Star Wars Posters for Educators [Batch 2]

It’s official, the world loves Star Wars. Thanks for all the 100s of messages of support after my first Star Wars Edu Poster set. I was asked to do some more specific topics, so here’s some more. Hope you enjoy them. I feel they cover important educational issues but in a humorous way to get teachers talking. Ask yourself, what is your school or district doing about some of these challenges. May the Force be with you.

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3 ‘must-haves’ for classroom software designers

This is a great topic for the me and the other Global Search for Education: Top 12 Global Teacher Bloggers to discuss as it offers us an opportunity to highlight to technical people that success for technology in education is about placing learners before technology.

app design

Let’s first look at what the most successful apps education have in common. As examples from a long list of possibilities, I would consider:

All five seem to offer very different outcomes and opportunities but to me they have 3 key elements that all software designers thinking of targeting education need to be aware of.

1. A Blank Canvas

All the successful apps offer a space to create and personalise the learning outcome. This makes the app adaptable to the learner’s need. As education moves away, or at least tries to, from a standardised delivery model, successful apps need to reflect a world where everyone expects to be able to personalise their own experience.

2. A Social space

All the apps that I like to use and recommend teachers try have a social element. Again, this is something that the world and its children have become accustomed to. Making connections and the building of relationships are simultaneously where the strongest learning takes place and are themselves key skills for young people to develop. My experience in using technology for decades, including hundreds of apps shows that students are happiest when their learning is connected and shared.

3. Student Driven

It is still the case that most people, including software designers, outside education are not fully aware of the quite monumental shifts in conversation about how education will operate over the next twenty years. The primary element in this shift is the move to student driven environments. Successful software in schools will always be that which allows the students to shape what takes place and allows the teacher to guide from the side.

Final Thought

Something I’ve mentioned many times on this blog is how New Zealand leads the world in the shift away from prescribed content delivery. As a teacher in this country, this has meant I have never had the need to download a ‘closed’ content delivery app and developers need to be aware that this should be the last of their design considerations if they want a lasting success.

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EduWells2015Author: Richard Wells
Teaches grade 6 to 12 – Head of Technology at NZ High School
Top 40 in edublog awards 2013
Top 12 Blogger – The Global Search for Education
Known for Educational Infographics (see Posters)
and an International Speaker.
Twitter :  @EduWells

This post is written as part of The Huffington Post’s The Global Search for Education: Our Top 12 Global Teacher Blogs: A series of questions that Cathy Rubin is asking several education bloggers. I’ll be sharing the link to her post that collects all of the responses. I’m excited to be part of this group of edu-bloggers.

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14 STAR WARS POSTERS FOR EDUCATORS

I’m 38 and so automatically love Star Wars. Inspired by the new film, ‘The Force Awakens.’ here are some #StarWars themed Edu posters for all the other educating Star Wars fans out there. I made them using my 10-year-old neighbour Josh’s excellent collection of Lego Star Wars characters – Thanks Josh! Hope you like them!

The Force Awakens-EduWells

The Class a Teacher Talks to-StarWars-EduWellsSTAR WARS _ EDUWELLS.009STAR WARS _ EDUWELLS.008STAR WARS _ EDUWELLS.007

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Thanks to @dannynic for the one above!STAR WARS _ EDUWELLS.011STAR WARS _ EDUWELLS.012STAR WARS _ EDUWELLS.013

How I’ll be learning in 2016

2016 Learning-EduWellsIt’s that reflective time of year again. It’s now that educators like me consider what will define our approach to teaching and learning in the next 12 months. It’s made more reflective where I live, as the New Zealand school year runs February to December, so I’ll be starting with new classes in a few weeks.

So, here we go! Everyone else is producing target lists for 2016, so why not me. I don’t assume that my 5 personal focus points for next year are a definitive description of the perfect education, but it’s where I’ve got to and what I’ll be focused on with my students. I also want to highlight that none of the 5 explicitly mention technology. Our future-focused system in NZ has pushed many of us beyond the need to overtly talk about tech as an isolated topic.

I’m busy at the moment writing my book on teaching in New Zealand and why it’s the best system in the world. One of the many points I am raising in this book is how free I am, as an NZ teacher, to focus on these important issues and skills, having not been given a standardised list of content by the government that I must cover. Over here, it’s the teachers that maintain and develop what should be taught. Look out from my book next year if you want to know more.

Here are my 5 BIG things I’ll be focused on in 2016:

Collaborative learning

One of my big concerns is how most schools and classrooms operate in such a way that it forms habits amongst the students for depending on teachers and the school structures to move things forward. A strong emphasis on creating a collaborative learning environment means students will move away from asking teachers for everything and understand how much potential they have between them to sort problems and organise their own learning.

ITERATE

Learning has no finish line. All learning must have a context, expect students to look into all aspects involved, and propose and test solutions and/or new knowledge they’ve come up with. This new knowledge can then be peer evaluated to encourage feedback to highlight the iterative learning process.

Community

Schools often claim to be connected to the community but this does not always include the learning. Connections and perspectives from outside the school gates is crucial to making learning real and relevent. This might be local or from across the world and may involve visits, webcams, problems posed by outside agencies to be tackled by students, or simply publishing for real-world feedback as part of the learning. You might be using Design Thinking or Project-Based Learning but it should at some point connect to the outside world.

Connect

This is as close as I get to directly mentioning technology. Whether it’s other students, field experts, other educators, and whether you are blogging, tweeting, messaging or skyping, learning in 2016 must be connected and shared. Groups, hashtags and commenting can add more depth to the discussion.

Self & peer assessment

Involving students in the design of how their work and projects will be assessed must become a norm. Publishing the marking matrix is one thing but having the students develop it is quite another. I was amazed in 2015 how seriously my students took designing marking matrix for team projects. One class happily took 2.5 hours over it on a shared Google Doc! It makes them consider what to focus on and can be developed as an ongoing process throughout the work. This gives them far more ownership over the learning process, than the standard top-down judgement approach.

There you have it. These are what I’ll be working on in 2016. I hope it gives some people food for thought.

Schools Move Forward by Embracing Confilct

It is extremely instinctive to avoid conflict. For decades, schools have been presented with ideas for change and development, multiple ‘experts’ explaining the rapid evolution of technology, the workplace, and global human requirements. Due to the conflict these ideas can cause in a school, leaders and teachers have become extremely adept at supporting the status quo by inventing excuses for why they can’t be expected to do ‘too much crazy stuff’ (by the way, three different schools’ leaders said these exact four words to me in conversations this year).

This is why I found the following 2012 TEDGlobal talk by Margaret Heffernan, really powerful. Her bio on TED states: The former CEO of five businesses, Margaret Heffernan explores the all-too-human thought patterns — like conflict avoidance and selective blindness — that lead organizations and managers astray.

In this talk, Heffernan uses excellent true stories to illustrate that avoiding the things that challenge our assumptions can have disastrous consequences. Likewise, finding systematic methods for embracing and allowing ideas that challenge to be aired can make all the difference in turning an organisation into a leading example for others. I listened to this and saw obvious parallels in all the schools I’ve worked in. Schools will only make real and relevant progress if they can ensure school leaders and teachers organise and then listen to genuinely critical friends.

Cultivating a school culture that is not just an echo chamber of professional back slapping or an isolated ivory tower of decision making is difficult in schools where the leaders are not skilled or prepared for challenging the status quo. As Heffernan explains, this has the tendency to make people less likely to offer any challenge in the first place. The echo chamber within the school then continues to develop what are seen as more robust arguments against change. One of my most quoted statements from a post this year was: “schools should spend more energy challenging your school’s status quo, than any alternative that might be suggested.”

“Teachers will meet after work only to discover in conversation that they have the same gripes about work but see no potential impact from voicing them”

School Echo Chamber3In many schools who claim a friendly atmosphere amongst staff, this friendliness and social comfort is often seperate to any professional or operational issue. If you’ve ever been on a team-building excursion, you’ll know what I mean by seperate. Furthermore, teachers will meet after work only to discover in conversation that they have the same gripes about work but see no potential impact from voicing them. In contrast,  I know a small number of schools in New Zealand that ensure teachers and leaders have at least one identified critical friend. In one high school, this system is site-wide and on a rotation each year to ensure many different perspectives are heard on any idea or current practice. Students are also involved in planning meetings to help the school appreciate things from the viewpoint of those receiving the learning experience. This has created a more open, adaptable and friendly culture towards developing and improving all aspects of school.

I’m off to read Heffernan’s book Wilful Blindness: Why We Ignore the Obvious at Our Peril. I think many school leaders should do the same. 

 

 

 

Teacher, you’re more important than you think.

So, there they were, a small middle school at the bottom of the world just doing their thing. I was lucky to be visiting the school on a research project kindly funded by Core Education in New Zealand. The school was proud of what they were doing but the issue for me was that “their thing” was MIND-BLOWING and nobody knew about it!

You may have read my post from November titled “HEY TEACHER, WOULD YOU BE A STUDENT?”, it’s my most popular post to date. In it, I introduced the world to Breens Intermediate school in Christchurch, New Zealand. All I did was draw a diagram that loosely outlined what the school was doing. Well, to quote a Californian, it went “absolutely VIRAL!

BreensRTs-EduWells

USA, France, Finland, Canada, Sweden, Australia, Turkey, Uk, Public schools, Private schools, Elementary Schools, High schools,  you name it and they were interested. Above is an image containing just some of the messages, and it’s only those who quoted the tweet, not the 1000s of retweets, likes and re-blogging on WordPress.

World renowned educators and school principals were promising rethinks and planning sessions based on it and teachers talked of dreaming about such a school or wanting to ‘go back to school’ just the experience it. I was humbled by the response but at the same time, not surprised. But what does this mean?

Share it to discover your AWESOMENESS!

Breens is special but not unique and is just another example of something that is happening in every school: a GREAT IDEA. Nearly all schools and teachers are doing great things, the issue is that they don’t know they’re great until they share them and this is not happening enough. If you are an educator, I promise you ‘that thing’ you are doing right now in school would also be mind-blowing to 1000s of teachers and you are underestimating the potential impact of ‘that thing’ to change world education.

Remember, we think in PICTURES

21C Classroom Layout

There’s another important reason why my post was popular: Pictures! Humans like pictures, we think in pictures and so need them to process ideas properly. The graphic I produced was carefully arranged, used colour and layout to divide information and was easy to spot and digest. This is important for all teachers and school leaders to be aware of when promoting new initiatives.

SCARED TO SHARE?

I have also recently posted on “why teachers don’t share.” Here I explained that my research showed unconnected educators were not comfortable sharing because of professional uncertainty about their practice. Until you shared and gained your first feedback, you were unable to position yourself on a sort of educator’s ‘success spectrum’. Until you bounce your ideas off someone else, you can’t judge the response they may receive. Regardless of how confident you are, I have a solution.

DRAW & SHARE AS A SCHOOL

Make sure your school has a Twitter account (Twitter is the primary social media for educators). Ask your teachers to submit their latest classroom ideas and initiatives and promote them as a school to the world using #edChat and #EdTech. This takes the pressure off the individuals, whilst promoting what probably will be AWESOME educational gold to schools around the globe. Start TODAY, or I’ll hunt down your amazing ideas and do it for you! :-)

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How New Zealand connects young learners

When I first think of globally connected classrooms, I immediately think of various systems I’ve blogged on before like Skype Classroom, Quad-blogging or Google’s Connected Classrooms.  But I thought I’d bring you a connections story directly from New Zealand.

Success is messy

For me, the important point around global student discussion or in fact, any situation that introduces new perspectives to a classroom topic, is that of depth and what I like to call, messy learning. You may have seen this common graphic about success (left). Well, I like to think the same about learning. It is detrimental to education when anything or any person encourages the idea that learning is linear. The idea that at the beginning of learning, you don’t know something  and then after following a particular study path, you complete your learning by obtaining said knowledge. True deep learning is a social exercise. Multiple perspectives are always required if a true understanding is to be achieved. Perspective that won’t necessarily become apparent unless you involve other people in the journey.

The teachers who understand the importance of connecting students and classrooms to the world for new perspectives, still have at least three driving questions:

  1. How young can we start this process?;
  2. How best can we showcase positive and relevant online behaviour and;
  3. If we start young, how do we ensure safety?

PalmyTeacherThis is where I would like to introduce you to a kiwi called Stephen Baker. For two years, Stephen has run a hugely successful classroom Twitter chat every week on Wednesday afternoons. When I say successful, I really mean it. Over 230 elementary classroom accounts have been involved, and remember, New Zealand only has a population of 4 million! The chat can be found on Twitter under the hashtag: #KidsEdChatNZ and has it own account and also a website.

Every week, Stephen and his co-organisers, Marnel van der Spuy and John Willoughby, post the questions for the classes to answer on Wednesday, between 2 and 3 pm. The classroom accounts are added to a Twitter list which they then subscribe to so as to isolate the discussion from the rest of Twitter. Students respond to each other’s reflections and thoughts on topical issues. Questions have included:

  • What does good problem solving look like?
  • Should you be able to use Minecraft in your School/classroom? Convince us! How can it help learning?
  • How do your School’s values impact on your learning?
  • Can you think of any problems that you could solve with coding?

CVvw0j6UkAAn2brAlthough this is a national initiative, #KidsEdChat has introduced thousands of children as young a five, to a world of online connections and the learning and impact those connections bring about. They also get to see online discussion in the context of a real social media platform safely monitored by the classroom teacher.

Why not a #KidsEdChatGlobal? To have students discuss their learning and reflect on each others perspectives could have similar positive outcomes to our home grown equivalent. The question is, will you be the teacher to start it?

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EduWells2015Author: Richard Wells
Teaches grade 6 to 12 – Head of Technology at NZ High School
Top 40 in edublog awards 2013
Top 12 Blogger – The Global Search for Education
Known for Educational Infographics (see Posters above)
Presenter and also a father to 2 beautiful girls.
Twitter :  @EduWells

This post is written as part of The Huffington Post’s The Global Search for Education: Our Top 12 Global Teacher Blogs: A series of questions that Cathy Rubin is asking several education bloggers. I’ll be sharing the link to her post that collects all of the responses. I’m excited to be part of this group of edu-bloggers.

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Challenged by Seductive Technology

Technology can still be so inviting to teachers, it can often damage the potential for learning. I recently trialled the app Floors by Pixelpress, planning it to be a fun and creative exercise in computer game design. After introducing the app and explaining the activity, I realised I had missed an opportunity to plan a much more thought provoking exercise. It made me realise that even now, I can succumb to the seductive ‘cool’ of an app and design a shallow learning experience. Here’s the trailer for the app:

The app is really impressive and scans pencil game designs immediately into real playable iPad games. This sounds so good, it was easy to consider it as a just a fantastic blend of tactile and tech learning. What I missed was an opportunity to raise the level of both thinking and collaboration. Like me, many teachers are falling for the modern teaching trap to think “the app does all the work.” On most occasions, if you think an app does the job for a lesson, you’re more likely just killing time rather than ensuring true learning is taking place.

IMG_0008 (1)The next lesson gave me a chance to reflect and act on this mistake. The type of game the activity produces is a platform game of 3 levels. Before they started, I reminded them of the Design Thinking process we’d used before and asked them to consider what makes games addictive and why their level design would be considered better than another design. This had groups discussing designs being too easy or too hard and what made them so. It also introduced situations where students challenged each other’s assumptions. This does not happen if you allow them to simply play with the app as presented in the trailer.

There are enough options within the app to make very complex game challenges but it’s the job of the teacher to plan how the opportunities presented by the app can enhance the type of activity in the classroom. We must remember that it’s what takes place in the mind of the student that is most important. I have mentioned before that in New Zealand we generally grade students on their ability to collaborate and generate new knowledge, rather than learn a fixed curriculum. This means, it’s my job to make students generate connections between elements and concepts they come across. The collaboration & communication is important as it adds depth to their understanding.

FloorsThe app encouraged me to focus on skill competency and open ended creativity:

“This app is fantastic! It will have them be creative with non-tech and the technology allows them test and reiterate the process to improve the outcome.”

I redesigned it as collaborative Design Thinking to ensure a more robust learning outcome:

“Before you open the app, collaborate in considering how this activity might be more successful in producing a game people will not want to put down. There are too many games in the App Store to only be producing yet another one. Every student in the class has the potential to create the best game in the room but what makes one better than another?”

The Floors app is a technology that allows for rapid testing of ideas but its ensuring the students take a considered approach that’s important rather than adding elements randomly without any particular reason. This teaching situation is common for many apps and I’m always keen to remind teachers to not underestimate children in their ability to handle more complex thinking.

App designers often consider the functional activity over the learning experience. It’s our job as teachers to not succumb to this and consider first what’s being developed in the minds of our students.

Here’s a presentation I did on this story fro #AppShareLive with Mark Anderson:

Miami Device: Something to dance about!

How lucky am I? The all inspiring Felix Jacomino invited me to speak at his energy-packed learning event, Miami Device, in the beautiful setting of St. Stephen’s Episcopal Day School.  The 2 day event ranged on a scale (i’ve just invented) from “fun” through “Awesome” on to “OMG, did that just happen!”. Felix is the sort of guy who’s character inspires people to get involved and work with him to build an event you don’t forget. Make sure you get there in 2017!

Miami Summary 2015

The teachers and #Edu-Rockstars that were at the event proved testament to how much Felix is loved and appreciated. Oh, and I was going to make the most of 22 hours of flights to get there, so also won my own EduRockStar Selfie competition!

The Keynotes


BellowAdam Bellow
started the event with a whirlwind of edTech ideas, philosophies and laughs. He’s always entertaining whilst making you think about teaching today in a very practical way. He fits a lot in though, it was slide 4537 I particularly liked! #Jokes! For the record I’d like to say that the two out of five times this year he’s managed to successfully fly a drone across the heads of the audience using the iPad app Tickle, I was there! I’ve always had an effect on drones. Like Adam, I’m also a Keynote nut, so LOVE his work.

IMG_7580Derek Muller is almost as sexy as his science. He’s definitely a clever man with a whole different but inspiring approach to both teaching and more specifically science. To consider that science is about proving your assumptions wrong as a way to discover a better truth was a brilliant philosophy presented in a fun but powerful way. At one point the keynote resembled a crazy 19th century circus roadshow! Now that’s how to make science cool.

George Couros always makes you laugh out loud and then has you crying (along with himself) 5 minutes later. He might also be the only keynote speaker to achieve simultaneos “Cry-Laughing!” This is a man with his feet on the ground and finger on the pulse of what it’s like to be young these days. Like me, he has a view that having more faith in what young people are capable of, can positively impact on every classroom. He showcases how natural it is for children to be digitally creative outside the classroom without any prompting by a teacher and how this desire to connect, create and share needs to be harnessed by schools more than it currently is. You also laugh out loud at the most hilarious Youtube videos! Thanks George … again.

IMG_7705Angela Maiers was a fabulous final Keynote that was aimed directly at the audience and asked teachers to consider how important it is to share your teaching journey with others. This was amazing for me as I’d spent a year researching into why teachers do and do not become connected educators, such as using Twitter. My findings were directly connected with teacher’s awareness of their important place within the world’s teaching profession. Angela gave me my favourite conference sound bite “The enemy of great is good.” Nothing sums up the state of teachers and schools than that phrase. Thanks Angela … and sorry about the quality of the pic 😀!

The Presenters

Where do I start? It was great to finally see Wesley Fryer in action, nicely pushing the importance of student blogging. A tool that schools are still slow to adopt and it was nice IMG_7575to see yet more great evidence of blogging’s potential.

To finally meet, see present, learn from and even teach Vicki Davies was an honour. Vicki had interviewed me a while back for her world changing show Every Classroom Matters and it was so nice to do a face-to-face plus grab loads of tech tips from her presentation, which like Adam’s was a whirlwind of ideas! Thanks Vicki!

Lisa johnson is more than just a “Tech Chef”, she’s an art & design master. Her presentation on Canva was so cool that it had already had my Kiwi colleagues messing around with it when I got home. Again, it was great to see an educator who will always go the extra mile in how professional teaching resources should be, after all, the students are worth it.
IMG_7715To meet Erin klein was something I’d waited years for. Unfortunately we were presenting at the same time, so I missed her session but even to chat for 10 minutes was awesome.

Tony Vincent not only presents great stuff in an entertaining way, he makes it all look like effortless fun! The work he’s doing currently with Periscope at the moment now has me considering new possibilities for live video feed in education nearly every day! What amazed me was his professional level infographics are made in Google Draw! He’s now forced me to up my game. Thanks also, Tony, for the impromptu Periscope interview that happened to unfortunately catch my dance-off with @Mrhooker! 😀 [See Gif below]

MY MD Tribe

9BB5DD45-34EF-4132-A374-0D22AE0C1489This is a BIG shoutout to the wonderful tribe of educators I spent my time with in Miami. Jenny Ashby and Rodney Turner were especially kind in looking after me. The two of them interviewed me and the others whilst travelling around Miami in Uber rides. This was strange at first but on reflection is a great idea and I highly recommend you tune in to their podcast.

Tracy Zordan is a woman on a mission to change Canadian education as we had great conversations. Mike Jaber has so much energy and is SO funny, I can see why he has such an impact in Wisconsin. He even does Scooby Doo impressions! Tisha Richmond is an excellent educator, and we had fantastic conversations about blogging and the connected community. Overall, we had so much fun and the group made Miami Device particularly special for me. I look forward to maintaining our connections.

Thanks to the fantastic  LucusKhris and Marie for putting up with me in the Appmazing Race team! Lucus, you’re hilarious and definitely the coolest Library man ever! I never did get the team pic! :-)

IMG_7714Fantastic to meet my namesake Wendy Wells too. We both are passionate about design thinking and I was honoured she liked my infographic on classroom design thinking. The only downside was that it was Wendy’s idea to get Tony to video my dancing. #ThanksWendy 😀

IMG_7678Thanks again to Carl Hooker  for running the AppMazing Race and inspiring Felix to setup this event. Carl is AppMazing in so many ways and I can’t wait to see him next year closer to home in Australia at iPadpaloozaGC.

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MD TeamAnother thank you must go to the amazingly organised Jenny Diaz,  Inge Wassmann, Ashley Cross and the Miami Device team who also helped me so often at the drop of a hat. Felix couldn’t do it without you. I had fun chatting about the NZ system with you too!

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Screen Shot 2015-11-14 at 8.50.21 AMAnd finally, my most important thank you goes to the amazing Judy Jacomino. Judy’s energy and enthusiasm is infectious and she was also a key reason from me being at this incredible event. I hope, Judy, I lived up to expectations and look forward to chatting, laughing and  dancing with you in the future!

Miami Device is THIS good!

sml Miami Dance (1).gif

A GIF says more than a thousand words!

 

 

 

 

Why #EdTech and I are changing our brand

I have to be honest with you.

For more than a year, my blogging as iPadwells on the now extinct iPad4Schools.org has focused on education and leadership whilst I’ve struggled to add a weak connection to the use of iPads. As you can see from this site’s new look, I’ve given up and rebranded my work to match the material and professional development I now provide. [Img Cred]

Woman on iPad questionmark

I’m not the only one with this issue. 

Did you attend iPadpalooza or EttiPad or MiamiDevice this year? At all these events, teachers and speakers are expelling a lot of energy and words in highlighting that “it’s NOT about the device.” But like my old Twitter handle and blog, our names suggest otherwise. What’s happened?

“Ignore my name, it’s NOT about the device.”

Stop Go1It all started in 2011, the iPad was still either new or just a dream to most schools and we were all REALLY excited by its potential. I started my blog to help just 12 teachers in my school, who’d been bought them to trial. (Classic! Buy the teachers iPads but not the students). But they weren’t the only ones in need and soon iPad4Schools.org had 1000 readers a day.

Over the last 4 years, using social media, the connected educators of this world have been on a collaborative journey with a very steep learning curve. The more we have worked with device equipped students, the more we have moved our attention away from the technology and towards our change in expectations. The emphasis now is on the impact and extended reach that technology brings and not which specific device, app or workflow any individual might be using.

whiteboard on iPadMy current opening line to any student task is “find yourself a solution for …” I find the students are always capable and are used to searching for and sharing solutions with each other, even in the personal lives. They are also used to a fully personalised approach to life and have multiple solutions that achieve the same goals. I no longer discuss apps, except when a student highlights one to me. Some apps are really impressive but my primary goal is to cultivate independence and confidence within each student. This comes from the empowerment of personal choice and the collaborative approach.

When planning my rebranding and this post, It was great to see my friend Rabbi Michael Cohen writing about the exact same issue. Read his excellent thoughts here. The connected edu community are sharing and thus experiencing a simultaneous ride into 21st century education. Social media has provided a cheap platform from which to rebuild a global education profession and move everyone along at a similar pace. The great Mark Anderson in the UK has also just published the free iBook: “More Ed less Tech“. Can you see a trend emerging?

The issue we now face is the divide between the leaders and the followers. The change has been rapid and as the edtech community moves on from discussing technology, the majority of world education just starts to get their head around how it functions in the classroom. Many yet to make a start with BYOD or any one device per student initiative.

“Like Uber, It hasn’t replaced the need for a driver, it’s only changed who’s driving the system” – Richard Wells

The Uber app has angered thousands of taxi drivers. It hasn’t replaced the need for a driver, it’s only changed who’s driving the system. This is exactly what technology is doing to teachers in education. We just have to wait for the mindset of the average teacher to learn and appreciate what’s happening in front of their eyes. A teacher’s faith in their students is what everything hangs on.