I still see the debating on social media, in news articles, blog posts, and the like. Some healthy debate is good. It creates learning, it broadens horizons, it gives us those, “Oh I hadn’t thought of that” moments. I’m talking about comparing one device or platform against another and trying to figure out which one is better for kids. It feels like we still want there to be “the one” that is all encompassing and all powerful that we put into our students’ hands. Hint: there isn’t one.
It’s like how people are surprised sometimes to hear that I own Apple products. “Kyle! I thought you were a Google guy!”. Well, yes, that’s true I am but did you know that the very first computer I taught myself was an Apple Performa 550? Or did you know that I stood in line at 4am to get the iPhone 3GS? I love my MacBook, iPhone, and iPad but I also love me some Google Drive, Gmail, and Google Calendar just like I love some Clips, iMovie, and Keynote. I have different preferences for different things that I need to do on any given day. I also use PCs and Chromebooks too (cut to dramatic visual). Honestly, I don’t want to be an expert on any given one. I like to know enough just to be dangerous and then I learn more as I need to. 🙂
My point here is that yes, we need to be doing our homework when trying to decide the kinds of devices and platforms we want for students to create and learn with, but maybe it’s time we stop trying to be so locked into just one? Let’s just focus on what our students need and not make it a this vs. that thing anymore. I’m not saying throw proper planning, professional development, and financial responsibility aside, but let’s be more open to what’s possible. As technology departments and as school districts, maybe we need to be thinking bigger about what role we want technology to play in our students’ learning opportunities. We must remember that while learning is no longer tied down to happening just during school hours or just from our formal teachers, learning also isn’t tied to just one platform.
There is always a heavy stream of information on Twitter or any other network you belong to on a myriad of topics and buzz words. Skim over a hashtag as of late and we see a million and one ways to do better with technology, implementing personalized learning, project-based learning, makerspaces, etc., etc. No doubt that this is the beauty of being connected in various spaces – to learn from anyone about anything anytime you want. These topics are good as well as important, but where my mind really focuses most lately is how we’re properly (or not) preparing our teachers for these things. We can talk the talk and claim we’re going to walk the talk, but at the end of the day are we truly willing to do what’s necessary to make the talk and the walk into a lasting change?
We have to be talking a long, hard look at what kinds of teacher learning opportunities we’re giving our teachers first in order to give them successfully to our students. Wanting to give students more personalized learning? Then that’s how teacher PD on the topic should be designed. Allow teachers to experience it as a student if you’re wanting them to create it for their students. I saw lots of tweets about this very topic earlier in the week, and all were in favor of it, but no one was talking about how they’re preparing teachers for it. If they were, it was outweighed by the “personalized learning for everyone” posts.
We also have to make sure we’re providing “regular maintenance” opportunities beyond the initial learning opportunity. It’s like a car – what happens if you don’t regularly get an oil change or have the tires checked? The car is going to not run as intended and eventually wear out. Now put that into perspective with professional learning. Are we giving teachers enough time to reconvene and share or at least reflect on what worked/didn’t work? This is key “maintenance” our teachers need. If there aren’t instructional coaches in place (technology or otherwise) that teachers can work with, we must incorporate more self-reflection into professional learning and have teachers share this with each other.
Our teachers deserve this and our kids definitely do. We have to make it a normal part of the “scheduled maintenance”.
I’ve been in my new role in my district for 4 months now. The fastest 4 months of my life. I’m learning lots and it’s happening multiple times a day. I’ve asked lots of questions and I’ve taken more handwritten notes than I have in years. It’s been great and I’m very thankful for being where I am.
Whenever someone asks me how things are going, these are some of the most common responses they usually hear from me. One thing I make sure of is letting others know how fortunate I am to have inherited such a great team. Now, this isn’t a touchy-feely post about how awesome my team is. Don’t get me wrong, they’re awesome, but that’s not the point of my writing. I still have plenty (and I mean plenty) to learn about the roles and duties of my position along with many more technology-related acronyms. 🙂 Also, I have much yet to learn about how to be a good leader. It’s something I will always keep learning about.
In my short time in my new role, I’ve come to discover, that the true earmark of good leadership is directly related to the team that you serve. I am only as good as my team. They teach me every day. I represent them just as much as they represent me. Whether it’s a tech department, a curriculum team, or the staff at a school, we’re truly better together than we ever could be apart. We need to remember this now more than ever. Our people and our functioning as a team are always worth investing our time and resources in.
My favorite Guardian of the Galaxy sums it up best: “We are Groot.”.