I know education doesn’t need another acronym, but I’m a big fan of the SAMR model. I think it’s a great way to help teachers think about using technology in the classroom. The thing about the model is, it can often be misinterpreted so I find it really important to help teachers and school sites think critically about SAMR and how it can be implemented in the classroom.
One of the biggest misconceptions of the SAMR model is thinking about redefinition. So often that is set as the be all end all and it’s not. If you watched the vlog you maybe have been thinking, why is the sticker for her SAMR training a cairn? It’s because it’s a reminder for balance on many levels. It’s about balance among the sections of SAMR, between analog and digital activities, individual and teamwork, lecture and collaboration. There isn’t a single one of these things that should overrun a classroom. I wanted the sticker to reflect that and hopefully remind the participants of this message.
As far as the Google Bootcamps go, I have at least one level 1 or level 2 bootcamp scheduled a month to help get more teachers Google Educator certified. Last year I hosted several one bootcamps, but this past week I hosted a level 2 bootcamp to help some level 1 folk move on to the next level. I’m also really excited that individual school sites want all their teachers Google Level 1 Certified. One thing I’ve noticed is even though we’ve been a G Suite District for years there are still many people at the basic level. I think I’m going to create a Google Basics Bootcamp for our district too. Then internally we’d have three levels teachers could potentially progress through.
It’s a short vlog, but a lot happened and more great stuff is on the horizon! Don’t forget you can still sign up for the Silver State Technology Conference and connect with CUE NV on Twitter and check out my interview with Peergrade: buff.ly/2f9N1tI
Yesterday educational technology communities on the internet exploded with mixed emotions as Google for Education announced a plethora of new features for educators just in time, or a week late depending on your district, for back to school.
When I read the blog post in the office I literally did a happy dance and ran into my coworkers’ office to share my excitement. Then, I rushed to social media to share with others and see what the buzz was from my PLN. Many shared my excitement, the lovers, and many were unaware or unimpressed since they aren’t GAFE users, the I don’t care(ers). Then, of course, there were the haters, in this case, a vocal group of opponents against one specific new addition to Google Classroom.
Classroom now has an annotation feature that makes it easier for students and teachers to interact with files (Google, Microsoft, images, and pdfs) when using the Classroom mobile app. I’ll be honest with you, when I first heard about this feature, I wasn’t happy. We’ve done so much to move people away from worksheets and towards creativity, this seemed like a step backward. This seemed like we were giving teachers a tool that enabled bad habits. Then the more I thought about it, I realized my personal feelings about this aren’t relevant to a classroom teacher. This feature, whether I like it or not, is here, so as a technology coach, what am I going to do when my teachers ask about it?
At first, I thought about discouraging use of annotations but then I thought about the teachers I work with. As hard as we’ve tried my coworkers and I have yet to find a simple equation editor that’s as fast and convenient as paper and pencil. So maybe this is the answer to that problem. Who know’s what this tool will become, because I doubt Google knew about HyperDoc or Choose Your Own Adventure Forms when they created those tools. Plus, how often does any edtech tool do something we all cringe about and then months later it becomes something amazing. I guess pdfs, just make us quick to judge.
So as we go back to school I feel it’s important for anyone with a stake in this community to remember the following things:
It’s not about the tool, it’s about what we do with it.
What may be a substitution to us, may be someone’s gateway into educational technology.
Every decision we make in our classrooms is dependent on pedagogy, content, and context, things that vary for every teacher so who are we judge individual decisions?
So what will I say when a teacher asks me about annotations via the Classroom mobile app? The same thing I always say when a teacher asks me about a tech tool. “What’s your instructional objective?” Tools aren’t objectives, but if Classroom annotations supports their objective then who am I to say no to the use of an appropriate tool? It’s our job as power users to help teachers embrace new ideas or tools and ultimately push them outside of their comfort zone and towards innovate in their classrooms.
In January of 2014, I went to my first EdTechTeam Summit featuring Google Apps for Education. Molly Schroder presented a keynote about Living in Beta, and she showed a video about Google’s project X.
I was hooked. I wanted to run back to my district and spread the word of iteration and moonshot thinking, and in some ways I did. Yet, like any post-conference experience, there were the moments of extreme exhilaration and loneliness. Lucky for me, I had found my tribe of like-minded people and they were and are only ever 140 characters away.
Since 2014 I’ve integrated technology into classrooms, and coached other teachers to do the same, but I wanted more. I wanted to reach beyond the boundaries of my school district and social media friends to learn from and help others. To accomplish this, I started going to more summits but this time, I was presenting not just participating.
Then a window of opportunity opened, the application for the Google Certified Innovator Program opened. But like all good things, nothing happens overnight. For weeks I contemplated, read and reread the application, yet each time I didn’t start typing. I felt like I was not good enough, or smart enough, or googly enough. Lucky for me, I have an amazing husband and PLN that convinced me to apply. I furiously designed a t-shirt, learning space, created a video, and wrote about my potential innovation project to help more teachers access coaches to help them with anything education related. When I hit submit I believed in my work and vision, but did not think I would be chosen. Then weeks later, while sitting in a meeting, the congratulations email arrived. I lost every sense of decorum and yelped. Despite my imposter syndrome I made it, just like my tribe thought I would.
While I waited for the academy to begin I began to connect with my fellow future innovators via Google Hangouts, Voxer, Google+ and Twitter. I was so happy to see that not only did I get in, but so did my coworker along with eight of my friends. Our first team building exercise happened before we even arrived thanks to the hard work of the BreakoutEDU team. We solved their puzzles and then we started to create our own game with a partner from the cohort.
Then the travel day finally arrived. My fellow Innovators and I arrived in Mountain View California for the academy. Some of us arrived early and explored San Francisco but we all met up at the hotel to get ready for the journey ahead. We all rode together on a bus from the hotel and it was immediately a party. There were hugs, cheers, and a great atmosphere. When we arrived at the Google campus we were all smiles. For some, it was the first time meeting in real life and for others it was the first time they had seen someone in months, it was a family reunion of sorts.
During the first night, we got to know each other by playing our created BreakoutEDU games. After we broke out of our creations, we played a Google-themed game that will be made available to the community soon. Then we found our team for the rest of the academy and had some awesome Google food. In our team, we were tasked with creating a team name, cheer and to pick a team song. We were also introduced to the tenets of the Innovator Program, Transform, Advocate, and Grow. Everything we did in some way, shape, or form connected to one or more of these tenets.
Day 2 was our first full day at the Google Partner Plex and our introduction to Sparks and Sprints. Sparks are motivational, inspirational talks, or prompts for personal inquiry from Google Innovators and Googlers. Sprints were accelerated work times to begin working on our Innovator Project. What I found really helpful during the academy was we were allowed to abandon the idea from our original application. While I liked my idea, I was extremely worried about district red tape. In addition, we were told we could team up with other people to expand or combine an idea. There were plenty of opportunities for reflection, communication and of course fun. In addition, we were able to participate in a HyperCamp. If a demo slam and an EdCamp had a baby this would be it. Innovators were able to present something they are excited about and then they had a station in the room where others could come visit and learn.
I think one of my favorite Sparks on day one was from Mark Wagner because he took the idea of Moonshot thinking and made explicit connections to education. An idea that once seemed like a far-off vision because something tangible I could take home and use to effect change. When a meaningful problem, an innovative solution, and the appropriate technology come together a Moonshot for education is born. Over the two-day academy we all explored our Innovation idea and with our Coach, we looked at ways we could take our idea to the Moonshot level.
Day 3 involved more Sparks and Sprints but what I found most useful was the extended time to work and expand on our innovator projects. There were prompts we could use to guide our process as we worked. The end of the day included a gallery walk so we would provide constructive criticism to our peers. It was great to see what people accomplished during the two days and see what people had to say about what we completed.
The academy culminated with a Google Hangout On Air live Innovator Academy Graduation. Other Google Innovators from around the world were able to log on and celebrate with us. When our names were called, they played our team theme song and we had our graduation photo taken. After, we took our official class photo and celebrate with a glass or two of champagne.
It was an amazing three days. There are so many stories, inside jokes, selfies, and new friends. Usually after such an amazing event like this, I would be sad because it was over but really the adventure has only just begun. We have projects to work on so the conversations and positive energy is going to stay strong. Now that the academy is over, I hope I can bring the experience from the Innovator Academy back to my school district and that our Innovator projects can not only help my teachers but those around the world. While at the academy, I learned our struggles in the classroom are not our own, they are universal. It will take new ideas and bravery to move forward, ultimately doing what is going to be best for our students. 💡
I still remember my first #GAFESummit at New Technology High School in January 2014. At the time, I was just about half way through my Educational Technology Masters program at Boise State University, a relatively new teacher, and a lone wolf techie at my school site. I was fortunate to see Jamie Casap & Molly Schroeder speak at the event, and on the plane ride home I remember thinking to myself “I want to help others like they do.”
I’ve now been to 7 GAFE Summits and that internal desire hasn’t changed. I am often asked “You know so much about technology, why do you still go to these things?” First, I thank the asker for thinking I know ‘so much,’ but then I reply with “regardless of what I think I know, it’s technology. It’s always changing; there’s always something new to learn.” GAFE Summits make continually learning fun and exciting; no matter your ability level, an EdTechTeam summit is a great place to learn because you get to practice, meet amazing people, collaborate with them, and try new things.
In May of 2015 at the San Bernardino summit, I was able to present alongside people I’ve looked up to and followed on Twitter for years. During my first presentation at the summit, someone asked a question and I didn’t know the answer. Internally I froze, but I quickly channeled my inner googleyness and said ‘I don’t know, but let’s try it together and find out.”
Presenting at a GAFE Summit is invigorating. Not only do I get to practice my craft but I get to learn with the people that attend my sessions. Now instead of being afraid of questions I crave them. I want to app smash and test things live in front of other educators. I want to model not knowing and being willing to try. I know it is scary at first, I’ve been there, but I hope I can help others and show them it doesn’t have to be that way forever.
I’ve presented at 5 of the 7 summits I’ve attended. Each presentation, each summit has its own personality and potential for awesome. People think I’m crazy, but I can’t be away from the type of energy for long. A successful summit is when I’ve learned with the participants and being able to bring that knowledge and energy back to the teachers I work with as a Staff Development Specialist is an amazing gift the GAFE Summit provides.
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By they way, if you’re free the weekend of November 21st Temecula is hosting their first GAFE Summit and I’ll be there! Come hang out and enjoy the learning.
