Category Archives: Understanding and Responding to the Larger Societal Context

If you have the choice, shouldn’t they?

As someone who often leads professional learning opportunities, it is always interesting to try to take notice of the little things that are happening in the room, and then some of the comments that are made regarding student learning and learning environments.

Lately I have noticed the variance of devices and tools that are used by adults in the room.  Although most people are working on either laptops, tablets, or smaller mobile devices (or often a combination of two to three of those things), you will still see several people using a notebook and pencil/pen.  A lot of times, it is not that they aren’t comfortable with using a device, they just prefer a pencil.  Sometimes I will talk with them in front of the larger group, and ask them if they think that I have a problem with them using a pencil, while promoting the use of digital tools?  They often look stunned that I would ask, but realize that I have no issue with what they decide to use.  What I do say though is that I would have an issue with them saying that a student could not use a device that worked for them.  It is not only about having access to a tool, but the choice that is allowed in the first place.

Sometimes a student will choose a pencil and sometimes they would prefer a mobile device, but do we allow them the same choice that we would want afforded to us? Yes, some students will totally be off task from what is happening in the classroom, but so are many adults, whether they are “engaged” or not.  It is not about making blanket rules, but seeing these opportunities as teachable moments, or understanding that all of our brains need a break.

Taking a kid’s pencil away because they used it in an inappropriate way rarely happens because many teachers see it as an inconvenience to themselves. When will we see taking mobile technology away from our students in the same light?

So even if students have the choice, do they have the option?  Schools out there will talk about how they have access to a few desktops in the classroom, or are able to bring in carts, but not necessarily using a BYOD model because they are worried about the inequity that it would bring.  What we need to do is aim for equity at the highest level instead of the lowest.  If you have several students in your classrooms that do not have access to their own technology on a consistent basis, how do you rethink your budget to provide something the have constant access to?  It will not be by replenishing your “computer lab”, but perhaps thinking differently about how that room could be used and how we could ended up getting more devices in the hands of more students.

One of the schools that I worked with in the past year decided to make their old computer lab into a “Starbucks” room that had different levels of seating and was much more of a welcoming learning environment than what the computer lab had been in years prior.  Not only did they go with mobile technology that could be at the point of instruction, they also created an environment that teachers in the school wanted to recreate in their own classrooms.  If you experience something better, you are more likely to implement something better.  This is what that school wanted to create in the “Starbucks” room.

What many schools have now and what many schools want are very different.  This is where the “innovator’s mindset” is crucial.  Expecting to do everything that you used to do in schools and now adding laptops or tablets is not a viable option.  It is not about doing more, but thinking different.  What is crucial though is thinking about how we, as adults, would hate not having the choice of what tools we use for learning, and thinking about how we can create those same opportunities for our students.  Is it okay in our world now for a student to only realize they love using a tablet for their learning once they leave school?  Schools need to not only help students learn, but also help them realize how they learn best.  That will make a much larger impact long past their time in our system.

It’s not always about the decision, but often about how the decision was made.

If you have read this blog before, you have known that I am repetitive on the notion that innovation starts with the question, “what is best for kids?”  We have to do our best to make this a focal point in our decision making, and although it seems redundant to say it so often, sometimes it is forgotten about in our work.

Many schools are pushing new technologies in their schools/districts, to really try to focus on helping students become successful in our world today.  The idea of moving forward, is important, and I think more now than ever, schools are trying to put the tools in place to support staff and students.  Yet I have noticed resistance in the “tools” that are being implemented, since the decisions are made are often from a “top-down” approach, as opposed to a focusing on a servant leadership perspective.

A colleague shared a story with me about two competing technologies that were discussed at a conference in sessions that followed each other.  One of the observations that he made in attending both sessions was that in one room, it was mostly IT department staff, and in the other session, it was mostly educators.  The disconnect between what educators want, and what is actually implemented, happens far too often in schools.

For example, having a suite of tools that central office suggests will be great for teachers, with little or no input from teachers and students is a top down approach that often irritates many educators, no matter how great the “suite” may be.  Learning should always be the primary focus, and then you figure out what technology would support that, not the other way around. You will never make all people happy, but not trying to make as many people as comfortable and empowered in the process as possible with decisions that directly impact teaching and learning, is not a good approach.

Consensus is not always necessary the answer, but a collaborative approach should be the standard.  It is especially hard to ask teachers that work with technology the most or serve in the professional learning of other educators to “champion” tools that they dislike or don’t believe in themselves, especially if they have had no input.  If you can’t get your “champions” excited, good luck with the reluctant learner. (By the way, if you ask for input, get it, and go the same way you were going to go in the first place, don’t waste the time of others.)

The best IT departments that I have worked with focus on questions that directly impact teaching and learning, and find answers in conjunctions with those on the “front lines” working directly with students. The model exudes servant leadership as they start with an empathetic mindset that helps to figure out what will make an impact on learning.  Our IT departments are experts and crucial leaders in creating better environments for our learners, yet is there a focus on implementing with a “top-down approach” or a “bottom up” mindset?  The best leaders remove barriers and unleash talent, not try to control it. The “decision” is often not the issue, but more often, it is the approach in how the “decision” was made.

Leadership is a tough position, where you will always disappoint someone, and sometimes tough decisions need to be made.  But if leaders aren’t open to listening, we often lose the people who would have been our biggest advocates.  As a leader, it is not about “your decision” or “my decision”, it is about making the “best decision”, and the more we know and the more we listen, the more likely we this will happen.

The Words on the Walls

As I walked into a school, I noticed a sign that something similar to, “For the safety of the school, please stop at the office to sign in.”  Immediately, I felt a tinge of anxiety as I wondered if something was there that would make the building unsafe, and I wondered if the students had ever felt the same.  Maybe most of them weren’t worried, but the sign shouldn’t evoke a feeling of the school being “unsafe”.

I remember listening to Martin Brokenleg earlier this year and he had mentioned this exact idea.  He said to think about the tone we set in the building when we have signs like this, compared to a message of, “We would love all visitors to come to the office so we can welcome you upon your arrival.”  The message was the same, but the difference in words sets a totally different tone once you enter the building.

There are so many little things around our building that we don’t notice and hence the importance of trying to look at things with fresh eyes. We encourage risk taking, yet I have seen signs in schools about the importance of not making mistakes.  Risk taking often comes with mistakes, so which one is it?  Saying something once in awhile is sometimes not as powerful as words on the wall that are there all of the time.

Do the words on the walls encourage a welcoming environment, a sense of community, and  opportunities for innovation? Or do they create a cold environment, that sometimes could pressure a fear of making mistakes, or sometimes even for one’s safety?  Ask your students, ask your community, and ask yourself.  What do the words on the walls tell you about the environment that you are trying to create?

P.S. If the words on the walls create a warm and welcoming environment, but your actions don’t, those words don’t matter either.  It is important to align the two.

You Don’t Have to Do it All

Voxer is something that is being brought up over and over again as a great way to collaborate with people all over the world and have deeper conversations.  I love reading posts like this one on “How School Leaders are Collaborating Over Voxer“, which I tweeted out last week.  What I noticed immediately was both people jumping in on how they use it, while also talking about wanting to explore it more.

What was my reaction? I shut it down.

When one of the people shared how they used it to listen to conversations on their way to work in the car, and I immediately felt overwhelmed with that thought.  My morning drive is filled with listening to music, or podcasts about ANYTHING other than education.  I have realized how I need that more than anything lately.

Here are two pictures that push my thinking.

The following is an image of a bunch of people at a concert that I took several years ago who are creating and sharing content to others all around the world.

Screen Shot 2015-04-19 at 4.47.52 PM

People look at this picture and many will say how kids are not “living in the moment”, or they are so connected to their devices that they are missing out on life.

Then I show this picture:

Screen Shot 2015-04-19 at 4.48.01 PM

Two points that I make here…the people in the second picture are actually not talking to anybody, where in the first picture, they are connecting with people, but it just looks different from what we have been accustomed to as adults.  The second point, which to me is more crucial, is how is that I am not really in a place to judge.  I look back at my time listening to music, reading a book, or going to the gym, and I actually love the solitude.  In fact, sitting in a coffee shop, listening to music and writing this post, is not only something that gives me the opportunity to reflect, but it also has some therapeutic aspects in the way it allows me to release my thoughts.  What is important is that I find what works for me and sometimes a personal learning network pushes people towards “group think”, where I need to find what works for me to become successful, at different points of the day.  That self-assessment and reflection is critical to people in our world today.

Do you have to do the same thing and ignore something like Voxer? Not at all.  The point of the “personal” in “personal learning network”, is that you make it what you want.  There are definite advantages of being on Voxer (this article talks about the power of podcasts for your brain, which many people have started using Voxer for), but as I see it, there are advantages of not being on it for myself as well.  Ignoring it at this point is what works for me.  Do I see educational uses of Vine? Absolutely.  But I also see it as a way to check out and watch ridiculous videos that are there for me to not think.  I need that and although I am extremely interested in the medium, I am trying to stop trying to “edufy” every social media site I see.  The appeal for social media in many cases was to have fun and sometimes I think that it is easy for myself to lose that initial idea and appeal that drew me to things like Facebook in the first place.

What I believe is that it is important to be in spaces that you can connect with other educators and grow as a teacher and a learner, but those spaces and the use of them, is up to the person. If you hang around in those different spaces, the best stuff will find you.  I have no doubt about that. But one of the NCTE 21st Century Literacies is to, “Manage, analyze and synthesize multiple streams of simultaneous information”, and I wonder if sometimes “managing” them is by choosing not to be on them in the first place?

There is a lot of great information out there in the world, but in a world where we need to focus more and more on developing the “whole child”, if our entire life revolves around education all of the time, I am not sure we are modelling “appropriate use” ourselves.  Not using something is also part of the appropriate use as we move forward.  There will always be something “awesome”, but to try to use everything is not possible or helpful in the long term.

Similar but different?

As I was walking through several schools today, I noticed objectives and goals that could have been the same when I went to school. How we get there today and what they mean, may be different, especially as we learn more about pedagogy, but also connect learning and opportunities to the changes that have happened/are happening in our world.

Here are some questions that I have that are pushing my thinking.

If we promote students learning in a “safe” environment, do we mean only in school or in learning?  Does ignoring technology in a world where we learn so much from “strangers” keep our kids truly safe?

If we want students to be literate, what does that look like today in schools?  How does it go beyond basic “reading and writing”?

If a school has a focus on “citizenship”, how does a world where we are all connected to one another change what that looks like?

If parent participation is beneficial to the learning of a child, how do we use technologies that are easily accessible to both schools and parents to tap into our community?

If you look at the key components of each question, they are the following:

1. Keeping Kids Safe.
2. Promoting Literacy
3. Citizenship and Social Responsibility
4.  Parents as Partners in Education

If I would have shown you those as objectives in a school in 1980, they might not look any different in the wording, but in practice, they look significantly different.  I was taught over and over again how to cross the street so that I could access what was on the other side, but do we teach kids how to keep their information safe while they are connecting to others across the world?  The idea of “safe” has changed.

There is a lot of areas where schools have changed, but some of the objectives are the same.  How do we make sure that we are keeping up with what our students need for today and tomorrow?

What do you think?

 

8 Things to Look for in Today’s Professional Learning (Part 2)

(This is the second of two parts on professional learning.  You can read the first part here.  It is based on the visual below that was created by Sylvia Duckworth and adapted from “8 Things to Look for in Today’s Classroom“.)

Screen Shot 2015-01-18 at 4.39.24 PM

Connected Learning

Rationale: The opportunities for learning in our world today are immense and we need to take advantage of the opportunities that are presented to us.  We not only have access to all of the information in our world today, but we have access to one another.  This has a major impact in our learning today. What I have started to notice is that you can see some major benefits of being connected in the classroom for the learning environment of our students. Access to one another can accelerate and amplify powerful learning opportunities.

Alec Couros, shared the following image on the idea of “The Networked Teacher”;

Screen Shot 2015-04-06 at 6.58.59 PM

Although the technologies in the visual can change and how we use them can always be altered, the most important part of this visual, in my opinion, are the arrows that go back and forth.  More and more, educators are becoming both consumers and creators of information, which is accelerating the opportunities for our students.

Idea: The idea for this is simple.  If we see connected learning as something that is having an impact on the learning of our students, we must embed time into our work day and professional learning opportunities to help educators develop professional learning networks (PLN’s) and leading them to resources such as the “Edublogs Teacher Challenges” might help them get started, but face-to-face support is also crucial.  To be honest, the technology to connect is simple once you get the hang of it, but it is developing the habits to think about connecting in the first place that truly make the difference.  Differing between the time when you “google” something versus asking the same question on Twitter can not only help you get better results, but in the long run, save time (which no one has enough of).  To be successful in helping people develop professional learning networks is to narrow the focus on the tools that are being shared with staff.  It is not to limit staff on what they can use, but spending professional learning go deep into the process.  We need to do less, better. Taking the time to connect can make a major difference in the learning of your staff, and ultimately, your students.

Other elements that could be incorporated: Reflection, Voice, Choice, Opportunities for Innovation

Opportunities for Innovation

Rationale: If we want innovative students, we need to focus on becoming innovative educators.  It is not that “innovation” is new in education, but the opportunities that exist in our world today make innovation more possible. To help develop the “innovator’s mindset”, schools and organizations have to embody certain characteristics that create an environment where innovation will flourish. Again, as in all elements shared for professional learning, it is essential that time is provided to help develop this mindset.

Innovator's Mindset

Idea: My good friend Jesse McLean has promoted the idea of “Innovation Week” for his students, but knew to really have this to be successful, educators would have to partake in this type of process. He developed the idea of “Educator Innovation Day”, to give educators the time to tinker and develop innovative ideas both inside and outside of education.  This goes to the idea of developing “intrapreneurs”, and as Jake Swearingen has stated, these intrapreneurs are essential to driving change within an organization.

Chris Wejr also shared his ideas on how to actually embed time through “Fed-Ex Prep” for teachers to encourage time is taken to create innovative ideas within education.  There is also the opportunity to adapt Google’s famous “20% Time” into learning at our schools, for both students and staff.  None of these ideas have to be taken “as is”, but can be adapted to tie into the communities we serve.  What is (again) essential to the success of developing educators as innovators is both the priority and time being put into the process.  In a world where developing innovators and entrepreneurs is essential to the forward movement of our schools, we need to create professional learning opportunities that see “innovation” as a necessity, not a luxury.

If something is missing, we need to create it. In this case, if there are no entrepreneurs, we need to make some. And to make some is to instill the entrepreneurship spirit into our children from the outside through education.” Yong Zhao

Other elements that could be incorporated: Critical Thinking, Choice, Connected Learning, Problem Finders/Solvers

Self-Assessment

Rationale: School has been set up in a way that we have become dependent upon someone else telling us how we are doing in our learning.  It is not only in our report card system, but also our evaluation process of educators.  Students will encounter bad teachers, teachers will encounter bad principals, and principals will encounter weak superintendents.  If we create a system that becomes dependent upon someone above else to tell us “how we are doing”, this quickly falls apart when that someone is not strong.  Having your own understanding of your strengths and weaknesses, is hugely beneficial not only in education, but in all elements of life, whether it is personal or professional.

Idea: Blogs as Digital Portfolios are an opportunity to not only showcase learning, but an opportunity to take time to reflect and grow from the process.  Having my own digital portfolio for the last five years (this blog), has helped me grow more than most professional learning opportunities that have been given to me.  I have collected and developed resources on both “how” to create a digital portfolio, and the power of learning through this type of self-assessment.  I feel that there is more growth in this type of process because I own my learning; it is not graded by someone else, but also documents my learning process over time so that I can easily see my own growth.

Although there may be “guidelines” that must be done for teacher evaluation (three visits into the classroom, etc.), having educators their own ongoing portfolio is a great opportunity to shift the conversation from the “evaluator” to the “learner”.  For example, the traditional conversation that has happened in evaluations is that observations are shared from the viewpoint of the administrator, to a teacher.  Conversations can be started from these types of evaluations, but from my experience, the focus is far too great on the evaluator than it is on the teacher.  By using a digital portfolio process as part of the (self) evaluation, the conversation can simply be started by asking the questions, “Where are you strong and where do you need to grow?”  The shift in this process is to the learner, and as Dean Shareski has stated, blogging is a great way to develop better educators. Putting an emphasis on this type of self-assessment is not only beneficial to the individual learner, but when shared openly, can help drive change.  The more we are able to see and understand the learning of other educators both inside and outside our organizations, the more we can tap into one another to drive positive change.

Other elements that could be incorporated: Reflection, Voice, Critical Thinking, Connected Learning

Critical Thinking

Rationale: In this video on “Critical Thinking”, this visual is shared to help us better understand elements of the process:

Screen Shot 2015-04-05 at 10.28.04 AM

In a world where information is in abundance, it is important for our students to be able to take information, understand their own thoughts and biases, as well as develop criteria to evaluate information, while developing questions to challenge conventional wisdom.  The image below shares what developing “critical thinkers” moves us towards;

Screen Shot 2015-04-06 at 1.03.26 PM

Although this is something that we are looking for in our students, do we promote this in meaningful ways with our own professional learning?  Not just by learning about “critical thinking”, but pushing our own organizations by encouraging this within our organizations.  If we are ever to move forward as schools, we need to have leadership open to people asking questions and developing what we already see.  A flattened organization is the only place that this type of thinking will thrive.

Idea: There has been a lot of information shared throughout this document, and I think that this gives us an opportunity to challenge our conventional wisdom of professional learning.  As I stated earlier, these are not “prescriptive ideas”, but my own thoughts on how we can revamp professional learning.  This is not “black and white” but grey.  Is it possible with staff to develop criteria on what successful professional learning looks like, and then develop new ideas on how it could be implemented.

What I would love to see in our schools is this process being implemented on an individual basis where staff share what they believe to be successful personal learning, and provide a plan on how this could be implemented at a personal level.  Is it possible to develop individual learning plans for ourselves to really take ownership of our learning?  Can we take what we know, and apply it to better professional learning for ourselves?

Other elements that could be incorporated: Opportunities for innovation, Voice, Choice, Problem-Solvers Finders

Concluding Thoughts

Professional learning in many places, needs an overhaul.  I see educators go to places like EdCamp and share how excited they are about the opportunities for learning that happens at those types of events, yet it is rare that I see people sharing how excited they are to attend their own PD days.  We need to change that mindset by tapping into the different types of learning opportunities that are present today.

It is not about doing everything that I have suggested, or to be honest, any of it.  Really, it’s  about contemplating why we do what we do, and then thinking about how we do it.  If we do not change the way we do our professional learning, nothing will change in the classroom.


(If you want to read both part 1 and 2 as one piece, here it is on a Google Document.)

 

Quick Guide

Element Activity Links/Resources
Voice #EDUin30 type activityTweeting one thing a day of the learning that is happening in your school What is #EDUin30?
Choice #EDCAMP professional learning day What is EdCamp?
Reflection Embedding blogging time into learning or even something as simple as giving people time to reflect on what they have learned throughout the day Create a survey using Google Forms
Problem Solvers-Finders Inquiry Based Learning Professional Development Inquiry Based Professional Learning
Connected Learning Using Social Media to develop their own learning networks (The networked learner Edublogs Teacher Challenges
Self-Assessment Blogs as Digital Portfolios Resources for Digital Portfolios
Critical Thinkers Developing Criteria for what powerful professional learning looks like and helping to create the day. What is critical thinking?
Opportunities for Innovation Innovation Day or Genius Hour embedded into professional learning time Educators Innovation Day
Fed-Ex Prep Time

 

 

A Higher Chance of Becoming Great? The “Twitter” Factor

I walked into the room and I could tell right away.

This was a teacher I had never met and knew very little about, but the atmosphere in his classroom was great.  As I walked with my colleague, I asked her the question, “Do you think he is on Twitter?”  I wanted her to make an educated guess, and her thoughts were the same as mine; definitely.

How did we know this?

As I walked in, I saw unique seating spaces, posters all over the wall that focused on “taking risks” and encouraging students to think different.  The walls were also covered in information about “Genius Hour” and their recent “Maker Faire”.  At the time, the students were also learning how to play chess with a master player, who also happened to be a grandparent. Notice that there was no technology mentioned above, but just about a different learning environment.  There were multiple, amazing opportunities for learning in this classroom to reach students where they were at, and tap into their strengths and passions.

So when we asked the teacher if they were on Twitter, he mentioned that he was but he didn’t necessarily share that much online.  But it was his access to information that made things look differently in his classroom.  When I asked if he had seen an impact in his classroom from the use of Twitter, he wasn’t sure, but it was a type of “boiling frog” scenario.  The change could have happened so gradually that he did not notice the small steps that could have been made to where he was now.  Just being a “lurker” in that space though, had made a difference.

Now I am not saying that if you are NOT on Twitter, you are ineffective.  There might be several classrooms that look like the one I have briefly described that were designed by a teacher who may not be on Twitter, that receive their information elsewhere.  What I do know is that looked NOTHING like my classroom when I first started teaching, because honestly, I did not have the access to the same information that teachers do now.  Our opportunities have changed and people have taken advantage to benefit themselves, and more importantly, their students.

Isolation is now a choice educators make.  We have access to not only information, but each other. We need to tap into that.

Being on Twitter doesn’t make you a great teacher any more than not being on Twitter makes you ineffective.  There are a lot of great teachers who do some pretty amazing things that do not connect online.

However, I do believe that having that access 24/7 to great ideas through the medium and the connection to other teachers increases your chances on being great.  If you really think about it,  how could it not?

Innovation has no age barrier.

Recently, I was blown away by this TedX Talk from Kate Simonds, talking about the importance of tapping into student voice.  Her talk was so simple yet so powerful, and as a speaker, I was so impressed by her talk.

Kate discussed not only celebrating the students that blow you away with incredible projects or inventions, but tapping into all students.  She goes beyond “hearing” their voice, but actually tapping into the wisdom of our students.  She implores the audience to tap into youth who may have a different way of looking into a problem.  She also challenges the audience to really think of what we want from students, and what our system promotes:

“As students we have no say in what we learn, or how we learn it, yet we are expected to absorb it all, take it all in, and be expected to run the world some day.  We are expected to raise our hands to use the restroom, then three months later, be ready to go to college, or have a full time job, support ourselves, and live on our own. It’s not logical.”

Powerful stuff.  Are we listening?  Even if we are, are we doing anything about it?

She also referenced a quote from her teacher that was quite sarcastic, but seemingly true:

Screen Shot 2015-03-21 at 1.28.23 PM

The problems that we currently have in education, were made by the same people now trying to solve them.  She has a very valid point.

Kate’s approach and belief of tapping into students is powerful, and I have seen areas tap into this.  Ontario currently has a “student trustee” on every board in the province, that has a voice in the organization, yet this is one province that I know of, with a minimal percentage of the board represented by a student.  This needs to be expanded.

Way too often, “leadership” taps into a very small amount of people to generate ideas.  The smaller group, the more limited we are in hearing different ideas. Once you decide the group that you listen to, you limit yourself to the ideas from those voices.  This is why it is so important to open up communication and garner those ideas from anywhere.  Innovation best flourishes in a flattened organization.

One of the things that happens in Parkland School Division is that we have a student committee that looks at what is happening in our schools, and encourages them to discuss and share ideas.  Recently, the students were encouraged to take a visual created based on my work to start a conversation with the teachers at their school (shared below).

Screen Shot 2015-01-18 at 4.39.24 PM

If this is their education, it is important that they have the opportunity to discuss it, but also help guide the direction and help come up with new ideas.  I would love to see more schools encourage students to sit on leadership teams, professional learning opportunities, and whatever other opportunities we have so that we can learn from each other.  We often forget to tap into the best resource we have in our schools; our students.

The conference I attended this past week (MACUL in Detroit, Michigan), had a student showcase right outside the main hall.  Students were not only discussing their learning, but were empowered to teach adults as well.  This should be the standard, not the exception.

I am proud to say that in my TedX Talk a couple of years ago, I wanted to tap into “our voice”, which was not limited to educators, but was really about also empowering the voice of our students.  Kate reminds me deeply why this is important.

Whether you are 5, 50, or 100, you can have a great ideas, and we need to recognize that we are lucky enough to have curious and creative minds in education at all ages.

Innovation has no age barrier.

(Please take time to watch the TedX Talk below from Kate Simonds. Share it, discuss it with your staff and watch it with your students.  I would love to hear the thoughts of others on this brilliant talk.)

More Than Just a “Phone”

“When should my child have a mobile device?”

I am asked this all of the time, and the reality is that there is no one right answer.  As long as kids are different from one another, we will have to figure it out as we go along the path.  Like many things in our world today, it is messy, leaving people with more questions than answers.

The one thing I do remind parents of is that this is not just about having a “phone”, but there are social implications that go along with it as well.  If you remember as a kid, going to a summer camp or meeting friends abroad, your excitement was so high at the time, and you would promise one another to stay connected and be friends forever.  Then you go your separate ways, and most people rarely connected after that.  Did you stop connecting because you grew apart or because the access wasn’t there?  We live in a world that kids will never have to stop talking to other kids they met at summer camp.  They will always be connected as long as they choose to be.

But sitting down and talking with a group of people today, we talked about our childhood and how different it was.  I remember growing up in a small town and we had a few students who were “bus kids”.  They lived on farms out of town, and always had to leave a little earlier than we did to catch the bus (everyone else walked or was able to get a ride), and once they left school, you didn’t talk to them until the next day.  All of my closest friends lived in town because honestly, it was easy to access them (and obviously there were great people!).  There were even a few kids that lived on farms that we could not call because their house was in the “long distance” zone.  It cost money to talk to them so it was rare your parents would actually let you call one another.  It wasn’t that these kids were not awesome people, we just didn’t have the same access, which made it hard to develop any strong friendships.  Maybe this was unique to my town or my situation, but I did think a lot about it in our conversation tonight.   I am sure those same kids had a different peer group, but honestly, I didn’t know much about it when I was in school.

So now when a large group of friends have mobile devices and constant access to one another, I wonder what the implications are for the few that don’t have this same access? Do they lose out on some relationships because they aren’t able to connect?

What I am not saying is that parents should go out and buy their kids mobile devices because they feel guilty that other kids have them. Not in the least.  It’s just that we need to really think about the idea that having a “phone” is more than just having a mobile device.  For many, it is there connection to others and if that is cut off, there could be more of an impact than just losing out on information.

(As I wrote this, I thought of this video that shows what “access” can create amongst kids.)

The World We Can’t Ignore

The world we live in is messy.

Kids don’t necessarily have the same freedom to screw up that we once did, with the default mode of sharing that is innate in so many.  When I ask educators if they ever drank too much when they were in university or high school, the majority of hands always raise.

When I asked them how many posted it online, zero hands are raised.

We were so much smarter and more mature than the youth of today? Not even close.  The Internet and the ease of sharing that happens today,  did not exist.  Some of the same mistakes so many youth make today, we would have probably done the same if the opportunities were there.

Talking to students often, many of them talk about how unfair it is for them that are held to a much higher standard in many ways than we were as kids.  I agree, but I also remind them that they have opportunities and access to people that I could have not imagined when I was young.  I saw this amazing video of Kevin Durant, one of the best basketball players in the world, connecting with people on Twitter and playing flag football.

I have said often, access to all of the information in the world is pretty amazing, but what is more important, is that we have access to one another.

To be honest though, there are sometimes that I feel uncomfortable with the world that we live in now.  You hear a lot of stories of things happening online, such as how Facebook is cited in so many divorce cases, and I sometimes wonder if we are better off now than we were before. Technology can accelerate everything, both good and bad.  Sometimes the bad can be overwhelmingI get that.

What I do know is that no matter how overwhelming it can become, it is important that schools talk about this with our students and become a part of the conversation.  To ignore it is a disservice to our students.

The world, our world, is really messy and rather complicated.  Although there are so many similarities to kids now compared to when I grow up, there are a lot of differences as well.  Love it or hate, we can’t ignore the world we live in.