EdTechTeacher iPad Summit, Education, Technology, Technology Integration

EdTech Is Maturing

Educational Technology is maturing, and it is without question that the instructors at EdTechTeacher, and the presenters they feature are leading the way. In 2012, I felt a whirlwind as apps arrive on the scene. Full of new features, new upgrades, they came in droves. There was so much new to be seen. As the years have passed, “1,000 Free Apps” sessions have made way for more thoughtful and intentional discussions about technology. Continue reading

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21st-Century Competencies, Education, iPad, PBL, Technology Integration

The Third Grade Teacher

I have been working on this article for awhile. When I saw this post during the #1to1techat on twitter I finally knew how to phrase it.

Students teaching students is totally awesome meaningful learning.

Becoming a teacher might not be on everyones bucket list but after watching eight year olds teaching eight year olds about native american life, I hope they realize just how powerful the ability to educate someone really is. Being in charge of other peoples learning was a new experience for these third graders. I began the conversation by asking them the following question,

How do you know how much you know? 

One answer is, teach it to someone else. Our next challenge? If our students are able to become independent learners working towards becoming facilitators of learning, then where does that leave us as the “real educators” in the classroom? The massive outpour of information as well as the technology to harness its power actually leaves educators with a very powerful and humble mission.

It empowers us to help students become caring, thoughtful, and serious learners. 

If we choose to answer this calling and put aside our slightly bruised ego and title of sage on the stage, then the student, teacher, and technology partnership can begin to create some truly awesome results.

Third Grade Native American Tribal Life Project

in collaboration with Deborah Littman and Joanna Benporat, 3rd grade classes

Digital Publication using Book Creator for the iPad

unnamed-7 unnamed-8 unnamed-6 unnamed-5

The initial planning phase of the project went very routine. Questions of purpose, time spent, objectives, and curriculum alignment were asked. Questions about student’s understanding of the applications of choice were answered. We projected the project would integrate technology between the A and the M on the SAMR model due to its use of audio-visual capabilities as well as how the technology would allow the learning to be shared. The objective of the student was to demonstrate their knowledge of a Native American tribes to the class. After reflecting on the final outcome of the project, we compared the projects use of technology to how the project was accomplished by traditional means.

21st-Century Skill Acquisition

Traditional Method

Learning With Technology

Oral Communication

5/10

8/10

Visual Presentation

7/10

7/10

Understanding of Content

7/10

8/10

Cooperation and Collaboration

5/10

10/10

Engagement and Enthusiasm

6/10

10/10

Organization and Time Management

5/10

9/10

Students as Facilitators

3/10

9/10

Now each one of these skill sets that students developed during this project have a specific objective.

Oral Communication: Through the use of audio recording and filming, students had the ability to clearly and effectively share their learning with other people in an engaging way that gave the viewer a sense of choice. The traditional method consisted of students presenting in groups in the front of the class reading from index cards.

Visual Presentation: The traditional method consisted of hand made poster boards and dioramas. In the past digital slideshows such as PowerPoint we used as well. Using the iPad students could create an audio-visual multimedia presentation that incorporated hand made artifacts into the project.

Understanding of Content: Many of the traditional methods of learning were still utilized by students including reading from books, note taking, and basic researching. The information was internalized further through the use of multimedia such as audio record, video filming, drawing, and creative writing.

Cooperation and Collaboration: Through the use of technology, this area yields unbelievable results in respect to frequency and sustainability of student partnerships. Students in traditional group projects tend to have one dominant student or have other students who lack motivation to fulfill their group responsibilities. Through the use of the iPad students were able to work independently, build off each others ideas, and help their peers create better quality work.

Engagement and Enthusiasm: At this point in our 1:1 program the “iPad excitement” has worn off. Students were engaged on a much higher level due to the personalized learning experience that allow for independence, choice, and serious ownership over their work. Students were not only enthusiastic to create something their peers would see, but even more so when they worked on traditional worksheets answering questions based on viewing their peers projects.

Organization and Time Management: This is a hit or miss with technology. Technology in of itself doesn’t make either of these qualities shine, but with the proper mindset students can use technology as a powerful tool to develop these critical skills. Having all their work in the cloud to work on at home and use the iPads together in class did contribute to success in this area.

Students as Facilitators: This was the best part of the entire experience. Students were on inspirational fire as they shared their learning and made sure students understood the valuable information that they had learned. Students concluded this unit with an in-depth understanding of a specific piece of the unit, as well as a general albeit superficial understanding of the rest of the unit due to their peers amazing ability to share their learning in a serious, but fun and engaging way.

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App Fluency, Blended Learning, Google™, iPad, Torah, Uncategorized

Is Education Technology Worth The Hype?

DontBelieveTheHype

Is Education Technology worth the hype? Are we talking about iPads and Macbooks, or changing the tools we use to facilitate, integrate, and accumulate learning experiences.

iPads are hype, but using them to creative dynamic and creative personalized learning experiences is priceless.

New inventions tend to generate hype. Its a natural cycle which at some point will inevitably lead to jaded and sometimes scornful attitudes toward the tool.

The iPad wont make us better thinkers, but if we actually think independently and creatively, it just might help us make something amazing.

The technology breakthroughs of the Industrial Revolution and even more so in the past decade, have completely transformed how we go about our work, our learning, and even how we relax. The question is why do we hype the technology itself instead of what it gives us the ability to achieve? Is there hype surrounding technology and its long term relevance in education? Many question its ability to authentically and effectively integrate into learning. Others are concerned about high costs and planned obsolescence. If technology is about the devices themselves then we fail to appreciate the experience and results that we gain from our use of technology. Take a simple hand tool for example. Very few people get excited about a hammer anymore. Even less consciously appreciate its multi use function, adaptability, durability, and efficiency. Thats because their challenge and needs were the main focus, not the experience of using the tool to help them accomplish their desired task.

Successful use of technology is only as strong as the vision and goals we believe we can achieve.

The education world is aware of these challenges, and visionaries such as Dr. Pentedura have created the SAMR Model, and others have incorporated Gartner’s Hype Cycle into tangable realistic measures of successful use of technology in education. I constantly use these models to support faculty in their curriculum building as well as enhancing current projects. However sometimes these models in their simplicity put unrealistic pressure on educators, and in many times make teachers feel inadequate if they do not reach the “highest level”. I had a teacher question my Modification label of their project, which they felt was more in line with Redefinition. If the project can be Redefined by specific students, or by others at different points during the process, I still believe that quality learning is achievable by simple substitutions and augmentation. This point is expanded on by Beth Holland who wrote about how many teachers feel Redefinition is what defines their success in technology integration. Darren Draper wrote an article that offers constructive criticism of the SAMR Model. He offers great insight into how a model that helps put perspective on the challenge of integration, can unintentionally hamper its potential success.

I think that as educators and learners, we need to consider for a second that successful technology integration into learning is not about technology at all, its about experiencing the information, relating to it, and discovering how we are able to share it with others. The tool itself isn’t more than a substitute for a previous tool. Its not until our creativity, innovation, and passion for discovery is filtered through the tool that it becomes anything more than a tool with possibilities.

When analyzing the essence of the SAMR Model, I find that it is not limited to computing technology. It is applicable in any change in process to achieve a better, faster, and stronger result. Take mail delivery for example;

MailTransportBetween the horse and the iPad, the desire has not changed. People want to communicate as often and fast as possible. The only thing that has changed is the process. We have found faster, more efficient, and more cost effective methods to communicate. When you received a letter by horse, it was expensive, and timely. This meant you received only a dozen or so letters in your lifetime and cherished almost all of them. As the process advances, the quality of communication has deteriorated, while other factors such as speed and cost decrease. This final result is that we spend the first 20 minutes of our day deleting emails from list serves and have an inbox count of over 2,000. Still, our desire to communicate, connect, and share makes even a little bit of hype worth it.

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App Fluency, Apple™, EdTechTeacher iPad Summit, Education, iPad, Technology

The Invisible iPad

InvisibleiPad

If this event becomes a meeting about how we got rid of power cords, extended battery life, and solved workflow challenges with some neat app, then we fail.

The iPad summit is not about the iPad

With these words, Greg Kulowiec  had me hooked. Since the launch of the iPad in 2010, we have seen a revolutionary transformation in how we create, consume, and communicate. Whether the iPad is an authentic educational tool is not relavant, because

it’s not about the iPad.

Is the automobile an authentic education tool? What about the refrigerator? Revolutionary inventions are not about the invention itself, but whats the invention gives use the ability to do. A truly revolutionary invention should in time become invisible. No longer is it viewed as something special, yet its effects are far reaching. The lightbulb changed the way the world functioned. The world was no longer bound to productivity during daylight, or the length of time it takes your oil lamp to burn up. It was about what you would be able to do because now there was a constant and stable source of light.

While the iPad does a little more than a lightbulb, its success in eduction is on the principle that the iPad does the same for learners as the lightbulb.

It liberates us from the limitations of creative tools, the challenges of access to quality content, as well as our source of inspiration, and innovation being based on geographic location. 

Yes, the iPad needs to be invisible because we are searching for something deeper than a manipulative touch screen device. We are looking to start a conversation, create a personal expression, and to fashion a brick in a collaborative digital structure.

Before the EdTechTeacher iPad Summit, I understood the philosophy, but I lacked the language to express it with words like App Fluency and App Smashing, as well as the support of like minded visionaries with more experience than myself. This and more I found at the #ettipad conference. In the past I have written about the process of integrating technology into education and its correlation to the experience of building something by hand. When we build something, our tools are chosen keeping in mind their quality, versatility, and ease of use. A responsible individual does not put someone in front of a table saw and say, “Good Luck!”, so why do we drop an iPad in someones lap and do just that? Cutting off a finger is not the only danger of using technology wrong, and I see it time and time again with the iPad.

The iPad isnt a great way to take a test, or read a book, or even create a movie. It isn’t enough to change how we use the iPad, but why we use the iPad, or any other device for that matter.

We use technology to liberate ourselves from mundane robotic like tasks that lack any sort of creative drive or purpose. A robot can memorize 100 vocabulary words, the question is now, what do we do with those words? Do we use them for creative expression, or do we let them collect dust in the deep recesses of our brain? Technology is not here to make us lazy, or to avoid basic communication skills, but

it is here to make us think critically, solve problems, collaborate, communicate, create, and ideate. 

These words have far surpassed cliché status in education, as if they are the key to tagging successful learning outcomes, but the truth is that when the iPad is invisible, you really get to see those words in action.

As long as our focus is on learning outcomes and the experience it brings, then the this just might be the best iPad experience yet.

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