Voice and Choice - Dissecting ISTE Standard for Student "Empowered Learner"

ISTE Student Standard #1- Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.

The idea of centers is nothing new in education. In fact, if you are an elementary teacher centers/stations are probably a part of your day, every day. They allow you to work with small groups, they allow for embedded movement and centers/stations can be a great way to differentiate. But how often do we let students choose which center/station to learn a concept from? Or even yet, how often do we help students learn which ways they learn best through giving voice and choice of how they learn and feedback to help them think through what works best for them? For most teachers, this isn’t our natural way to teach but with the advent of this thing called the internet, we no longer have to be the imparter of all things known as knowledge in the classroom. Beyond that, we shouldn’t take that role on a regular basis. We should be growing our students into lifelong learners that know how to learn. Is this missing from your classroom?

For more years than less, teachers have spent 7 hours a day teaching all students in their classroom the exact same information knowing that some kids would get it quickly, some kids would eventually get it and some kids would never get it. We learned to teach to the middle. We hope that the quicker learners will help the slower learners as we work the classroom helping the average to slower learners and we have this predictable bell curve every year of what signifies our blood, sweat, and tears in trying to make a difference in this world.

Because of the closeness of information availability, our students no longer have to be completely dependent on the teacher to know the subject matter. The ubiquitousness of technology gives both the educator and the student the ability to consider the educational process differently. Platforms like YouTube and Khan Academy create opportunities for students to learn anytime, anywhere, and pretty much anything. Some students are doing just that. But how do we empower all students to be more involved in their learning path?

This is where giving them voice and choice in their learning process could make a difference. It’s not going to come naturally to them. One would think that when you say “Ok, kiddos you can choose how you want to learn this concept today - here are 3 choices” that they would be like, “finally!” But students are conditioned to learn the way we have taught them all these years. Tell me what I need to know so I can regurgitate it back to you to prove that I was listening in class. I’m not saying teachers don’t try to differentiate the way they instruct but let’s be real, most classes follow a predictable pattern of instruction that would look familiar to anyone walking in the door.

How do we change this? Options. It will take time on your part to create these options but what if students walked into class and there were 3 different stations in the room and they were given a rubric that let them know what they needed to learn that day. Let’s say the lesson was for third graders to learn about Electrical Circuits. You walked into the room and you see:

• Area 1 in the classroom is set up with 9-volt batteries, alligator clips, and a section of Christmas tree lights with one light available. (high tech)
• Area 2 set up with a video cued and ready to go in front of a group of desks. (low tech)
• Area 3 there is a small area in the front of the room where the teacher is waiting to lead a lesson on circuits. (no tech)

In the above case, you are creating voice and choice and have high tech, low tech, and no tech options all in the same lesson. But how can you empower your learners in other ways? 

What are ways you can look at ISTE Student Standard #1 "Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences" in your classroom (yes, even a high school classroom) that would allow you to feel like you were introducing or even helping student master the concept of knowing what it means to be an empowered learner? If you are unsure, click on the link in the first line of this post and look at the breakdown of Standard 1, then create an opportunity. 

Other ideas for creating "Empowered Learner" opportunities in the classroom:

Hindsight: How I *WISH* I had Supported Our Technology Rollout

According to wikipedia, the first iPad was released on April 3, 2010 (https://en.wikipedia.org/wiki/IPad). Simon Sinek originally published his book Start with the Why in 2009. Oh to have read that book then! Mobile devices in education have been a messy journey. I find great comfort in knowing we aren't the only school that has muddled through this. I hear, see, and gain insight from people all over the country as I ask "What works for you in this situation?" as we finished up year 6 of a 1:1 plan that continues to develop and adjust to the ever-changing needs of our students. Our school started out as BYOT in middle and high school and we are slowly transitioning to chromebook rollouts over the next few years. Our elementary school started with a rolling cart of iPads and we have slowly added more and more into the mix for use and a chromebook cart as well.

In the beginning, we introduced Google suites and annotation options to our upper school teachers but there was never really a "why" that all our teachers feel comfortable hanging their hat on. Most recently, our upper school teachers have been held accountable for the following:

• All mechanically scorable assessment items must be completed in Canvas.
• Students must be allowed to submit written work (papers) electronically without having to submit an additional paper copy.

Over the last few years, we have created a Technology Integration: Goals and Outcomes for Students document. This document is based on the ISTE Standards for Students and it represents the technology skills and abilities we want to see a graduating senior from our school being able to accomplish. This is our why. These goals and outcomes prepare students for their future. It seemed we finally figured out the why but I will say even knowing that is a need, it is hard for educators to discern what that means to them and their classrooms. Heck, it is hard for technology leaders to discern how best to move forward in creating these opportunities for all students!

Our desire to set skill lists and minimum usage requirements for teachers is a feeble attempt at best to reform education with a tool. Google, MIE, and Apple have created leveled educator certifications to prove teachers know the tools and platforms but the question still remains...are we using technology in a transformational way? The last 2 years I found myself focusing on this. How do we help teachers to see how to use these devices in their classrooms for transformed learning. I found myself focusing on the ISTE Standards for Students because they seem to focus on reforming the educational process from the student perspective. I then looked at each of the 7 standards and broke them down into really hands-on applications for teachers to consider in a no tech, low tech, or high tech environment. All of a sudden I found myself writing a book. A book that I have not published but one that keeps pulling at me.

In November 2018 I led a session called "Tech Knowledge...Gee!" at the Tennessee Education Technology Conference that basically looked at the topic of my "book in process" and helped educators dissect each of the ISTE Student standards to look at ways they were potentially teaching each topic in their classroom in no tech, low tech or high tech ways. If they looked at the standard and couldn't think of an option, we as a group sat together to brainstorm ideas for them. Those that attended found the concept extremely helpful because they were no longer looking at the device or platform but more as a concept they wanted their students to understand. For teachers, this created a clarity that they did not have before. It is our nature to look for recipes that have the ingredients we already have in the kitchen. For educators, we often do this. "I have 5 chromebooks and Google suites, what can I make with this?" But often this means we are missing out on the gourmet meal that we could cook.

Over the next few weeks, I have decided to break down the chapters of this book into blog posts to help others look at technology integration through a different lens. I will say that some of the ISTE Standards for Students lend themselves to certain disciplines. Don't force yourself to hit every standard just so you can say you did if you are an English teacher BUT I do believe every standard can be supported in every classroom. Stay tuned for more!

Edcamp with a Side of Encore

Chattanooga, Tennessee had its 6th annual Edcamp GigCity in January. Every year, at the end of the edcamp, participants are asked to give feedback in order to qualify for the door prizes that will be given out next. The planning team has always taken that feedback seriously. Due to feedback, the entire event was moved to January instead of May two years ago. Due to feedback, the edcamp changed a bit. Every year there was always a bit of feedback that attendees wished there were some choices to just attend led sessions to learn things. Our team has always held tight our desire to truly model the edcamp philosophy of participant-driven discussions. We realized that many edcamps also have people truly "presenting" but we liked the simplicity of everyone being seen as an equal in sessions and didn't choose to have sessions with presenters.

That being said, if you truly value feedback, then you must consider what it suggests. Hearing 3-5 people each time we had edcamp say "I wish I could have learned more about (blank)" or "I didn't know enough about a subject to take part and I wish someone could have just presented" kept blaring through to me. I was less concerned with the feedback where people just wanted the opportunity to be presenters and more concerned that some of the attendees wanted to be presented to. We talked back and forth about what we could do to accommodate this request and finally, I reached out to Hadley Ferguson of Edcamp USA and had the following conversation:

Julie Davis <jdavis@ccsk12.com>	Sat, Jan 20, 2018, 10:00 PM
to Hadley

Hadley,

I have been the lead organizer for Edcamp Gigcity for the last 3 years and today we had our fifth annual event. I’m currently sitting here reading responses from the feedback form we asked attendees to fill out and I wanted your opinion on something.

It was always my understanding that Edcamps were to be organic in nature with facilitators but not presenters. We have some other area Edcamps that have adopted the model of having presenters/leaders but we have stuck with the more organic sharing model. Is there a right or wrong way? What’s your opinion on this? 

As I read over the responses I see requests for sessions that are led as well as requests for being allowed to lead sessions. I see the benefit of both ideas but I just wanted an Edcamp opinion. 

And FYI, it was an amazing day with 80+ educators attending and an overall positive response about it. I’m thankful to be a part of the unconference movement! 

Julie Davis

Hadley Ferguson <hadley@edcamp.org>	Mon, Jan 22, 2018, 4:33 PM
to me

Julie,

This is such an interesting issue, and one that happens all the time. The longer edcamps go on, the more this is an issue. It is behind our strategy of having Encore Days as well as Edcamps. The Encore day provides a time for those with specific knowledge to share it with people who are interested in the topic, which has surfaced during the Edcamp. Perhaps there is a way to combine them, so that part of the day is organic and then part of it is targeted. 

I worry about becoming too much about people presenting their slidedecks, though if the Rule of Two Feet is firmly in place, then teachers can choose. My guess is that people are going to do it both ways. 

I'd love to hear more of your thoughts on it,

Hadley

Well Hadley, here are my thoughts! We sat down as a committee and we decided that part of the day would remain the traditional edcamp but the last session of the day would look like the Encore model. While it wasn't necessarily organic in nature because who knew what people would actually want to know more about, it seemed to work! Several members of our planning team volunteered to lead sessions for the last time slots of the day. That way if edcamp purists wanted to leave after lunch, they could. The feedback seemed to lend itself to positive in nature. Perhaps next year we will even change it to the last 2 time slots of the day and open it up to all attendees to have the opportunity to truly present on a topic? The truth is that with the rule of two feet, one doesn't have to worry if it isn't worthwhile or not. Attendees will decide by their actions. 

Does any other edcamps do something like this? 

Redefining Podcasts for Students and Teachers

I don't listen to podcasts. I mean there are times I've even tried to be really intentional and make educational podcasts a priority but I came to the place where I realized that mode of learning just isn't my favorite. I would rather read a blog post, scroll through Twitter, watch a youtube video, or choose a book to learn new things. One reason I don't enjoy podcasts is that they seem to take so long! I'll be driving down the road listening and all of a sudden I realize I haven't really heard the last 10 minutes! I know for some people, podcasts are their "go to" because of ease of access and how you can listen while doing other things.

While at the Alexa Conference in January, I sat in on a panel discussion about podcasting and the VoiceFirst industry. The well-known podcasters were trying to navigate the space between the explosion of voice user interface and podcasting as they knew it. I remember sitting there listening and Steven Goldstein, CEO of Amplifi Media made this comment, "We have to stop trying to make our content fit into the voice realm and start rethinking what content should look like." BAZINGA! As an instructional technologist, I deal with this concept every day all day long. Teachers wanting a digital platform to work seamlessly for a mostly analog curriculum leads to frustration. Whenever new concepts enter the market, whether it be voice or a learning management system, we must step back and rethink our current models to see what this new platform brings that could make things better or at least different!

Having zero experience in creating podcasts or really even listening to them regularly, it became easier for me to reimagine podcasts using voice than some of the people sitting around me. I had no preconceived notions I was trying to apply. I liked the idea of creating a flash briefing using Alexa as a podcast for several reasons:

• It can't be more than 10 minutes. I realized that's my big beef with podcasts, how long they last often. Someone on the panel said that the average commute in the United States is 26 minutes. This platform seems to make the concept fit. 
• On-demand content by creating a flash briefing, listeners don't even need an intent word. They just enable the flash briefing and ask Alexa for their news or flash briefing daily.
• It seemed creator friendly. Even though I really had no knowledge of how podcasting works and the tools I would need, the process seemed easy to adapt to which means the potential for student creation exists.
• Potential for interactive entertainment/learning. I haven't figured out how to create interactivity with a flash briefing but voice user interface lends itself to this feature. This is on my radar. 
• Discoverability. The beauty of creating a flash briefing is that your skill has the potential for a global audience. Another thing that was an immediate plus for me was that if you name your skill something that reaches a broad audience, whenever someone searches for that in the regular Amazon store, you skill actually shows up as one of the options. 

I created my flash briefing skill "Voice in Education" last week with lots of fanfare. My plan is to create weekly updates that help educators integrate voice first technology into the classroom. This flash briefing podcast will include tips and thoughts on intentional use of a voice user interface for learning. While at this point my focus is mainly on Alexa, the opportunities are out there for all voice speakers. You can enable "Voice in Education" on your Alexa device and it becomes a flash briefing for you when you ask Alexa what your news or your flash briefing is. You don't even have to remember the name of the skill to invoke it! 

I already have purchased a better mic system and have been brainstorming potential weekly topics. I am excited to see how I can help other educators through my continuous learning on the subject. Follow the hashtag #voiceEDU and let's share ideas with each other for intentional utilization of this tool that's price point makes it a possible "must have" in future classrooms. 

#VoiceEDU: Why Waiting Mattered to Me

I bought my first amazon echo the year they hit the market in hopes that it might have good uses for the classroom. After briefly playing around with it in the classrooms of willing teachers and in situations that I could, I decided the risks did not outweigh the benefits. The deciding factor? After a long field day morning for our elementary students, most went home for the day. About 20 students remained and we created a STEM day for the remaining time. I pulled out my echo during carpool time and students would whisper a question in my ear and then I would give them permission to ask Alexa. We danced to the songs she played, we laughed at jokes, and then I asked her to tell us a story. Without hesitation she starts in a sultry voice: “he was riding his bike right there in front of me. His legs were pumping in the sunlight...” and I scream “ALEXA, STOPPPPPP!” I still don’t know why she chose that story based on the skills I had enabled. She was quickly relegated to my office where she often helped me with efficiencies. Meanwhile, Alexa and her pal Google Assistant started showing up in every corner of our home. 

Fast forward to January 2018 when I find out the Alexa Conference is coming to my home town. I reach out to Bradley Metrock, the organizer of the event, and he not only graciously allows me to come to the conference but asks me to speak at it as well. This opened a door for me that still puts me in a position to be aware of what’s next, to bend ears, and to share concerns. At this year’s Alexa Conference, Bradley once again allowed me to be a part. I will forever be grateful for both his vision and willingness to allow a Chattanooga, Tennessee teacher into this space. 

When the Kids Edition Echo Dot came out, I remember thinking “this is it!” Bradley introduced me virtually to Dave Isbitski, the Chief Evangelist for Amazon Alexa and he and his wife sent 5 Kids Edition Echo Dots with remotes to our school to pilot. What an amazing opportunity! I sat down with those five teachers that volunteered to try things out and we planned to create blueprints to personalize the learning in the classroom. Our goal was to use the devices to create more independent learners. 

We soon found out that blueprints didn’t work with the Kids Edition Echo Dot and that only "kids skills" could be used on the device. The teachers kept apologizing for not using them more regularly and I kept feeling like every road was a dead-end. 

Until January 2019, when I finally realized that you could “whitelist” skills using Amazon FreeTime. No longer were we just using kids skills but any educational skill. And a week after the Alexa conference, Kids Edition Echo Dot could start using blueprints! Blueprints are template skills that allow owners to go in and add their own information into a skill without needed to know how to code. All of a sudden, the possibilities with Alexa just got personalized for each individual classroom. 

The really funny thing is that the weekend after the Alexa Conference I was sitting at home and decided I would just change those devices to regular echo dots weighing student access to student privacy. I mean, teachers were using them all over the nation already... why not us? I sent an email out on Friday asking the teachers to let me pick them up to perform this task but on Monday I said: “never mind!” I just couldn’t bring myself to do it. I didn’t like the idea of Alexa carrying on adult conversations in the classroom because one kid thinks it’s funny and potentially yells out an inappropriate question. 

I’m so glad I waited! This week I plan to work with our integrated units and create Hyperdocs that will walk students through a lesson that will utilize Alexa in the learning process. While I would say Alexa was never a true brick in the classroom, her ability to truly make a difference in the learning process and safely doing so by using FreeTime just got real! 

Anytime a new technology enters the marketplace, we as Edtech leaders must make choices. In this case, I chose to embrace the device but keep limits and barriers in place. The cutting edge is messy and cumbersome but I’m thankful I waited out my concerns. I can’t wait to see what Amazon for Education will come out with in the future to even take this tool further in being helpful for teachers everywhere. I feel certain it will be a hybrid of the Amazon Alexa for Business Tools and taking student privacy into account. I just hope they will continue to keep their price point minimal so that this device can truly be a game changer for educators everywhere! 

NOTE: You don't have to buy the Kids' Edition Echo Dot to access FreeTime, you can buy free time as a stand-alone but FreeTime is free for one year with the Kids' Edition Echo Dot. 

Alexa, I wanna kiss your face!

In the last two days, Amazon has made our Echo Dot Kids Edition devices more useful in the classroom than ever before! Yesterday, I learned how to "whitelist" Alexa Skills for our Kids Edition Dots that were not specifically made as a kid's skill.

What does this mean? According to this article, "Amazon says that the FreeTime on Alexa experience is tailored for kids ages five to 12, and most of the skills and features are appropriate for ages five to nine. Toni Reid, Amazon’s vice president in charge of Alexa and Echo devices, says the company is taking privacy and security very seriously with the FreeTime service and noted that it does not share customer info with any of the developers of FreeTime skills." (Siefert, 2018) Developers had to jump through additional hoops to create kids skills and oftentimes a really good educational skill wasn't available as a kid's edition skill because it was tagged as an "educational skill." 

While at the Alexa Conference last week, I realized that many developers (as well as some Alexa employees themselves) did not realize this was the case. After a bit of trial and error yesterday I enabled the FreeTime service on one of our school own devices and I was able to allow that device to access some very worthy educational skills by allowing them through the parent portal. What did this look like?:

• I signed into the Amazon Alexa app that was associated with the account that managed the Echo Dot Kids Edition device I was working with. I then started searching for the educational apps I wanted. Specifically for me this time, 123 Math and AskMyClass. 
• I then downloaded the FreeTime app for Alexa and signed in with the same credentials. 
• I then launched the Parent Dashboard inside the app by clicking on the "Child" that I had set up already. (This is password protected so that children can't add things without permission."
• I then clicked on "Settings"/"Add Content"/"Alexa Skills"
• I was able to swipe on skills I wanted to add to this device.  

Two concerns:

1. That's a whole lot of steps, maybe there is a shorter way to do this that I am not aware of right now.
2. FreeTime will not be free after a year grace period that I received when I got the devices this year. 

Next thing happened TODAY! When I opened my Amazon Alexa app today I noticed something new.

• Click on "Your Skills" at the top of the app
• Now I see "Blueprints" 
• Not only do I see Blueprints but I can create them right from the app now. This can be an amazing formative assessment tool on the fly.

This is a gamechanger for the classroom! We can now personalize the use of our Kids Edition Echo Dots with skills that relate to OUR classrooms and do it safely by using the Kids Edition Echo Dot! Alexa, I could kiss your face! I can't wait to share all this with my teachers tomorrow! 

P.S.-ALEXA, did you read my blog yesterday? Am I vain to think I might have been the catalyst for this change????

Educating in the Moment of Urgency

Lately I've been thinking about the impact urgency has on the educational process. There are times curve balls are thrown at our otherwise normal day and we have to adjust to move forward or to help others move forward. It seems there are three big categories that cause a sense of urgency to come out:

• When things fail. Whether it be the wifi going down, a lesson plan flopping, or a student dealing with a broken relationship. Failure often brings on an immediate need to educate differently. 
• When things need a quick response. Sometimes it is a deadline, sometimes it is a waiting student or boss, other times it is understanding of a potential issue that needs resolved before it becomes a failure. 
• When people procrastinate. We want the quote "Lack of planning on your part does not constitute an emergency on my part" to be true but honestly it just isn't. Part of life in the world of education is dealing with the crisis of procrastination.

This year as I have worked to aid our teachers in implementing the Canvas LMS I am realizing that much of what I do happens because of a sense of urgency. This sense of urgency changes who I am as an educator. When I have time to sit and develop a process or idea, there is more substance and value to what I create or think up. When I am constantly feeling the need to put out fires, I never feel truly in control of myself or the path of my day. Truthfully, it is the nature of the beast right now but I've had this huge realization of how it impacts educating our students. 

When things don't go as planned, the teacher has to kick a field goal when they were really hoping for that touchdown. While it is still possible to win a game with field goals, the task is harder because you are still going through all the same motions but making less points at the end of the possession. (Forgive the football analogy but it is football season and I am a fan). A field goal feels like a letdown to the coach much like a change in lesson plan feels to a teacher. 

There are times we are not in control of the urgency in our classrooms or school systems, we feel reactionary at best. No one wants to remain in that sense of internal conflict but how we respond to urgencies impacts the culture for those we come in contact with as well. If I moan and complain because I don't like something, I'm influencing others to feel the same. If I'm constantly pushing back and refusing to make a quick response, the stalemate can cause a snowball of repercussions. When I am just not preparing enough for a situation I am forcing others to succumb to my frazzle. 

None of us wants to have to make decisions that are not well thought out and that is what urgency can lead to. Finding ways to minimize urgency in education is the ultimate goal but to also set concrete goals when finding ourselves in that frenzy is helpful as well. Here are 3 things that help me when I am in a situation that I did not sign up for but can't be ignored:

• Enjoy the punt. There is beauty in the kick. Something didn't go as planned? It was a big giant flop for the day? I give it 10 minutes and if I can't fix it in that time, I go to plan B...whatever plan B might be. But always remember there is value in your plan B as well, plan B's can win games. Don't get so caught up in what didn't work that you miss out on what does work. Always strive to fail forward. 
• Weigh the outcomes. When I was growing up, my mother had these decorative brass scales that sat in our living room (the room for company) and no one was allowed to touch them. When I need to make a quick decision I think of those scales. Against my mother's wishes I mentally start placing the pros and cons in the appropriate side of the scale and I weigh the consequences of my decision. I know there will be things I didn't consider but sometimes I just need to know I have done my best at discernment and I make a decision after thoughtfully weighing the choices. 
• Be the hero. Procrastination of others that impacts you can be frustrating because there is a face associated with the issue- someone we can blame. I've often found that procrastinators live in a constant level of panic that I can't even fathom. If you want to feel like you are a super hero, help a procrastinator in the midst of procrastination. Most the time they realize their lack of planning doesn't have to be fixed by you so they are very appreciative of your willingness to drop things to help them. 

After a few weeks of being in my new position, I can tell you that there is a lot of satisfaction in helping others in the midst of educational urgency. I can also tell you that I want to do everything in my power to get people out of that kind of culture or reactivity. I believe we are better educators when we find our balance between urgency and getting stalled in overthinking. We all fall somewhere along the spectrum and learning how to move one direction or the other and discerning how best to react in situations benefits not only us as educators but our students as well. Educating in the moment of urgency has ripple effects that can cause lasting impact. 

Echo Dot Kids Edition- For Education?

I've been fairly pumped about the Echo Dot Kids Edition coming out. My pre-ordered one came in this past week and the 10 minute video at the bottom of this post is me unboxing and digging into its capabilities. I was beyond excited about the safeguards the Echo Dot Kids Edition would offer an educational setting. I immediately asked it questions I would hope it wouldn't answer and my brief synopsis was that it did feel much safer to use with youngsters. I did like the fact that when setting up profiles for children it asked the age of the child but also allowed me to override and set stricter settings if I wanted to do so. I have yet to really dig into all the suggested apps for the kids edition but I believe any parent or educator could find multiple reasons to see this as a benefit to learning. One of the things I like the most about it is that it gives young students access to information and learning without screen time issues.

The thing I was most excited about was using an Echo Dot Kids Edition during center time in our elementary school. The safety net of creating user profiles for kids that didn't allow them to intentionally or unintentionally order things off Amazon with my credit card was a huge plus to me.

I couldn't wait to create my first Amazon Blueprint Skill to quiz students at one table while a teacher was engaged in a small group activity with another set of students. I created my skill about STEAM tool knowledge and immediately asked the Echo Dot Kids Edition to open it. It wouldn't. I tried it on one of my other Echo Dots and there was no problem at all.

So here is the deal according to Amazon, because my Echo Dot Kids Edition is set up for a child named Joe Charger, they cannot access my Blueprint skills because it is seen as a different user (even though it uses the same Amazon account). This was a huge disappointment to me. So much potential that just slid away. I was ready to place them in every classroom if it had worked! I will say that the Amazon Troubleshooting team was a big help and they listened to my wants and said they would pass my concerns along to the Amazon Developers.

I know the goal of the Echo Dot Kids Edition isn't for educational purposes but for parent controls but it is SOOOOOO close to being a product that could be amazing in the educational technology realm. So Amazon developers, if you are ready this...I want to be your guinea pig! Thank you for the tool you've given us so far that makes adults feel a little more piece of mind in regards to voice user interface. I look forward to seeing what the next step might be!

When an Educator Steps Out Of Her Edubox

I always thought of myself as an openminded, growth mindset kinda educator. In the last year I've even challenged myself to look for ways to get out of my educational technology silo. Then entered this strange opportunity for me...the Alexa Conference. Just when I was patting myself on the back for being chosen to present at ASCD Empower18 (which I deemed way out of my comfort zone) in comes an opportunity outside of education all together- an opportunity to give an educator's perspective regarding the Voice First world. Think Alexa, Google Assistant, Siri, etc- any voice user interface...Now think programmers, thought leaders, and even a representative from the Federal Trade Commission. Yep, that was my audience. I didn't feel so open minded. I felt out of my league.

As a rule, being a public speaker is no big deal to me because I am passionate about education and the impact instructional technology that is well integrated can have on the learning process. But, Thursday was different. I would not have even known about the Alexa Conference if it had not been in my own wonderful city, Chattanooga, Tennessee. I saw the Alexa Conference was coming to Chattanooga and reached out to it's promoter- Bradley Metrock. Not only did he invite me but he asked me to speak! And what a crazy awesome opportunity it was.

I walked into the event not knowing a soul but was welcomed warmly. The first speaker, Kevin Old, of Lifeway Tech started off and I'll be honest, my palms started to sweat and I kept hearing in my head "I'm in over my head, I'm in over my head." Because Kevin was speaking Greek to me. I'm not a programmer or even really a novice coder. Fortunately for me, the conversations went back and forth from technical to practical all day and I gleaned so much out of an industry I knew so little about.

And then it was my turn to speak. It's been YEARS since I've heard that nervous voice come out of my mouth during a presentation but boy I felt it! This wasn't my tribe, they were from all over the world and I didn't speak their language but they listened. And they questioned. And they were kind. And I realized at the end of the session that I had actual giving them food for thought. ME? A mere instructional technologist with big ideas for education. I knew I brought value to the conference when Brian Roemmele, a voice first expert tweeted about what I was sharing.

I'm still blown away by the thought leaders in that room and the discussions that were had. I'm blown away by the fact that they acknowledge that Voice First is just beginning to be impactful on our world but they see the future because some of them are already creating it in their garages.

What this conference did for me was to show me bigger pictures and potential. It also empowered me to reach outside of my educational technology world even more to be a part of the innovation that is to come. I can't wait to see what the future holds and I have a few ideas myself that I'm going to work through to see if they could lead to anything feasible.

Thank you to Bradley Metlock and the presenters and attendees of #AlexaConf for exposing me to "different" and allowing me to expose you to the wonderful world of educational needs. It was a great time and I can't wait to try some of the things I learned! And educators, if you ever have a chance to speak outside of your comfort zone...do it!

My presentation can be found here: http://bit.ly/VOICEFIRSTEDU

Wonderful Ways to Make Educational Graphics

Created with Canva

Canva - I love Canva so much that one day I tweeted about it and a stranger said, "Wow, are you getting paid by Canva? If not you should be!" Canva allows me to quickly make graphics for the top of handouts, for blog posts, for Twitter posts, for creating business cards, etc and I don't have to be a great graphic artist to do it because of all the templates. I have always used the free version of Canva, although I will say that is getting harder to do as it seems harder to find free graphic options on their platform but I do it! Create your free account today and give the things you create a more polished, professional look. The graphic above was created with Canva.

Typorama - Do you often take photos using your iPhone or iPad and want to turn them into a graphic? I do. I could always upload them to Canva but Typorama has become my recent "go to" when creating graphics from photos on my phone. They also have an endless free supply of stock photos that are easy to search by keyword that allows me to make inspirational graphics for my instagram edu account https://www.instagram.com/juliedavisedu/

Google Draw - Looking for a way to create diagrams and charts? Google draw is the bomb diggity! With a grid on your blank canvas and the ability to constantly save and backup to your Google Suites accounts, Google Draw is a natural for creating things like school maps, seating charts, scientific method steps, etc.

Red Stamp -

Made with Red Stamp

I will be honest, I didn't even know there was a website for Red Stamp until I started this blog post. I've always used the iOs app to create my personalized cards. Red Stamp is a great way to send a thank you note digitally to students and families, create party invitations, encourage someone, etc. Are you in a 1:1 environment? Imagine yourself daily affirming a student through a personalized Red Stamp card. Everyone loves "mail"!

Created with CariCartoon

CariCartoon - Most of the things I use are free but I just couldn't resist this iOs app for $1.99. You upload or take a photo of your face and it turns it into a cartoon. I've used it to create buzz for speaking events and as a way to create safe versions of students on the web that protects them.

Sticky AI - I haven't used this iOS app yet except to play with it but I see if becoming part of my graphic arsenal. Tony Vincent (learninghand.com) recently shared about it on Instagram. It allows you to turn selfies into stickers that you can upload to messaging platforms or save them and use them anywhere. what I like is the fact that the app automatically detects the background of the photo and cuts it away...something that takes forever to do in the past.

Student-Centered Education?

Buzz words run up my spine when they are thrown around. I'm not saying I don't see value in the concepts but there always seems to be cyclical educational buzz words that become in vogue for a while and then go out of style. Because of this, these words all come with connotations to each of us and what I have found is we don't always respond or think the same way because of our own interpretations. Student-centered can be one of those words. To some this means a Montessori approach to education where teachers "encourage independence, freedom within limits, and a sense of order." (http://amshq.org/Montessori%20Education/Introduction%20to%20Montessori), for others can mean just being mindful that the purpose of education is not about the education itself but about the student. Of course there are varying ideas in between. I do believe in the value of school systems having their own meaningful language so that everyone is on the same page.

That being said, I've had a few things happen in the last couple of days that make me really think about what I think Student-Centered should mean. As a huge fan of personalized learning, I believe that plays a big part in what I think the education process should be. Creating opportunities to meet the individual student's needs instead of the class as a whole is the future of education through the leveraging of technology. But student-centered is something much more basic to me than that. When decisions are being made in the context of impacting our students directly, I believe it should always be run through a screen of "is this product/person/pedagogy/plan good for the student?" Sometimes in today's world we see decisions made that make it easier on the institution or teacher. When ideas are put forth it is the natural instinct for us to ask "how does this impact me and the way I teach?" I know I struggle with not going there first when dealing with change. I also know I have made choices that actually have been harder for me as an educator because it was what I thought was what was best for the students. Student-centered also means growing that child through opportunities that might make a process harder in the long run for me as an educator. For instance, allowing voice and choice in how they share their learning, or creating opportunities for students to represent the voice of their peers in strategic meetings regarding school policies. Student-centered for me also means asking a kid, "how could I have made that lesson better?" and valuing their feedback.

This really hit home big to me today when I found out my oldest daughter was sitting in one of her final exams that she had stayed up late to study for and the professor tapped her on the shoulder and said "you have an A, you don't have to take this exam." Happily, Jessica jumped up and left the test but she texted me and said "I wish he would have told me I didn't have to take it sooner, but it was a nice surprise!" I asked her why she didn't know and she said he hadn't posted all the assignments before the exam so she wasn't 100% sure where she stood. Quite honestly I was ticked. This is a kid that is taking a full load in college and working 30+ hours a week as a manager in our family donut shop. How student-centered was the fact that she had to study for the exam, then show up, and be in process of taking the exam before knowing she didn't have to take the test?

Everyday we teach students that are being molded into their future adult selves. Allowing them some autonomy, creating visions with them, guiding through mentorship, and teaching them how to become lifelong learners without us there is imperative because they are constantly bombarded in a world that doesn't value anyone very well. I think it is key for us to always be asking ourselves if the decisions we are making today by procrastinating, having a fixed mindset, or having our own agenda are truly what is best for the student. Students are the reason we chose to go into education. As a brilliant coworker Matt Monahan said, "teaching is a great way to value people over things." My prayer is that I am ever mindful of that statement.

"Back when I was a kid".....by someone born in 1996.

I'm on a reminiscing journey lately. One of my daughters graduates from high school in May and the other turns 21 in May. As I think over their lives and what has changed with them I also find myself thinking about how much their worlds have changed.

Any mother with children has answered the question, "Hey mom, how old were you when...?" My favorite was when my youngest was in about fifth grade and she said, "Hey mom, how old were you when you got your first cell phone?" because she was arguing for her own with no success. I took great pleasure in saying "32." She was stunned. Of course, I didn't tell her that was pretty much the norm at that time, in fact I relished in the fact that it shut her down completely. I know...I can be mean.

But I've been thinking about things my 21 year old will say to her children one day about technology. In her lifetime things have exponentially exploded in the virtual world. So here is my "BACK WHEN I WAS A KID" List for her:

• Back when I was a kid I didn't get my own cell phone until I was in 9th grade..and it was a flip phone- all you could do was make calls and text. Yes, I remember when texting started as a way to communicate. And I would get in trouble for going over my texting limit every month. Yes, there was a limit on how many texts you could send. 
• Back when I was a kid I didn't get my first smart phone until I was in high school and then I would get in trouble for using too much data each month. Yes, there was a limit on how much data you could use. Oh yeah, you don't know what a phone is. It was a small handheld device that never left our sides so that we could be connected to others constantly. If something went wrong with it we were crazy upset. And yes, they would break, especially the screens. You have no idea how many screens your grandparents replaced for me and my sister over the years!
• Back when I was a kid, we didn't use technology in the classroom. We weren't even allowed to use our phones to look stuff up even if we had one or to bring our iPads or laptops to school to use in the classroom. It was too hard for teachers to make sure we were on task.
• Back when I was a kid I wasn't allowed to have a social media account until high school. My mom wouldn't let me. Yes, I did set some up without her knowing or I used a friends but I found out later she knew about them.
• Back when I was a kid my parents didn't know where I was all the time. It wasn't until I got my first cell phone that they could "track me."
• Back when I was a kid, I started working for the family business and your grandparents could  watch me at work via cameras but my car didn't have a GPS on it so most of us with older cars remained off the parental grid.
• Back when I was a kid we used paper and coin money or a debit card to pay for things. If you lost either, you were out of luck and it became a big hassle.
• Back when I was a kid we had to go to school every day and stay from 8:00-3:00 from kindergarten - twelfth grade. It didn't matter if you could finish your work early, there was a thing called required seat time. What's a grade? I'll explain that in a bit.
• Back when I was a kid you took a class and if you didn't understand something you failed it. The class kept moving on and you might or might not understand the next unit but it didn't matter. There was no time for mastery of concepts.
• Back when I was a kid you had these stand alone subject areas all day long, you moved to the next class because there was a bell that told you to do so. You sat and listened and followed the procedures for each class and did homework. You got a few "electives" but most of the school day was based on required subjects you had to take.
• Yeah, back when I was a kid there was homework. Stuff you were expected to do at home after going to school all day and if you didn't understand it in class it often meant you did that homework wrong and got a bad grade on it the next day. Yeah, homework sucked.
• Back when I was a kid there were grades. What are grades? Oh, that was a letter ranking you received on work you did based on your understanding of the work. A's were the best and F's meant you couldn't move on to the next grade. Yeah, there were two kinds of grades- I'm talking about a ranking grade for work done right now. Yes, it was confusing.
• Yeah, there were grades. Back when I was a kid we went to school with kids the same age as us. We were placed in age groups our entire education career. It wasn't based on when someone mastered things but when they were born. 
• Back when I was a kid tv's had big backs on them and were shaped like a box and you couldn't watch anything you wanted to, you had to watch whatever was on the channels at that time.
• Back when I was a kid you trusted the news most of the time but that changed when I was in high school and college.
• Back when I was kid there was no such thing as touch screens, you had to use a keyboard to input anything. What's a touch screen? You know it's the thing Granna Julie uses when we go visit her...it used to be called a laptop.
• Back when I was a kid, wearables were just becoming a thing. My first wearable was a fitbit that would tell me when I got a text or call and it monitored my movement but that's all it could do.
• Back when I was a kid we had mandatory summers off from school but in college I could choose to go to school in the summer to get ahead.
• Back when I was a kid in school we had to memorize facts, lots of facts, and we were tested on whether we got them memorized.
• Back when I was a kid we learned cursive. What's cursive? It's a kind of writing style that was used. Yes, it's why you can't read the notes dad and I write for each other that we don't want you to read.
• Back when I was a kid we wrote on paper for everything and we read everything on paper. It felt different from today's paper and couldn't be saved in the clouds. If you lost your homework, you really lost it and yes, the dog could actually eat your homework.
• Back when I was a kid you had to drive a car yourself all the time. They couldn't drive for you at all. And they didn't warn you if you were about to have a wreck.
• Back when I was a kid almost everyone had set work days. 8-5 was expected but most people worked more hours and you had to be at the office with everyone else.  Few people worked from home.
• Back when I was a kid social media was just beginning. Many people created terrible digital footprints for themselves back then because they didn't realize it was going to follow them for their whole lives. It would be nice if there was a "do over" for that period in history but there isn't.
• Back when I was a kid parents, teachers and kids were learning how to navigate the powerful world of technology together. It was all new and changing rapidly. 

Yes, things were different during my lifetime. You should ask Granna Julie about black and white tv's without remotes, cars without safety things like seatbelts and air bags, and parents not knowing where their kids were all day long.

Leveraging Google Sites for Educational Purposes

Over the past few years I have created Google sites for our students as a way to give them access to curated websites or information during research projects. I have created QR Codes that students can scan to get to these resources and we have also created tabs on our school sets of Chromebooks so students will have direct access to these resources when needed.

I also use Google Sites as a way to share information with teachers.  Our lower school technology team created a Google site with quick troubleshooting tips and resources. The opportunities are limitless but to be honest Google Sites were not that aesthetically pleasing in the past, you had to work hard to make your sites look like a "real" website. But all that has changed! I can't wait to utilize the new Google sites (it's been around for a few months) and see what it can do for us.

Looking for how-to's? Watch the video below:

When A Technology Coordinator "Unplugs"

Cue the cold sweats, nervous tics, and wringing of hands...or not. Over Christmas break I decided to do a little self-evaluation of my technology usage. Below is the daily recap actually originally hand written.

December 17, 2016 9:30am
When  a techie unplugs:
I've been awake for approximately one hour and I have checked my emails, returned correspondence and left my phone on my bed stand. As I started to plan my day, I missed my phone immediately. What's the weather today? What time is the church musical tonight? I need recipes for cookies. 

I went upstairs to walk on the treadmill. As I walked I started reflecting on the decision to unplug for some amount of time- probably the whole break? (checking emails 3 times a day for correspondence and zero social media)- I decided I should start journaling the process. Where's my phone? Dang it! Normally I would just speak into it for these type of notes until I could blog. As I am exercising I feel overheated so I reach to touch the hand grips on my treadmill and it tells me my pulse. Dang it! Did I just cheat already? Now I'm in this internal struggle trying to decide what tech am I giving up and what tech am I not? I mean this was my idea (am I already lessening my goals?)! Meh.

I'm currently sitting down eating breakfast I nuked in the microwave (I've decided this is ok) and I am  WRITING in cursive in this journal that was given to me last year. My handwriting is atrocious and I can't spell atrocious! (I miss spell check). I don't remember the last time I wrote more than 3-4 sentences. My hand already hurts as I have filled two pages of lined notebook paper with this post.

Next up...I've been reading a book on my paperwhite Kindle. I would love to finish it. I'm trying to decide since it was already in process, is this ok with me? I think it's going to be a long day of adjusting. I've got a large TO DO LIST today, we shall see what actually gets done.

December 17, 2016 4:20pm
Cleaned out my closet better than I have in my life. Checked emails once since this morning- no social media but I did realize I am still getting notifications. Since the phone isn't on me, I haven't been tempted to open apps. I have glanced at the notifications when I checked emails. As long as I'm busy I don't even think about the internet. I did put a watch on because I realized I use my phone constantly to check the time. 

My youngest daughter face-timed me earlier and I answered. That's her preferred way to communicate when not home. I haven't told anyone at the house what my unplugged goals are. Not sure if that's fear of being judged if I don't follow thru or not wanting to discuss it. I finished the book Technology vs Humanity. It leaves me thinking deeply about the what's next of tech and education. I believe the changes will ramp up quickly- faster than ever. As a school we don't necessarily do proactive well- that scares me. How do we prep teachers and students for AI (artificial intelligence), V/R (virtual reality), A/R (augmented reality), or brain interfaces? Will I even be able to unplug 10 years from now and be relevant? It scares me more than it excites me.

The ethics of technology and the future can't be ignored. Lines in the sand need to be drawn, But not today...today I unplug, watch Friends, and write in a journal.

December 18, 2016
It's mid afternoon. Yesterday I broke my plan. I was getting ready to study my Sunday school lesson to teach to 4th graders and realized I didn't have the right book. So, I got online and looked up both lesson ideas and Pinterest nativity crafts to do. It made me try to think back to my past before Pinterest. Was I more or less creative back then? I'm not sure.

Also, at bedtime I checked my email and I immediately clicked on Facebook. I immediately swiped it closed before it even opened. It made me realize how much social media is just a habit for me.

This morning I taught Sunday School and went to the service. I sat in the balcony. I got the cutest photo op of the children down front as the pastor told them his story just for them. It's the first time I really wanted to post something on social media but it's just DAY 2. RIGHT?!

The really interesting thing about this day is that it wasn't util after lunch that I realized I used my phone to ready my bible all morning long. I mean, I've been using my phone as my bible for years now on Sunday morning...it didn't even cross my mind to take a REAL BIBLE this morning. Nor did I even hesitate to open my Bible Gateway app. Have I conditioned myself to seeing the app as the bible and always available to me that it never even crossed my mind as going against my goals? Is this how tech becomes who we are when we don't even realize we are using it?

I plan to turn my notifications off on my social media and email because when I am bored, I want to check them. I think that may be something I carry forward after these 2 weeks- no social media notifications.

December 20, 2016
Yesterday I cleaned out a cabinet that should have been cleaned out a billion times over the years. I also went out to do some Christmas shopping. This is where I enjoy tech the most. Almost all my Christmas shopping was done online. I hate crowds at Christmas so once I got home I hot out my computer and ordered my groceries from Walmart. I'll use their pick up service today around 10am. I love this service since I hate grocery shopping.

So have I failed? No. I'm still mindful of my tech usage. I haven't posted or scrolled social media. I'm not checking my phone often. I think I'm creating new habits and lining what makes sense and what doesn't. I've cleaned, done a lot of reading, went to sleep earlier, planned life goals each day better and completed the goals as well. Today is a new day. I plan to bake Christmas sweets and clean out refrigerators.

December 23, 2016
I fudged. I ordered groceries online so I could just go pick them up and I looked for recipes. As I internally tried to decide "is this ok?" I feel it was an absurdity not to use tech to make my life more efficient.

For the first time ever for Christmas I spend the day baking goodies. I then spent time delivering them. It did my heart good. I feel good about myself. It wasn't a wasted morning. Yesterday I allowed myself to check emails and answer more regularly. Life felt more fragmented. Today I'm cutting back again.

I did write a blog post today. This time has given me more time to think my own thoughts- so to speak. To examine who I am and who I want to be. This is a natural thing for me to do as the year comes to a close. I posted the blog post to Twitter and found myself wondering why I felt that was necessary. 

Interestingly, I realized I realized I needed to code my purchasing card for work before Christmas day. That means computer work sometime today- while on my break. Not blaming but the nature of my job once again beckons me to technology usage. I'll do that soon.

Laundry is caught up, I've spent time with my girls in conversations, I've read, exercised and baked. Is this because of internally releasing myself form the bind of constantly checking my phone out of boredom?

My handwriting has gotten no better. These posts seem fragmented as I can't add/take away from paragraphs. Hand writing posts is much more linear than blogging. I'm not a fan.

I also deposited a check using my banking app today. Again, efficiencies make sense to me and I value that more than following a strict THOUGH SHALT NOT TECH philosophy. What I am coming to realize (or reminded of) is the value of presence- truly being in the here and now of a moment. I'll be honest, I'm a day dreamer by nature- staying connected to the real world is a conscious effort for me but how nice to focus on valuing the present. Not PRESENTS under the tree but awareness- people, places, moments that will never happen exactly the same ever again.

I am a sentimental fool as my baby graduated from high school this year and I'm dealing with more "last times." Maybe that's why the value of presence seems so noticeable? I think I am finding a better balance as well as learning some things are priorities to me. It feels good and inefficient at the same time!

December 27, 2016
I posted photos on Facebook and Instagram regarding Christmas and since then I've done some posting. I still haven't spent much time on social media. I did decide to delete the apps (social media) off my phone to see how that affects me. I'm reading more and watched a few movies. I think I've been more intentional with my time...maybe.

I have an idea for a book to write in my head but I think I'm afraid to actually sit down and plan it because I know it will "call me" to be done. We shall see.

This break has been refreshing and yet a little disconcerting. I know that my use of Twitter is only as good as what I put into it. I don't want to go backwards or lose my momentum for learning.

January 6, 2017
Yesterday afternoon and this morning I have worked from home. Stomach bugs hit my diabetic child and that's a scary thing. Everyone in our household has had it but me but today I feel queasy. School is dismissing at noon today for potential snow threat. I just got the text. I'm thankful for a job where I can occasionally work from home and be productive still.

I ended my fasting from social media on New Years Eve. I posted, saw the Christmas posts from family and friends, occasionally commented and enjoyed it. It was nice to see.

As I look today at where I am technology wise and I reflect on my "unpluggness" some might say BUT YOU DIDN'T UNPLUG! And they would be right. I'm not really sure what my goals were in the beginning except for an awareness of who I am in regards to technology. I am certain that the efficiencies that technology affords me seems worth it to me. I am certain that the intentionalness of using Twitter and other social media to connect with educators is worth it to me. I am certain there are times in my life technology gets in the way of presence.

Do I have areas that I should be aware of and work on balancing better? Most definitely. And that was the purpose of this self awareness test. Finding my balance. Do I think I will do this again? Yes I do. Fasting is a good thing. Abstinence from things we enjoy teaches discipline. I can always use more discipline in my life. Are you up for trying my challenge? I do believe if nothing else it will cause you to really start wanting to look deeper in how we are to lead the next generation in modeling and thinking ethically about the future of technology. That's a win.