Believe it or not, I wouldn’t consider myself a very techie person. I can’t set up a server, can barely understand the wireless network in our house, and have enough blackened sockets to know I should never be trusted with any electrical handy work. However, friends, family, and colleagues often call me for computer or cell phone technical support. No longer can I attend a family function without spending some time working on a computer problem. Recently, I purchased an iPad just because so many people were asking for help and yet I had never played with one for longer than five minutes at the Apple Store. Rather than calling myself a “techie,” I tend to think of myself as a “fearless explorer.”

How did this happen? Well, I blame the Federal Government. After all, they’re always the “bad guys,” right? In my case, the techiness started with an Enhancing Education Through Technology (EETT) Grant. In 2005 I decided to search for a job in a school district closer to home. While perusing EdJoin, I stumbled across a science position at a middle school right in my neighborhood. At the last minute I decided to apply and was offered the job. A few weeks later, after getting my classroom set up and meeting students and colleagues, my principal sent me over to the District Office to pick up my “computer stuff.” I wondered what might this “stuff” be? A laptop? Maybe one of those new LCD projectors? My previous school site had purchased one and since twenty-seven teachers shared it I was able to use it once to show my students a virtual frog dissection website. It was amazing!

When I arrived at the district office I met John, the Director of Technology Services, someone who would quickly become my mentor – whether he wanted to or not. John explained that the school district had been awarded an EETT grant, placing technology in every 7th and 8th grade science and social studies classroom. The goal of the grant was to use this technology to increase academic performance, while at the same time improving both student and teacher technology proficiency. Like a magician with a really deep hat, John started pulling out all of the hardware I would receive as participating teacher. I walked out of his office with a new laptop, a document camera, a LCD projector, and a wireless tablet. He also informed me that the following week fifteen student laptops, a printer, and a wireless access point would appear in my classroom. John tried his best to explain how each of these devices worked, but all I really heard was “flux capacitors” and “1.21 gigawatts.” It was as if Doc Brown from Back to the Future was talking to me himself.

Keep in mind, at this point in my life, I wasn’t totally clueless about technology. I had been using email for almost a decade, was quite adept at shopping on Amazon, and had successfully made it through college with Microsoft Word, Excel, and PowerPoint as my close, personal friends. However, I decided that the only way I would be successful at using this gear with a bunch of pre-pubescent adolescents was if I took it home and fearlessly explored. I also had an inkling that when those fifteen student laptops appeared that everything in my classroom might change and I would need to be a little more technology proficient.

I remember that first night quite vividly. I laid out all of my digital gifts on our large kitchen table. Once the laptop, projector, document camera, and wireless tablet were all neatly organized in a perfectly symmetrical manner, accompanied by their collection of cables and adaptors, I just stood there and stared. What do I do now? I started with the projector. Surely, hooking it up to the laptop couldn’t be that hard. I looked at the back of the projector and decided to begin with the power cable. That was easy. Digging into the recesses of my mind from the one other time I had used a LCD projector at my former school, I scanned the back of the projector, as well as the back of the laptop. “Hmm, there is a blue outlet on the back of the projector that matches the blue outlet on the back of the laptop,” I thought to myself, “I wonder if there is a cable that will connect these two?” Sure enough I found one that had two blue ends matching the outlets and it seemed to work. I played until midnight that evening piecing things together like a giant puzzle. Around 12:15am, when I finally had all of my technology connected, it dawned on me that I would have to reconstruct this mess in my classroom tomorrow! Doing the only smart thing I could think of, I used masking tape and a sharpie to label all of the ports and their corresponding cords, and gently packed them away.

The next morning I arrived at school just before 6:30 and amazingly it only took me 45 minutes to hook everything back up. Naturally, a couple of the pieces of tape had fallen off, I somehow ended up with an extra cable, and the wireless tablet only wanted to occasionally connect to its Bluetooth adapter. Regardless, I was up and running right around the same time my students started pouring into the room. Since I had spent nearly all night figuring out how to plug everything in, my lesson was a little less than stellar. Honestly, I can’t even remember what I actually taught that day. However, what I do remember was the look on every single kid’s face as they entered the classroom. It was that look of pure imagination and curiosity. In every period there was a palpable vibe of excitement emanating from the students.

“Whoa! Look at that Mr. Wood! We can see your desktop. What are you going to show us today?” “Hey, since you have your computer set up, does this mean we are going to start using the student laptops soon?” “My friends said they started using them last week in science. They sound cool.”

The following week the student computers did arrive and we completed our first technology project – a PowerPoint presentation about cells. Naturally, since this was our first computer project, not everything went as planned. One computer crashed, two refused to connect to the wireless network (I later discovered each computer had a wireless on/off switch), and nearly every PowerPoint presentation demonstrated that one could insert too many animations. However, during this project I witnessed the future of my teaching. As I walked around the room, I observed students who were completely excited, engaged, and enthralled by technology- infused learning. I noticed tables of students working in pairs, debating the best way to display a nucleus or cell wall and engrossed in scientific conversations about the difference between prokaryotic and eukaryotic cells. I watched students reflect, collaborate, solve problems, and search for information without any prompting from me. At the same time my students saw their teacher as a learner – as someone who didn’t have all the answers, but a person who was willing to be a fearless explorer and discover the solution with them.

PowerPoint was only the beginning. Since that day my students and I have fearlessly explored the use of blogs, wikis, cell phones, and even a virtual electron microscope. Some things worked out flawlessly, while other resources were only used during first period and then quickly abandoned for an alternative by the time second period students appeared. Teaching in an EETT classroom was a transformational experience in my career. Through the integration of technology, my classroom moved from a teacher-centered system to a student-centered learning environment. Along the way, I learned that computer expertise is not the secret to integrating technology – it’s simply a willingness to play, discover, and explore. Also, it never hurts to have some masking tape and a sharpie close by.

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This essay was written by Joe Wood, Teacher on Special Assignment in the Department of Professional Learning & Innovation of the San Juan Unified School District in California. Joe wrote this at the National Writing Project Summer Invitational at UC Davis. He shared it with us here at Generation YES and gave us permission to publish it.

This essay is a perfect expression of the kind of jump in and swim around with the students attitude towards technology that works so well in schools. Today, Joe is the district coordinator for San Juan’s GenYES program running in 6 middle schools as a result of this same EETT grant. Now he’s sharing his ‘fearless explorer” attitude with lots of teachers and student tech leaders district-wide.

For more information on the San Juan EETT program, watch this video, it’s great!

Sylvia

Previous posts about the San Juan Schools GenYES programs:

• GenYES at San Juan Unified School District
• What do GenYES students do? (Student video from Winston Churchill MS)
• Technology Success Story (Technology reboots student interest: Test scores show a 33-point jump for Jonas Salk)

Student Support of Laptop Programs – new laptops? old laptops? Are you getting the benefit of making students allies in your laptop initiative? Peer mentoring, student-led training on new hardware and software, student tech support and other ideas can be time saving, cost effective, and best of all, good for students and the whole learning community.

This whitepaper contains research, case studies, practical information that you can use right now, whether you have one cart or are a 1:1 laptop school.

Student Support of Laptop Programs (PDF)

Sylvia

This is real evidence of student engagement and the value of including students in the learning community. By trusting students to be involved citizens and giving them real responsibility we open a door to generational understanding and shared values.

Congratulations to Russ Knopp and his GenYES students for this well-deserved recognition!

Sylvia

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Program sharpens students’ computer skills
Students at Preston Hall Middle School get a big leg up in technological skills through the GenYES program.

By CARRIE CHICKEN of the Walla Walla Union-Bulletin

WAITSBURG — In a third-floor classroom in Preston Hall Middle School, computers and related equipment occupy every desktop, fill shelves, and sit on the floor.

The computers, which might have been discarded, are getting a second life, thanks to middle school students who are willing to get up early and come to the classroom to learn how to repair and operate the machines.

Then they distribute them to students or community members or place them in a computer lab.

About 20 computers had been distributed to students and adults in the community, according to sixth-grade teacher Russ Knopp, who is advisor for the Preston Hall Technology Club and administrator of the GenYES program.

GenYES is a research-based model for K-12 schools that addresses staff development and technology integration. As students develop skills and knowledge, they are able to help teachers, administrators and other school staff use technology.

Now that the program is under way, Knopp is seeing tangible benefits for the children, and for himself.

“I’m really excited about what it’s done for kids and what it’s shown them about their abilities. And it’s shown me, too,” he said.

Upstairs in the historic school building, 12-year-old Ian Doepker confidently replaces a fan in a computer tower, then puts the tower back together.

In the class, “I’ve learned how to take a computer apart. I’ve learned how to take care of a computer. I’ve learned how to kill disks. I’ve learned how to clean a computer, neatly,” he said.

Sixth-grader Ben Brown said he has learned how to clean the computer and change the settings.

“Mr. Knopp always talks about how we’re learning how to problem solve,” Ben observed.

Alex Breland, also a sixth-grader, said he’s now learning how to hook up computers to servers.

Alex has put his newfound skills to use at home, scoring some points with his grandmother.

“My grandma’s computer froze last night so I took it apart and cleaned it out and it worked. She was happy,” Alex said.

Part of Knopp’s program is training students to train others to use the computers. The distribution does come with a price, a two-hour training course at $10 per hour.

“When they finish the training they walk out with a computer, monitor, keyboard and a mouse,” Knopp said.

Students and adults who don’t have computers at home are eligible for the computers, Knopp said. At least three have gone to adults.

Besides connecting people to the cyber world, the GenYES connects the generations, Knopp observed.

Teachers have asked for student help with software or hardware, and club member Trent Hafen, 12, has been asked to assemble a computer for a middle school teacher.

After a student helped a senior citizen get started with her “new” computer, “this lady’s always going to have memories of a sixth-grade boy being so kind and patient,” Knopp said.

“What’s been so fun is what it means to the kids. That’s what I’m excited about,” Knopp said.

The Constructing Modern Knowledge Summer Institute will return for a second year this July 13-16 in Manchester, NH. Constructing Modern Knowledge is a minds-on institute for educators committed to creativity, collaboration and computing. Participants will have the opportunity to engage in intensive computer-rich project development with peers and a world-class faculty. Inspirational guest speakers and social events round out the fantastic event.

This year’s lineup includes:

• Deborah Meier – has spent more than four decades working in public education as a teacher, writer and public advocate. Meier was the first pubic school educator to be named a MacArthur Genius and is the author of many award-winning books on education. Meier is the co-author, with Diane Ravitch, of the exceptional blog Bridging Differences.
• Herbert Kohl – A recipient of the National Book Award and the Robert F. Kennedy Book Award, Herbert Kohl was a founder and the first director of the Teachers & Writers Collaborative in New York City. Kohl has spent more than forty years as a progressive teacher, teacher educator and author of dozens of classic education books.
• Gary Stager – laptop pioneer, has helped learners of all ages on six continents embrace the power of computers as intellectual laboratories and vehicles for self-expression. Gary is the convener of the CMK Summer Institute.
• and more!

I’ll be back too – last year was a learning experience for me (my CMK08 reflective blog post) and I expect this year to be even better.

By the way – take advantage of the super early bird registration, only $550 (US) by January 1, 2009. The price includes social events, software, and more!

Sylvia

Yes, technology, math, and science can be friends!

Constructing Modern Knowledge is organizing a one-of-a-kind educational event for January 22, 2009 at Philadelphia’s Science Leadership Academy. Constructing Modern Math/Science Knowledge is a minds-on institute for K-12 teachers, administrators and technology coordinators looking for practical and inspirational ways to use computers to enhance S.T.E.M. learning. Constructing Modern Math/Science Knowledge is a pre-conference event for Educon 2.1, an innovative conference and conversation about the future of education.

The presenters represent high-tech pioneers and seasoned veterans at the forefront of innovation in math, science and computing. Read more about them here.

Come to Constructing Modern Math/Science Knowledge and stay for Educon 2.1!

• Early-bird registration (before December 15) – $100
• Regular registration – $130

You may register for both Constructing Modern Math/Science Knowledge and Educon 2.1 with one click.

Sylvia

I hope you had a chance to look at the whole Creative Educator magazine, because it’s great. It’s published twice a year by Tech4Learning, publisher of creativity software for K-12 schools

The Creative Educator is fully available online, and in addition to the project article, this month’s issue has some great articles.

• Universal design – tales from a 4th grade classroom about using software that includes ALL students
• Bloom and Marzano for the 21st century
• Digital Storytelling
• Portfolios – and an interview with Helen Barrett, a pioneer and thought-leader of the digital portfolio movement
• Lessons and ideas from classroom teachers using creativity software to enhance learning

The articles are all online, and every issue can be downloaded as a PDF. But if you live in the U.S. there’s also a way to get the good ol’ fashioned paper version for FREE – just subscribe here.

Sylvia

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