There is something positively magical about the last few days of school in June. Kids are overwhelmed with anticipation, possibility, energy and joy. It's a wonderful time of year, second only in my mind to the days before winter recess.

I decided to add to the magic by introducing some of my K-4 classes to our plans for the STEMLAB. My goals: share the vision, gather student input, and generate some excitement.

Most of all, I wanted to listen. So, as I passed them my Chromebook (you can see it in some of the photos) I introduced the project with a few words about "what we want computer lab to be like next year." I showed them a photo of our new classroom (I made sure to mention that much/most of the existing furniture would be removed). We watched a short clip from an Engineering is Elementary video (click here, go to slide 6). I explained how we'd be doing projects some of the time, and other times, they'd be able to watch videos (made by me) explaining how to do things on the computer instead of listening to me lecture. Finally, I asked them - at the urging of Christian Long - to tell me how they like to learn. (The question evolved a bit as we went along, ultimately becoming "how they like to work.")

"I learn best when I'm relaxed and I think, 'Hey, I can do this,' and everything's going good."
"I like to learn from my teacher and my mom and dad."
"I like to learn by doing science."
"I work best when I'm very comfortable. At home I have the X-Box seat, where I play, and sometimes I do my homework on it."
"I work better when I'm playing."

We're not done yet - I plan to spend these last precious few days conducting and documenting more listening sessions. (Half the class gets to play games while I meet with the other half of the class, then we swap. It's a win-win.) Takeaways so far:

• Comfort is king. Students say they learn best when they control the environment, so they are relaxed and can concentrate. Mobility is important.
• Individualized learning appeals to them. "You mean I can watch the video over and over until I get it?" Yep!
• Technology is great but teachers, moms & dads are important. Many students talked about learning activities at home, science projects, writing stories, practicing math, creating things on their computers, etc., with the help of an adult.

Students were especially thrilled by my Chromebook. "It's so light!" one exclaimed. "You mean I get one of my own to use?" (Me: while you're in school, yes, but you can't take it home.) "So we are going to have to be very careful with these, right?" (Me: yes, please!)

I can't WAIT for school to start in September! - Dom, rising 4th grader

Neither can I, Dom. Neither can I! -kj-

This post is part of a series about our plans to "reinvent" my K-4 Computer Lab class as a STEM (Science, Engineering, Technology & Math) course starting in September 2012. By "thinking out loud" here I hope to keep stakeholders apprised of our ideas, activities & progress while I gain wisdom and perspective from anyone who cares to join the conversation.

CC Image credit: Time Flies by h.koppdelaney on Flickr

For as long as I can remember, I've held the belief that the expression "I don't have time" is a cop-out for people who don't have the courage to say "what you're talking about just isn't that important to me." As I enter my tenth year in the classroom, I'm not so sure. I have the good fortune work (virtually and face-to-face) with some pretty high-powered people. Some that earn five-figure keynote speaking fees, and others that direct the daily operations of a classroom full of rambunctious students. One particular individual in the latter category has me questioning my views about time. This person has already forgotten more about teaching and learning than I will ever know. A natural leader, their command and control skills would impress General Norman Schwarzkopf. This person always makes time for me, no matter how overwhelmed they are. They constantly ask me about new technologies, use me to help them think through creative lesson ideas, and work tirelessly to keep morale up on their team and in our school. They are an inspiration. And yet despite these laudable skills, abilities and talents, this individual is, increasingly ... out of time.

The futuristic thriller In Time (2011, Twentieth Century Fox), set in the year 2161, features genetically-altered human beings whose life force is regulated by an embedded countdown clock. The movie is far more complex than I can explain here, but the basic idea is that the amount of time on your "clock" determines your wealth - and literally, how long you have to live. When your clock reaches zero, you drop dead. Unless you find a way to earn (or steal) more time to add to your clock. These days, it's as though my inspirational colleague's clock has ticked down close to its final zero. The result? Pressure to do the things necessary for their survival become paramount - paperwork - parent meetings - differentiating lessons - IEPs - more meetings - more paperwork - and, of course, delivering instruction. While this could be viewed simply as a matter of priorities, I see it differently now. The initiatives I have underway with this individual are state-of-the-art could generate transformational change in our school. These are the big dreams. We have a shared vision. The results, to date, have be incredibly positive. We have a mandate. We are agents of change. And yet, we sputter. Little things don't get done. Opportunities are missed. Potentially brilliant ideas spring to life, only to atrophy from lack of attention. I used to believe that people simply made time for what was important. That was it. Now I'm not so sure. What will you accomplish before your clock reaches 00:00:00? And how will you decide what to work on in those final days, hours, minutes, and seconds? -kj-

Cross-posted on Welcome to NCS-Tech!

It's been a full week since the fabulous Dell Education #DoMoreEdu Think Tank in NYC. I'm finally getting around to posting my reflection.

The brightly-lit, colorful, Clifford-themed Scholastic, Inc. world headquarters at 557 Broadway didn't look like the Lower Manhattan education-industrial complex forward operating base I expected. There were no towering pillars of gold, no majestic, multi-story atriums, and heck, not even any Stormtroopers standing guard. It was just a very nice, unassuming, modern office building. Taking my seat at the table with friends and colleagues (some I'd never met face-to-face) and the folks from Dell, I plugged in, booted up and logged on. Eric Sheninger got us started and would throughout the day do his usual amazing job as master of ceremonies. He explained why we were together and what we'd be doing. Bottom line, we were there to talk and listen. Here's how the event invitation laid it out:

A small group of educators, principals, superintendents, IT administrators and community members all interested in and active in social media will come together in person to discuss possible topics such as the move from print to digital, data driven instruction, access to technology and an engaged community in and out of the classroom, learning and collaborating no matter the time of day or location, the benefits of social media in education and the notion of students having more influence over their own learning.

I didn't know what to expect. This was Dell's event, even though it was held at Scholastic HQ. Would there be sales pitches? Focus groups? Mailing lists to sign up for? Product placement? The answers: no, no, no and no.

There would be a series of questions, with conversation facilitated by Eric, and the essence captured graphically by Brenda (I believe) from Imagethink. Photos, Livestreaming and the social media presence were managed by Ryan and his Fit to Tweet colleagues. The whole thing would end up on Storify, too, live-blogged. All good stuff.

Major Takeaways

Dell did a wonderful job. This was a brilliantly orchestrated, smoothly run, engaging and fun way to spend a Saturday. I (and believe no one else) received no compensation to attend. Other than a light breakfast and box lunches, we had to pay our own way. (Giving up an entire Saturday was tough, but, I prefer being uncompensated for events like this, actually.) The online discussion (what I saw of it) was well managed and lively. I'm amazed so many people took part! (I shouldn't be, my Personal Learning Network colleagues rarely miss an opportunity to learn and grow.) The conversation was excellent overall. Sometimes we agreed to disagree. Points were made passionately but not in overbearing ways. The chemistry in the room was amazing (even if it was 'preaching to the choir' - more on that in a bit). That said...

Future #DoMoreEdu meetings should strive to "get the whole system in the room."

"We're preaching to the choir" is a familiar refrain in the edublogosphere circles I frequent. It's mostly true, though Dell engineered this event so that many people could join in. But (no offense intended to my fellow participants) were the RIGHT people in this conversation? In the room at 557 Broadway and online? I didn't take attendance, but as far as I can tell, we had no representatives of federal, state or even local educational agencies with REAL POWER TO AFFECT CHANGE. Don't get me wrong, everyone at the event was a change agent in some way. And, we did learn some new things, trade ideas, and inspire each other. But at the end of the day, is that it? Are we done? Is there nothing more? I have been a fan of Future Search ever since I heard about it from Sylvia Martinez and Bernajean Porter. I even had the pleasure of spending a morning a few years ago with Marvin Weisbord and Sandra Janoff at their home in suburban Philadelphia talking about the model and its implications for schools. I strongly recommend Dell Education get familiar with the Future Search model and explore how it can be used, specifically within communities where future Think Tanks are held, to facilitate meaningful discussion and more importantly - action that follows it up. As a starting point, I recommend Future Search: Getting the Whole System in the Room for Vision, Commitment, and Action (Amazon.com)

We are the .01%.

Much was said at the meeting about the importance of social media both in the classroom with/for kids as well as professionally for ourselves educators. Still, I wonder. Why are there so few of us? Why are so many reluctant to embrace social media professionally? What are the implications of that reticence for educational reform? I am convinced there is some sort of psychographic explanation as to why certain people, like those in the room, gravitate to social media (and use it so effectively to learn and grow). But what about the rest of the world? Our colleagues? Those on the outside looking in? Let's face it. We are the minority. We are the few educators embracing these tools to advance our craft and improve education everywhere we can. But back in our districts and organizations, does it matter? Are there enough of us? As Scott McLeod likes to say, "Why aren't you having a bigger impact?" Why have these conversations if real progress and change is so unlikely? (See above.) Rather than give up, we should redouble our efforts to prosthelytize about social media in schools - both in classrooms and in teacher professional development. I'm fighting the good fight. Are you?

Never underestimate the power of The Force (a.k.a. Social Media).

Think Tank participant and general girl wonder Karen Blumberg made an interesting observation. It went something like this: before she was exposed to and started using social media, she was "just a classroom teacher." Four years later, she's a changed person, having run multiple successful Edcamps, organized and ran TEDxYouth at her school, and now cultivates international network of co-learners. She's not the person she once was. She's New and Improved. She thinks globally and acts locally. She is FIERCE. Would she have become the person she is today without social media? I don't know, but I do know I consider myself lucky to count Karen as a colleague and friend. Now, imagine what change we might effect if more people got on the bus...

Closing Thoughts

The Dell #DoMoreEdu event was not what I expected (since I didn't know what to expect.) Let's be honest: Dell is a for-profit company seeking more profits. It's the American Way. I expected (feared?) sales pitches (among other things) but none materialized. What did materialize was a day of sharing, learning, networking and growing that could only have been made better if more policy and local government decisionmakers were present, and, if it happened in my home town. It's all about making a difference, folks. Otherwise, why just go through the motions? Life is too short...

Thanks for reading!

-kj-