Friday, July 21, 2017

Teaching and Ramen Noodles

Seeing the title of this post might make you think that it's about teachers' compensation packages. While that is definitely a topic we should discuss sometime, that's not the point of this post.

Instead, a story in contrasts, and a thought I had in response to it.

Earlier this summer, my wife and were vacationing in Hawaii. (Yes, it was fantastic.) We enjoyed every part of it, including the food. Near our hotel, there was an area where there were many food trucks parked, and we had lunch there a couple of times, trying different cuisines offered through the window of a mobile kitchen.

Here was my favorite:

When the signs on the truck are in both Japanese and English, it's a good omen.

Thursday, July 20, 2017

American Division?

Are you familiar with the Baader-Meinhof phenomenon? You've probably experienced it, even if you don't recognize this name. It's that feeling that happens when you encounter something new, and then suddenly you start seeing it everywhere. For example, when we got my wife a new car a few years ago, I suddenly started noticing that make and model of vehicle absolutely everywhere we went. Weird, isn't it? (If you want to learn more, go a-googlin' and I'm sure you'll find out plenty about this.)

I bring it up because I had a bit of this feeling just this week. I'm still thinking about how impossibly divided the American public seems to be along political lines. Every time I check my Facebook I see some political posts either decrying our President or defending him. It's bizarre to me how divided things are.

And then, I had two very different media experiences in short succession that have me thinking about the implications, and possible causes for this division in a new light. (And a little Baader-Meinhof feeling, because I encountered these things back to back...)

Wednesday, July 12, 2017

QR Tour: A First Day Experience

In my last post, I challenged my fellow educators--and myself--to consider making the first day an experience for students. Rather than just going over the rules and expectations, to consider how to draw students in, get them engaged from the very first day, and help them understand how we care about them and their learning.

Well, this idea resonated with a couple of my former students who are now teachers, and a few of them got in touch with me, either asking questions about how to do this, or--in the case of one passionate elementary school teacher--suggesting an idea for how she would like to take this approach.

In her own words (with her permission to share here):

Monday, July 10, 2017

Planning for Day One

This one came across my Twitterfeed today (thanks to @justintarte for sharing!)...

Image by Jennifer Gonzalez @ Cult of Pedagogy. Used with permission.

Oh. Man.

What if every teacher took this approach?

Tuesday, July 4, 2017

The Importance of Considering Perspective

Happy Independence Day! (To my fellow Americans, anyway...)

Actually, that's the point of this brief post...

I've been thinking a bit lately about the importance of perspective, about the way our own experiences shape the way we perceive the world, understand things, and interact with the "other."

My Twitterfriend, Doug Robertson (@TheWeirdTeacher - if you're an educator, you definitely should hang out with him online) shared this one on his Instagram earlier today:


Wednesday, June 21, 2017

Gender Bias: Girls Who Code

It's summer camp week, and we have 300+ middle schoolers who have joined us for Dordt Discovery Days. It's an "academic camp"--designed to give kids a taste of college life, living in the dorms, eating in the dining hall, taking a couple of exploratory courses, playing all-campus games and activities, and meeting kids from across North America who have come to spend some time with us on campus. I'm co-directing, again, which I love, because it means I get to visit all the classes kids are taking, and talk with them about what they are doing and learning.

It's amazing, honestly. Every time I step into a classroom, I have kids shouting at me...

"Dave! Come see this cartoon character I created!"

"Dave! We're dissecting sharks! Come see what we found in the intestines!"

"Dave! Can you stay for a minute? Our a'cappella group is working on an arrangement of 'Africa,' and we want you to hear it!"

"Dave! Check out the pillow I made! I sewed it myself!"

"Dave! My group has been creating this awesome marble roller coaster--come try it!"

"Dave! We're playing improv games--come join in!"

"Dave! ..."

Wednesday, June 14, 2017

Access Isn't Enough

I just read this piece from Education Week entitled "Data Dive: Devices and Software Flooding into Classrooms." I think that the subtitle on the article is telling: "More access hasn't meant better use."

It's a good piece on the current state of affairs in K-12 schools. Many of devices available for students and teachers. Fast (or at least acceptable) internet access. Lots of technology use, but much of it low-level. Teachers who don't feel adequately prepared for teaching with digital tools and resources.

It's interesting to me how many people seem think that having more access to educational technologies will automatically make things happen for teaching and learning. Both the research I've been doing for the past four years in the field of EdTech, as well as my own anecdotal experience as a PreK-8 Technology Coordinator convince me that this is simply not the case. Who cares if you have a stack of Chromebooks in your classroom? Who cares if you have a 50-gigabit ethernet connection to the internet? Whoopie-ding, you have a Google Drive account, and a SMARTBoard, and an iPad! So what? What difference does it make? You have access to the technologies...but how are they being put to use? (Are they being put to use?)

Access isn't enough.

Sure, access is a factor. Teachers and students obviously need access to these technologies if there is a hope that the technologies are going to somehow transform teaching and learning. But access isn't enough.

Teachers need training--or at least time and encouragement to explore, investigate, and imagine--if they are going to incorporate tech tools into their teaching. I believe this is also true of students; modeling technology use can go a long way for developing their technological knowledge and skills. I've said before that just because students know how to use cellphones and social media doesn't mean they know how to leverage these tools, or others, for learning. I believe the same thing is true for teachers. Tech support, ongoing professional development, and just-in-time trouble-shooting are all necessary as well!

So, yes, teachers and students need access to educational technologies, if we hope to use them to change the teaching practices, to adapt the learning environment, to shift the curriculum materials. But access isn't enough.

Public domain image from Pixabay.com