Empowerment: A Dirty Word or Needed?

EMPOWERMENT. The word itself sounds ominous and risky. In a session today I led on "Creating Technology Expectations for your Educators" I realized I kept saying the word "empower" often. Empower your innovators, empower your tech coaches, empower your students. But what does empowerment look like? What's that really saying? I think it means words like "trust," "freedom," "support," and "rights." To empower someone in their role means all those things. It means believing they have the skill set needed to be in control of whatever it is you've entrusted them to do.

As a technology coordinator, to be empowered means that my school district trusts my knowledge of edtech to make wise choices for my school in regards to technology integration. It means they trust me to create avenues of learning that meet teacher and student needs regarding educational technology. As a technology coordinator I have been entrusted (or empowered_ with the task of being both a visionary leader as well as supporting the faculty, staff, and students in educational technology integration at our school but I do not make these decisions in a vacuum. 

So many of my cohorts are expected to support but they are not given the empowerment of visionary leadership. It is part of my job to immerse myself in current edtech trends and have the knowledge of future edtech trends. Recently, a really amazing instructional technologist in Tennessee has left the instructional technology realm partially because she was weary from "the fight."

Empowerment is a big deal. It can be grassroots empowerment where coworkers view you as knowledgeable and seek you out or it can be top down where administration empowers an individual to make decisions and create opportunities. A lucky group of educators feels they are empowered in both directions. I've had that opportunity. It's a great warm fuzzy of truly feeling accepted for your worth. It's the sweet spot that comes and goes like most sweet spots do.

Empowerment is a word that the ISTE standards speak into over and over again. Student Standard #1 is "Empowered Learner," the first heading for the proposed Teacher Standards is "Empowered Educator," under the heading "Excellence in Professional Practice" in the ISTE Administrator Standards it says "promote an environment of professional learning and innovation that empowers educators..." Oddly, or not so oddly in my eyes, the ISTE Standards for Coaches does not mention the word empower once. I believe that is because it is assumed because the first standard is "Visionary Leadership." 

I don't think empowerment means a constructivist theory in terms of free reign. I think empowerment means within boundaries. I think the issue with technology integration is it is so all encompassing in all parts of education that it feels intrusive. And that intrusiveness has come quickly into the educational arena. It is my hope that balances can be found before more great educators get too weary to fight the good fight. 

Letter to Me as a First Year Tech Coach

You know that whole saying "I wish I knew then what I know now"? Wouldn't redo's be awesome? So here is my letter to the Julie that embarked into the world of tech coaching 4 years ago....

Dear Julie,

I love that you have stars in your eyes and passion in your heart to help teachers integrate technology in your elementary school, that's going to serve you well and get you through some hard times. Always remember that desire. 

You're going to have to become a little thicker skinned. Many people don't value what you are trying to accomplish. This is going to surprise you but your naïveté in this area will help you for a few years. Don't become bitter or write people off, focus on the small successes. Those people that push back the hardest just need to be heard and understood. They think you are trying to force them to do something, and a lot of them will always feel that way. 

Remember your job is built on relationships. Build those, affirm successes and help in the trenches in the midst of problems. Resolving issues will open doors for you. Keep pulling those doors open and offering ideas. 

You're going to miss being with students on a regular basis, you're going to miss the interactions and relationships of teaching and seeing growth year after year but you'll adjust. You'll look for opportunities to have relational moments with the students. The upside is that the kids love when you walk in a room because technology tends to be so engaging. That helps.

You should try Twitter earlier- not only is it going to help you in problem solving and idea making, you're going to develop friendships with people that are going to encourage you through the tough days. You're also going to realize you're good at what you do because of that passion and relationship model you've been working on. Others are going to recognize you're good at what you do to, that's going to give you a sense of purpose on the days you're stuck in the muck- and there will be a lot of them. You don't know now how many people really feel like you are forcing something on them, but you will. It's going to shock you. You could be a little less passionate to the entire world about edtech at times, that might help.

People have a hard time seeing your "balance" and quite honestly you aren't very balanced right now. You are pushing tech so much that from the outside looking at you, it's like you think a lesson isn't good without it. While it is your job to help others integrate technology, you need to remember teachers need to know you see the need to not have technology at times too. You'll get better at this...you'll teach lessons to your students about balance and screen time but right now you're perceived as a vigilante. Bring it down a notch or two. 

That being said, don't take pushback personally- that's going to be really hard for you (you are going to cry way too much). And give up some of those control instincts you have- a noisy classroom isn't necessarily a bad thing! Students collaborating is going to blow your mind in the future. It's an amazing thing to watch.

You are going to have to learn to be flexible through this and that's not your strongsuit. Technology is always changing...don't bank on one device, app, website or lesson plan. You are always going to be in a fluid environment. Rolling with the punches and adapting is what's going to make you good at what you do. You're going to learn to meet teachers/administrators where they are and move them forward. 

 

You're going to write a blog, be asked to speak at conferences, and build relationships outside the 4 walls of your school but don't forget you love your school and that's your first priority. Treat those you work with with respect and honor and listen. Try to complain less  when things don't go as you were hoping. Again... Remember find your balance.

Lastly, give up on the SAMR model sooner. It just doesn't work for you AND THAT'S OK. Focus on transforming classrooms, stations, blended learning, and your four C's- CREATION, CONSUMPTION, CONNECTION, CURATION. Those are the things that are going to resonate with your teachers. 

You've got this. Keep growing and learning to help yourself and those you serve. You're going to get to year 4 and think "oh my word, what was I thinking?" Just keep failing forward and learn from your mistakes. And pray... That's going to help you more than this letter.

You are loved,

ME

Tyranny of the Urgent vs. Importance of the Expected

                                                      

But what if it did? What if as a technology coordinator I put more value on putting my things on hold when the teachers, administrators, and students I support needed me most? What if my job was reactionary? What if I put out fires first and worked on the expected as I could?

Everybody loves a hero and at some time or another we have all needed one. We have been in a situation where no matter how hard we try, we just can't figure out what to do. We are stuck. You are probably thinking of a moment in your life right now that looked like that. How did you get out of the situation? Chances are someone with a skill set, tools, or time you didn't have swooped in and saved the day for you. Someone that realized the urgency of your situation and helped. 

As support staff to an entire school I sometimes struggle with the feeling of lack of accomplishment. I have this list of things to get done but a smart board isn't recognizing a computer, an iPad is giving a popup message, or speakers aren't working. While this is just a small portion of what I am here for, solving these issues gives me "tech coach credibility." If I will help in the small stuff with a smile on my face, teachers are much more likely to feel comfortable with me helping them in big stuff. They are much more likely to hear me out. 

But it's my job to find the balance. If all I do is put out fires and save people from their procrastination of not trying things first over and over again, I am enabling them as someone that always needs to be supported. On the other hand, the unexpected happens. It is in this unexpected moment that the rubber meets the road and I am seen as a resource and remembered for future ideas.

The hardest part for me is being everything I am called to be AND staying relevant and forward thinking. I believe a good instructional technologist has to always be aware of what the next thing might be to make a big difference in their school. For me right now that means spending time looking at open educational resources and finding the time to do it. I believe professional development and research opportunities are vital to me being the best instructional technologist I can be. I also know all the knowledge in the world will not be useful to any organization unless I am meeting with teachers, assessing situations, creating opportunities for student growth, and keeping a finger on the pulse of the curriculum direction of my school.

Boom...drop the mic.

I believe dreams and goals are important to finding and maintaining professional happiness. I tend to have a restless need for bettering myself, trying new things, and pushing my comfort zone a bit.

As a related arts computer teacher for nine years, I never had the same lesson plans from year to year because I needed the change and challenge to stay content. I was content in the role of a classroom teacher because it was a very compartmentalized part of my life during a very busy part of my "Mom Life." 

As I stepped out of the classroom teacher role to the tech coach role three years ago, my bent to restlessness increased- to some extent I "blame it" on Twitter. The truth of the matter is, blame isn't the right word- attribute would be. Twitter has opened my world to innovation by the multitudes. I'll be honest, when you think of an accountant turned teacher I'm probably not the mold you expect. I've always had a need to be creative. This might explain why accounting didn't end up being a long term calling! But I digress. 

Here is my current dilemma...finding value and contentment where planted. Like never before I see so much potential in educational technology. I enjoy the opportunities I've been given to be a part of prototype models of blended learning and leading a 1:1 iPad initiative for fifth graders this year at my school.  I also love that I have a voice in the Twitterverse, have been given opportunities to speak at conferences, and can share my edu thoughts within my blog, that's for sure. BUT I also struggle greatly with being patient with the rate of change I see towards innovative thinking and the slow trek to being more student-centered in educational institutions. It's a ME problem. I see potential not being tried. I see innovative people that just need some wind beneath their wings. I see students needs not being met. And I want to make a difference.

My one word for 2016 was BETA- I see it as a willingness to try things that are not status quo but also already being implemented by others so not necessarily cutting edge, but I think many people see me more as a one word personality of TECHFORWARD. (Yes, that was a made up combo word.) I don't believe in tech for tech sake but I am living in a world where I can see well used tech making significant differences in the lives of students towards better learning.

When does one know when enough is enough? I know we can't implement every awesome thing I see or hear about. How does one choose the best path for the environment one is planted in? LMS or no LMS? Blended? Flipped? Disruptive? All these things sound like a technology rollercoaster. No wonder so many people fear the thought!

My prayer is that as a technology coordinator I will always be able to find my balance and be perceived as an educator that sees value in balance. I fear that because I tend to use social media to speak into my learning, it sometimes makes people defensive that I'm going to try to force them into something. That is never my goal. I believe wholeheartedly that those who work with me often know that about me.

As an instructional technologist I often take part in Twitter chats that talk about moving teachers to the next level in tech integration, teachers that refuse to change, and about an unwillingness of school cultures to move forward but I also know not every lesson needs to be tech-enriched, not every student thrives with every technology option, and there is so much prep that goes into those statements of disappointment that are often shared by my tech integrationist friends. 

What a rambling mess this post feels like. I guess my point is I want to be an approachable educator that is valued and respected where I'm planted. 

Fast Forward: What does a future educational technologist look like?

In 2007, I was a part-time related arts computer teacher in an elementary school with a desire to learn more. That year, I received my M. Ed. in Instructional Technology. This was prior to tablets hitting the market and the big push to go 1:1 in schools was not yet commonplace. I remember in some of my classes I was taking I was dreaming about every student having access to their own device all day long. It seemed so foreign to the world I was living in at the time. That was 9 years ago.

In 2016, I am now in year three of being a technology coach/coordinator at the same school. I work with teachers to integrate technology in their classrooms in a variety of ways. Our students consume, create, connect, and curate using technology on a regular basis. We have rolling carts of iPads and Chromebooks at our disposal that are very busy. Our fifth graders this year actually went 1:1 with iPads. I see technology being used as a significantly useful tool in this elementary. I see teachers seeing value in the use of technology in their classrooms.

As I sit in my office, right next door is the office of the curriculum coach. On a very regular basis I hear her discussing some of the same things I am discussing with teachers- the value of standards-based learning, how blended learning benefits our students, what new website/software/app or option is out their to meet individual needs of our students. While the things that intrigue us may be different on these things, we both find ourselves looking closely at the same things often. I am thankful that she and I work really well together. There are days we have meetings that I think "wow, we tag team this very well." We share things we have heard about with each other often. She starts from the curriculum side of evaluating options and I see the options from a technology feasibility standpoint. But there are times when it is reversed. I see a curriculum need from being in a classroom and she sees where technology just isn't working for what we wanted for whatever reason.

It got me thinking, what will 2021 look like for educational technologists? What will be the needs here at this school? When I started working her in 2003 I was an instructor of keyboarding. My role, responsibilities, and expectations were very exact. Look at how this has changed! I see things being asked of me that I am not equipped to answer yet because I have no training in these areas so I am on the fast track of learning these concepts to be the support I need to be. Technology integration opens the door for me to now need a good understanding of classroom management, standards based learning, curriculum mapping in terms of blended learning opportunities, and so on. What does the educational technologist look like in the future? Does the name go away because every teacher will be implementing it in various ways to meet needs? Does the position go away because teachers don't need the help anymore? OR....

Does this persona become something all together different in the next 5-10 years? Someone that takes part in any type of innovative change. I think in the future technology is going to be such a seamless part of the educational landscape that the needs that I am currently fulfilling here will become less and less. I do believe that the future will be initiatives where I walk hand in hand with innovative-minded educators that see a need and have a passion to try something new or different to find a solution. I see this role being a resource, support, encouragement, a pusher of new ideas. I see future educational technologists as an evaluator of work flow, a beta tester of buzz words, an educator that creates a safety net for challenges and change and lastly, a handholder for those that fear.

All Things EduTechie- The Best of 2015

As 2015 comes to a close, I look back over All Things Edutechie and give you the top 10 most read posts this year. I am not one of those "blog once a week" educators. I am more "blog when the spirit hits you." Sometimes that is 3 times a week, sometimes that is every two weeks, but regardless I try to transparently share what has touched my heart, rattled my brain, or caused me to say "aha...this" on a regular basis.

I would be remiss without thanking each of you for taking the time to read my blog posts and giving me feedback on them. What an honor it was to be recognized by EdTech Magazine as one of the top 50 k-12 I.T. blogs. Professionally speaking, I know this year will be remembered for that achievement. I'm still blown away with seeing my name listed with so many of my eduheros. 

Without further ado, here is my 2015 top 10 blogposts. If you missed some of them- here is your chance to catch up!

1. How I Set up Periscope for Professional Development Talks
2. Important Characteristics of a Technology Coach
3. The Four P's- The Future of Edtech
4. Why Was Doogie Howser An Anomaly?
5. The REAL Digital Divide
6. Time Management of Devices
7. She's More Than a Filled Seat in Your Seating Chart
8. Julie Davis: Blending Classroom Learning Since 2007.
9. Open Letter to THE NEW KID
10. Are Brain Breaks All They Are Cracked Up To Be?

3 Ideas for Opening Your Classroom to Something Techtastic!

Every day I see teachers all over the EdTech spectrum- hesitant teachers and teachers "all in" regarding educational technology. As in many areas of life, we are all in different places in regards to our comfort levels, our "belief" in the abilities of technology, and our time available to devote to learning something new. With that in mind, here is a small list of suggestions to broaden/deepen/start technology in your classroom:

1. Pick one thing to try this year that is tech-based. Perhaps it's using the e-portfolio app, Seesaw to help your students keep a journal of their learning in your classroom this year. Perhaps it is allowing your students to create videos using Green Screen by DoInk to allow students to share their knowledge on a subject. Perhaps it's owning the collaborative value of using Google Docs/Drive and Notability for writing projects. The opportunities are endless, contact someone in your building that seems to be doing something interesting, or your friendly tech coach!
2. Immerse your professional side in Twitter for educational purposes. It's fairly simple- create a twitter account- follow some hashtags that would benefit you as a professional and get to learning. When you see someone posting things that interest you, follow them. It isn't like Facebook- it isn't weird to follow people you don't know. Educators use Twitter to broaden their view on education, so the more people you follow from a variety of places, the stronger your ability to see various ideas! Hashtags can be specific to what you teach or what your current interests are- for instance, I enjoy participating in a variety of hashtag chats #edchat #gwinchat #BYOTchat #1to1techchat #edtech #edtechbridge and my personal favorite #TnTechChat but I can glean lots of information just catching up on the hashtags occasionally using Tweetdeck without adding into the conversation myself (we call that Twitter lurking but it isn't a bad thing). Not quite sure how to start? Download the Tweechme app to develop your PLN (personal learning network) created by Susan Bearden.
3. Ask! Seems simple, right? Do you have a lesson plan that could use a little UMPH? Do you have students that struggle consistently in a certain area? If you have a curriculum coordinator, a tech coach, or a fellow teacher that seems to have a handle on tech in the classroom- ask them what they would suggest! I enjoy being asked into classrooms to just observe. Often, because of what I do, I can think of ways that technology might enhance a certain lesson plan or even aid a certain student. Perhaps, start with a lesson plan that feels like it's a bit lackluster and grow it with the support of technology. Technology doesn't always fit but ask around to see what might help.

Simply stated- start simple. Find support. Take a chance. Knock down the walls of your classroom. Engage. CONNECT. CONSUME. CREATE. CURATE. 

The Problem with Checklists

I'm guilty. I just opened up my iPad case and 5 different lists of "things to do" fell out of it. We all need a source for organization and for me, writing it on a note ingrains it in my head, but that isn't the type of checklist I am talking about in this blog. I am talking about "integration checklists." IF we say "you have to use this, this, and this in your classroom" we are doing two things:

1. Stiffling the creativity of teachers that look beyond the things they have been taught.
2. Placing criteria for tech use into a checklist of "done this" which never leads to "tech inteGREATion." 

My views on this have changed over the years. In year one of having 3 iPad carts in the elementary school, the "requirements" were two projects based on current units of study with the technology coach. I'll be honest, I think the idea had massive value in that first year to push some teachers out of their comfort zone with a bit of handholding or to support teachers excited about the thought of technology but nervous about implementing alone. Year 2- the same "requirements" were there but I also saw an influx of teachers wanting to implement technology in their "centers"- blended learning began! We are at year 3 now and we started the year with the same "projects" requirement but for a few grades mandatory implementation of tech-based math instruction has also been added. Now that there is a comfortability for most of the teachers the struggle is "we want more iPad time and more iPads." I find myself researching for them more than ever before because they are thinking outside the box at "what if" ideas. I rarely have to twist arms or remind them of the "requirements."

Where am I now in what things should look like in the future? I think we are ready to move to expectations based on standards. Currently I see myself perusing the ISTE standards for teachers and students. I see next year perhaps looking differently with what can be seen as a bit more freedom for creativity. Next year, perhaps, we will base requirements on standards with concrete examples from the tech coach on ways to meet those standards. 

It has been exciting to see teachers wanting more iPads and iPad time for their classroom. It's been exciting to see the revelation of what technology can accomplish in the elementary classroom as well. Not everyone is "all in" and that is alright but some of our teachers are all up in the R of SAMR. 

I'm thankful for transformational classrooms that I have gotten to be a part of the planning of implementation. I'm thankful for teachers that are owning implementation. And I am thankful for the hesitant ones that make me dig deep and force me to prove the worth- it's always good to be reminded why you do what you do and what you believe in. I believe in technology coaching collaboration, using technology to support learning, and seeing technology used for consumption, curation, connection, and creation on a regular basis that makes some students super excited about learning.

Edtech Empowerment or the Lack Thereof

Why does it have to be all or nothing? Why are the camps of "anti-tech" and "all in for tech" filled up to the maximum, with big giant fortresses of THIS IS OUR STANCE built around them. It's not to keep the others out, heavens no...each camp does its best to lure the very few undecided to its camp, but the question remains "Why is the divide so big?"

To start with I was quite offended and bumfuzzled by anyone that couldn't see the value of using technology in the classroom. I'll be quite honest, I still scratch my head in dismay at the educators that draw a line in the sand and say "students can't learn this way" or "students can't create this way" or "students can't read this way." If you watch this generation we are teaching very long, you will see there are no longer any stigmas to the way they are willing to use technology for learning. You will also see that they are doing it well- it isn't an adjustment for them, it is their norm.

When my role first changed to a technology coach, it angered me when teachers refused to use technology in the classroom. I mean come on, we are mandating BYOT at different levels at our school. You've been given an iPad and a laptop- you had some days of learning about Notability, GAFE, LMSs, and classroom management of devices...get on board. BUT my EdTech model has changed over the last 2 years.

So what if a teacher still wants to use their overhead projector? So what if a teacher doesn't want to change the way they do things and only allow students to use technology to take notes?  What use to make my skin crawl now makes my spidey senses tingle with possibilities. What I am learning is that most teachers just want to hear some concrete ideas and they might be willing to try something new. They don't want you to teach them the latest, greatest technology or app- they want ideas on how to implement it in their classrooms. They need time to mull it over, process its benefits, they want to know you will be there to talk it through with them. Sometimes they want their hand held as they move forward because they are great teachers and they don't want that to change because they are taking a chance on something new. Sometimes they want to see it in action first- in fact, oftentimes this alone is a catalyst for change.

So what does this mean to me? How did I change? I try to spend a major amount of my time researching, designing, and listening.

• Researching- The area of EdTech has to be the fastest changing source of curriculum out there. One day teachers are all upset that they can't double space in an app and the next day, the app let's them do double spacing. It is my job to stay current, connected, and cooperative. I need to constantly be looking for new things for my teachers through my professional learning networks and I need to take seriously the demands/concerns my teachers have with current technology and be cooperative to helping them find a balance if something doesn't work for them. It is my job to look for new solutions to new and old problems. It is my job to hark the benefits of EdTech that just gets better and better at individualizing student's learning.
• Designing- I am trying very hard not to just say "Hey, I heard about this great formative assessment tool called Kahoot. Take a look at it!" Instead I say, "Hey do you have a minute? I want to show you this formative assessment tool and help you brainstorm ways it might help you in YOUR classroom." When I am given the opportunity to do professional development opportunities with my teachers I don't just say "15 apps in 15 minutes" because some teachers can't wrap their heads around that shotgun method of learning. Instead I lump apps in categories (with screen shots for later) and I give examples of how "I might use creative writing apps in a center." The teachers can then go back and see which one of those creative writing apps appeals most to them but they already have an idea in their toolbox for how to use whichever they might pick.
• Listening- Dogmatically mandating certain things in the classroom often doesn't work well. It is human nature to push back when we feel forced to do things. I must add here that it still angers me that some refuse to implement at all, but only because we are a BYOT mandated school and we are not being good stewards of our constituencies money if we don't take implementation seriously. That being said, there are very few teachers that aren't willing to say "yeah, I probably could make this lesson a bit better." It is my job to hear their needs and desires and see if technology is a good fit for that lesson. It is my job to hear their hearts and help ease their fears. I can't passively sit around and wait for someone to come knock on my door to ask for EdTech help. The only teachers that do that are the ones that are already implementing. I must actively reach out to the hesitant and make suggestions. I must find opportunities for them to see good EdTech in action and send them there.

Supporting EdTech in a school is messy. It is a roller coaster of highs and lows for me at this point. I still find myself wanting to shake my fist at things but I am also seeing change comes not from pushing (although I 100% believe EVERY SINGLE TEACHER should be required to participate in some form of technology professional development every single year if they are in a technology mandated environment). There is proof in the pudding, so to speak. We are no longer in an age of "Oregon Trail" and Microsoft Paint being sold as educational software. Technology is making a difference in learning. It can no longer be ignored. Millions of dollars go into developing newer and better ways to enhance a student's learning experience beyond the traditional. I don't want it to replace the teacher- I want the teacher to be able to spend more time doing what drove them to education anyways- being relational with the students, allowing time for passionate discussions about subject matter...being difference makers with the tools at hand.

Important Characteristics of a Technology Coach

School systems around the country are getting on board and seeing the importance of Instructional Technology Departments with "tech coaches" and because I've been doing it for a little bit I get asked quite often "What should it look like?" I believe every school has its own dynamics but after seeing this role in action for a few years now while, watching and hearing other people in this role, I think I can say there are things you should look for in a tech coach regardless of the school dynamics. While I think the role can be slightly different based on each school's needs, the character traits needed for success are closely the same.

Technology Coaches should be:

• Innovative- My definition of innovation is the intersection of "need" and "passion" under an umbrella of creativity. That being said, your tech coach should have the type of personality that is constantly looking for new ways to meet the needs of students. Ways that typically haven't been done in the past. Your tech coach should be a creative soul.
• Resourceful- Your tech coach should be someone that can think on their feet and adjust in the midst of a lesson. They are the ones the teachers are looking at to not feel intimidated by tech. When tech fails in a lesson (not IF but WHEN), a good tech coach has a backup plan and shows teachers that it isn't the end of the world. 
• Fearless- Your tech coach shouldn't worry about failure. They should work within a culture where they have permission to try things that might not work. They should be the personality type that isn't so overly perfectionist that they can allow themselves to take chances that might lead to failure. This only works if the administration creates the type of environment that says "just learn from it for next time."
• Tenacious- A good tech coach is much like a salesman. They can't sit in their office if teachers aren't wanting them in their rooms. They must push at times, pull at times, but they can't take "no" for an answer. A tech coach must have the support of their administration to hold teachers and students accountable for technology integration. This is the hardest point for me- to not take it personal when a teacher is anti-tech. A good tech coach can separate themselves from what they do so that they can keep relationships good.
• Diplomatic- A good tech coach realizes you can catch more flies with honey than vinegar. They work on being relational with the teachers they support, not dogmatic or dictating. A good tech coach meets the teachers where they are and holds their hand when needed but pushes them out of the proverbial nest when it's time.
• Inquisitive- A good tech coach asks lots of questions of themselves, of their students, and of their teachers. They are in the hallways, listening to conversations, gleaning ways they might be more useful or resourceful. They are reaching out to their professional learning communities to see what others are doing. They are in contact with their professional learning networks to stay on top of the newest educational technology initiatives and innovations. Good tech coaches are connected educators.
• Digital Leaders- The best tech coaches are digital leaders, not digital managers. In a recent post by my friend Katrina Keene, she hit the nail on the head about digital leaders. She says "digital leaders model effective digital tools, have a strategic vision for the digital age, inspire use of digital tools, inspire teachers to own their own learning, shape a new digital age culture"  (http://www.teachintechgal.com/#!What%20is%20Digital%20Leadership?/cufo/55675f530cf23d0164c8c2f8). And here lies the line in the sand- to me this is the hardest role to fill. A digital leader is a great tech coach and it is what separates the mediocre, good, and great. I believe you can be a digital manager and be a mediocre/good tech coach but to be a GREAT tech coach, schools should be looking for digital leaders. 

The REAL Digital Divide

I never intended to be on a controversial bandwagon. I didn't mean to teach anything someone could be vehemently opposed to. For years, I naively didn't even imagine that my "helpful tech tips" to fellow co-workers would be seen as anything but useful nuggets to be stored away for future readiness. And then the veil was lifted, the sands started shifting, the rolling of eyes began, and I started tiptoeing.

What in the world did I do, you ask? I went from being the mild-mannered, silo'd computer teacher to harking the benefits of technology integration in all classes and curriculums. I went from "that sweet teacher down in the elementary school that teaches our students really cool computer skills" to "that tech coach that's trying to change the way we've taught."

I'll be honest, it took me 2 1/2 years before I even realized seeing me walk down the hallway made some people feel uneasy. I was that naive. I truly and totally thought every single teacher would see the merits of technology in the classroom, that they would agree with me that it had the ability to revolutionize learning  as we know it. To me, it was a no brainer so when I tell you I was shocked that people were offended by my offering of technology coaching in the classroom this would be a dramatic understatement. 

You hear a lot about the digital divide in education these days- the haves and the have nots. You hear about how the lack of connectivity for some poor and rural students is causing a digital divide in today's world of education and I believe that is true.

 But there is also another digital divide- educators that are adopters/adaptors of educational technology and those that see no use for trendy technology in the classroom to disrupt pedagogy (and of course whenever there are two camps of opposing views, there are those on the spectrum).

Those along the spectrum are the ones I work to show the benefits of how technology can streamline their classroom or add another dimension to their teaching. Those spectrum educators are fun to work with because I love the challenge of helping them. Those early adopters are the ones I say "hey, I heard about this idea, are you ready to take it to the next level?" They are the ones that keep me on my toes and make me research and push myself to never be satisfied with where I am as an instructional technologist. 

But then there are the "naysayers." Some blatantly spit the word "technology" every chance they get, some are more subversive in their approach but regardless of what the technique is, the digital divide happens and the the abyss gets larger and deeper between each camp as the school year progresses. Feelings get hurt, pride gets ruffled, and real meaningful dialogue from both camps happens as well. With any divisive subject (toilet paper dispensed from top or bottom? Pepperoni or cheese? White after Labor Day or not?) things can be learned from both parties if those involved are willing to be open minded in discussions.

I'm not making this stuff up, it's that time a year when my fellow educational technology professionals are lamenting the same things I am. A school year is almost over and sometimes we still feel like we are banging our heads against the wall regarding those we feel are entrenched against what we are striving to do. I hear the angst, disappointment, and struggles in their voices  as we sit around licking our wounds and pulling up each other's boot straps to take on the end of this school year. 

I've learned a lot this year. I feel like I think about educational technology almost to an obsessive degree. Because of this, I have learned better ways to be more diplomatic with the hesitant educators. I've watched lightbulbs go on when I've done a better job explaining the WHY and HOW of technology integration this year. I've gotten a better grasp on it myself- I'm a more confident implementer- I'm much better at adjusting a lesson midstream than I was in the previous two years. I've failed forward- daily. 

I try not to take the anti-technology camp's comments as personal. I find joy in the little successes and share those successes as I can. I work everyday not to become biased and jaded towards others so that it won't affect any opportunity I might have to help them in the future.

As I said, I never intended to ever teach a controversial subject. I never intended to have to justify what I teach on a weekly basis, but not all crusaders choose their path. This blog post comes from a Twitter chat comment I made to someone really discouraged last night with the negativity and refusal to use technology in her school district that she's been dealing with all year. My comment to her (which has become my goal for this school year) was "Be the difference. Be so good at what you do you can't be ignored." It's not an original quote for sure, but it empowers me daily.

For all of you out there on each side of this digital divide fence, if we are all truly striving to be our best and keep our schools "student-centered", I think we will find our happy place for everyone involved. Let's play nice. 

6 Things We Are Failing To Learn and Teach About Technology

I often hear limits put on technology for educational purposes. For example, "students can't create a report on a phone," "students don't comprehend what they read when they read it on a device," "laptops are a better choice for education than tablets." "iPads shouldn't be used for consumption." All these naysayers forget one thing- times are changing and everyone is different. I've watched my 18 year old type an entire paper on her smartphone and then open it up on another device to tweak it. When I asked "why?" her response was "I can text faster than I can type." The path of learning is always changing and our current students are growing up in an age where technology has been and will be the way they continue to choose to learn. We should never want to limit a student in their desire to learn and we shouldn't limit how they choose to use that technology if it aids their learning. 

Some of the limitations I hear placed on technology has to do with the speaker's own perceptions, strengths, and comfort level regarding technology itself. What I am saying here is that every person is different and today's students might just prefer technology-based instruction using all of the 4 C's (curation, consumption, connection, creation), or they might not. I do believe we have a responsibility to help them navigate and learn what works best for them. We have a responsibility to open their eyes to different ways to use technology for learning. In order for educators to fulfill that responsibility, we have to see it as our role as well.

The U.S. Department of Education has a big push right now through the Office of Educational Technology to get our students "Future Ready." Their futures will be technology rich. The Internet will no longer be something you check a few times a day, current students will always have the opportunity to be living in a 24/7 connected world. As wearable technology keeps evolving, the price point will keep decreasing, and technology will become less optional. So how do we, as educators, prepare our students for that type of life?

I see schools integrating technology into the curriculum to give students good usage skills. I see with that, students viewing technology as more than just a place to play games or access social media. I see schools believing in and teaching good digital citizenship lessons. I also believe there are some things we aren't doing that we need to take more seriously. Below is a list of things I think we need to constantly address with our students and children:

1. Technology is disruptive. When students stay signed into their social media and allow notifications to "contact" them on their devices, they are asking for trouble. When your technology is calling out to you all day long while you are in the classroom, it becomes very hard to ignore it. Even if you don't check your technology, your thought processes change from whatever you were learning to wondering what it is you are missing- concentration is broken, attention span is shortened, learning becomes fragmented. Students should do themselves, their grades, their educator, and their parents a favor and disconnect from the personal uses of technology and use their device as an educational tool while at school. I suggest that everyone try it for a short amount of time (not hours- week/weeks) and see if they don't feel more connected to their learning.
2. Switch-tasking is a thief. People have been multi-tasking for years- TV on, radio on, in a noisy area- trying to study. Some people can do it, but most people don't do it well. The problem is that those same "most people" think multi-tasking doesn't affect them. One of my favorite ways to show people the harm switch-tasking has on their concentration is to follow the steps in this video: http://youtu.be/BCeGKxz3Q8Q. We tend to realize switch-tasking affects us but this video gives us a more concrete way to see just how much it steals from our thought processing. In today's world, it is almost habit to check our phones regularly. Being intentional about not switch-tasking has to be a conscientious act. We should be "testing" our students to see what switch-tasking does to them so that they can learn how they best learn.
3. Limiting yourself is not bad. We are a gluttonous society. We want all that we can have and then we want an extra helping. Students are the same way about technology. By teaching students the disadvantages of disruptive technology and switch-tasking, we also can help them to see that they can set self-imposed sanctions regarding how much technology they use a day. There are time-tracking apps out there to start analyzing just how much time you are surrendering to technology. There are apps and software that parents (or students themselves) can put on their devices to not only see where their students are spending their time but also limit accessibility time all together. We, as educators, have a responsibility to help the student that struggles with overuse and potential addiction problems. We should be watching and meeting, analyzing and encouraging students to see what their kryptonite is regarding technology usage. We should be offering ideas to help them avoid pitfalls. We should be suggesting accountability partners for those that struggle. We should be telling parents about ways to limit device usage (see Curbi Parental Controls for iOS), other than just the plain old every day discipline of taking a device away or sitting beside a student while they use technology (by the way, these two things are the best way to be proactive with our children).
4. Unplugging has advantages. We know that not all lessons are better with use of technology. We all know that face to face dialogue where you can read body language, nuances, and tone makes for more understandable communication. We not only know that technology has limits but we know that a beautiful day should beckon us to come explore, that the TV should be shut off, that video games should be ignored, and that the people in our lives should be invested in face to face. We have a responsibility to force kids to see the world beyond their devices because sometimes demanding is what it takes. I'm not talking about "I don't want you using technology in my classroom, period." I'm talking about, "today we are not using devices because this lesson calls for something different." By taking those moments, we teach our children the benefit of talking to friends without those distractions in their social life as well. We teach them that "phones away at the supper table" isn't because their parents are mean, but because their parents want to know them. We teach them that certain conversations, topics, and people are best addressed without a device and there is value in learning that.
5. Relevance is relevant. Deep, huh? But how often have you been having a conversation with someone and they are also doing something on their phone and you realize they haven't been listening at all? I'm guilty of being that person, especially with my own children sadly, but I know what it feels like to be the one being ignored. Teaching our students to "be in the moment" is a critical life skill. Technology has caused rudeness. We have a responsibility in teaching our students when phone checking is appropriate and when it isn't. We also have the responsibility to teach them, by example (talking to myself here), to be all in when communicating face to face.
6. Bad tech choices will bite back. I believe beyond a shadow of a doubt that the elementary students I teach now will have their digital footprint traced deeply when looking for jobs when they get out of college. I think there will be footprint tracing companies that other companies will call when they are looking at a candidate for a job and they will look at the posts on social media, photos on the web, comments by googling a name, etc to give those companies an idea of what type of person their candidate is. These tracing companies will give them ideas on their character, work ethic, and stability based on things posted in their past. I believe this will happen because it is already happening on a smaller scale with many employers doing their own searches now. Someone will monopolize on this "need" and it will just be one more step in the process of being hired. What we know about the ease of tracing a digital footprint is only going to get more precise. We must prepare our students for this world.

As a technology integrationist, I see the benefits of technology in the classroom daily but I also see things we need to be doing better. Improving my teaching in these areas improves my students for their future. I owe it to my students to share these things with them as I see patterns developing. Educational technology integration is always morphing and new things enter our realm constantly. We must always adapt, react, accept, challenge, and weigh to best meet the needs of our students academic success.

How Does Excitement for Edtech Become Contagious?

Have you ever been to a sporting event and for whatever reason the crowd just wasn't into it? Maybe it was too hot, or too cold, or the score was a runaway, there wasn't enough excitement, or both teams played lackluster which caused the fans to be chatting in the stands or playing with their phones or people watching more than they were actually watching the event they had paid money to attend. I have been at those events. As a coach, player, cheerleader, rabid fan, or sports administration person the overall thought has to be "How do we change this climate?"
The same concept often holds true in education regarding technology. There are educators out there doing amazing things by using technology to enhance lesson plans but they aren't being seen, applauded, or even recognized! There is a new teacher out there- the one that realizes times are changing and constant access to information is here and  affordable wearable technology is right around the corner. According to a 2014 Pew report 83% of Americans aged 18-29 have smartphones. While this study did not ask anyone under that age, I know as a mother of teens, in my school community, the percentage of teens with smartphones would be exceptionally high as well (http://www.pewinternet.org/fact-sheets/mobile-technology-fact-sheet/).  There are teachers out there that are now trying to adjust their teaching to ask more "ungoogleable" questions, to change their teaching into "how do I teach these students to love learning, critically think, curate information, and use the information they always have in hand to make them smarter, well-rounded, individuals that add to, develop, and influence their worlds around them for good?" It's a question educators have been asking for years, "How do I best teach my students?" but the difference is that today's student has access to information on them all the time. According to my google search just now, "Google now processes over 40,000 search queries every second on average, which translates to over 3.5 billion searches per day and 1.2 trillion searches per year worldwide." (http://www.internetlivestats.com/google-search-statistics/). This tells me that people want to learn and are learning everyday in their least restrictive environment.
So why is it some educators just don't see the value of teaching students using technology? WE NEED MORE HYPE. No, not hype for hype sake...but teachers need to see how to make a good lesson better or a bad lesson good! Three times this year I have taken groups of educators to different schools and let them observe technology integration in action. Three times this year, those teachers have come back to our school and implemented something they were excited about seeing while at those schools. When teachers see amazing lesson plans using technology working, they feel more confident that it will work for them. When teachers visit enthusiastic tech-using teachers, when they have enthusiastic tech support, when they are praised by their administration for trying to enhance lessons using technology integration, when they have small triumphs they want to share with others, the excitement for Edtech becomes contagious. What can we do to grow this? Encourage teachers to ask others how they are integrating, encourage great integrators to share their ideas, allow teachers to visit other schools, give them the support staff to brainstorm new ideas, give them the culture to fail forward, hold their hands, invest, research with and for them. We need to celebrate beneficial edtech moments in their classroom and push them through the failures and fears of bad tech moments- both happen, just like good and bad lesson plans happen without technology. Visiting a teacher that is smiling from ear to ear because they have come to the realization that something about edtech makes them feel like they can "teach" or "reach" better is one of my favorite moments...those smiles are contagious- share them!

My One Word: The power of "LET'S"

After thinking for a few weeks about the #oneword concept being talked about so much on Twitter, etc. I have been self-reflecting a lot lately trying to dig deeper and ascertain what I needed to do to be better at what I do. As an instructional technologist, I work with others on a regular basis- other faculty, other students, other parents. This year I am looking for ways to improve my collaboration efforts with these people. My word is "Let's." There is power in numbers, strength in togetherness, growth in unity. 

According to Ecclesiastes 4:12, "Though one may be overpowered, two can defend themselves. A cord of three strands is not quickly broken." I want to use that concept to help others, to help myself, and to help my school.

One of my greatest joys in what I do is seeing others smile when what they are doing with technology works, or when they gain a concept they didn't know before, or when they see the benefit of some type of technology for their classroom. It is very easy in my position to say "Now do this, then do that, call me if you need any help" but for the timid or reluctant technology users, that is often overwhelming. This year I will be more purposeful in saying "Then WE will do this...this is what I will do, this is what you will do, and together, this is what will happen." The word "Let's" tells those I work with that we are in this together, all on the same team, trying to find what benefits our students the most. "Let's" tells them that we are a team working together for the greater good.

If as a technology coach I am approachable and available, I am seen as an asset to have in the classroom, not a nuisance or "one more thing to do." My desire this year is to become as much of a team player as possible. I want to show my belief in collaboration- to give and take, lead and learn, listen and be heard- all within a supportive culture of forgiveness when we fail each other and excitement when we see each other succeed.