Desire vs. Obligation

What’s your most memorable learning experience? Is it something from a long time ago or did it happen more recently? Were you in a traditional setting like a classroom or at a conference? Were you at an edcamp?

Next, think about what made it memorable. What are the key ingredients that brought it all together to make it a rock solid learning experience? Do you think of things like:

physical environment
lead presenter(s)

Or is there something else that really gave it that “umph”?

Now, did you have a role in making it a memorable learning experience? Was it time, energy, or resources that you put in that made it significantly better?

Were you there out of obligation or out of a genuine desire to be there?

If you have a true desire to learn something I think it’s safe to say our personal investment is much higher rather than, say, we had it prescribed to us. Is it possible to garner genuine buy-in from teachers or from our students when we tell them exactly what they’ll learn about and when they’ll learn about it?

Do we want our students love of learning born out of desire or do we just keep throwing content and hoping it sticks? How do we build a culture of curiosity among our adult and student learners alike?

The will to win, the desire to succeed, the urge to reach your full potential… these are the keys that will unlock the door to personal excellence.

Why do we keep teaching in ways we, ourselves, would never want to learn?

Lots of questions to think about.

How to Champion the Four C’s in the Classroom

This article is a guest post cross-posted at Edsurge for their “Fifty States Project: Stories from the 2015-2015 Edtech Classroom”.

The flood of edtech tools that teachers are presented with has been staggering over the last several years, and continues to be this way. A quick glance on Twitter or any edtech conference program shows this. In fact, just typing “edtech industry” into a Google search quickly can show the magnitude of the edtech business world.

In my experience, edtech tools tend to revolve around the 4Cs of 21st century skills: Communication, Collaboration, Creativity, and Critical Thinking. I would argue, however, that there is not ‘one tool to rule them all’ in education. (In fact, looking for one of those is like looking for a unicorn. Good luck.) When teachers are exploring or being presented various tools to use in their classrooms, how the tool is going to impact student learning needs to be immediately evident. What will my students be able to do when using XYZ? How will using XYZ in my classroom create a richer learning experience for my students?

While it’s great to have so many choices, this is also what can hold a teacher back from trying something new in their classroom–especially if the tool is cumbersome or does not show meaningful purpose in students’ learning. But, it’s also up to the educator him or herself to decide how best to integrate the 4 C’s into daily lesson plans. It’s safe to say… both educators and companies can do their part.

And so, let’s start by looking at strategies educators can try when exploring new edtech tools.

What Educators Should Do


First up, don’t try to use a dozen edtech tools at one time. Look at the 4 Cs and decide on which one, or maybe two, you want to focus on during the school year. Here are a few that I support:

Also, if you try to use too many tools, at once you’re just going to overwhelm yourself and become frustrated. Get really good at one and then go from there. As long as you’re moving forward, don’t get caught up on how fast you’re moving forward.

Don’t Try to Stay on Top of it All–And Have “Sandbox Time”

Teachers, you know the name of the game in education is “flexibility.” Edtech tools come, they go, they’re free, then they’re not. It’s the nature of the beast. This is one of the many great reasons to have a PLN (personal learning network) that you can tap into for advice, resources, and ideas whenever you need to. This also means that you have to keep a “learner first” mindset with all of these tools that come your way.

Make the time for “sandbox” time with a tool you’re thinking about using in your class. Get with other teachers and practice it before you use it with kids. Then, be sure to get back together to share with each other on how it went. You’ll grow, your students will grow, and everyone will win.

What Companies Should Do

When It Comes to Pricing, Be Upfront

This is always a popular topic with edtech tools isn’t it? Are teachers and students able to sufficiently use the tool for free, or at least the free version? Are teachers only allowed to use the tool in a “freemium” way? (Meaning, they only get to enjoy 30 days (for example) of using the tool and then they will be expected to pay.)

Look, I get that at the end of the day, it’s a business that needs to make money. Teachers and administrators get this, too. Just make it easy for teachers from the start to understand what they’re getting when they click that sign-up button. I have seen some edtech tools that make it ridiculously difficult to locate pricing/trial period information. Don’t make it a guessing game.

Teachers and administrators–at least the ones who are paying–don’t have time for this. My personal opinion on this is that if you want to have a pay version, then great–have it. However, please offer teachers and students a decent free version to use, too. I’ve found more often than not that the free version does just fine for most students and teachers.

Please don’t make your premium version a budget buster, either. Administrators are the ones having to constantly find ways to do more with less. Make it a reasonable annual price and make it clear exactly that the teacher gets (and how it will benefit student learning). A student tool that I believe does this well is Kidblog. Yes, they recently went to offering a 30 day trial of their premium version, however, the premium version is affordable at $29 per year per teacher. For what you get I think is a very good value.

Understand Needs By Having Teachers as Advisors

If an edtech company is not 1) hiring people with education experience and/or 2) listening to the direct needs of teachers and students, then they’re missing the boat. This is the only way that a web tool or app is going to have an adequate pulse on the true needs of teachers and students.

This is where many companies have had great success–by creating an advisory board of educators, an ambassador program, or something similar. It ensures that teachers and students have a voice within the organization, and it is an effective, efficient way to continually iterate impact on classrooms.

I can’t think of a better way for a company to measure their impact on the 4Cs by seeking opinion and evaluation from teachers. Invite teachers to try a beta version, participate in virtual focus groups, and create pilot groups to try out specific components with their students.

Get Out of The Way

I have always said, the best web tools do a great job at getting out of the way of student learning. This means they just work and do exactly what they say they’re going to do. The login/signup process is simple (hint: let teachers and students use their Google account), it’s seamless for teachers to manage and share student work, and it’s easy to learn how to actually use the tool.

For example, my students shouldn’t have to click 6 times just to get started on collaborating with a classmate online. I think of my own children in this situation – it has become so normal (not to mention easy) for them to share a story with me that they’ve written or an illustration they’ve created in Google Draw. They share it, I leave them comments, and they keep working. It’s quick, efficient, and it’s become the norm. This should be the case no matter which of the 4Cs the tool is focusing on.

Again, if you read the point I made before this one, then this should not be an issue.

Whether you’re a teacher giving some new edtech tools a spin, or a creator of an edtech tool, I charge you with a great responsibility. If you’re a teacher, it’s about remaining a learner first and taking some risks. If you’re making an edtech tool, it’s about truly understanding what teachers and students need. After all, we’re all in it for the same reason–student success.

Predicting The Future

October 21, 2015.

Anyone who calls themselves a movie fan of the 80s knows what this date represents. In Back to The Future Part II, “Doc” Brown and Marty McFly took a little trip to the year 2015 to rescue Marty’s future children from life altering failure. Specifically, October 21, 2015. That is today,

which has been appropriately deemed as Back to The Future Day! I’m a huge BTTF fan as you may have already guessed. I have t-shirts, Legos, and even have a flux capacitor phone charger in my car (insert geek jokes here).

While we don’t have flying cars, hoverboards, or Nikes with power laces we do have many other pretty amazing abilities: video conferencing, wearable technology, and this little thing called the internet just to name a few .  It’s still amazing to me that we have the ability to take our students anywhere in the world, even if it is virtually. Learning is not limited to a classroom or even a school. It certainly is not limited to only happen during school hours either. We can connect with anyone in the world, and we can be a publisher and contributor of content for the whole world to see. These are all powerful learning abilities that were not possible 15-20 years ago.

While we don’t have our Delorean with built-in Flux Capacitor to learn what education will look like in another 5, 10, or 30 years from now, we do have some pretty incredible learning opportunities right now that can feel pretty futuristic. Are you (schools, districts, leaders, and teachers) doing everything you can to leverage these resources to bring the world to our students? Let’s make connecting and contributing to the world a priority to help create the future of education that our students deserve. 1.21 gigawatts not required.