Key Components in 1:1 Classrooms

As we get into the meat of the school year, I started thinking about what are some hallmarks of great 1:1 classrooms.  Whether 1:1 or not, great classrooms may share some characteristics of best educational practice.  However, I have tried to focus on some of the characteristics that are key in 1:1 classrooms.

This statement stands on the premise that a 1:1 environment is inherently different from a traditional paper and pencil classroom.  If you don't agree with that statement then you might disagree with a lot of what I write.  The world continues to change at an accelerated rate and 21st century learning environments are different.  Not only are they different, the continue to change and transform.  So what are some major ways 1:1 classrooms are different from a traditional classroom?

Asynchronous vs. Synchronous

Ironically, although this is probably one of the most poignant changes taking place in the 21st century, it is one that seems to be one of the slowest to be recognized by all stakeholders in the educational process.  Learning is no longer limited to the 8 to 3 school day.  It isn't limited by the classroom location.  Students can learn anywhere at any given time if they have the resources to do so.  In Korea, we are blessed to have tremendously fast internet and wireless access available nearly everywhere.  We also have a plethora of mobile devices that can truly support learning for our students in a variety of modes and mediums.  With trends such as the flipped classroom and blended classrooms, education is just beginning to take advantage of asynchronous tools.  Information on the internet waits for me until I'm ready for it.

Digital Containers

The physical homework tray at the back of the room has given way to the Moodle course, wiki, or website.  Teachers in a 1:1 setting must have a digital container for their class.  This container does much more than collect student work.  It is a hub.  It links to resources.  It facilitates collaboration, dialogue, and communication.  It creates a home base that brings learning together and tracks progress.

Focus on Product

Yes, I know traditional classrooms do this too.  However, 1:1 classrooms dismally fail to achieve the very goals of being 1:1 if they do not get this philosophical pillar in place.  It is not about the laptop being a word processor or just a word processor.  It is about students creating a product so their learning is meaningful to them.  (For more on this, you might want to examine Bloom's Digital Taxonomy.)

Display Student Work

Students desperately want to have an audience.  Students may like their teacher but that isn't really the audience they are looking to please.  They want to share their work with their friends and even family.  Sometimes this is inside the school and sometimes it is outside.  High achieving 1:1 learning environments find ways to celebrate and display student work to a valued audience for the students.  It gives them pride to have their work "published"and inspires them to go above and beyond on their own.

Classroom management and common vocabulary

If a teacher has poor classroom management, it will only get worse in a 1:1 setting.  Give students engaging projects and know when it is time to close the lid and get students off the screen.  The laptop is only one tool available for learning.  It is not the sole avenue of learning.  If this is an area you are working on, I suggest developing common vocabulary across the school such as...lids down, quiet on the set, hands up (no typing), share screens, freeze...just to name some examples.  When teachers set clear expectations that are commonly known in every class, it makes it easier for both the teachers and students.

These are just some of the ideas that stuck out to me.  What is missing from my list?  Are these on the money?  What is your experience?

A 21st Century Learning Space

What does that look like and what does it "do"?  I believe our 5th grade students at GSIS benefit from a 21st century learning space.  Although a late add-on to our existing building, it facilitates the learning we desire in students.  We have walls that can open to create more open space and combine the 2 classrooms.  The setup is very flexible for collaboration and interaction between the 5th grade sections.

Within the classroom, students can collaborate, produce, create, present, etc. We have a cart of Macbooks that are accessible to students to create a 1:1 opportunity. We have interactive whiteboards. We have teachers planning and collaborating together.  The physical space facilitates many different learning activities and options for students.

It's exciting to have such an excellent learning space where students are engaged daily.  The space supports the curricular goals and the engages students authentically in an inquiry-based learning experience.  As a whole, I wish we had more spaces like this in our schools...

Motivation

Daniel Pink was also a keynote speaker at the recent Apple Leadership Summit. His focus is on business and he said people do 2 things at work: pitches and projects. In relation to this statement, he made two further comments. First, very few things are 100% right or wrong in the real world outside of standardized tests. Secondly, not everyone agrees on solutions.

In his most recent book entitled Drive: The Surprising Truth About What Motivates Us, Pink challenges some assumptions of what motivates people. He says money is a motivator. He also notes that greater rewards improve performance on routine, automatic tasks. However, even when “rudimentary cognitive skills are required,” performance drops with greater external rewards. His argument rests on science that says we aren’t motivated as much as we would like to think by the carrot and stick approach.

Pay people enough so money isn’t an issue. Pink says the important aspects of motivation are autonomy, mastery, and purpose. Autonomy gives people choices on how they engage a project or problem. People want autonomy over their time, task, team and technique. Although Google is perhaps the most famous example of what they call 20% time where employees can work on anything they want during 1 day a week, it has been in existence well before Google. Pink argues that mastery comes with progress and people need feedback to progress. Annual performance reviews don’t cut it. Lastly, Pink talks about purpose and the need to understand why we are doing certain work. (By the way, Pink gives many more examples of the research in his presentations and book.)

Pink argues that we need to incorporate autonomy, mastery and purpose into our workplaces as well as our schools. We need to help students understand why they are learning certain topics and doing particular tasks. They need feedback so they can progress towards and attain mastery in certain skills. They need more time spent on the why instead of the how.

Did you catch it? If you are regular reader of my blog, you might of noticed that we just went full circle over the course of the weekend conference. We started with Simon Sinek talking about the why. We progressed over the weekend and Pink ended the weekend talking about motivation. And a vital component of motivation is the purpose...or the why.

We need to have a clear why. We need to communicate it over and over again. It needs to be repeated frequently and intertwined with the culture of our institutions. On an individual level, we need why in our lives to give us direction and purpose. The why helps us know what we want to master and how to make the most of our autonomy. The why helps us know who we are and what we are about. Do you know what motivates you? Do you know your why?

The Impact of the Internet: A Story

Transformation is the goal.  It's not just translating what we have.  It is taking the resources within our reach to create something that didn't exist before--something new.  It is a transformation.

CC Namche Bazaar by Kogo

I love this article which talks about how the internet has transformed some villages in Nepal deep in the Himalayas.  It is so similar to stories of technology use in Africa.  When you put resources in people's hands, they are creative and do things we might never predict.  Among other thoughts, what are the implications for this story in terms of community development?

This news article is probably so powerful because it is a story.  We need to get students engaged in stories and creating their own stories.  I imagine many of our students could come up with innovative solutions to so many of the challenges our world faces.  Let's engage them to know, understand, and act...Perhaps we could read about one of their ideas on Yahoo! News.

Building Momentum

The headline is overly dramatic: "Computers in Schools are a Failure, Says Computer Pioneer Alan Kay."  The article says, "Computers have been in schools for the last 30 years, but with few exceptions, they haven't been used to their full potential."  Hmm...sounds pretty much right on to me.  Yet, how many things fit into that category.  The format and utilization of this resource in our schools has been slow going.  As I read this article, I see Kay saying technology for technology's sake is not very productive.  Where is the depth to the learning?

By Marcin Wichary from San Francisco, U.S.A. (Alan Kay  Uploaded by JoJan) [CC-BY-2.0 (www.creativecommons.org/licenses/by/2.0)], via Wikimedia Commons

Now, is this the first time you have heard this?  Alan Kay's comments seem like what many others have been saying for some time.  Leverage technology to add depth to the learning and inquiry process.  Project Red's recent research says the same thing. Do it right and it impacts student learning significantly.

Some take Kay's comments and those like him as depressing due to the failure of our schools to take advantage of an amazing opportunity.  On the other hand, it gives me hope for the future.  We are gaining momentum in our schools on how to put technology in a school environment and help students inquire, collaborate and give feedback at high levels.  We are recognizing the need to move forward now in ways that have not happened in the last 30 years.  For me, I see hope and anticipation at what is poised to by a dynamic time for students.  And we need to take action.  Our context with technology is different than it has been in the past.  We have to turn "clickable" kids into vibrant, dynamic learners with whatever tools we can put in their hands.

Are you being left behind?  Are you ready to participate?  Some need to be pioneers.  Others need to come along and sustain the momentum.  It starts with one transformed classroom at a time. Where are you?

An Apple & Google Partnership

In our schools, we have implemented both Apple and Google Apps for students and faculty.  I see these two companies offering extremely valuable tools for education.  Apple integrates education-focused software seamlessly together in easy to use ways.  It provides a fantastic platform to demonstrate understanding and learning.   Apple provides a creation tool, which is at the top of Blooms revised taxonomy. It is also built to readily share these creations.

Google adds a component of communication and collaboration.  Although largely text-based in many aspects, the power of collaboration comes out in this suite of applications.  The opportunity to be a learning community and share the learning can have dramatic impacts on a classroom.

In my last post, I talked about being overwhelmed.  Although we have many more tools available at our schools, these two companies provide the core for using technology to enhance learning.  I continue to see huge benefits as both an Apple school and as users of Google Apps.  Teachers can start at this core and develop a foundation for technology integration in their classroom.  So much of what we want students to do can be accomplished with this core software without chasing the ever-changing Web 2.0 apps.  I'm not opposed to Web 2.0 options and their are some great ones out there.  I just advocate going deep and learning the core of what you have at your fingertips to increase the depth of learning taking place.  In technology, it is hard for people to know what they don't  know and as a result, they can often move to new things without accomplishing the full potential of what they already know or have started to learn.  Wherever you focus, do not lose sight of the learning and the student benefits.

Inspiration from Joseph Linaschke

As we journey through life, we come in contact with phenomenal people from time to time. From my experience during the Apple Asia Distingushed Educator (ADE) training (#ade2010), I found Joseph Linaschke (@travel_junkie) to be one of those people. He is super-talented in a highly competitive and high skill field. During his time at Apple, he worked extensively with the development of Aperture, the professional grade of iPhoto, among his other projects. He currently runs Apertureexpert.com and appears regularly on the This Week in Photography (TWiP) podcast.

He spent several days with our group, giving us photography tips, Aperture tips, and just generally spoke about many of his experiences. He has had a camera on his shoulder as long as he could remember and his experience and expertise shows. As I watched him interact with members of our group, he was unassuming and easily engaged in conversation. He engaged in the experience with us and helped us meet some of our project goals during the week. Some people that are at the top of their field come off as in a way that makes their work seem untouchable--never attainable. Joseph made it reachable for us...he encouraged us to give it a shot. I love photography and it is a growing interest. My level is low and interacting with someone at this high level could have easily discouraged me. My experience this past week inspired my creativity and motivated me to remove any limits I may have placed on myself.

As educators and leaders, we want to do this daily. Whether it is our students or colleagues, it is not about us. We want to inspire others to dream bigger and be better as a result of their interaction with us. I would venture to say that many ADEs will take away thoughts and tips that Joseph never intended to impart to us. That is part of phenomenal people--one walks away from the interaction getting much more than intended and the impact of the interaction lasts much longer than the time frame in which it actually occurred. For me, the 5 days will continue to extend by my reflection on how my interactions will impact others on a daily basis and how I can inspire the creativity I desire in others. And the beauty of a 2.0 world means that this may be done in person or in tools such as this blog. How about you? Do you inspire those around you to greater things?

Joseph took some of us on an optional photowalk around our hotel near the Singapore Merlion. Although I didn't have my Nikon SLR with me, I did take these with my older Sony H2. Thanks, Joseph, for the tips and inspiration!

Relevant Learning

School must find ways to engage students in relevant ways. A colleague recently pointed out this website which turns a variety of topics among many core subjects into rap music. It is called Rhythm Rhyme Results. Not only does it take concepts and information and put it to lyrics that can be recalled more easily, but it actually has different versions of songs at different paces and with blanks to allow the learning process and scaffolding to occur. You do have to pay for the service but the website says much of the music is available for download via iTunes or Amazon. I didn't listen to all the music but it seemed like a neat concept and innovative way to engage students. Perhaps it is worth checking out for something you are teaching...

Living Life in Beta

I mentioned Michael Hyatt in a recent post. He has some good stuff on his blog that resonates with me. He recently posted the following conversation that he had with a friend:

“I am redesigning my blog,” she mentioned. She then showed me a prototype. I was flabbergasted. It looked … great! It was a hundred times better than what she currently has.

Truly wowed, I asked, “So when does it launch?”

“I don’t know,” she replied. “I still have some changes to make.”

A little suspicious, I asked, “How long have you had it at this level?”

“Months,” she admitted.

“What?!” I exclaimed. “This is way better than what you have now,” I blurted out. “Just launch it!”

Unfortunately, many people get stuck in this kind of no-man’s land. They want it perfect before they share it with the world. The problem is that they are missing scores of opportunities by waiting. Instead, they should get used to the concept of “permanent beta.”

Why is there such a difference in perspective between these two people? I think the answer is simple. 21st century thinking. Hyatt exemplifies a 21st century mentality and perspective that allows imperfection and transparency. The goal is not a polished product. The outcome is the process.

I have worked with many colleagues who struggle to collaborate on documents and work within a Web 2.0 context because they cannot bear to work with others in an imperfect state. They must wait until it is "done" before they show anyone their work. But it's really a lie. Perfection is too illusive. We aim for it and strive for it and yet rarely, if ever, catch it.

21st century thinking changes our perspective and allows us to be imperfect...to launch in beta, knowing we can improve it as we move along the journey. And it also acknowledges that in a rapidly changing world, the day may come to discard it before perfection is ever attained.

21CHK Quotes & Reflection #2

As I near the end of my journey home from the conference, I am tired yet reflective. It was enjoyable to see colleagues and catch up in person with some people that seem only "virtual" for much of the year. I also like reflecting on our schools and the ideas of the conference. We are in the midst of major efforts to transform our schools into the 21st century models that we talk about. As I return, I want to really look at that guage and apply my reflections and new ideas to our strategic plan to make us more effective in our efforts.

In the second keynote address on Friday morning, Bruce Dixon talked about the 21st century and its impact on education. He said...

What we teach much change

where we teach much change

when we teach much change

how we teach must change

He continued on to discuss the need to transform our classrooms, not just translate the current modus operandi to a digital medium. I think this is something for some continued reflection.

Google Lit Trips

I recently ran across Google Lit Trips. It utilizes Google Earth to enhance a literature lesson. I have not used this specific website and idea, but I really like the theory. It takes one technological tool and applies it to enhance and invigorate another area of study. Although cool in engaging students, the reason I particularly like this concept is that it takes this integration and allows teachers to share templates and lessons with each other. The concept is good and becomes better and more attainable for a wider group to use with students when it is shared and they collaborate.

That is 21st century thinking and implementation.

It takes us beyond our 4 walls of our classroom or the colleagues down the hall. It gives us access across the world to share excellent resources for the good of students. If you are interested in more info, you might check out this article on Edutopia.

When I tried to go to the Google Lit Trips page, it said it was down due to too much traffic. Perhaps I am not the only one that sees this as a good idea...

Learning with video games

I have recently seen more and more educational tools that are integrated within video games. 360Ed is just one of the recent ones I have seen. This 360Ed game focuses on US History. The Economist recently featured an article about Quest to Learn, which is a video game that totally redefines the educational paradigm of students. It integrates subjects into domains that combine math and English, English and social studies, and game design and digital literacy. As education seeks to engage students, the application of video game and multimedia technology to interactively engage students is reaching new heights. While research is still being conducted, the root of hands on learning and engaging students in ways that motivate them to learn for themselves continue to lie at the heart of these initiatives. What are you doing in your class to engage your students in innovative ways? How do you make learning fun and make students want to know more?

Multimedia in the Educational Environment

In my previous post, I mentioned the role of multimedia in the educational environment. Teachers expect students to do different types of projects than they used to do. And in turn, students desire to do more complex projects for their teachers. Shifting a poster board presentation onto a PowerPoint slide was one step. However, now students and teachers are engaging in projects such as podcasts, movies, animations, slideshows, etc. that contain dynamic content. In Korea, we have huge billboards running TV-like advertisements. Multimedia is the norm.

Not all projects are best as multimedia projects. The goal of student work is a key ingredient here. Teachers want students to attain certain skills and standards in their work. Students need ways to display their understanding. In many cases, multimedia gives a much more rich, deep demonstration of understanding than other options. When applied in this context, multimedia helps students demonstrate their understanding more clearly to their teachers. So, overall, multimedia has changed expectations and changed the types of assessments students encounter in their academics.

The Apple platform is the professional grade standard for multimedia. KBS, one of the main Korean television stations, is not alone in the world of broadcasting to use Apple for their editing and multimedia needs. Whether it is editing photographs, creating feature length movie animations, or editing live television shows, it is common to see Apple computers in graphic environments.

The average student or teacher does not use these advanced applications. However, the iLife suite is useful for the more common multimedia functions. iPhoto organizes photos easily and can create slideshows and convert them into movies in minutes. iMovie allows even beginning users to edit movies in ways that look like quality products. GarageBand can be used to create podcasts or record music and audio. All 3 of these applications work together and integrate easily with one another. As these tools make quality products easier and quicker, more time can be spent on the content and the depth of understanding.

We do not want to just do multimedia because it is "cool." We want to use multimedia because it engages students in powerful ways and allows them to demonstrate an understanding of the curriculum in a clear and effective manner. Apple supports this multimedia environment more effectively than the Windows platform. (Again, I am not saying it cannot be done on a Windows machine, it is just easier and works better on the Mac.) In addition to be designed for multimedia, designers and creators of such programs like the iLife suite specifically consider how educators can use the software in its design. Education has long been another niche besides graphics of Apple and their partnership with schools all over the world continue to demonstrate their commitment in this area.

21st Century Skills: A doomed fad?

I recently read an article entitled The Latest Doomed Pedagogical Fad: 21st Century Skills by Jay Matthews of the Washington Post. The title is really a bit misleading on the content of his article but does lead me to a question...is it a fad that will come and go?

To answer that, I can say for sure it will come to pass...everything does. When we get to the 22nd century, 21st century skills will not be the moniker anymore.

To look at the article in more depth, I'll summarize Matthews' ideas by saying he calls it a trendy buzzword that has the pendulum swinging too far. He sees some value in the ideas but argues they aren't necessarily new nor does delivery or the implementation meet the expectations and rhetoric about it. However, people can't seem to get enough of it. He ends the article by saying:

Great educators tell me that teaching and learning are more about relationships than content, more about asking questions every day of everyone in class than depending on students to soak it up on their own. In our poorest neighborhoods, we still have some of our weakest teachers, either too inexperienced to handle methods like modeling instruction or too cynical to consider 21st-century skills anything more than another doomed fad. There might be a way to turn them around, but if there isn't, instead of engaged and inspired students, we will have just one more big waste of time.

Although I think his article could use more focus and substance for that matter, he hits on an important point of teacher quality. No matter what we are teaching, if we do it ineffectively then it will not be a positive venture. Teachers are the most important factor in improving student learning. The research on this is clear. Schools have to get the right people on the bus and professionally grow these educators.

If you are a teacher reading this, are you the right type of person for 21st century learning? Let me rephrase...are you willing to learn new strategics and techniques to engage students? to model authentic learning? to engage students on their terms rather than your own? To explore new tools available to you? Are you willing to put students at the center of their learning? Are you willing to release control as the expert imparting knowledge and live with a "messy" learning process?

Another point that Matthews touches on is authentic learning. What are students learning? Is it really valuable and driven by the appropriate outcomes? It is not about having students jump through hoops or "do school." We need students to engage in their learning, critically engaging and problem-solving real world challenges.

Lastly, although I may not invite Matthews to my writing class due to stylistic preferences nor may I agree with some ideas that he wrote, the concept of balance is necessary. Our learning environment does need to be transformed into a 21st century learning environment. However, that does not mean all that we have done in the past needs to be thrown out. We need wisdom and discernment to mesh the new and the old together to create something new in its own synthesis of ideas. It is not about what is new or what is old, it is about what is best.

Getting quality teachers to engage students in authentic learning that is relevant to the context of the 21st century era is critical...and it is not a fad. From my reflections on this article, you can see 3 principles that I believe lay the foundations for success, transcending any trendy idea.