Smartphones in the Classroom, Part IV

On my soapbox once again encouraging educators to get over the self-induced taboo of having cellphones in the classroom. This is the 21st Century, and every kid in your school has a smartphone device in their possession. Oh yes, there may be a few students that may not, but there are affordable ways to involve all children in using these tools.

In an excellent blogpost by Jennifer Carey, a list of some creative ideas are available for teachers to consider in planning to use smartphones. I expanded the list with others, but would love to hear from other colleagues about their ideas.

1. In Class Polling and Student Surveys
2. Backchanneling classroom conversation
3. Reading handouts and writing short answer quizzes
4. Doing research
5. Text alerts and school announcements
6. Calculator (graphic, scientific, and basic) use
7. Note taking
8. Assignment notebook
9. Geography usage
10. Astronomy 

Take a jump into the future by getting kids to use the tools of today, not yesteryear.

Carey, Jennifer. Powerful Learning Practice, "Some Ideas About Teaching With Smartphones." Last modified 2012. Accessed November 27, 2012. http://plpnetwork.com/2012/11/21/teaching-smartphones/.

Ask People Who Know...the Janitor, the Clerical, Bus Driver, Kitchen Staff

There is a story that circulated around the NASA complex in the early years of the space program that a reporter was snooping around the assembly building at Cape Canaveral in the evening and saw a janitor sweeping the floor and emptying trash from the receptacles. The reporter approached the janitor and asked him what he was doing, to which he replied: "I'm helping to put a man on the moon!"

When I was an undergrad- many years ago- I remember a college professor telling us to be kind to the custodian in your school. That was probably the best advice I ever learned in college, for many times those very staff members were crucial in assisting me in the many instructional projects I presented to children; everything from helping me build props and assemble desks and chairs, to cleaning up the spills- human and otherwise- that spoiled a classroom environment.

When I became a school administrator, I took this advice to heart in understanding the school community, and learning how the system really worked. I will always cherish my first secretary, Linda Zwicklbauer, who was as adept at training administrators as a Marine Corps Drill Instructor, and as compassionate as Mother Theresa in working with the school staff, kids, and families.

The operational staff- made up of custodians, cleaning matrons, kitchen staff, bus drivers, clerical staff, teacher aides, etc. are really the "heart and soul" of your learning community, not just the teachers and administrators. If you want to know the real story behind your organization, ask the staff. Chances are these stalwart members of your school, that keep the system running smoothly for the instructional program to educate children, are the true "unsung heroes" of your district. I would even assume many of these people live in your district and are taxpaying members of your community. That makes them even more important, and even more influential than you may have thought before.

So consider some "truisms" about these unsung heroes:

1)     The operational staff needs professional development, just as much as the faculty and administration. Take the time to provide safety training or participate with your staff in these sessions to understand their roles and responsibilities

2)     The operational responsibilities of staff members are important, and, in some cases, not as easy as one would expect. Custodians are not just cleaning, but maintaining the facilities for overuse. Heating and cooling operations are computerized nowadays and require an understanding of programming and inspecting high-maintenance energy systems. Food service staff have greater scrutiny today with the health laws and regulations that they must conform to. Clerical staff must be able to manage multiple computing platforms, scanners, and copiers, as well as be versed in psychology and counseling when managing the problems of children, parents- and yes- teachers on a daily basis. Teacher aides working with special education children are crucial members of the instructional team and cannot be ignored for the job they do. Bus drivers are the first, friendly face most kids see each morning, and must be trained to manage different weather conditions, transporting the precious cargo of the district.

3)     The operational staff of the school are directly responsible for student achievement. Whether it's maintaining the environment for learning, feeding hungry children and teachers, transporting children safely through perilous weather conditions, possessing a sympathetic ear when a child comes to the office and know of no other place to get help.

4)     Lastly, take time as school leaders to listen to these people. Attend meetings to listen to their concerns, and provide them with a chance to share their feelings and opinions about the school, the kids, the teachers and the community. Make them feel valued by being open to what they are seeing.

There are many members of a school community that make a difference for children. Don't forget the operational staff that make a difference in ways that are largely ignored by many, for they are the lifeblood of the school district.

NEA, "Getting Educated: Custodial and Maintenance Professionals." Accessed November 25, 2012. http://www.nea.org/home/18513.htm.

Economic Suicide: Learning from the Twinkie

This Thanksgiving Day in the USA, I cannot help but be perturbed by the news from the world of organized labor that a union would kill off the company providing jobs to their union membership, holding out for more money, benefits and compensation the employer was unable to provide. Imagine the insensitivity of union leaders for leading a rampage of destruction for their membership, and destroying a company in the process. Have they not heard of compromise and negotiation?

" I have a natural sympathy for working men and women, but I can’t respect a union that would kill off the Twinkie and their own jobs due to a false sense of pride." (1)

Public sector unions that represent employees in school districts tend to be more understanding than this union that brought down the Hostess Baking Company, at least right now. My dealings with unions that represent school employees have always been constructive and supportive, surrounding the central mission of educating children. How fortunate our schools are to have dedicated people in these  organizations.

The economy is not good, but it cannot self destruct through selfish behaviors, and people need to show some retraint in their demands if it means the destruction of businesses or public institutions. Let's hope we can see better times ahead with balanced leaders in these labor movements.

(1)Hendriksen, Mark. Forbes, "Shame On The Gluttonous Bakery Union Members, Blasted Twinkies Killers." Last modified 2012. Accessed November 22, 2012. http://www.forbes.com/sites/markhendrickson/2012/11/22/shame-

Follow-up to Smartphones in the Classroom

What a wonderful surprise to open my local paper this morning to find this article on the front page.

"Cellphones, gadgets find a place in class"
http://goo.gl/ek4FL


Thank goodness there are some forward thinking people in education. Kudos to the Flagler County Schools.

Recruiting Digital Educators

I am often asked my thoughts on how teachers and staff should be hired to fulfill the mission of developing 21st Century Schools. In recent years I have considered what I would do differently, and what are the skills that are necessary for the "ideal" 21st Century faculty and staff to work in a district. My immediate reaction is that they need a strong background in their instructional speciality, thats a given. But, they also need to demonstrate, show practical application of, and actual use of digital skills and digital learning, and they must have a pronounced digital footprint on the Internet.

Here are a list of some of the things I would want to see, either in an interview or in a candidate's portfolio:

1)     Presence and use of Facebook. 

• In this day and age, it is inexcusable for educators to avoid using Facebook. The ability to upload photos, stories, news items, and connect with not only friends, and colleagues, but students and their families builds a connection that cannot be ignored anymore for fear of violation of privacy. How wonderful that students learn their teacher has a hobby and interests that makes them human and quite inspiring.

2)     Presence and use of Twitter

• The same holds true for Twitter, as for Facebook. Being able to post information, weblinks, homework help and other things can model for students how impactful Twitter can be for them. Besides, it is important for kids to learn how to summarize issues in 140 characters.

3)     Presence and use of Linked In

• Anyone that calls themselves a "professional" should be registered and actively using  Linked In. It is the professional website for connecting with colleagues around the world and with professional associations, as well as looking for job opportunities in a user friendly environment.

3)     Active use of a wiki, website or blog

•  Educators would be required to demonstrate their understanding of how to use a web format that presents their professional, and scholarly side. Parents enjoy reading these tools and students refer to them constantly.

4)     Demonstrated use of Google Advanced Search Systems

• All educators that would work in my ideal school would need to do more with search engine then just a "google.com" query. I would expect each teacher to know how to do a Boolean search inquiry either with Advanced Google or another browser.

5)     Working understanding and use of PC and OS computer platforms

• We no longer live in a world that is divided by PC or Mac. All professionals need to understand both systems. It's time we become "ambidextrous" regarding platforms, tablets, smartphones, etc.

6)     Demonstrated use of presentation programs such as PowerPoint, Keynote and other software.

• Once again, it is inexcusable for anyone teaching and not having an understanding of these presentation programs. While some lectures are "PowerPointless" to begin with, I would want teachers to have a tasteful understanding and use of these programs to support instruction, not overtake it.

7)     Active use of iMessage or other texting apps

• Texting can be a very powerful tool for instruction or your worst nightmare, but it is an important instructional opportunity that can enhance communication. If kids are shown the right way to use texting they will be more focused on making great strides on learning to communicate respectfully, and properly.

8)     Active subscriber of electronic professional journals and organizations

•  Even though I would not be legally able to do this, I would love to visit a candidates dwelling to figure out what they are reading and how. My ideal educators would be using an e-Reading system for their magazines, books and other materials. 

9)     A healthy digital footprint

•  This goes without saying. Type in a candidate's name in a simple Google Search and unlock the world of who they really are. And, I would be more suspect of anyone that did not have a footprint!

10)   A well spoken individual.

•  Lastly, I want a well-spoken person that presents well in a professional forum. 

No doubt, some will disagree with these requirements for a 21st Century educator, but that would be their opinion, since this list represents mine. If you want the status quo, then continue hiring people who have no understanding of these tools. If you want an innovator, have at it...

My Goodness! There's a Cellphone in my classroom!!

Upon becoming a high school principal many years ago, I remember being deluged with a handbook of school rules and regulations for student behavior known as the Code of Conduct. It was a necessary document to establish expectations for student behavior and actions in a school community. There was a section on illegal use of electronics by students. It covered everything from tape players, CD players, to radar installation units to detect if your teacher was planning to give a lot of homework. But, somewhere in between was nestled the thought (15 years ago) that cellphones were a bad thing, as well. Naturally, it was a holdover from before the smartphone era when cellphones made phone calls and played awkward Atari-style games.

The archaic policy was created within a "19th Century-Factory Model" philosophy of education, where  instruction is delivered via an "assembly-line" mentality where teachers believed kids were learning from their voluminous and uninspiring lectures. By preventing them from having tools such as smartphones and tablets they reinforce the belief that kids should not be distracted from their lectures.

Unfortunately, the mindless policies that were created to "harness" student energy in the heyday of 19th Century learning models (that are still prevalent today), are frustrating and turning kids off from active learning in schools today. Smartphone technology encompasses the same applications as a desktop computer with the added benefit of 3G or 4G wireless capability, meaning access to the Internet, resources, primary document searches, and the use of social media sites such as iMessenger and Twitter.

If we learned anything from the last two Presidential elections it was that the person that can master the social media world for their message will be the winner. Young people know this, and schools need to defer to this understanding if they are focused on preparing children for a future that is unfolding before them. As Richard Parker stated in the New York Times today: "...younger voters make decisions differently. They are constantly informed, messaged and reinforced by their deluge of text and Twitter messages- all coming from their friends, families and co-workers- hundreds if not thousands of times a day." (Parker, 2012).

We need to take advantage of the learning tool called the "smartphone", and soon before others figure out that schools are unable to keep kids interested in learning.




1.    Parker, Richard. "Social and Anti-Social Media." New York Times, November 16, 2012. http://campaignstops.blogs.nytimes.com/2012/11/15/social-and-anti-social-media/?ref=opinion (accessed November 16, 2012).

Tech Shifts Changing the Direction of Eduction

In an excellent article by Katya Andresen (2012) on the "shifts" occurring due to the use of social media, I find there is much we should be developing in schools to accommodate this thinking. 

1. The messenger shift

"The idea: Technology has enabled people’s most trusted sources - those they perceive to be their peers - to become the most influential and amplified messengers in their lives. We are no longer the messengers in chief of our causes." (Andresen, 2012)

For Education: we need to reinforce what and how messaging can be used constructively by faculty, staff and students, and among those groups. Understanding the peril that can be construed by faculty and staff messaging students, consider the implications for homework assistance, posting changes to homework detail, sending a positive comment to reinforce a student's positive behavior, and reassuring staff members. For those who question this, be comforted to know it is happening already on iMessenger and Facebook.

2. The social action shift

"The idea: Technology has made it easy for people to take small, easy actions in support of a cause.  This has been dubbed slacktivism by some, which sounds dismissive.  But so-called slacktivists often have large circles of influence and are more likely to spread the word, volunteer and donate down the road." (Andresen, 2012)

For Education: During the deluge of Hurricane Sandy that plagued and devastated the northeast US, it was also apparent how important social action messaging assisted in getting the word out to create supportive mechanisms for assisting people. Schools should be taking advantage of this medium to advocate support for social causes and school issues as well.

3. The message shift

"The idea: The wealth of information and insights we have about people online is driving an increasing expectation of personalization of our outreach - and participation in our messages and cause.  We want to speak to our supporters based on their interests - without crossing the spooky line."

For Schools: harnessing information about members of a school community is doable and much easier to manage than the old paper-pencil filing system. Maintaining a communication link with parents and students through the medium will enhance support for many needs and opportunities.

4. The medium shift 

"The idea: Just this week, we learned there are 1 BILLION smartphones on the planet.  One in seven people on the earth have the ability to do so many things at their fingertips.  This could be an unprecedented opportunity to unleash generosity through technology." (Andresen, 20120

For Schools: The smartphone phenomenon is an important shift in how we access information for trivia, if not homework assistance. Schools should be directing efforts to harness this tool and not finding ways to restrict it in their learning community.

5. The mind shift

"The idea: Thanks to advances in technology and brain science, we know more than ever about what motivates people to give.  What you say and how you say it matters more than the technology itself."(Andresen, 2012)

For Schools: Motivation is an important requirement to keep students on task and focused. What a boon for learning when students can interact with learning through tablets, smartphones and other tech tools. 

Paradigm Shifts in education are valuable and greatly needed.

Andresen, Katya. Linked In, "5 Tech Shifts Changing Our World, Work, and Potential." Accessed November 15, 2012. http://www.linkedin.com/today/post/article/20121114014141-6200057-5-tech-shifts-changing-our-world-work-and-potential.