It's Going to Be Messy

Messy:
1. marked by confusion, disorder, or dirt
2. lacking neatness or precision: careless, slovenly
3. extremely unpleasant or trying

I think a catchphrase I hear all the time (and admittedly, use all the time) is that education and learning is really messy. In fact, we always warn teachers that when they bring in technology and devices (as well as authentic learning) that "it's going to be messy". 

When I look at the above definition though, I can see why recently, a district leader stood aghast, unable to rectify his definition of messy with mine, when I made my messy comment in a meeting. I think it all depends on your definition of messy...

When I say "it's going to get messy", I'm trying to say:

You're going to have to let go a little bit.
Your class will be loud. 
You'll struggle with feeling like you get anything done because your
constantly moving about, 
conferencing, 
facilitating, 
leading, 
guiding,
nurturing,
teaching.

AND
your principal will walk in to see that instead of orderly rows 
your students will be in all 
positions, 
shapes,
locations,
as they navigate learning on
iPads, 
laptops, 
Chromebooks, 
maybe even spaceships...
embracing their
confusion, 
quests,
tasks,
disorder, 
learning.

And there will be a group of kids around the SMART Board in the front of the room arguing about the solution to the problem as they figure it out together.

It will look careless to the unlearned observer.
It will look beautiful to you. 

Your kids are going to be extremely passionate about what they're doing which means it's gonna be hella-loud. (Sorry teacher next door)

BUT ALSO 
your students are going to do things that are wrong online...
they might bully, 
they might cheat, 
they might even access things that you didn't have any idea could get through your schools filter...

SO YOU
you, will be constantly looking for teachable moments to help guide students in this new wild frontier,
YOU
will be more 
exhausted 
yet YOU
will be more 
fulfilled as a teacher than you ever thought possible 
(before you allowed this "mess" into your classroom)

because your KIDS are learning and growing and thriving in ways you never imagined.

So, go ahead...let it get a little messy:) 

Climbing with Technology

I never really imagined how reflective my blog would become. I originally foresaw this space as more of a place to list my favorite tools (and don't you worry, I think there is still a place for this, too). But, I've found myself desperate to have a place to think about what it means to teach teachers. 


Over the weekend I finally had the opportunity to climb the Flatirons in Boulder, CO. For some of you reading this, that feat is amazing (you're probably from sea-level, and a 1,000 foot incline would be terrifying). For others, this feat is far short of amazing (you've climbed Everest or at least a couple Colorado-fourteeners). During my hike, my thought process moved back and forth between these two ideas--the response by my audience to my experience completely differs because of the various levels of expertise and experience by those who hear it.


And it struck me---this is the same way I see people responding to teachers using technology in the classroom. I see teachers that are at the entry-level of technology use, who are excited to just use a projector or a document camera, and are only beginning to find the stamina and courage it takes to continue the climb, sometimes criticized by the expert teachers--who have already been to the top of the mountain and back and who have forgotten what it's like to begin. I've also met teachers who have tried technology once, had a horrible experience, and never tried it again--their fear of failure and of what others may think cripples them from continuing to move forward. They feel like they don't even know how to use the gear properly, let alone get on the trail. And of course, I've met teachers who were forced to climb Pikes Peak before they had even tried on their hiking shoes. 


And then, there are our mountain climbers. Their raised visibility makes them seem invincible to the struggle it takes to climb this technology mountain. Because of their distance from the bottom of the mountain (and their distance from those teachers still struggling to begin), not many people see the constant effort, the exhaustion and the determined focus these teachers must maintain to keep going. When you climb one mountain (and in record time or with record results), people expect you to get back up and climb another, and often times wonder why you can't lead a whole climbing party with you. We see these "high-flying" teachers as something to be glorified (which, often times is very much deserved), yet, we must also understand that the climb of the new technology teacher is just as powerful. 


I could extend this metaphor for quite some time--the point is, we must have patience. I hiked with some experienced people--and never once did they look at me like I wasn't good enough to be with them, and they never criticized me when I didn't have the right gear (or couldn't figure out how to use my camelback). They were patient and supportive, and because of their response, I will hike again. Let's take this same response to our teachers (our students) who need to feel our support in moving forward on this journey of technology integration. If we respond to them with patience and genuine excitement at their willingness to start the hike, I have a feeling they'll be mountain climbers sooner than we ever thought possible. 

Technology Integration

I read an interesting article today (Technology Integration Guide) that presents practical tips for seamless integration and what it "looks like" in a classroom. The original form of the article was posted in 2007, but an updated version is making the twitter rounds today. 


According to this article, technology integration is achieved when the use of technology is:

• Routine and transparent
• A child or a teacher doesn't stop to think that he or she is using a technology tool
• Is accessible and readily available for the task at hand
• Technology tools support the curricular goals, and help the students to effectively reach their goals
• And students are more actively engaged in projects when technology integration is a seamless part of the learning process. (Edutopia, 2007)

While I agree with the points made, I think that they only allude to a crucial element of seamless technology integration--it's not about the technology. What makes students actively engaged? What makes students able to move seamlessly from one form and mode of technology to the next and stay focused on the lesson? How is a classroom transparent? It seems that this list misses the teaching pedagogy behind the use of the technology--a crucial point in mentoring teachers to use technology in their classrooms. Technology doesn't make a better teacher, but technology can enhance what is already happening in a master teachers classroom.



Take "routine and transparent". Sure, technology can make this easier--giving parents and guardians a voice in the classroom, allowing ownership to foster in not only students, but in the community surrounding the classroom as well. There are hundreds of websites that provide collaboration and transparency of a teacher to the rest of the world (not sure a teacher exists in our country whose grades are not posted online for parents and guardians to access). Yet, a solid teaching practice is to foster relationships between classroom stakeholders. Giving technology to a teacher who does not value these relationships won't make the classroom routine and transparent. It's the backstage belief of the teacher in the necessity of fostering community that makes the onstage movement towards a routine and transparent use of technology.


Each of these bulleted ideas must be discussed through the lens of the kind of teaching skill that gets a class to this point. That's what we need to foster in our teachers--the technology will come when the desire to teach effectively becomes the focus!