(Re) Focus Technology Implementation

A few years ago I wrote about focus and how it would be the most challenging 21st century skill students (and adults) would need to possess in a world flooded with constant content. While technology has found a place in the classroom and all of our personal lives (except my father’s), we still need to ensure a healthy balance of screen time for both ourselves as professionals, and transfer that model to our students. It’s never been more important.

I make an attempt every Sunday morning to disconnect from all devices. I turn my phone off, shutdown my laptop screen, and turn off my iPad. Don’t allow for any alerts to enter these moments, simply shut it off. Not to be confused with Taylor Swift. When I engage in this exercise I get an odd feeling. I feel as though these connected devices are silently calling my name and that I am missing out on a great tweet or a great resource. My levels of dopamine are falling and suddenly Sherry Turkle’s philosophy of being connected but alone begins to surface.

However, when I focus on the Sunday New York Times, followed by a book, I tend to feel full after. This is not a new concept, but juxtaposed with how I feel after flipping through FlipBoard, a variety of Twitter streams, texting, emailing, etc. all within the same moment, it’s vastly different. I feel exhausted and unsure of what just happened. It’s like a blur of small amounts of information. I didn’t retain anything and I don’t feel full, I feel exhausted and mildly accomplished.

The moments I’ve illustrated above can be seen in the hallways of our schools. Students today have access to more information than at any other time in history. They also have a plethora of outlets, avenues, and channels to engage with at any given time of the day. And, while some may argue that the connected student is a good thing, I would argue that it is not. Not entirely. A connected student or connected educator is not about how many digital worlds you subscribe to, but rather, your level of engagement with them and how they can make us better at what we do. Similarly, we need to help students manage their digital lives while encouraging them to focus on what they’re passionate about in school. And, have them share those passions through a blog or possibly Twitter.

Studies on brain development under the duress of multitasking and engaging in a variety of tasks at once, have shown that those activities don’t make us smarter or more efficient, they make us tired and weary–and they impact brain development. What’s more, it affects our short term memory and causes us to forget meetings, dinner plans, our children at soccer practice. This is what we’re missing; the simple, important moments in our lives. This idea should give us pause when thinking about the rate and amount of technology we allow our students access to while engaged in the learning process.

Over the past few years it has been my job to bring technology into the classroom in order to engage students and provide efficient workflows for students and teachers. Additionally, I viewed technology devices as a way for students to engage in challenge-based learning simulations and have access and opportunities to rich, dynamic content while engaged in these inquiry driven activities. When I visit classrooms I don’t look for devices or apps, but simply learning. I look for conversations, collaborative practice, and questioning. And this is not to say that technology should be left out, either. Rather, my assertion lies within an educator’s ability to balance screen time when students are engaged in the learning process.

I get upset when I attend conferences or hear about consultant workshops that simply focus on applications and devices. I look at consulting companies and all I see are apps, device-centered learning, and the idea of “app smashing”. It’s not what technology implementation should be, ever. Yes, applications can do some amazing things and lead students to produce an engaging final product, but what about the skill sets being taught? What about the application of that learning beyond the final product?  If a student uses the camera app, Explain Everything, and iMovie to create an end product, am I more impressed with the workflow, or the inquiry that drove the learning? Most educators would say the later.

Ultimately, classroom technology should provide an opportunity for students to expand their learning and share it in an engaging manner. As educators, we must balance the technology in our classrooms and not saturate it with apps and confusing workflows. Rather, focus lessons around a challenge that drive students to think, question, and experiment. Allow the challenge to drive the lesson forward, and provide access to technology that can further engage or highlight what students are learning.

 

Educon 2.7: A conversation worth attending

Educon was the first education conference I ever attended in 2010. I credit this conference for opening up my connected educator life and rethinking what an educational conference should be and can be: a conversation. Educon is without pretension and has always been a comfortable experience no matter how long you’ve been teaching or how “connected” you think you are. It’s a forum that allows all voices to flourish, be heard, challenged, and engaged.

This year I had the pleasure of leading a conversation with Lyn Hilt on “Reinventing your PLN”. Our conversation was generated by conversations Lyn and I had been having regarding the evolution of digital networks since we both dipped our toes in the stream of these networks. We both noticed a trending pattern of how users engaged in their networks and how quickly one could get lost in the rapid stream of constant content. In short, we felt the tweet below from Bonnie Stewart best articulated our challenge:

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This was the trend we were seeing in our networks and we wanted to engage in this conversation in order to step back and refocus the lens of our respective networks. We started our session by asking participants to engage in a conversation about why they attended our session and what they hoped to take from it. What we learned was that we had several diverse pockets of participants in digital networks. Some had signed up for a Twitter account, but had not actively engaged in the medium. Some were looking to organize their networks and found it difficult to keep up with daily. And some participants wanted to know how to develop digital networks within their school or district. For Lyn and I, this presented a great structure for the next phase of our session.

We then asked participants to look in the mirror and define who they were in their networks. We divided the room into four categories: Cheerleader, Captain, Counselor, Carpenter. We then explained briefly what each role was and asked participants to connect in the section they saw themselves. We gave participants five minutes to discuss why they selected this section and then share out. This activity further articulated not only how people saw themselves in their respective networks, but further articulated what we hoped to solve in our session today.

For the remainder of the session we had groups discuss the dilemma’s within their networks. As participants discussed these dilemmas, we had them post them to a padlet wall. The group shared out and eventually we looked towards crowdsourcing solutions to these issues. Ultimately, participants walked away with new ideas and insights on how to organize their digital networks, how to engage with them, and how to use them to impact their professional learning. Shortly after our session ended, we received a Tweet from Scott Coleman in reference to our session.

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For Lyn and I, this is what we hoped participants would leave saying. Not so much that it was our favorite, but that we could help focus this type of learning and provide a smooth path towards learning and engaging with digital networks. Our session fit right into the conversation model that Educon promotes; however, we wanted to make sure the conversations and connections at Educon could continue beyond this past weekend. We hoped that participants of Educon and our session would leave full of insight and new ideas, but also further engage in conversation using digital networks such as Google+ and Twitter.

I hope that those who attended Educon for the first time this past weekend will continue those conversations and constantly reexamine their networks and how they engage with them. Thank you Chris Lehmann, Diana Laufenberg, and all of the SLA parents and students for continually hosting one of the best conversations in Education. It truly is “the best bake sale in education“.

Community Tech Nights in Grafton

Last evening, Grafton Public Schools hosted its second community tech night of the year. The focus of last evening’s session was around the Google apps for education suite of apps. Over the course of two sessions held, we’ve had 35 parents and community members show up as well as tech directors and specialists from neighboring districts.

The goal behind these events is simple: connect and support our community on the new and emerging technologies and applications that are being used in education and beyond. What we want to do is educate our greater community on the tools and applications students and teachers use daily. Most schools do a great job supporting students and teachers around technology devices and applications, but many times leave out parents.

10440166_311433029058913_1327018262420451992_nI have designed and developed these nights in the last three districts I have worked in. The setup and plan is simple. Initially I scheduled these events for the third Thursday of every month and hold them in the evening from 7:00 – 8:30pm. I setup a Google form so that parents can sign up for the event and I can plan my instruction around a set number. I also ask parents and community members to bring a device if they have one. We also offer devices to those that don’t have one to bring.

Initially I have set the topics around initiatives or updates on devices or applications that both students and teachers are using within our district. I also look to provide sessions around larger topics such as digital citizenship, social apps, and privacy. Once I set the first few sessions up, I will also begin to crowdsource topics for later sessions. I post session updates on our blog and also use our robo-call system to send email reminders to all of the parents in our district. Additionally, I seek out our local newspapers to post an article about these nights as well.

The sessions run pretty smoothly and are designed to be informative, share demonstrations, and to include a hands-on workshop. I primarily lead the sessions and then will have some of our district tech specialists on hand to demo and provide the practitioner’s perspective of how these tools are being used within the schools. We also have had our Grafton High School tech team students on hand to provide support and a student’s perspective on how these tools are used daily.IMG_5672

Ultimately, this is my way of connecting with the parents in our district as well as the Grafton Community. It’s imperative that school districts and school leaders include parents on the conversations around technology, access, and privacy happening within the district. Plus, as a director of technology, it is helpful to glean feedback from parents and how they view the technology initiatives in our district.

I plan on continuing our community tech nights and expanding the opportunities for events early next year. In the course of the last two events I have received requests for more frequent sessions, sessions every week, and even Saturday sessions. In the Spring, Grafton Public Schools will be launching a one day (Date and website to be determined) EdCamp for parents at our high school. Unlike typical edcamps, we will crowdsource our session ideas before hand and have many of our students leading sessions for parents and community members. We will also have teachers and admin sharing their experience with technology in education. Ultimately, we hope to connect and educate our greater school community with the technologies that we employ in education and develop a true community of learners in Grafton.

Our EdCamp Faculty Meeting

Today our high school is having a faculty meeting after school; however, we are remixing the standard faculty meeting and using the Edcampmodel. The design and setup are fairly simple. The one change we made to the Edcamp model was that we used a web-based tool called “Padlet” to replace the standard Edcamp session wall.

Grafton high school assistant principal, Jon Kelly and I planned this PD and wanted to share our experience in planning, follow through, and the outcomes. In short, we created a padlet wall for staff to post their session ideas or questions as well as crafted an email briefly explaining what the Edcamp model is and how our day would function. We gave staff roughly a week to post to the padlet wall and then followed up with a reminder. Currently we have 13 posted sessions.

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Below is a sample of the email we shared with staff to start planning the event.

For the professional development day next Monday, we are going to use a more collaborative approach called the EdCamp model.  EdCamps are non-traditional in nature and develop from the interest and needs of those participating.  Instead of one person standing in front of the room talking for an hour, you will be encouraged to have discussions and attend hands-on sessions created by you.

To help us better facilitate the Tech Session we have created a Padlet Wall where topics will be posted. Clicking on this link to the padlet  will allow all participants to sign up to lead a session or a conversation around an instructional practice or a technology tool. Session leaders don’t need to have a formal presentation prepared, but simply share an example or facilitate a conversation. If you did not sign up to lead a session you can simply find a session that appeals to you and visit that room.

At the end of the session, we’ll send out a form to assess the model for PD and ask all to share one takeaway from the day.

At the end of the PD, we will be sharing a Google form with staff to asses their experience as well as share one takeaway from the PD. I highly suggest coordinating a few professional development days or faculty meetings like this. It’s a great way to see what staff is interested in as well as design professional development that is purposeful and provides participants time to work with others on a common subject.

My airport moment

The more I travel and spend time in airports and train stations, the more I realize humanity’s desire to connect. What I noticed while waiting for my ride after my flight were hugs, longing looks, smiles, and tears. I heard future plans being mentioned and, “we’ll see you next summer, same time”. In essence, I witnessed people not wanting to be apart from each other.

I consider my family for a moment. We had the luxury of growing up in the same area code for many years. Grandparents, Aunts, Uncles, and cousins all lived within a few miles of each other. Family reunions were large and loud and always shared many laughs. When I look back through old photo albums it was rare to not see someone in a picture. Plus, we all watched each other grow up or grow old in person rather than online. Our social network happened in real life and on our neighborhood streets.

Unfortunately, the model above has changed dramatically. Kids grow up and eventually move out of the house (not always the case). Some move out of the state or out of the country. In my own personal growth I moved away from my little town of Shamokin, Pennsylvania, went to the University of Miami, FL, traveled abroad for six months in Australia and New Zealand, moved to Philadelphia, PA, and finally find myself in Boston, MA.

Throughout that time I have had to make new friends and insure to keep in touch with old friends. I’ve had to watch children grow up distantly and experience a lot from afar. During most of my travels and moves, social media was in its infancy. I didn’t have Facebook or Twitter in college (we had Friendster my senior year). Today, what’s different is that despite the distance we all have the means and technology to stay connected. And, while there is no technology (yet) that will take the place of the emotion and feeling of being in the physical presence of those with whom you love, we can still experience the moments.

In education, moments happen every day. Students surprise us with amazing work and teachers engage their students with an exciting lesson. Like those moments of the family, the moments in a classroom should be shared as well. I often reflect on my experience with social media and how this technology has not only shaped my career, but given me an opportunity to learn and share with a global community. More than any other industry I know, education has taken to social media forums and leveraged these tools to share moments and make connections. Just a few weeks ago I watched another ISTE conference from afar (one day they’ll accept one of my session proposals). Despite being away from this conference I was able to witness the moments, the resources and the relationships. I saw friends that I have connected with both in person and through social media sharing resources, photos and experiences. I felt that I could be a part of this experience through social media and watched as relationships, that in another time may not have occurred, burgeon.

Social media is not a contest. Nor does it elevate you to some status beyond your job description because of the number of followers you have. At its core, social media are about that basic desire of all humans to connect with each other. In education, social media allow us to share the moments and experiences of our respective classrooms. It allows us to share the positive lessons and those that didn’t quite turn out the way we anticipated. And, it allows conversations to continue beyond a meeting or a conference. It’s not required for every educator to have a Twitter account, but I can assure you it will bring a new perspective to your teaching and learning.
The next time you travel take a moment to look around you. I think you’ll see what I mean.

Once in a lifetime

And you may find yourself living in a shotgun shack
And you may find yourself in another part of the world
And you may find yourself behind the wheel of a large automobile
And you may find yourself in a beautiful house, with a beautiful wife
And you may ask yourself
Well…How did I get here?


I frequently listen to this song by the Talking Heads when I am in the process of making a big decision or simply reflecting on my disposition. Over the past few weeks, this song has found its way into my various playlists during workouts, commutes, and downtime. I’ve had a lot to think about and a lot to be grateful for at my current stage in life. I recently finished my manuscript for Corwin Press and two weeks ago I accepted the position of director of technology at Grafton Public Schools. While I am excited to get started and embrace new challenges that lie ahead, I can’t help but ask, “How did I get here?”


A year ago, I was also listening to “Once in A Lifetime” as I approached a similar career transition. I was in the process of leaving Burlington Public Schools after two exciting years as their instructional technology specialist and would be moving on and up to the director of technology for Groton-Dunstable Regional School District. This decision did not come easy, but ultimately it was the best move for my career. As little as four years ago, I was abruptly let go by a Charter school in Philadelphia, along with our Principal and two other teachers, on what the CEO deemed “A judgement call”. And now I find myself reflecting on that day (July 19, 2010) and how it felt to lose my job so abruptly and without any documented reason, but ultimately how that day provoked me and reenergized my career. Since then, I’ve experienced a wealth of successes and connected with a host of great educators who have challenged and inspired me to be better.  


Over the course of this year at Groton-Dunstable, I tried my best to listen and lead with confidence. I inherited a technology department that was battered and bruised but willing to change and adapt to new ideas and philosophies. As I move on, I leave behind a technology team that is a cohesive unit that is dedicated, driven, and passionate about integrating and supporting education technology. What’s more, I leave behind meaningful relationships that have blossomed over the course of this year.


Leaving this team was a difficult decision. Of all the successes the technology team has had over the course of this year, the one I am most proud of is the way this team came together to do great things. And, to do great things and continue to work tirelessly under the dark cloud of a budget crisis that persisted for most of the school year. Their willingness and constant support provided glimmers of sunshine throughout the district during those stormy days.


In my first year as district leader, I have learned many things. The most important thing I have learned is that a school leader should always be a good listener. He or she should be humble and willing to embrace a collective consensus, but confident to make difficult decisions. A leader must know what it feels like to fail, but equally, understand how to use that failure as a driving force to be better and learn why that failure occurred. A school leader should not seek accolades or awards, but challenge those with whom he or she leads to strive for greatness. I have never won an award for anything I have done in education. The only award I need is seeing the successes of the team I lead and the students and teachers I support.



I got here because of the people around me. An effective leader understands the talents and skills of his or her team and does his or her best to let those talents and skills flourish. Ultimately, the people around me have worked hard to make me look good. I thank the GDRSD tech team and the entire Groton-Dunstable community for giving me a chance to lead their technology team and support teaching and learning with technology.

I’m a failure

CC image via flickr by John Liu
Last week I failed at something. I interviewed for a job and I didn’t get it. Or, in the context of a high stakes, standardized tests, I failed and the only thing I learned was that I wasn’t good at that job and never would be. While my family, friends and colleagues didn’t consider it a fail, I thought of how my situation might parallel students taking a high stakes test. In my situation, I already possess a great job and was simply acting upon a great opportunity that came my way. Additionally, after receiving the news I was able to follow up and keep the conversation lively.

Unfortunately, this is not the case for many of our students. The stress and importance placed upon a test can hinder a student dramatically. What’s more, this annual occurrence places a negative stigma around school and what the experience of learning should be. While the stress and desire to succeed is easily parallel to interviewing for a job, I know I will gladly interview again. For many of our students, this arbitrary measure of skill will attach to their name and live on in their educational portfolio.

As educators we’re constantly striving to prepare our students for the real world, yet we’re not giving them real world challenges in our schools because of the importance of testing and results. Our mission statements state that we will educate and produce good citizens, yet state and federal officials treat our students like another brick in the wall.

Some may see my experience as a failure, but I see it as a learning moment. The interview process was not only an exercise in self reflection, but an experience that has given me new perspective. We need to instill the same insights in our students and provide them with greater challenges than a test. Life is not multiple choice or fill in the blank. It’s composed of new challenges each day both in our personal lives and professional lives. It requires that we constantly adapt and consistently learn as much as we can.

Some of the most beneficial learning moments in my life did not include the moments when everyone on the team got a trophy, but rather, when I didn’t get that trophy. I’ve learned more through my “failures” than through my successes. And each time I grew as a learner. This isn’t to say we should encourage our students to strive for failure, but teach them about humility and that sometimes there’s only one winner. But, despite that loss, students should employ self reflection and use the loss not as an endpoint, but a springboard towards the next success.

Unfortunately, our national curriculum and our state tests don’t allow for this opportunity. State tests are final, and don’t encourage reflection or motivation to learn beyond that particular assessment. What’s more, the challenge is minimal and has limited application in everyday life. While I may have “failed” I know it’s not final and that I will learn from this moment. Wouldn’t it be great if our state tests encouraged the same? This is a call to encourage students to take risks and not fear failure, but embrace the learning that’s associated with it. Our education policy makers at every level owe our students so much more than what we’re offering them.

What’s lost during testing

CC image via redorbit.com
This past week our high school students (9th and 11th grades) completed the new PARCC online field test. The setup and implementation was a collaborative process of many players in the school system. The test itself required many hours over several weeks for the tech coordinators, principals, teachers, administration, and eventually students. Valuable time and energy in the course of a school year was dedicated to this test. The test also took away reading, creating, exploring, and making time.


There’s waning doubt that the PARCC test, or any test for that matter, has any impact on a student’s learning. The results are simply cheap data that disrupts the creative, innovative teaching and learning practices that many teachers and students desire. The mere act of recalling information that has been strategically worded by a testing company for several hours with limited breaks holds no merit anywhere outside of the test itself. Students leave a test drained and feeling unaccomplished. Teachers nervously await the results. The entire process is a drain and an infringement on innovative teaching and learning practices.


However, I don’t possess the solution to an alternative metric. But, I have some thoughts that I hope future generations of educational theorists, administrators, and politicians consider. And one pertinent example of what learning should look like.


This past Friday I came across a piece on CNN.com titled, “Teen to government: Change your typeface, save millions”. As I perused the article, I came away with a simple sentiment, “That’s it, that’s what learning looks like!” In short, a 14 year-old student developed a novel solution for his school to cut down on expensive paper handouts which inevitably led him to suggesting a switch to the US Government from Times New Roman to Garamond that would save the Government 234 million annually.


This is what learning looks like. What I witnessed after the PARCC exam, or for that matter, any test, was not. Learning should be rewarding and fulfilling for students. They should get excited about it and have time to experiment with it, and occasionally fail at it. Ultimately, students should own their learning and strive to solve a problem or conquer a challenge. Suvir Mirchandani accomplished both.


For a moment, if educational policy makers could step back from the testing lobbyists and see what students can do in the absence of mind numbing tests, they might see change. They might realize that the future of education is not about recalling information, but about making, designing, and creating. This is what our global economy demands and it’s the fuel it is currently running on. If we continue to proceed with blinders on and think that standardized tests are nothing more than a cheap filtering system, we may miss out on some great innovations and contributions to our world.

We need to prepare students for their future, not ours

CC image via flickr by flickingerbrad
I will no longer defend or debate EdTech as some radical idea in schools. I can no longer waste my efforts on the “value of EdTech debate”. The simple fact is that education technology is no longer a stand alone class. It is not something you simply add on to your school. It is a literacy that is woven through the fabric of every school, K-12, and throughout our highly-competitive, global economy. Diminishing its value or merit is no longer acceptable. It’s the equivalent of neglecting to integrate reading and writing skill sets across the curriculum.


And for the record, I realize clearly that previous generations grew up without all of these gadgets and turned out just fine. I get it. The statement is crystal clear and yes, many generations grew up without something that the next generation adopts. I grew up without Internet and mobile technology and turned out perfectly fine. Although some would debate that last statement. Regardless of how previous generations learned, exposure to some technology is essential for students today. I’m not asserting that we need to place every student in front of an iPad from Kindergarten on, but simply give them the opportunity to use it. And not just use it, but provide access and opportunities for students throughout a school district to leverage the technology beyond word processing and PowerPoint presentations.


Technology is a literacy that is expected in higher education and in our economy. It is a universal language spoken by the entire world regardless of the profession. Our current students will encounter one of the toughest job markets in generations. Gone are the days of falling into a profession and riding that wave for 30 plus years, however; its not to say those jobs are not still available. They are, but they’re dwindling as automation and outsourcing continue to expand.


The contemporary job market requires us to adapt, continually learn, and apply various skill sets in many directions. We have to multi-task, connect beyond the work day, and collaborate and connect both locally and globally. And, while I am promoting that exposure to technology and digital tools is essential, we must do so responsibly. Teaching students how to balance technology usage along with offline socializing and interpersonal skills is essential. But, to proclaim that technology simply distracts, diminishes social skills, and holds lesser value than other content areas is irresponsible. And to do so not only let’s our students down, but the mission statements that are emblazoned on the walls of our schools.


It’s equally important to expose students to information literacy skill sets. As databases grow and information continues to evolve into a paperless formats, it’s essential to teach students how to question effectively and efficiently. In a world flooded with information to read, libraries have never been more important. Along with digital and information literacy skill sets, it has never been more important that to promote and encourage a love of reading across all formats. And not to simply read, but to question, analyze, discern, and synthesize with other mediums.

I can no longer exert energy on this debate. And my point comes down to a single phrase…

We need to prepare students for their future, not ours.

Why Every School Needs A Garage: An Educon 2.6 Conversation Preview

This Saturday I have the privilege of presenting a conversation at Educon 2.6 held at the Science Leadership Academy in Philadelphia. This conference has been a staple every year for me and in my career. Each year I’ve attended Educon, I’ve come away feeling good about our profession of education and excited to share and integrate what I’ve learned in my classroom and throughout the school district. What I’ve always liked about Educon is that it’s focused on conversations, rather than presentations.


This year I am excited to present on the idea of “Developing Makerspaces That Count”. While this subject is very broad in it’s description, for me, it comes back to a single word we need to address every day in education: Trust. When we put trust in our students and our teachers, we see great things happen. However, this shift doesn’t happen overnight and takes time to build this culture.


We hear stories of how some of our greatest innovators in the past decade (namely, Mark Zuckerberg, Steve Jobs, Bill Gates) rebelled against a system and developed products that changed the world. And while these three men make great stories and, in some cases, movies, I’m always left with the question, “What if they didn’t have to rebel against the system and their creativity was fostered in school?” What if their respective schools had maker spaces available to them? Would we be having the same conversations about them today?


While the hypothetical alternate universe is fun to imagine, their actual timeline suggests that we, as educators, need to promote, provoke, and integrate makerspaces for kids to explore, take risks, tinker, discover, fail, and try again.


As the current global economy shifts and changes almost weekly, we need to stay ahead of the game and quite frankly, the American education system has not. With continued focus on high stakes testing, silver-bullet reforms, and common curriculum, the American education system continues to fall behind other countries both creatively and on the innovation front. This is not to say that allowing students a place to play during the course of a school day is going to dramatically reform our educational system and move America back to the top, but it’s a start. It’s a start that will give students the chance during the course of a school day to engage in something they’re truly passionate about.


And what helps provoke this change is beginning to give students the freedom to explore throughout the course of the school day. Some schools have integrated Google’s 20% time philosophy into their school day. Suzie Boss explores this in her recent post at Edutopia. At Burlington high school and middle school, I helped create a student run genius bar. This space and course allowed students the chance to question, create, troubleshoot, and discover. At Groton-Dunstable High School we developed a tech task force. It’s the same concept I developed at Burlington and has greatly impacted all of our schools. In fact, one student was able to develop an android app that helped our tech team inventory our entire fleet of Google Chromebooks. Michelle Luhtala, Library Department Chair at New Canaan High School developed a culture of trust by putting the onus on the students to take responsibility for their learning and the devices by which they learn.


And, I’m certain I could continue to list great examples of innovative ways of creating makerspaces in education. But that’s why Educon is important. The purpose of my conversation is to collectively expand on these ideas and concepts and see if we can create new ideas that work and will count in the course catalog of a school.


Six years ago when the Science Leadership Academy launched the Educon conference the students and conference advisors were not only launching a great opportunity for educators to connect, but they were giving us a space to make, share, and listen. I’m looking forward to attending and presenting at Educon 2.6 and anticipate many conversations about how we can all make the greatest impact on teaching and learning.