheap filtering system, we may miss out on some great innovations and contributions to our world.

We need to prepare students for their future, not ours

noreply@blogger.com (Anonymous) — Fri, 14 Feb 2014 00:30:00 +0000

CC image via flickr by flickingerbrad

I will no longer defend or debate EdTech as some radical idea in schools. I can no longer waste my efforts on the "value of EdTech debate". The simple fact is that education technology is no longer a stand alone class. It is not something you simply add on to your school. It is a literacy that is woven through the fabric of every school, K-12, and throughout our highly-competitive, global economy. Diminishing its value or merit is no longer acceptable. It’s the equivalent of neglecting to integrate reading and writing skill sets across the curriculum.

And for the record, I realize clearly that previous generations grew up without all of these gadgets and turned out just fine. I get it. The statement is crystal clear and yes, many generations grew up without something that the next generation adopts. I grew up without Internet and mobile technology and turned out perfectly fine. Although some would debate that last statement. Regardless of how previous generations learned, exposure to some technology is essential for students today. I’m not asserting that we need to place every student in front of an iPad from Kindergarten on, but simply give them the opportunity to use it. And not just use it, but provide access and opportunities for students throughout a school district to leverage the technology beyond word processing and PowerPoint presentations.

Technology is a literacy that is expected in higher education and in our economy. It is a universal language spoken by the entire world regardless of the profession. Our current students will encounter one of the toughest job markets in generations. Gone are the days of falling into a profession and riding that wave for 30 plus years, however; its not to say those jobs are not still available. They are, but they’re dwindling as automation and outsourcing continue to expand.

The contemporary job market requires us to adapt, continually learn, and apply various skill sets in many directions. We have to multi-task, connect beyond the work day, and collaborate and connect both locally and globally. And, while I am promoting that exposure to technology and digital tools is essential, we must do so responsibly. Teaching students how to balance technology usage along with offline socializing and interpersonal skills is essential. But, to proclaim that technology simply distracts, diminishes social skills, and holds lesser value than other content areas is irresponsible. And to do so not only let's our students down, but the mission statements that are emblazoned on the walls of our schools.

It’s equally important to expose students to information literacy skill sets. As databases grow and information continues to evolve into a paperless formats, it’s essential to teach students how to question effectively and efficiently. In a world flooded with information to read, libraries have never been more important. Along with digital and information literacy skill sets, it has never been more important that to promote and encourage a love of reading across all formats. And not to simply read, but to question, analyze, discern, and synthesize with other mediums.

I can no longer exert energy on this debate. And my point comes down to a single phrase…

We need to prepare students for their future, not ours.

Why Every School Needs A Garage: An Educon 2.6 Conversation Preview

noreply@blogger.com (Anonymous) — Tue, 21 Jan 2014 18:22:00 +0000

This Saturday I have the privilege of presenting a conversation at Educon 2.6 held at the Science Leadership Academy in Philadelphia. This conference has been a staple every year for me and in my career. Each year I’ve attended Educon, I’ve come away feeling good about our profession of education and excited to share and integrate what I’ve learned in my classroom and throughout the school district. What I’ve always liked about Educon is that it’s focused on conversations, rather than presentations.

This year I am excited to present on the idea of “Developing Makerspaces That Count”. While this subject is very broad in it’s description, for me, it comes back to a single word we need to address every day in education: Trust. When we put trust in our students and our teachers, we see great things happen. However, this shift doesn’t happen overnight and takes time to build this culture.

We hear stories of how some of our greatest innovators in the past decade (namely, Mark Zuckerberg, Steve Jobs, Bill Gates) rebelled against a system and developed products that changed the world. And while these three men make great stories and, in some cases, movies, I’m always left with the question, “What if they didn’t have to rebel against the system and their creativity was fostered in school?” What if their respective schools had maker spaces available to them? Would we be having the same conversations about them today?

While the hypothetical alternate universe is fun to imagine, their actual timeline suggests that we, as educators, need to promote, provoke, and integrate makerspaces for kids to explore, take risks, tinker, discover, fail, and try again.

As the current global economy shifts and changes almost weekly, we need to stay ahead of the game and quite frankly, the American education system has not. With continued focus on high stakes testing, silver-bullet reforms, and common curriculum, the American education system continues to fall behind other countries both creatively and on the innovation front. This is not to say that allowing students a place to play during the course of a school day is going to dramatically reform our educational system and move America back to the top, but it’s a start. It's a start that will give students the chance during the course of a school day to engage in something they're truly passionate about.

And what helps provoke this change is beginning to give students the freedom to explore throughout the course of the school day. Some schools have integrated Google’s 20% time philosophy into their school day. Suzie Boss explores this in her recent post at Edutopia. At Burlington high school and middle school, I helped create a student run genius bar. This space and course allowed students the chance to question, create, troubleshoot, and discover. At Groton-Dunstable High School we developed a tech task force. It’s the same concept I developed at Burlington and has greatly impacted all of our schools. In fact, one student was able to develop an android app that helped our tech team inventory our entire fleet of Google Chromebooks. Michelle Luhtala, Library Department Chair at New Canaan High School developed a culture of trust by putting the onus on the students to take responsibility for their learning and the devices by which they learn.

And, I’m certain I could continue to list great examples of innovative ways of creating makerspaces in education. But that’s why Educon is important. The purpose of my conversation is to collectively expand on these ideas and concepts and see if we can create new ideas that work and will count in the course catalog of a school.

Six years ago when the Science Leadership Academy launched the Educon conference the students and conference advisors were not only launching a great opportunity for educators to connect, but they were giving us a space to make, share, and listen. I’m looking forward to attending and presenting at Educon 2.6 and anticipate many conversations about how we can all make the greatest impact on teaching and learning.

Mr. Duncan Goes to Twitter (and you should too)

noreply@blogger.com (Anonymous) — Mon, 04 Nov 2013 20:16:00 +0000

Last Monday, I, along with many other educators, had the unique opportunity to connect with the US Secretary of Education, Arne Duncan on Twitter. Tom Murray organized the chat via the #edtechchat hashtag. Around 8pm Secretary Duncan made his way into the chat column and the barrage of tweets ensued. For someone trying to break into Twitter, this was probably not the best forum, however; it did show the impact connecting this way can have.

As the chat continued, Secretary Duncan began asking questions using the Q1 - A1 format. Users prefaced their tweets with A1 (based on the question number) and ended each one with the hashtag #edtechchat. Following the chat was nearly impossible in real-time as tweets cruised down the screen in a frenzied manner. Occasionally I tried to retweet a good question or comment someone posted, but overall it was hard to keep pace.

Eventually, I posed a question to Secretary Duncan in which he was kind enough to reply (above photo). Once this happened, I felt pretty cool. I had to explain to several people how we actually connected and that it was legit and that I didn’t actually know Secretary Duncan, but we now shared a brief connection in time. This occurrence also caused me to reflect momentarily on the connections and opportunities that I’ve had since joining Twitter five years ago.

In those five years, I have made great strides in my career. Three years ago I was let go, along with four other teachers and the principal from a charter school in Philadelphia on July 19, 2010. Soon after, I took to my blog, wrote a post announcing my availability for work, and shared it on Twitter. I had comments and suggestions from all over the country. Eventually I connected with Patrick Larkin and started working at Burlington Public Schools a year later as an instructional technology specialist. Two years later I became the Director of Technology for Groton-Dunstable Regional School District. I’m not saying that Twitter is the reason for my all of my recent successes, but getting out there and making and sustaining meaningful connections definitely had a big part in my career path.

I don’t think Twitter is the key ingredient to being a connected educator, nor do I feel it’s required for someone to be a connected educator. My point is that Twitter can be a really great thing and provide many of us with access to opportunities we otherwise may not be privy too. As educators, we should make connections regardless of the medium. EdCamps, conferences (local and national), and learning communities within a district are great ways to connect as well. Jumping into the social media ring will simply heighten those offline connections and broaden the scope of your learning.

If you decide you want to get into Twitter, I will suggest a few steps that I share with anyone who asks me about it.

1. Once you setup your account, encourage a few colleagues to join as well. Develop a “hashtag” for your cohort and share a few things with each other using the hashtag. This will expose you to ways in which you can share, filter, and organize your twitter experience.

2. Download Tweetdeck for Mac or PC. There are a lot of Twitter applications out there, but my preference has always been Tweetdeck. Mobile platforms will be different, but the Twitter app for iPhone is probably the best way to go.

3. Organize. One of the great features about Twitter is that you can tailor it directly to how your liking. Lists are a great way of organizing people (i.e. English Teachers) and what they share online. I’ve created lists and then I can easily browse through those lists whether it’s on the mobile or desktop platforms. Before you tweet, organize!

4. I would suggest limiting your involvement initially in Twitter chats. They can be overkill for even the most experienced user and can sometimes be an echo chamber of pithy platitudes. The key is to organize first and spend a good amount of time listening, lurking, and absorbing what you see. Twitter is a place where you can simply consume, however; it’s always better to share. My suggestion would be to start a small hashtag chat within your school community and then branch out into larger chats like #edchat

5. “Don’t take Twitter too seriously.” This is a great piece of advice from Dean Shareski who has been sharing on Twitter for awhile. Twitter can be a conversation, it can be a resource, and it can be funny. We all need to laugh a little, but must maintain a healthy balance between professionalism and over sharing cat videos. Plus, don’t get caught up with pseudo celebrity Twitter hierarchy of educators. One hundred thousand followers does not always equal credibility. Again, Twitter is most useful when it is organized. Follow people who you have read, connected with in person, or who are simply good at sharing quality information and occasionally funny.

Over the years I’ve learned and gained a lot from connecting on Twitter. It’s a community that allows me the flexibility to ask a question or have a conversation with people all over the world anytime, anywhere. This medium has had an impact on my life, my friends, and my career. The key in all of this is to share what you do and highlight your teaching, your school, and your district whether you are on Twitter or offline with colleagues. My brief connection with Secretary Duncan won't change or reform educational policy across the country, but it reinforces the power of this medium. Secretary Duncan may not enact or change anything based on the Twitter chat, but it shows us all he is listening. That's a powerful connection.

Defining a connected educator

noreply@blogger.com (Anonymous) — Mon, 21 Oct 2013 17:15:00 +0000

EdCamp Philly 2011

There’s a phrase from a video that describes what Creative Commons is that I commonly use when describing what I aspire a school culture to be.

A shared culture of learning

This phrase defines what a school culture should should be and can be if it’s not quite there yet. It reinforces the importance of working together for a common goal and providing the best strategies for teaching and learning. One of the ways I’m helping bring this phrase to life is by integrating new technologies and applications to connect teachers, students, and community. But, it doesn’t stop at providing hardware and software. It means building bridges within a school community that leverage these technologies and applications at a pace that is comfortable for everyone involved. For some it will be exploring a blog and possibly Twitter, for others it will be attending our Thursday EdTech Genius Bar or a conference. The point to remember is that connected educators are not just the educators you see blogging and tweeting, but also the ones you see developing offline connections.

What I have been witnessing at Groton-Dunstable Regional School District, is a school community anxious to integrate new technologies and design new paradigms for teaching and learning. And, this is happening in part by bringing our teachers together each Thursday for an optional EdTech Genius Bar. Teachers are not simply jumping into the Twitter waterfall in order to be a connected educator, rather they are physically connecting and sharing beyond our Thursday events. Many of our devices this year are just launching due to some shipping issues and setup time, but in the first week of this launch I’ve noticed a general excitement for integrating technology, rethinking lessons, and connecting our students to the world.

One of the big misconceptions is that in order to create a shared culture of learning every staff member must join the social media race. While Twitter, Google Plus, Facebook and MOOCs are all great opportunities to expand access to connections, resources, and opportunities, bringing teachers together offline is priceless.

The offline world is where I, personally, have made some of my strongest connections. Many of these connections started with social media use, but elevated when I made the offline connections. I attended conferences like EduCon in Philadelphia that is hosted yearly by the Science Leadership Academy students and principal, Chris Lehmann. I attended and hosted several EdCamps in the past few years and continued to make and strengthen connections during these events. It’s imperative for educators to connect in some way in both worlds. I am grateful for making connections on Twitter and through my blog. It’s opened many doors for me. I am equally grateful that I attended these conferences and went beyond my computer screen to connect with the educators I’ve met online.

Being a connected educator means making both offline and online connections. No matter your connection medium, it’s important to keep having conversations and sharing what we do with others. It’s important for us to be transparent and share what we do with others regardless if it’s on a blog or offline personal learning communities. I’m not one for labels or titles. Let’s all be careful with how we define a connected educator and keep in mind those who are making powerful connections offline.

Gobsmacked

noreply@blogger.com (Anonymous) — Fri, 27 Sep 2013 18:47:00 +0000

There are moments in the course of a career that every educator will remember. Today I had one of those moments. And, although it just happened, I am certain it will resonate for years to come.

I'll try and capture this story concisely.

July 1st I started my tenure as the director of technology for Groton-Dunstable Regional School District. My first job was to provide advocacy and support for technology throughout our district. GD is a district that consists of a wonderful, supportive community, progressive, dedicated educators and administration, and students who are bright and kind. Up until my arrival, technology was an afterthought. This is not to say that the tech team was not working hard or dedicated, but simply, there was no voice or leadership for technology in the district.

My first two initiatives included upgrading the network infrastructure district wide and transitioning our staff from a first class email system to a Google Apps for Edu environment that would include accounts for both teachers and students. I also purchased 600 Chromebooks for students to use across five schools. And this is where the story begins.

We're currently in the process of organizing 600 Chromebooks into groups and carts for each school to use. Plus, I want to match the serial numbers on each device with a cart. When you enroll chromebooks they enroll but are not grouped (NOTE: there may be a way of automatically enrolling into specific groups, but I had some inconsistencies with auto-enroll). So the solution was to group the chromebooks into 25, enroll them, and then plug them into carts while documenting the serial numbers. A cumbersome process.

When I arrived at GD high school this morning I got to meet some of the "Tech Task Force" students. The tech task force takes the help desk model I created at Burlington High School and presents it with a different name and schedule.

I walked in and noticed Ryan scanning the back of Chromebooks. To me, it looked as if he was taking a picture of each devices serial number and bar code. He wasn't. He said...

I actually created a script with python that uses an android API for a bar code scanner that will scan the device's bar code and push it directly to a CSV file.

Of course you did.

He did this on his own, without any demand from us. This was not homework, he will not be tested on it by the state or federal government, and he did not receive a rubric or a grade. Ryan simply saw a problem and developed an efficient solution using a skill set that in many schools is not being taught. And I'm not referring to computer science, but simply time to create, develop, and explore beyond a common curriculum. Ryan saved our tech team a few days worth of work and impressed me beyond anything I expected to see this Friday morning.

Ryan is not common and does not fit into the common core curriculum. Ryan has raced beyond what our federal government deems "the top". Most ETS tests are beneath Ryan. And, while I understand that not all students are like Ryan and the moment I witnessed this morning was very unique, it doesn't create an excuse for rethinking and redesigning our education system. America needs a system that fosters creativity, exploration and discovery, mistakes, and innovation. That's a system that we owe our students.

My network

noreply@blogger.com (Anonymous) — Wed, 17 Jul 2013 22:05:00 +0000

I had one of those conversations yesterday that I won’t forget. But first, let me provide some context to this story. While I was teaching the help desk course last fall at Burlington High School, I had a student ask his Guidance Counselor if he could work on one of the iMac machines that had XCODE installed on it during 5th period every Thursday. I agreed and took on Gilad as an independent study.

Every Thursday Gilad quietly entered the help desk room and opened XCODE. Our interaction was limited, but over his shoulder I could see he was doing work far beyond my knowledge base. Gilad entered the same way every Thursday for four months. Around January, he asked me if we had a developer account with Apple. We did. I set him up with Bob Cunha (BPS Director of Technology) and Bob got him set up, his device registered and explained the process of app submission.

In a matter of a few months Gilad had taken time out of his study hall and developed a voice recording and submission application that will eventually be used by the BHS Guidance Department for setting up appointments with students.

A few months later, Gilad approached me during lunch and asked if I knew of any programming opportunities or internships for the summer. I said I would check back with him and started seeking out my network. I contacted two friends at Google in Cambridge first. Unfortunately they did not have anything at the time. Plus, most of their deadlines had already past. I continued to search until I remembered my brief consulting work I did with MobileAware in early 2012. I contacted my friend, and MobileAware CEO, Armin Gebauer to see if he had any openings for internships. He mentioned that they had just created an iOS development team. I connected Armin with Gilad and they eventually set up an interview. Gilad soon accepted the internship and has been working there for the past few weeks.

Yesterday, I decided to check in with Gilad to see how he was doing. Here is the transcript of our brief conversation:

And this is why yesterday was a good day for me. I was able to establish a connection for a student and help him find a learning environment that not only challenges him, but connects him with professionals who can mentor and inspire him. And that, I feel, is part of being a good teacher and connected educator.

I’m not writing this post to boast. I simply phoned up a connection and made a match. The piece of this that caused me to pause and reflect is how the connection was made. In many circles I hear the first step to being a connected educator is Twitter. It’s imperative that we, as educators, sign up for Twitter and dive head first into an oncoming wave. Respectfully, I have to disagree with this sentiment (which is a generalization for the most part). While Twitter has its merits, it will never match personal connections.

I connected with Armin by accident. I just happened to sit next to him and his wife one night out for dinner. Being two extroverts, Armin and I began discussing our work and it led to me getting hired as a consultant with MobileAware. When my tenure ended at MobileAware, I continued to connect with Armin. I connected with Gilad through his Guidance Counselor. And finally I connected Armin with Gilad.

I’m not trying to argue the merits of Twitter, but simply offer a different path for new teachers looking to test the waters of social media. There are days when I can’t quite grasp the credibility of Twitter voices: the blind re-tweeting, the pseudo celebrity aura, the echo chamber, the hierarchy, the “let’s change the etymology of the word cheating (and every other word in order to show what a progressive, disruptor I am” persona. It’s deafening. And quite frankly, if I were mentoring a new teacher, I’d tell them to hold off on Twitter.

Consider making personal, in person connections in lieu of Twitter. And, when you’re ready, embrace Twitter develop a way to filter your stream and vet your following for credibility. Spend a lot of time listening, processing, and actually reading what’s being shared. And finally, don’t get caught up in the noise. I encourage Twitter use amongst educators, but balk at the idea of it being necessary for all new and current teachers. It’s simply a tool. A tool that I’ve embraced criticized and used to share many of these posts.

Before we rush our new teachers or students into the world of Twitter, let’s take a moment to forge a personal, meaningful connection with them. Establish credibility and take time to listen and engage. In doing so you may just help find that student or teacher find their passion.

My Fenway moment

noreply@blogger.com (Anonymous) — Fri, 12 Jul 2013 15:31:00 +0000

I had an awesome Tuesday. In fact, I accomplished two things in one night that I consider to fall in the epic moment category. I had the opportunity to see Paul McCartney play at Fenway Park. Yeah, I know. And, if you haven’t already guessed, I am going to present a correlation between this moment and current technologies, both in education and our daily lives.

But first, a little narrative...

My brother and his wife convinced me late Saturday night that I must attend and that I would regret not going. They had the opportunity to see Paul at Fenway in 2009 and recalled that it was an experience of epic proportions. I didn’t take much convincing. The next day I purchased a ticket. I will never reveal the price. Ever.

When I arrived at the show, I followed the signs to my section, B6. I walked down an old, steel staircase that was probably an original piece in the Fenway construction. At the end of the staircase was an opening. In the opening I could see the Fenway Green and subtle sunlight peeking through in the foreground. As I got closer to the door I realised that I was underneath the left field foul pole. And to the right of it was the Green Monster. Undoubtedly the most famous left field in all of baseball.

I walked through the door and placed my left hand on the Green Monster facade. I was touching history. So many great moments happened around that great wall of baseball. And I was touching it. I continued down to the field and stood at the foot of the Green Monster and looked up at its intimidating height. I slapped my hand against it to hear it echo. In this echo you could hear over one hundred years of heartache and triumph.

But I wasn’t here to see a baseball field; I was here to see a Beatle. Sir Paul.

I arrived at my seat and waited for the show to begin. My seat was roughly in the same spot that a left fielder

would play in the bottom of the ninth, one out, man on third. As I turned and looked at my surroundings, I again realized how lucky I was and how few have gotten to enjoy this vantage point. The house music stopped and soon after Paul was on stage. The roar of Fenway launched into a frenzy that could only be rivaled by a David Ortiz home run. And amidst the cheering and repressed Beatlemania, I noticed something. Everyone had their phone out and raised in the air, including myself.

As Paul finished, “Eight days a Week” I noticed that the phones in the air persisted. I snapped a few more pictures, but eventually put my phone away. As I did this, a few things came to mind. Have we gotten to the point that we attend events simply for others to see? Do we really ever experience an event if we are only half there, while the other half manages broadcasting on social media? Can I really say that I saw Paul McCartney if I watched 75% of it through my iPhone screen?

As these questions traversed through my mind, I briefly reflected on modern experiences. Who am I here for, myself, or my audience? While I agree that sharing what we do is, as Dean Shareski put it, “our moral imperative” and a great way of connecting people to experiences, I find it hard to really experience a moment, a presenter, or, as Louis CK pointed out, Jesus coming back to tell people everything while I’m playing the role of broadcast journalist.

“Nobody takes in life unless it comes through this(referencing his phone)”

-Louis CK, On Conan O’Brien

So is the above statement true? Are we missing out on life, nature, and people while immersed in the world of social media, real-time reporting, and on demand conversations? Similarly, are some of our students missing out on learning important skill sets or the experience of getting lost in a book because they are seeing it all through a digital lens? Would I have been able to compose such a detailed recollection of my epic Tuesday night had I been glued to my phone’s screen? Or, am I doubling my experience by engaging my mind in two worlds at once?

This is the conversation I would like to evolve, and that needs to happen about technology in the classroom. Let’s move the rhetoric away from which device is better and how kids can use social media to change the world, to how can we leverage new and emerging technologies to enhance and amplify student learning while experiencing, absorbing and processing the ride.

My transition

noreply@blogger.com (Anonymous) — Tue, 25 Jun 2013 13:19:00 +0000

Today is my last official day at Burlington High School. On Monday, I will take over as Director of Technology for Groton-Dunstable Regional School District on Monday. While I am excited and grateful for new challenges and opportunities, I’m finding it hard to imagine Burlington in my rearview mirror.

For those of you who don’t know the story, I lost my job a few years ago due to Charter schools having the ability to cut four teachers and a principal in one day (July 19th to be exact) and replace us promptly with Teach for America interns. Before I had time to sulk, I wrote a post on this blog announcing I was available to work. Anywhere. I sent it through Twitter soon after and by the end of the day I received comments, direct messages, and replies to my search. It was then that I realized the potential of a network and how this connected group was there for me during a very difficult time. I realized that although distance separates many of us, a social network like Twitter, can easily bring us close together during difficult times and when we just simply want to share our experience.

Eventually, I made a connection with Patrick Larkin who, at the time, was the principal of Burlington High School and Eric Conti, the Superintendent of BPS. I connected with Patrick via Twitter and eventually at Educon and Tech and Learning Forum in Burlington. To make a long story short, I packed up my house, my dog, and all I had, and shipped up to Boston. I interviewed for the Instructional Technology Specialist position and soon after accepted the job.

My first days at Burlington were tough. Making that type of transition was difficult, but I soon found comforts in my new home. And, I had plenty of work to do upon my arrival.

I spent the summer of 2011 getting acquainted with the tech team at Burlington. Together with Dennis Villano, Bob Cunha, Jose DeSousa, and Patrick, we began developing a launch strategy for one thousand iPads that would be given to all BHS students in August. We created EdCamp Tuesdays and invited all of our teachers as well as teachers from around the state to join us for open, optional professional development. We organized and presented the first MA Digital Publication Collaborative that brought together teachers from around the New England Area to curate, organize and share digital curriculum. We developed a student help desk course. And Dennis and I planned the first BPSCON which brought together the entire district for three days in August that was only rivaled by ISTE in options and size. For the BPS EdTech team it was a summer of firsts and a summer that helped put our district on the map.

Looking back, the BPS EdTech team accomplished so much two years since I arrived. I feel lucky to have been a part of such a progressive group of administrators and teachers. The hardest part of my transition will missing out on those conversations every morning in the “war room”. I’ll miss the dynamic teachers at Burlington who jumped on board with our tech plans and showed the world how technology can impact a classroom. But most of all, I’ll miss the students I’ve had the privilege to teach. I’ll miss their insight on current events and their energy for learning. I know, it sounds cheesy and cliche, but I can honestly say I’ve learned a lot from them and hopefully I was able to impart some wisdom to them.

During my time at Burlington I realized that change happens quickly. Whether it’s technology or the human element, change in the 21st century is inevitable and quick. There is no escaping it. However, it's imperative to remain grounded and dedicated to initiatives and goals before moving on to the next thing. This is one of the most important things I learned while at Burlington. Apple reminds us of this in their latest ad campaign.

“...we spend a lot of time on a few great things.until every idea we touch enhances each life it touches.”

This says it all. Our EdTech team at Burlington Public Schools didn’t seek out to reform education, remix it or even transform it. We simply wanted to give our students and teachers the best opportunity to thrive in a world that is constantly evolving and demanding change. We made selfless decisions with the students in mind above everything else. And in the end we endured criticisms and compliments. We spent time on a few great things and, in the end gave our students and teachers an opportunity to show the world what educational technology can be.

I'm proud

noreply@blogger.com (Anonymous) — Fri, 10 May 2013 01:44:00 +0000

One of the elements I enjoy most about being a teacher is the element of surprise. I'm referring to that moment when a student, or group of students really amazes you. You mentor these students, give them your best as a teacher day in and day out without any required thanks, and occasionally this student or students unintentionally returns the favor in the form of intrinsic motivation. They're driven because they find purpose in what they are learning or doing. This couldn't be more evident than with my help desk students who are organizing and running EdCampxEDU.

This is the first, to my knowledge, EdCamp designed, organized and carried out entirely by students. While I have been an advisor to these students, I have remained on the periphery of this project. Initially, I met with students who were interested in organizing this event and gave them the run down on what the format was and how an EdCamp functioned. Having organized three ntcamps (an edcamp format for new teachers) and created and run EdCamp Tuesdays at Burlington High School along with Dennis Villano, I knew what it took to make an EdCamp work. It's a daunting task for any team of organizers.

The EdCampxEDU organizers have stepped up to the challenge. This week I observed as the team started receiving prizes from various vendors to give out on June 1st, I watched as they planned the opening address, and prepped the final details of planning. Oh, and when the organization team is not planning EdCampxEDU, they are at track or baseball practice, attending a full schedule of classes, or getting ready for work at his or her part time job. Some even managed to fit in prom last Friday.

This experience will impact them more than any SAT exam, AP Test or MCAS test. This experience provides students with the opportunity to elicit skill sets and apply them to a purposeful scenario. It's project based and challenge based learning at its best. It meets the needs of many common core standards and is something that will stand out on any college application or resume. This team wil get to say...

"I designed, organized and carried out an education conference".

"I managed a budget and networked with vendors."

"I used social media for advertising and web 2.0 tools for marketing and promotion."

I am proud of these students.

If you would like to register for EdCampxEDU or sponsor our event, please visit this link

The best technology integration is a conversation: An EdCamp reflection

noreply@blogger.com (Anonymous) — Mon, 06 May 2013 16:49:00 +0000

One of the hallmarks of an EdCamp is the ability to choose your own adventure. The model allows everyone to participate and have a voice. Nothing is mandated. And, No one is tweeting that they are ‘giddy’ about seeing “Insert so called Twitter Celebrity”. There are no over-priced keynote speakers and you’re not getting hounded by vendors. Instead, everyone is giddy (I promise, last time) to learn, to share, and to listen.

And, before I go further, I understand that the critic would argue that there is no research to prove an EdCamp as an effective model of professional development. However, leave it alone. Participants leave an EdCamp feeling good, refreshed, and eager to get back to work on Monday. That is all the data you need.

One of the misnomers with an EdCamp is that it is a tech conference, or rather, that it is driven by sessions geared toward education technology. This is false. While an EdCamp incorporates a fair amount of technology for promoting and sharing, the sessions really don’t require any technology. If you took a moment to observe the surroundings at EdCamp Boston on Saturday, you would have noticed lots of conversations. Sure, there were some people looking at a screen, but more often than not that screen time was for notes or to share.

In fact, the best technology integration at an EdCamp is a the ability to share and to listen. In short, a conversation. This is why the EdCamp model thrives and continues to grow globally. Not because everyone is on Twitter or understands how to use an iPad, rather that everyone is excited to listen, process, and share. This is why EdCamps matter. This is why the EdCamp model works and will sustain for many years to come. This is why participants leave excited to get to work on Monday after giving up a gorgeous, Spring Saturday in Boston to learn inside. And this is why more schools should be thinking about going one-to-many with conversations before considering any piece of hardware. It’s the best technology integration you could give your students and teachers.

Thank you to the EdCamp Boston organizers for hosting another engaging event on Saturday and thank you to anyone who has taken on the role of an EdCamp organizer. Your efforts are appreciated by many.

The network is down

noreply@blogger.com (Anonymous) — Tue, 30 Apr 2013 18:44:00 +0000

cc image via flickr by Jeramiah Ro

Yesterday Burlington Public Schools did not have wifi for the entire day. I know, all bold, OMG, Exclamation point. The cause was a fire in Boston that disrupted our service. The situation was out of our control and we could only wait. Early in the day there was slight panic, but it eventually subsided by the afternoon. Students took to their backup generators (personal smartphones running on data plans) and teachers sought the opportunity to revise digital lessons, integrate simple conversations, and go about the day as if nothing had happened out of the ordinary.

And this simple, yet profound occurrence got me thinking.

In all facets of our lives we are becoming increasingly dependent on technology. In Burlington, we have a lot of technology throughout the district. There are roughly two thousand student iPads (wifi only), roughly 400 faculty and staff laptops, and all of the personal devices we bring on the network on a daily basis. We’re continually shifting our resources to digital formats and relying on digital workflows to manage our classrooms. What’s lost with consistent technology use is the simplicity of the time before technology and how to function in its absence.

Shelly Turkle discusses this idea in her work, “Alone Together”. It’s a worthwhile read and also comes in the form of a TED talk. She discusses the idea of screen time and how we have gone from a society where we pick up a phone to share a feeling, to a society that posts something online to receive a feeling. Networks, and the technology that we use to access them make us all feel as though we belong to something and are a somewhat active participant in major events. However, most of us that grew up and know how society functioned before the dependence on technology can step away occasionally and appreciate life without technology. Those who have only know this world, have a harder time.

A few years ago I wrote a post titled, “Focus”. My assertion was that the hardest skill for the 21st Century learner to master would be focus. And I still believe this to be true. How will our students function in the absence technology? How will they ever appreciate the concept of listening to a speaker, processing the remarks, and formulating a well-thought response that may or may not elicit a constructive debate? How will this generation react when the wifi goes out?

I’ll argue that this is not a simple “technology is a distraction” discussion, rather technology has become a mild addiction for many of us and for our students. It’s wise to step away occasionally and engage in simple conversations or listen and observe what lies beyond the glowing screen. When we do this, we reconnect with ourselves and gain a deeper understanding of the world around us. We reconnect with real conversations, real emotion and real relationships.

Experiencing a day when the wifi goes out is a great learning moment. It reinforces our appreciation for what we have and what we are missing. Therefore, I’m posing a challenge. Take a few days each year, month or week and turn off the wifi. Remove yourself from all technology and experience the world, people, and conversations happening around you.

I learned by failing

noreply@blogger.com (Anonymous) — Wed, 06 Feb 2013 02:14:00 +0000

It finally happened to me. I thought I had time. I figured at least twenty more years and several more gray hairs. No. It happened two days ago at Shaws Grocery Store.

I had to make a return trip to the grocery store on Super Bowl Sunday to purchase Avocados that were ripe. Earlier in the day I had purchased Avocados and soon found out that they were a few days away from being ripe. I went to Shaws, purchased three ripe Avocados, and proceeded to the “12 Item or Less” self-checkout lane. I'll usually go to the clerk when I have produce because I feel like I can never find what I am looking for and I hate to hold up the fast lane. Normally, it would have been a quiet Sunday at Shaws, but it was two hours before the start of the Super Bowl. The checkout lines were vaguely reminiscent of the lines to get in the Superdome in New Orleans.

As it came time for me to checkout, I felt the pressure of the five people queued up behind me with their items. Normally, I am fine in these situations, however; I had a quick flashback to my days as a checkout boy. I always dreaded the random produce lookup. And now, here I was about to enter that turf again. I was going to have to quickly find the avocados, enter the amount, and check out.

I completed all of these tasks rather quickly and then scanned my card and completed the standard prompts. After I got through these prompts, I waited. And waited. My brow started to bead up as I could see the people behind me checking their phones and watches for the time. Each letting out a subtle sigh in my general direction. I continued to wait while the machine processed. Then, I felt a tap on my left arm. A voice followed that said, “You have to push the Credit Card button on the screen so it can finish.” I pressed the button, the transaction finished, and my receipt printed. My face red, my countenance feigning coolness.

As I walked away, I realized that I had failed my line. I stood there and waited for the technology to work for me. I didn’t ask anyone how to get things working because I was too proud. I know technology! It’s my thing. It’s all over my resume. How could I lower myself to ask a question with my credentials in the category of technology and education? But my simple pride, in this moment, cost my line some time. Trivial time, no less, but still, the situation stayed with me as I walked out among the snack-purchasing masses.

Over the course of a weekend where I failed my line, the lights temporarily failed at the Super Bowl in New Orleans, and I read a study published out of Queensland University of Technology on “Why parents need to let their children fail”, I felt like I was in good company. What I learned from all three of these events is that we can learn a lot from not knowing or being right. As educators, there is a stigma that we are all knowing and should never seem intellectually vulnerable in front of students. While I agree that we should all be competent in our subjects, I disagree that we should expect to be perfect. It’s just not healthy.

What prevents us from trying something new- whether that something is trying new application, asking a student how to AirPlay an iPad, or a designing a new pedagogical approach- is our fear of that something not working correctly. We want and demand perfection. And there’s nothing wrong with that. More often than not we stay home and stay safe, in our comfort zones. I could have easily went to the line with the checkout clerk and knew immediately that the onus of ringing up the three avocados would be passed off to someone else.

However, I took a simple risk despite the pressure of growing lines and the chance that I would not succeed. I was cocky and thought I knew it all. I didn't need anyone to help me. I get technology. We speak the same language. But, I was wrong, however; I quickly learned because someone interjected to help me. And I was thankful for her assistance. Maybe if we took more risks in our classrooms, even at the cost of it not working correctly, immediately, maybe our students wouldn't be so hesitant to strive to draw outside the lines occasionally to create or share something great, something new. This is the school culture we need to develop. Schools need a culture where students and teachers take calculated risks and ask more questions in order to further their learning.

What I remember most about this simple trip to Shaws for three avocados is that I learned something new. I learned that when I swipe my checkcard before pressing the button on the screen, nothing will process. I also learned that things, especially technology, don't always go as you planned. Even on the biggest stage in sports and television, technology will go awry. If I had selected the line I always go in with a sales clerk, nothing would have changed and I would have never had the opportunity to share this novel story.

Technology integration can make us better

noreply@blogger.com (Anonymous) — Wed, 30 Jan 2013 16:10:00 +0000

I recently discussed technology integration with a former colleague of mine who is working on his school’s 1:1 planning team. On the same day, I read a great article by Dr. Kristen Swanson about the approach to technology integration in schools. After digesting both, I reexamined my role as a technology integration specialist and what it means. Here is what I came up with after both encounters.

Technology integration has been happening in schools for years. Every episode, or phase the device or tool has changed. Some dramatic, some not so much. Regardless of the change, technology, in one form or another, has had a consistent place in our schools throughout time. The constant in this evolution is the teacher. The teacher has always been a key component in the learning process and he or she has adapted and incorporated technology as the time has passed. Some teachers have seen many phases come and go, but they have always adapted (at least I hope).

From the advent of the chalkboard, to the integration of the iPad, technology has been provoking teachers to reexamine the way they deliver content and transfer information to their students. But, education has never been about technology or devices. It has always been about good teachers who deliver content or information to their students, adaptability, and a progressive mindset.

While many fear the iPad or even Google, will take the place of a teacher, I’m certain that day will never come. The human element will always propel the educational system forward, but the medium by which we transfer this information will continue to evolve. And that is what we, as educators, must always embrace.

Technology integration is the ability to highlight the intersection of technology and the content areas. In short, the classroom teacher, who is an expert in his or her field is still going to command that room with the intellect and array of ideas, but now, with a dynamic device in place. While some may argue that both the chalkboard and the iPad are simply tools, I’d like to contend that they both possess highly complex operation systems. In both regards, the teacher had to adapt and change with the technology. But this is a good thing.

Technology integration, over time, has provoked teachers to be better and develop new skill sets in the classroom. Although many may see technology as another item on the “to do” list, it’s something that keeps us all on our toes and current in our profession. As I mentioned before, technology will never take the place of the teacher,however; it will continually challenge us to be better in a profession that should never dwell in a comfort zone. Teachers, above all, should be the epitome the constant learner and a consistent example for the students we teach.

A simple challenge

noreply@blogger.com (Anonymous) — Mon, 28 Jan 2013 01:52:00 +0000

MSMS Student Tech Support

Tomorrow starts a new semester at BHS. I get the opportunity to meet new students and start fresh in both of my classes: Digital literacy (Web 2.0) and student technology integration (BHS Student help desk). I've revised each course to keep pace with the ever-changing content each course requires. Plus, I get bored quickly.

And that's why I consistently reevaluate and rethink each course I teach. I imagine myself in the seat of the student. Would I want to sit through this? Is this appealing to me? In my time? Are the assessments challenging and purposeful? If I answer no, it's scrapped or reexamined. This simple exercise is healthy practice for all teachers to maintain relevancy in a ever-changing classroom. While I agree that some content remains consistent, the way in which we present and assesses will always have room for change. If we, as educators ever find ourselves comfortable, we're probably not teaching to the best of our ability. A comfort zone has no place in education.

As we set out each year, each semester to challenge our students, we must find ways to challenge ourselves as experts in the field and content area in which we teach. To teach, we must always have the thirst to learn. And this is where my challenge lies to all who set foot inside a classroom. Step outside of your comfort zone and try something new. This endeavor may require you to work a little extra (even beyond what your beloved union contract requires) or seek out the help of someone who is younger and possibly intolerable, but just do it. Put on a face, and seek out the myriad of learning resources at your disposal daily in a school. Trust me, the benefits will not only be evident in your practice, but paramount in the lives and experiences of your students.

Please share your experiences in the comments section below for all to see and learn.

BHS Help Desk: Learning by doing

noreply@blogger.com (Anonymous) — Tue, 22 Jan 2013 03:12:00 +0000

BHS Help Desk Students with the MA Secretary of Edu

The Burlington High School Help Desk is about to embark on it’s fourth semester. Over the course of three semesters the “Student Technology Integration” Course - how it is phrased on transcripts and course selection catalogs, has gone through major changes since its incarnation. Each semester, the course has evolved from a basic “troubleshooting” focus, to creating tutorials, to connecting our student help with vast audience of educators and students.

At least once a week I receive an email or phone call from another school about our course from all over the world. I’ve responded to each one and have hosted many questions during school visits along with my colleagues. More importantly, the students have responded and engaged with a variety of educators, administrators and professionals in education. In some instances, we used a Google Hangout to address a conference or an interview. The help desk students have worked at district professional development, the New England 1:1 Summit, The Google Apps for Education Summit, The MA Digital Publication Collaborative, after school workshops, and are on hand daily to assist with the technology needs of the entire district . Plus, they’ve presented at MassCUE 2012, The New England 1:1 Summit, entertained and enlightened the MA Secretary of Education and the Commissioner of Education, consulted with app and game developers such as Kuato Studios International, appeared on NPR’s Here and Now program, and on June 1, 2013 they will organize, host and run their first EdCamp in Burlington. I’d say their resume fits into the authentic, purposeful assessment category.

As our first semester of 2012 comes to an end, students will be presenting a TEDx-esque projects highlighting something they’ve learned and researched throughout the duration of the course. And once again, the course will launch with new students in 2013 and a new paradigm for learning. In all four iterations of this course, it has never looked the same. Each semester, my colleague, Tim Calvin and I, reassess the course model, methods for teaching and learning, and how we want our students to connect to the Burlington community and beyond. We take our own learning styles and the learning paradigms of the 21st century student and apply them directly to this course.

@jcasap @sarcasmserved @br0nak at the GAFE NE Summit

In 2013, the help desk will take on several new projects. The first item to tackle will be to design, organize and run a full day EdCamp conference. This conference will be held on Saturday, June 1 and all in education are welcome to attend for free. Not only will the students be putting on an EdCamp, but they will be presenting a session as well. And, we invite other student groups to attend and present during this EdCamp.

Students will have to solicit sponsorships, giveaways, and orchestrate the entire conference infrastructure for the day. To my knowledge, this EdCamp endeavour is the first of its kind. Plus, I had attende Educon for several years at the Science Leadership Academy in Philadelphia, PA and witnessed and experienced students taking the the lead in planning and organizing.

My other inspiration sparked from attending EdCamp Boston last spring. I noticed how many teachers brought their students to present. As I sat in one of the sessions, I wondered what a great experience this would be if a group of students put on an EdCamp. And invited their peers to connect and share as well as anyone involved in the education world. I anticipate a lot of work for the students involved in planning, but I also foresee many authentic skill sets developing as students work through the logistics of planning a full day conference on their own.

Also, the help desk will be developing weekly broadcasts via Google Hangouts. Every week, students from the help desk will put together a script for a show that they will broadcast live via a Google hangout. This hangout will also be archived for those who cannot attend. This medium allows students to design engaging tutorials around applications, devices, and current trends in educational technology while expanding the reach of our audience. Plus, this gives students an authentic audience for feedback and assessment.

Help Desk at MassCUE

Finally, the help desk will be developing training modules for new and emerging tech applications in education for anyone who wants to use them. The students will be developing original, training modules that feature videos and step-by-step, printable scripts for our most frequently used devices and applications. Again, this resource is not simply limited to our school, but available for everyone to access. We’re taking the concept of Khan Academy and focusing it directly on applications that are used throughout the district.

Students will be challenged to find and create modules based on the demand of each application within our community. Each module will start with the basics and the user will work his or her way towards more advanced concepts in the application. Students will be constructing scripts, outlines and interactive media to accompany each module. In the end, these students will be creating an open educational resource for our community and beyond. What’s more, these modules will bear the name of each student. They are adding to their digital portfolio, while creating a sustainable resource for the Burlington community.

This course was designed to be malleable. Both myself and my colleague, Tim Calvin, are constantly looking for ways to rethink our classroom, both in aesthetics and in the learning dynamic. Most recently, Tim incorporated a stand up desk in our help desk room and we’re tinkering with some other ideas for next semester. I guess what I hope my fellow educators get from this piece is that we should always be rethinking, remixing our classrooms. The options I developed and listed above can easily be blended into any core subject. It’s simply a matter of challenging one’s self to step outside his or her comfort zone each quarter, semester, or school year to try something new at the simple risk of failing. And that's a big component in this course: failing. But, removing the stigma so that when we fail, we treat it not as a lost cause, rather a learning opportunity. An opportunity from which many can learn.

Plot user data on maps using Google forms

noreply@blogger.com (Anonymous) — Wed, 10 Oct 2012 22:59:00 +0000

So yesterday I tried something new. I wanted my digital literacy students to see the reach of social media. I was introducing them to blogs and what they are and how they have evolved. I was also mentioning how blogs can be a way to highlight talents, promote conversation and to reflect.

I started with a simple blog post.

Everyone…

I want my students to see the power, purpose and relevancy of blogging. Please share one sentence describing “why do you blog?” Thank you.

Please fill out the form below.

Here is the result

I then logged into my Google Apps account. Selected Create > Form and made four simple questions:

1. Name (optional)
2. Twitter name (optional)
3. City, Country
4. Why do you blog?

I selected embed from the forms editing panel in the upper right-hand corner, copied the code, and pasted it in the HTML box of my blog. Before I hit publish, I went back into my Google Drive, found the spreadsheet where my answers were going to be collected. I selected “Insert” > “Gadgets” (pop up window came up) > and then selected “Maps” > Found “Map by Google” > and selected add to spreadsheet.

The video below will help you see how to get a project started using Google Forms and Maps. NOTE: You must have a column that includes some form of address. You can keep it simple and use City and Country or you can solicit full addresses. Depending on the project, you can choose accordingly. Any questions about using this type of project in your classes, as always, see the help desk.

Google Drive for iPad update...finally!

noreply@blogger.com (Anonymous) — Mon, 10 Sep 2012 21:36:00 +0000

After a long wait, Google Drive is now available for the iPad with the full functionality of the web-based version of Google Drive. To refresh, Google Drive is the new name for the Google Docs Suite. This suite includes Google Docs, Spreadsheets, Presentations, Forms, and Folders.

The updated version of the Google Drive app allows you to create, collaborate and edit documents with ease on the iPad. Before, this process was rather cumbersome through the mobile view and desktop interface on the iPad, however much has changed with this update. Users can also upload photos and video right to Google Drive directly from the iPad. This will allow students to upload video projects and photos immediately.

: The home screen for the Google Drive App

The best update to arrive in version in Google Drive version 1.1.0 is the editing option. Users can edit much easier and with a cleaner interface. Plus, the editing and collaboration features are much faster through the Google Drive App. Users can also see who is editing on the doc at the same time. In addition, docs can now be accessed offline as well. Users can edit a doc offline and once it hits a wi-fi connection, the doc will sync with Google Drive and save in the cloud. This feature will happen automatically or via the refresh button in the upper-right hand corner of the home screen of the app

: Editing view in the Google Drive App

The Google Drive app also gives users the ability to organize their entire Google Drive. Users can create and share a folder as well as create and share a doc through this app (at this writing only docs can be created directly through the app). Also, users can move docs to folders and organize their entire Google Drive from the iPad app.

: Create a new doc, folder or upload media

While creating presentations, spreadsheets, and forms is still unavailable, I imagine this feature will be added soon. Even though you cannot create presentations, spreadsheets, and forms directly from the app, users can still view these documents within the app. In addition, users can open a Google Spreadsheet and access the “open in...” feature from the app that will allow users to open the spreadsheet in supported apps (such as Notability, Evernote, Dropbox, etc.). For presentations, users can view and present from the app, but not yet create a presentation directly from the app. Again, I imagine these features are not far behind this update.

: Open spreadsheets in supported apps

Users also have the ability to share a doc directly from the app and can access a populated contacts list from simply typing in the first letter of the email. The share feature also allows the doc owner to set permissions for “can edit”, “can comment”, and “can view”. The doc owner can also toggle viewing permissions and completely remove a user from the doc.

: Share docs, view and toggle permissions

If you’ve struggled with Google Docs on the iPad in the past, this is update will make your life and classroom work-flow more enjoyable. This is not a perfect update, but it is a giant step in the right direction for those of us using Google Apps for Education in a 1:1 iPad environment. The Google Drive App update gives us a great opportunity to organize and connect our data in a consistent place and eliminates the clunky, cumbersome workings of previous versions.

A simple life with enormous impact

noreply@blogger.com (Anonymous) — Tue, 24 Jul 2012 14:48:00 +0000

Paul tending to his garden

Late summer afternoons on the patio rocker with mother; tending the garden at dusk; mowing the expansive lawn at a slow pace; turning a fallen tree into warmth; a firm handshake and an honest word; a simple life with enormous impact.

These short sentences paint a picture of a man who impacted so many with his simple way of life. Paul Albert McDermott, Sr. was not a scholar nor was he the wealthiest man on the block. In fact, with only a 10th grade education, Paul provided for his family and was quite the innovator. He could take coffee cans and make elaborate organizers that even The Container Store would admire. He saved countless gallon milk jugs that he would cut in half to protect his small tomato plants from an early frost. Before “going green” became trendy, Paul acquired fourteen 50-gallon, plastic barrels (that would have most likely been discarded) from his nephew that he positioned around his old chicken coop to catch the rain. The rainwater was then used to help his garden thrive from year to year. I’m certain Paul was happy he didn’t have to pay Lowe’s $150 for just one barrel.

Material things did not matter to Paul. Paul's riches came in the form of people and the natural elements that surrounded him. His greatest treasure and the purpose of his life was his wife, Peggy. For 65 years Peggy and Paul were an institution of love, and for many, defined the word.

Peggy and Paul raised three children: Paul Jr., Jean, and Dave. Together, Peggy and Paul taught their children to live life humbly, respect those around you, and never waste a crumb. These life lessons were not epic, however; the impact and evidence can be seen in their lives and the lives of their children, grandchildren and great grandchildren.

Paul's efficient solution to watering his garden

Next to Peggy and his family, Paul had his garden and the natural, rural elements that surrounded him in Overlook, PA. If a famed artist were to ask anyone who knew Paul how he or she should go about painting his portrait, it would most certainly show him standing in his garden just as the sun went down, leaving the sky brushed with hues of pink, blue and white. He would be dressed in grey pants and a white shirt and in his left hand he would have a plastic bag filled with potatoes.

From his early days tending to and riding horses at the Pine Barn in Danville, Paul had a devout appreciation for nature and the bounty it bestowed upon us. Paul reveled with joy when he unearthed a potato from his garden and knew that his price for that single potato would beat any market price. His cucumbers were a delight and he taught most of his family how to enjoy radishes and lima beans. The corn Paul grew was of the sweetest variety and was an experience unto itself.

Paul, in his frugal nature, loved making the most of a fallen tree or any unwanted wood that may have otherwise been thrown by the wayside. About two years ago, he built a seat from old lumber - that would have otherwise been discarded - near his garden. What was the seat for? “It’s a nice place to sit and watch the garden or take a break”.

Paul's garden respite

Beyond his tractors and his trap shoot launcher, Paul's favorite toy was his wood splitter. As legend has it, it was slightly better than Paul Junior's. Paul enjoyed watching the power of his wood splitter and how efficient it made cutting wood. Many hours were spent splitting wood with Dave and Paul Junior. Around the campfire with Jean and Dave, Paul would often ask Dave to put more wood on the already burning "toothpicks". Paul's wood stacks were neat and meticulously calculated. Along with Peggy and his family those cuts of wood generated many good laughs and stories around hearths and countless campfires. While most would see a simple slice of wood, Paul saw an element that brought his family together for many years.

In death, Paul returns to the earth he so loved working with. He also returns to the person he treasured most in this world, Peggy. When you think of Peggy and Paul you think of one of life's greatest love stories. You think of two, humble, generous people who lived life simply and honestly. In a fast-paced world, inundated with greed, self-promotion and competitive gains, Peggy and Paul walked gently together; always giving, compassionate and never wanting.

This evening, and many summer evenings to come, just as the sun slides past the horizon and the cool summer air invades the landscape along with the majestic hues of the sky know that Peggy and Paul are sitting together with you on the patio gently rocking back in forth in their chairs.

Simple connections

noreply@blogger.com (Anonymous) — Fri, 06 Jul 2012 16:14:00 +0000

A week ago my brother married his best friend, Kelly Marion. The wedding was a beautiful occasion and brought together friends and family from all over the country. For many, it was the first time connecting in person for quite awhile. Friends that were once accessible daily, were now growing up and out with children of their own. The endless hours of carefree youth, now seemed significantly smaller.

However, there was one person who could not connect with his family and friends in person. My Grandpa McDermott could not make the long journey from Central Pennsylvania to Boston for the wedding, but we decided to bring him there via technology. With a fully charged laptop, a great friend, Keith Zulawnik, a wi-fi connection and a Skype account, we brought my Grandfather along with my Uncle Paul and Aunt Yvonne to the wedding. My Grandfather witnessed his Grandson get married, connected with cousins and new babies and friends who just wanted to say hello. I imagine when my Grandfather was marrying my Grandmother over 66 years ago, he could have never imagined the setup that sat before him. This is why technology is a good thing.

This setup was nothing revolutionary in the realm of innovation and technology, but the simple connection that it allowed was beyond anything I could ever write. And this is where we sometimes get lost in the daily stream of self affirmation and static surrounding the educational technology world. The technology we incorporate is not about us or even about the technology itself, but more importantly it's about the connections that it allows us to make. Too many times we get caught up in what is best for us, as educators, and worrying about technology bringing about a "change in working conditions" or something, "I'll never be able to understand", but that should never be the case for technology integration. Technology simply allows us to create a more engaging experience for our students. Technology provides us with avenues to make connections with our past while gaining a better understanding of our present as we step towards the future. Teaching with technology is not a sprint, nor should it be mandated as something everyone must use. Simply put, technology, in its simplest form can connect many and provide us with opportunities we may have otherwise missed.

For my Grandfather, this simple connection was probably one of the best things he has seen in his life. And I am certain it will be a happy memory for him many years to come.

As we spend our summers thinking of ways to innovate our classrooms and incorporate new and emerging technologies, let us not overlook the simple connections we can make with our students and within our classrooms. Don't panic. Technology integration is not a sprint. Consider the skills and lessons you want to convey to your students before thinking of adding a layer of technology. The technology piece will eventually arrive in a blissful eureka moment accompanied by a refreshing smile.

Our Google Hangout

noreply@blogger.com (Anonymous) — Tue, 05 Jun 2012 18:04:00 +0000

Last Tuesday, twenty Burlington high school students had the opportunity to visit Google offices in Cambridge, MA. The purpose of the trip was to show students interested in computer science what they could potentially do with a computer science degree and present them with an opportunity to learn from some of the best computer scientists in the world.

Students were greeted by three developers, Jessica, Adam, and Dan, from Google and they presented us with a brief background of the company and an overview of Google's history. We toured several areas of the office and students made note of the lack of cubicles and the transparent working environment. Employees were not isolated from each other, nor did walls partition them. Workspaces were open and visible enabling a collaborative environment. Employees moved around freely and took occasional snack breaks.

Students also took note that Google employees are never too far from food and that the food choices were color coded for their nutritional value. When it came time for lunch later in the day, students were impressed by the abundance of healthy choices available for lunch. However it was sushi day, so most students opted for the mac and cheese.

Not long into the tour one student asked, “Why are schools so disconnected from how people work on a daily basis?” “Why can’t schools look more like this office?” I didn’t have an immediate answer because I have been pondering the same question for years. I reminded this student that a Google office is a small sample of how things occur on a daily basis at most companies, but reinforced how committed Google is to providing the best environment for productivity and efficiency for all of its employees. Apparently Google is onto something.

After the tour, students sat down in a conference room with three Google developers and a Chrome OS developer to brainstorm their ideal computer science course. Before we started, I shared with students that we were in the drafting phase of putting together a hybrid course tentatively titled, “Google Academy” that will be co-taught by the three Google developers in the room and a Burlington high school teacher. The course is tentatively scheduled for next fall and would be available in two sections, as a half-year elective.

Here is the draft of the course description...

The Google Academy will be a unique experience that examines a variety of topics in computer science and explores several languages such as Python, C++, Visual Basic, etc. Beyond the programming aspect of the course, students will participate in an authentic, collaborative environment that promotes transparent, purposeful learning. Students will learn first hand what it takes to work in a major company while learning how to manage time and projects independently.

This course will commence both online and face-to-face. The Google Academy will be co-taught by multiple Google programmers and one Burlington High School teacher. The course will also require bi-weekly participation at the Google offices in Cambridge. The Google Academy will expect the student to work independently, responsibly and manage their time and assignments throughout the duration of this course.

Once we described the potential course, we asked the students how they wanted to structure the course and what they wanted to learn. Students began listing areas of interest in the context of computer science ranging from open source coding to coding games and iOS applications. It was great to hear students discuss what they wanted to learn as opposed to hearing what they have to learn.

Students generated ideas that filled two white boards. The room was filled with conversation and questions. It was rewarding to sit back and watch students casually interact with these engineers and ask them questions about what it takes to get to where they are in their careers. It was one of those moments as an educator where you see the great potential for our schools and our students.

Students left excited and eager to hear more about the course that they just helped design. They were also excited about the free Pepsi “Next” they obtained from the vendor on the street pitching the new soft drink to pedestrians.

I’m excited that my district and administration are open to the opportunity for connecting with the business sector to give our students a purposeful learning experience. I’m grateful for the connection I made with three generous Google employees willing to volunteer their time to guide our students through this course. I hope this is a trend that catches on in the education community; a trend that enables more schools to embrace, not limit technology opportunities that connect students with the community and provide purposeful learning experiences.

The Living Facebook Project: Day 5

noreply@blogger.com (Anonymous) — Mon, 19 Mar 2012 13:45:00 +0000

As the facebook-less week draws to a close, I find myself only somewhat interested in getting back on the preeminent social network. The experience for me was moderately eye opening, but fun at the same time. I enjoyed cutting out newspaper clippings and posting them to colleagues' walls. I enjoyed asking people to be my friend. I enjoyed colleagues physically posting messages on my door asking to be friends with me. I enjoyed rejecting some of them and then dealing with the conversations that followed.

I didn't really miss it. When I logged on Saturday morning I didn't really miss much. My cousin got engaged and I hadn't heard otherwise. I'm sure I eventually would have, but it was nice to see a photo of the rock on her finger. Other than that, I didn't miss a beat. I still felt that I was connected with my friends and family when I returned.

So to sum it up, five days without facebook is cake. I returned to my original assertion that facebook employs the perfect design for procrastination and wasting time. It also allows us to vent whatever we want and obtain daily affirmation much like Stuart Smalley did with his mirror on SNL.

I admire John Spencer for sustaining for forty days and want to thank him for starting this project and taking time out of his schedule to speak with my students about this project. That experience really highlighted to my students what you can do and learn from a network. It showed that a teacher from Phoenix and a teacher from Boston can come together to orchestrate a lesson that engages students and models good digital citizenship and why it is important to take care of your digital identity.

I think my students will remember this experience and look differently at facebook, and social media in general. I think they understand that facebook is not a departure from reality and that it is just another medium by which we can engage, interact and voice our opinions and thoughts. It is not a place where we should mask our identity.