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Reflecting on #beyondlaptops
On April 19-20, 2012, I had the great opportunity to attend the Beyond Laptops conference at Yokohama International School in Yokohama, Japan. The conference was organized and facilitated by Kim Cofino and was attended by approximately 55 educators, administrators, tech directors/tech integrators, and curriculum coordinators from Asia. Great conversations occurred over the two days, and Kim did a fantastic job to facilitate the process so the diverse needs of the group could be best met. The most useful discussions for me where the ones where groups discussed and presented issues related to where they are at in the 1-1 technology implementation process (I’m currently at a school that’s been 1-1 for a while, but I’m going to a school that’s starting its 1-1 program in August); a Q & A panel with a group of YIS students, and a jig-sawed discussion about our expectations of each other (administrators, tech coaches/IT directors, curriculum coordinators, and teachers). From those discussions, here are my take-aways.
Image by Kim Cofino (Superkimbo) on Flickr
Balance between tech and non-tech
One of the students in the student panel Q & A stated that they still enjoy doing work that doesn’t involve technology and that we need to find a balance between tech and non-tech learning processes. In the same way that vinyl records still hold a much more warm and rich sound than their digital counterparts, we can’t ignore warm, effective learning processes that don’t necessarily need digital technology. Teachers that are resistant to technology for learning say that all essential learning processes can be done without technology. There is limited truth to that (they often don’t recognize how they world has changed and why we need to shift from the industrial model of education). So, we as future-oriented educators need to make informed choices as to what the best tool for the task is while keeping an eye on the future, developing skills with technology that will help build successful frames of mind and skills in students that will help them be successful in the technology-rich world in which we live.
Another student in the Q & A declared that she doesn’t want teachers to be replaced by technology since teachers bring the passion and that’s still important for learning. I think this was a very telling statement that regardless of what we can get technology to do, the face-to-face educator-learner relationship factor in learning will always be critical. Yes, our learning spaces can be transformed; our school day schedule can be transformed; we can better break down the walls of our classrooms and schools and interact more with other learners and experts globally; the amount of content and how we process and generate content in learning can be transformed, but the basic human interaction and connection that occurs between educator and learner can’t be outsourced to technology. Our human-ness begets this need.
Balance in Professional Development for teaching tech tools and developing transformed learning cultures
Image by ClayOgre via Open ClipArt Library
A substantial and important side discussion that occurred at the conference was about what should be emphasized at a PD conference like this. Most of us in the ed tech community frequently say these changes needed in education aren’t about the technology tools. They are about learning. But at ed tech conferences, tools are what seemed to be emphasized. More emphasis needs to be placed on developing the learning cultures that are essential to moving our educational systems forward and making them more relevant to today’s learners (Check out this passionate response by Jabiz Raisdana about this acculturation issue). I agree with this acculturation issue, but we can’t ignore discussions of what effective use of tools look like and even taking some time to share and up-skill people’s use of tools. I think the balance of these two elements is what needs to occur.
In rolling out or being in the early stages of a 1-1 technology program, the technology device(s) and apps tend to take front-and-center in PD and training. This is unavoidable since many teachers need the direct assistance in how to use technology tools effectively. At the same time, however, we need to be sure that PD in this context focuses on transforming the learning culture of the school. If schools don’t address this shift in learning cultures, real change won’t occur. Many teachers will just end up using the technology the same way they taught previously, doing things the old way through new technology (like distributing handouts electronically instead of on paper).
Image by Kim Cofino (Superkimbo) on Flickr
Student involvement
Kim had students from YIS involved in the discussions with the teachers on both days and had a special Q & A session with the students on the second day. I think it became very clear to all of us that having students directly involved in these discussions and decision-making processes about their education is absolutely essential. The students provided impressive and insightful comments and feedback in these discussions. In the Q & A, one of the students stated how their ideas and opinions should be just as important as administrators, teachers, parents, and board members. Kudos to the kids for advocating for themselves. They are right. And, I will work to ensure that students get more involved in these kinds of decision-making committees at schools in which I work.
Professional development
The changes and transformations that need to be made in education, including using technology tools effectively and transforming learning cultures, can’t occur without the majority of the members of an institution understanding the how and why. Getting people to this point requires professional development. Most international schools have technology integrators (or technology learning coaches, digital literacy specialists, or whatever you want to title the role). People in these roles, including myself, work tirelessly to assist colleagues and students in developing their effective use of technology for learning. However, this assistance can only go so far when it comes to subject or grade level specific aspects related to the curriculum. For example, my teaching background and experience is in the social sciences and humanities. So, when I work with colleagues in these departments, I do a much more thorough job in connecting the use of technology with learning objectives in the curriculum. When it comes to math, science, or even PE, that assistance weakens in making the connections with learning outcomes in the curriculum since I don’t have academic background or expertise in those areas.
The idea that came out of the conference is that of a Tech Pilot or Pioneer group. At least one person from every subject area/department and grade level would join this team. This team would then go on a retreat early in the school year with technology learning coaches/curriculum coordinators to develop their understanding of essential technology learning tools and new learning culture ideas. These people would then be the first level of support for their immediate subject area/department and grade level colleagues. Technology learning coaches/curriculum coordinators would continue in their roles and provide continued assistance throughout the year. The full Pilot/Pioneer team would surely meet throughout the year to debrief and continue learning together. This model is supported by recent data collected at my school where a substantial percentage of colleagues said they preferred to learn from a colleague who has used a tool before. This makes sense since there is a more intimate curriculum connection between these subject area/department and grade level colleagues. For this model to work, however, it needs to be clear to the community of who all is involved, and the goals and expectations of all members of the professional learning community need to be clearly delineated.
Social Media and Digital Citizenship
YIS was finishing its Digital Citizenship (DC) Week during the conference. The Beyond Laptops participants were invited to attend the end of week assembly where students summarized all of their learning about DC over the year. It was great to see the students talking soundly about these important issues that face us every day as we navigate through our digital worlds. The use of social media came up often during the conference, as well. During the Q & A with the students, quite a few comments were made about social media. One student said that blocking social media only causes anger and rebellion. Another student stated that social media makes it very easy to share resources with each other. Another student even stated that using Facebook and having an open network at school helped her to learn how to manage distractions that can come from such mediums. I think all of these comments show the importance and emotion that surrounds these great tools that help us to communicate and collaborate. Yes, they can be problematic for some students, but that’s where we as educators come through and develop Digital Citizenship awareness to help students understand how to navigate their digital landscapes effectively. Moreover, schools and educators need to harness the power of social media themselves as ways to reach out and connect with both their immediate local and extended global communities. Schools and teachers need to model this effective use, not block it and deny its existence.
Overall, it was great conference with great conversations. A lot of work still needs to be done so that technology is being used effectively for learning and so that more relevant learning cultures are developed and sustained in our schools. As Dana Watts stated in one of the break out meetings, everyone just needs to Suck It Up to ensure these things happen! The #beyondlaptops Twitter back-channel feed can be seen here.
StuCon2012- A Technology Conference BY Students FOR Students
On March 16-17, 2012, 13 students from my Semester 2 Grade 10 Technology Skills for the 21st Century Learner class attended the first ever StuCon 2012 technology conference at Hong Kong International School. This was a conference where all participating students helped design, organize, plan, and run the various workshops. In essence, it was a technology-based conference by students for students.
Photos and Collage by Thomas Galvez
Nine international schools from East and Southeast Asia attended the conference, including schools from Hong Kong, China, Singapore, and Indonesia.
This event, organized as a non-stop 24-hour conference, was the first of its kind. Other student-centered technology conferences exist like Flat Classroom, which my school attended last year, but none have done the 24-hour model. The organizers qualified this non-stop 24-hour approach by saying, “…[The decision] was driven by awareness that productivity is often driven by pushing mental states out of their comfort zone…” They also stated that the 24-hour approach was one of the main themes of the event. The students weren’t expected to stay awake the whole time, however. The organizers created power nap times in the schedule and any student could grab a nap in a dedicated room whenever they felt the need.
The SIS Technology Skills students started preparing for the event as soon as they started the class after Chinese New Year in February. They divided themselves into three teams where they collaborated to design and deliver a four-hour workshop each that revolved around a technology skill, process, and/or idea. The students chose their workshop topic based off of pre-existing technology skills and interests or something on which they wanted to improve technology skill-wise.
One group, consisting of Andy K., Vaneson L, Lecy C., Luke W. and, Coco X., built their workshop around video making and editing. They titled their workshop “Movie Rookies.” Participants in their workshop recreated a scene from a movie, learning about the cinematographic and editing elements in the process. You can view the commercial they created for their workshop here.
Photos and Collage by Thomas Galvez
Another group, comprised of Joe R., Jason K., Jung Woo P., and Chris T., designed their workshop around photo editing on computer and mobile devices. Their workshop was called “Digital Plastic Surgery.” They helped students improve photo-editing skills while promoting the idea of a consistent and professional looking presence of one’s self across social media applications.
The final group, an all-girl cohort consisting of Helena K., Jamison F., Saige T-H, and Madyson H., created a workshop about making original music using an online music creation and editing tool. Based off of the name of the online tool (ROC by Aviary), they called their workshop “Be a ROCkstar.” Promoting the idea of creating original music for class projects instead of using a copyrighted song from a known artist (which is illegal in most instances), these girls showed their participants how to put together an original song depending on the mood of their video.
Along with facilitating their own workshops, the students attended other technology-based workshops developed by the other participating students. They also had opportunities to interact with “gurus” that were brought in by the organizers. Two gurus came from Warner Brothers Studio in Hollywood and CNN Hong Kong, respectively, while another two were a professional video game developer and a theme park engineer. The greatest amount of excitement came from those students who went on the CNN studio tour with the guru from CNN. Two of the students tweeted to their followers on Twitter upon their return that the CNN tour “was amazing!”
Overall, the students enjoyed their StuCon experience despite the inevitable exhaustion that came with such little sleep over the 24-hour time period. The students will have the opportunity to hone their new skills in future class projects. Hopefully StuCon will continue for many years to come and hopefully SIS will continue to participate in this wonderful student-centered technology event. Student reflections about the conference can be read here.
