I published My area of work is around the use of technology is schools. on Medium.
Last year two primary school classes in our multi-academy trust submitted questions to astronomical experts related to the Juno mission to Jupiter, which has sent back new and exciting information about the giant planet and its moons.
The excitement for our children was that their questions were answered live on a Google hangout on air by the experts as they watched from their classrooms. Spacelink are offering this opportunity again and it is all free. Check out the hangouts coming up via the link and register your interest to get your class involved.
What we did:
I created a Google document to share with the classes, once they had their class discussions and lessons to investigate the topic they added their questions to the collaborative document and I was able to simply send the document link to the organisers and they had them ready to go during the live hangout, which you can watch above.
At the end of the live hangout the children cheered! Real impactful #edtech should provide an opportunity for learning that wasn’t feasible before. Our teachers found the tech was easy and the learning was inspirational.
Less chocolate is a change I am struggling with, I love the stuff! But non-the-less I am actioning that change thanks to getting a bit more educated about the way my body works. Better education and understanding has helped me embrace change and see it for the longer term benefits and impact.
I have been Inspired to write after listening to Jamie Casap, a Googler, talk about change in education. A keynote address I delivered at a few technology conferences including in New Hampshire and Sweden was titled “Change, the only constant?”. I suggest education hasn’t changed that much over time and it be something we as teachers get used to? Jamie, speaking on a Google Hangout on Air with educators split change into two.
Desirable change vs undesirable change
This struck a chord with me. Of course we like change that we perceive to have inherent benefits and are dubious or even avoid change we believe doesn’t improve our lot or in fact makes things worse. Sometimes it takes time or more education for everyone to see a change for the good it can bring and consider it from other people’s perspective or beyond the initial upheaval. I advocate change when I leave my day-job as a maths teacher to train teachers in the use of technology for learning. Do I always manage to frame that change as desirable or beneficial? My feedback forms suggest so, however is this feedback from educators who are already excited by the change technology can bring. Moreover, why would you book yourself on to a course which you felt was not going to be beneficial? I didn’t give my language classes at school the chance when I was 14 and dropped them at the first opportunity. I regret that now. Selling change for its benefits is not an easy job.
Later this week I am delivering training to a whole school, which should ensure we get a full and varied range of attitudes and perceptions to the change I am supporting them with. Will they all see the change as beneficial? If the change is to be worthwhile and to be realised then it had better be solving a decent problem or come with a compelling story.
Design thinking is about finding good problems to solve, problems inherently worth solving. It also focusses on the “user” and take ethnographic data and builds a story around people and how we can help solve their problems. For this reason I think design thinking has a worthwhile and permanent place in education, making curriculum and learning design student centred and personal.
— Jaime Casap (@jcasap) October 14, 2016
The school I am supporting with training needs to learn the tools, granted but they won’t use them if there is no purpose. Therefore I want to help them to find desirable change by finding some problems worth solving.
“Technology for Learning or #Edtech is at its most impactful when no-one mentions it.”
Me, just now
Change is not a problem if it is worth doing. If someone has a good problem to solve they are happy to work hard at it and they will find the right tools to make it happen. This is my ever-evolving approach to supporting teachers with technology for learning.
To start finding a problem worth solving try the 5 whys activity. Write down your vision and the challenges in the way of getting there. Find a colleague who is fairly straight talking and get them to ask to why…
You: My challenge is to get teachers using new technology
Friend: Why would they want to use new technology?
You: New technology can provide new learning experiences
Friend: Why are the current learning experiences not good enough?
You: They are… but technology could open them up a wider audience
Friend: Why don’t the teachers already see that opportunity you do?
You: Because they are not keeping track of new technology developments
Friend: Why are they not up to speed on technology that is available?
You: Because they are too busy!?
With a good 5 Whys session you might find yourself with a problem worth solving…
How might we give teachers time to learn about new developments in learning?
Reframing a change from “Here’s a new tool for you to learn” to “We are going to use these new tools to save you time and develop learning” might be the catalyst for teachers to relish change rather than fear it. That is my hope for my upcoming training. Thanks to Jamie for making me think about it that little but more.
The Weald School in Billinghurst is not the obvious place to end up hearing from a History teacher sitting in the car park of a 7eleven in Missouri but it happened at #TMedtech a Teachmeet focussed on educational technology. Thanks to Andy Cooper, who previously connected his class with Rhett, we were treated to a hangout with the US History teacher who actively pursues experiences for his pupils beyond their own community. If they are studying Greece he will find someone in Greece to get on a smart phone and shown his class around. His class have arrived early before school for some of the hangouts he has organized. As Rhett said…
“Would your students come to school an hour early for your best lesson?”
Rhett Oldham, 2017
I have been showing Google’s Virtual Fieldtrips video for a few years now as it demonstrates the impact technology can have on learning with no significant outlay of cash. If you use the SAMR model it registers on the M or R.
I used to have a classblog for a year 9 maths class and through Quadblogging we connected with classes in Singapore, California and Melbourne. A child from one of these classes commented on our lesson and it gave us an idea we put on place the following lesson. Lesson feedback from thousands of mile away! Deputy Mitchell, who runs quadblogging is looking for secondary school classes to get involved. I should crank up the old blog at my current school.
Whether you are swamped in devices or have to beg, borrow and steal to get your students into a room with a working computer, connecting learning to the wider world and bringing experts into your classroom is getting more and more achievable.
If you want to engage with other classes around the world here are a few options you could use to get started.
- Hangouts in Education (Google+)
- Skype in the Classroom (Microsoft Community)
- Global Audience Project (Educator Project)
If you would prefer to get your day to day learning out their for the wider world then start a class blog. I used WordPress for mine where one student wrote the content each lesson and I took the pictures on my phone. (No faces or second names was the rule I stuck to)
Edublogs provides the opportunity for every student to have a login but ensure only the teacher can publish and is based on WordPress so has the credentials of a ‘proper blog’.
Consider taking your class global this week.
Google Classroom, Google’s tool for managing, sharing and collaboration in your classroom, has had an important update in the last month. A teacher can now assign a task to specific students, something we can all do ‘in real life’ but teachers who have found Google Classroom to be a time-saving effective tool for sharing content and accessing work have been calling for this feature for some time. To see the other updates, including usage statistics in admin panel click here.
When I presented a Google Classroom session for the first time at an Appsevents summit it solved many problems for teachers who already used Google Drive with their classes but those using Edmodo, Hapara Teacher Dashboard, Moodle liked the interface and usability but when they asked if it:
- Can share information with parents like show my homework
- Sync with markbooks like…
- Work on iOS and Android
- Annotate student work like…
It didn’t, but it does now! What we have learnt is that the feedback button was worth pressing. Google’s team of project managers and developers read every piece of feedback and have aggregated the main requests to regularly improve the product based on user’s requests. If you appreciate being able to sort by first and last name, you’re welcome.
All the items I listed in my training slides that Classroom couldn’t do have consistently been crossed off. Third party tools have made Classroom even more effective, more and more of your favourite web tools and apps work seamlessly with Classroom. Here are a few of my own favourites:
- Share to Classroom
- Desmos (sort of)
More and more providers of educational tools are taking advantage of the API access to integrate their tools with Classroom so your favourite may be linked soon if it is not already. Check out the ones that do here.
For admins, some who eagerly await more integration with the tools teachers want to use, others who have used a lack of integration as a reason to deny teachers use of it, there are now ways to sync users, create classrooms for the whole school and monitor usage. Parents can get updates on assignments and a calendar is created for every class.
Chromebooks are getting android apps and a stylus to make it even easier for teachers to annotate work submitted, which for me leave one last request…
Google, please can you develop Google drawings to work seamlessly with touchscreen, stylus and interactive whiteboards?
Ben Rouse, 2017
For schools looking to harness technology for learning, can they really look much further than GSuite and Chromebooks?
Empathy and understanding the ‘what is’ forms the essential starting point of innovation and underpins design thinking. So what better way to get started in schools than to shadow a student. Check out the shadow a student website, which is aiming to get school leaders living a day in the life of a student.
Sign up to commit to shadow a student and learn more about your school than a month of meetings would tell you.
Try using empathy mapping while you do it, add it to an ethnographic wall in your staffroom and encourage others to add too. Father data from conversations, informal chats and observations made while walking the school. You might be surprised what you find.
What you find might be the problem worth solving that leads to innovation…
Students are categorised by grades, level of need, progress from starting points and in some cases background or ethnicity. There are other categories some teachers might wish to use too. Could we use very different characteristics to provide the best learning opportunities for all children?
Clearly I am not busy enough being head of maths for 3 days a week and Technology for Learning lead across a Multi-Academy Trust for the other two days. To fill in the slack I signed up to an online course on Coursera. The course title is “Design Thinking for Innovation” which has content and cohort discussion over 5 weeks with an assessed reflection at the end.
Why Design Thinking?
Design thinking provides a methodology and toolset for developing innovation (innovation is something we can all produce) and I am keen to apply it where appropriate to the way we work in schools. One aspect of the ground work needed to create conditions for Innovation is to go deeper rather than wider to understand the situation in which you are operating.
How would it work in schools?
An example for a school would be to consider putting the whole school excel sheet to one side and take time to conduct interviews with 10 to 15 students. The interview in Design Thinking needs to be conducted carefully, taking time to listen. The themes that come from a few deep interviews can provide more understanding of a problem than data from 100s of students.
The course is not education specific, in fact it is mostly business focussed. However, I have found relevance in most of the sessions. One in particular led me to write this post.
A case study showcased the Design Thinking used by a healthcare start-up who interviewed 20 ‘users’ to define the things that influence their health and well being. From this work the company developed a set of personas to encompass their users, including strategies to help each persona improve their health.
Consider if in schools we used design thinking to get an understanding of the personas of our students in order to develop strategies for each that help them become better learners? Leaders may also consider this for their staff as recruitment becomes tougher it is valuable to know what will keep your staff motivated and happy. These things won’t be the same for everyone!
If your school takes an approach like this please do share. I will be using this idea as my reflection assignment for the course.
Have a look into design thinking in education via the Teacher’s Guild.
Other books you may wish to consider are:
- Designing for Growth: A Design Thinkers Guide for Managers by Jeanne Liedtka and Tim Ogilvie
Edupreneur: Unleashing Teacher Led Innovation in Schools by Aaron Tait and Dave Faulkner