Post Post-Workshop Thoughts -- iPad Workshop -- EdTechTeacher.org -- Hauser Hall/Harvard -- July 8-10, 2013

Since I tend to be one who ruminates about things a bit -- some who know me would probably say that I spend WAY too much time in a state of rumination -- I've continued to reflect on my experience at the tablet conference.  To repeat, it was a great experience and I am extremely glad I went and grateful to my school for making it possible for me to be there.

Something I keep coming back to is the pedagogical rationale for all the talk among educators about the (some would say) radical changes happening in our schools where technology "revolutionizes" the classroom and the subjects we teach.  Some of the terms one hears include:  

• workflow
• flipping the classroom
• video, video, video
• digital literacy
• digital citizenship
• information society
• information management
• critical thinking
• collaboration
• 21st century competencies
• programming
• and so on

In my school, many of the above are oft-discussed, weighed, and touted as necessary components of our classrooms and curricula.  I have heard myself bringing up for discussion plenty of the topics in this list and I would argue that many of my fellow educators reflect and talk about the above with total sincerity.

Okay, so what's the big deal?

Probably nothing or ??????.  But what keeps popping backing into my head is the physical layout of the classroom at Harvard where this tablet workshop was held.  Four or five rows of student seats behind stationary tables in half-circles that descend from the last row of student seats to the first.  And what do we find "down in front"?  A chalkboard (or projector screen) and podium.  This is clearly where the professor "stands and delivers" (which was the case for our presenters at the workshop, as well).  The room did not offer any sort of the physical flexibility that I noticed.  It seemed like a totally traditional classroom that had "teacher-centric" written all over it.

And, on the couple days when we had to vacate the classroom we were using because a Harvard class was coming in, the Harvard class was totally run in that professor "stand and deliver" mode.

This I find quite interesting.

Why?

In think back on all the discussion we've had in my school about transforming the classroom, 21st century skills, critical thinking, etc., we talk as if these changes are revolutionzing education.  But, to the extent my school is a "prep" school preparing our kids for college (and explicitly for colleges like Harvard), it makes me wonder if were are doing our job to prepare them for the educational experience they will actually be having in those colleges they go to.

Just wondering.  No solid conclusions on my part.  No empirical studies.  I probably should ask some of our grads and see what their feedback would be.......but I do seriously reflect on what I REALLY should be doing to prepare my Middle Schoolers for their best educational future.  It is endlessly fascinating!!!!

Post-workshop Thoughts -- iPad Workshop -- EdTechTeacher.org -- Hauser Hall/Harvard -- July 8-10, 2013

So, dear reader, it’s been a week since I left the iPad Workshop organized and sponsored by EdTechTeacher.org and held in Hauser Hall on the campus of Harvard University.  It seems that a few words of reflection might be in order.

First, I tip my hat (figuratively, of course) to the two EdTechTeacher trainers that were running the workshop:  Samantha Morra and Carl Hooker    

For three days I sat in awe of Sam’s total command of all the things she talked and demo’d, along with her highly professional style whenever she was “up there in front” while always maintaining her extremely supportive, non-egotistical, mega-friendly personality.  Carl also had a “command of the facts” and was a very supportive presence always there to help out the 30 or so of us in the room.

Great as the in-class experience was, the question I need to revisit is the one I posed in my post prior to the start of the workshop:  What specific methodologies, techniques, skills brought to students, and apps did I learn about and experience during these three days spent in Cambridge?  What makes a tablet a “killer device” that transforms – or at least enhances – student learning?

Were I forced to answers those question, I’d have to voice a (to me) surprising degree of uncertainty as to the answers.  To cut to the chase, my conclusion, so far, is that a tablet is a very cool piece of hardware – and there is an amazing and impressive wealth of apps available for them – but it is not a game-changer.

Do I love the fact that these tablets are instant on/off?  Yes.  Do I love how light and portable they are?  Absolutely.  Do I enjoy the ways you access and manipulate the screen (swiping, tapping, drawing with a finger or stylus)?  You bet.  Do I think kids would love using these things?  Totally.  Do I find that a tablet can make it easier for people to collaborate?  Yup.

Did the workshop teach me how kids, by using a tablet can perform research projects in ways that are superior to a laptop?  Well, yes, in some ways.  A built-in camera can grab a shot or video of my frog dissection to which I can add an audio narration and then submit to my teacher.  I don’t think a traditional on-paper lab report comes close to showing my teacher how much I know about frog physiology let alone how to properly perform a dissection.  And a laptop often has a camera these days but is not nearly as portable and easy to manipulate as a tablet.  Tablet is way superior to a laptop if multimedia, in-class experiences (and off-campus -- documenting finding my frog in a nearby swamp) need to be captured.

But what about producing a major research and writing assignment about 19^th century United States presidents?  Or completing my short story for English?

The goal I keep repeating to my students when it comes to “data entry” to their computer is that I challenge them to be able to type in their ideas as fast as they can think.  This may be possible with a tablet’s on-screen keyboard but I have not seen empirical evidence that this is possible.

In the type of school where I teach, there is enough emphasis on writing and large-scale research projects, for example, that I’m unable to totally buy a tablet is the answer.

If kids could have two devices – a tablet and a laptop – that would be ideal.  Probably 4-5 years from now people may take it for granted to have both devices at hand or the hardware may morph into devices that are as light and easy to use as tablets but make it possible for the productivity efficiencies that are more native with today’s laptop.  Nothing stays still with technology.  Change is the way it’s always going to be.  It will be fascinating to see how this all plays out.

To get back to the workshop, it was absolutely a valuable experience for me.  The breadth of available apps that have to potential for big payoffs in the classroom and curriculum was amazing.  In fact, much of our time was spent on exploring these apps which was rewarding.  I’ve got many hours left of exploring them yet left to do.  Just look again at that table I included on Day 1.  What an impressive list!!

But I also have a lot of reflecting to do about keeping the focus on student learning and curricular development and improvement.

But that’s what’s so fun about this line of work:  there’s never a dull moment!!!

P.S.  If anyone actually reads this and can help me broaden my perceptions and learn ways I have not yet discovered about the advantages/capabilities of tablets in the classroom, please let me know.  I am absolutely, positively a life-long learner!!