BYOT: 3 Observations of an Administrator

I am now in my seventh week of implementing "Bring Your Own Technology" (BYOT) in the school where I am an administrator. Here are three observations I have made so far:

1. Students are overwhelmingly cooperative. One thing I heard over and over again as I encouraged the use of BYOT the last three years was that students would abuse this privilege. For example, I heard from teachers, parents, and fellow administrators alike that students would use the technology when they should not. Specifically, I was told that the hallways would resemble something of the Wild, Wild West with students talking on the phones, texting uncontrollably, surfing the web and many more other things while they should be retrieving their supplies and getting to class. This simply has not occurred. Hallway transitions have not been affected by BYOT. Recently, my school psychologist and I stood out in the hallway during a transition and did not see one device. Students were following the school expectation to be punctual to class and BYOT did not impede the expectation.

2. Teachers are excited! Perhaps, one of the coolest things for me to witness this year has been the excitement in teachers. If there is anything better than student engagement, it has to to be teacher engagement. It has been exciting to witness teachers teaching each other and sharing with each other how we can use tools such as wallwisher, polleverywhere, socrative, and calendar apps to assist students.

3. Students are still students and will make mistakes... do not blame it on BYOT. Poor decisions made by students (heck, made by humans) are a fact of life. There is no question that I have dealt with students who have made poor decisions with their technology these first few weeks of school. However, I have had to make sure I am being objective about why students are making these poor decisions. I have asked myself: is it because of BYOT that this or that has taken place? The answer is no. Some students posted inappropriate content before BYOT, some students chose to bully online before BYOT, and some students chose to be off-task in the classroom before BYOT. These poor choices are actually just one of many reasons why I say we MUST embrace BYOT. We must teach students how to use their technologies and when to use them. As the old adage goes, "there is a time and place for everything."

What observations have you made with BYOT?

Relevant is NOT Good Enough

Recently, I have been reminded of a podcast I listened to when I was a first year teacher. I was listening to this guy from the West Coast, Southern California to be exact. He is a writer, a fashion designer, an artist, and a speaker at national conferences. He said something that intrigued me… he said, “I keep hearing from people that they want to be relevant. I do not want to be relevant; we should not aim to be relevant. Because, at the end of the day, if you are relevant, that actually means someone got there first. You are second, or third, or fourth.” I think this gentleman had a point. I mean… how often do we hear about the new R’s in education: Rigor, Relationships, and Relevancy? The old R’s being Reading, Writing, and Arithmetic. The new R’s are better and more fit for education in the 21^st century. But, lately, I am even getting the sense that this is not good enough. After all, I agree… to be relevant means we did not get there first. I want to trail blaze, dream of new and better ways and go after it. How about you?

Okay, maybe you are not sold just yet. Maybe you are asking yourself, how does this really apply to education? Well, I have also asked this very question. It has taken me a while to grab hold of the idea of surpassing relevancy in education. However, recently I have had some conversations with some educational leaders that have prompted thoughts and ideas that pertain to making better the pursuit for relevancy in the education arena in today’s educational climate. I have spoken recently with school principals who have recently obtained a doctorate. I have asked them, “Are you going to do anything with your doctorate? Are you going to extend yourself past what you are already doing as a school principal?” Now, don’t get me wrong… I do not have anything against school leaders going after a doctorate. I am actually in the middle of my own dissertation for a doctoral degree. However, the answers given to me by my colleagues struck me as (although seemingly noble), really mundane and shallow once I thought more of it. Their answers have all been very similar, “I just want to teach a few undergrad classes,” “I want to be a reader for a dissertation”, or, “I just want to keep up with new educational trends.” I would ask a follow up question such as, “why this?” or “why that?” and again the answer while noble at first has now given pause to think. Their answer, across the board, has been… “I want to do this to stay current.” In the contemporary educational lexicon, they are staying “relevant.” I cannot help but to resonate with the speaker from the West Coast. This is simply just not good enough. Our kids deserve better. To stay current means that we are not innovating, we are not designing new ways of learning, we are not creating, and we are arriving too late for the digital natives we walk alongside. What if Starbucks chose to be current? We would not have the Frappuccino. What if Apple chose to be current? We would not have innovative tools such as the iPod or the iPad tablets. What if Mark Zuckerberg chose to be current? We would not have, in my opinion, one of the single greatest tools in communication ever created, Facebook.

What do you think? Is relevant good enough?

BYOT's place in the Creativity/Curiosity Movement

As Daniel Pink has laid claim in his grounbreaking book, "A Whole New Mind," the right brain is the most relevant and necessary part of the brain to use in the increasingly globalized 21st century of learning. Creativity is a HUGE part of this. Simply put, if we want students to have a fighting chance in this ever-changing 21st century landscape, then we MUST place more emphasis on this higher order thinking skill: CREATIVITY. Our student's futures simply depend on it. Pertaining to the future of students, the Vimeo video titled "the Future belongs to the Curious"  http://vimeo.com/34853044  is an inspiring thrust to all students and educators in this world of stale and paralyzing standardized testing. If we want to truly make a difference, we must find ways to innovate and create, dream and imagine while staring standardized inititiaves like CCSS in the face. One way of doing this, is to implement BYOT/BYOD ("Bring Your Own Technology/Device") in the midst of the required CCSS initiative.

The technology is NOT the sole answer. The answer may lie in the fact that we as the adults/educators have decided to say "yes." By allowing BYOT, we are, in essence, saying "it is okay for you to be free to learn as you see fit." BYOT simply lends itself to a more "real-life" experience for students in the digital age. Students can use their devices to create for themselves, to search for answers to their questions, to muse, to simply be their curious selves while dreaming of the next best invention or cure for disease. What a treat we, educators, have to assist our students in this process! Below is a response from one of my school district's teachers who has mused about the thought of creativity and curiosity...

"Curiosity and Creativity are - I believe - at the heart of learning. With curiosity, the student has an emotional investment in his/her own learning and is likely to remember and apply what he/she has learned in real life. Creativity is allowing the student to use his own best set of skills to learn and produce results."

What do you think? Do you believe BYOT lends itself to a more curious and creative learning process for students?

Guest Post... "Global Irony- An American Educator's visit to China"

Written by Ryan Jackson, Journalism Teacher at Maplewood High School, Metro-Nashville Public Schools:

Previously, when I thought of China, the last thing I thought of was teaching and learning. Instead, I thought of the countless imprints at Wal-Mart that read made in China, America’s own suffering Gross Domestic Product, or, embarrassingly, John Woo’s Hong Kong action flicks from the late 80s. So, when I was asked by Vanderbilt and Metro Nashville Public Schools to travel to the People’s Republic of China so that I could help share insight on developing and fostering Chinese students’ critical and abstract thinking skills, while collaborating with Chinese teachers on incorporating 21st century teaching pedagogies, I was excited and perplexed.

See, I was under the impression, mostly due to our media and the U.S.’s own wild sense of paranoia, that Chinese students were quite possibly some of the world’s most perfect students. I’d heard of intense, even robot-like study habits, coupled with razor-sharp focus and a determination that would make the hardest pentathlon champion blush. Like I said, my perception was set and the thought of me teaching any Chinese student, let alone teachers, seemed absolutely ridiculous.

However, day one in Guangzhou, China, sitting front and center at South China Normal University listening to Professor Wu explain the Chinese government’s paralyzing fear that their own education system is producing a nation of factory workers not creative types, I felt my head was going to explode: Paradigm Shift. Due to my limited space allotted here on this blog, I’ll keep my rug-pulling awakening brief. Basically, Chinese teachers lecture, students listen and write down information, regurgitate that information on a standardized test, then based on this test score attend a post-secondary school which will ultimately determine their lives’ fate - literally. That is a succinct yet fairly accurate description of a Chinese student’s academic career. Sit. Listen. Write. Sit. Listen. Write. Sit. Well, you get the picture. Are the students focused? I guess. Are they robot-like in terms of work ethic? They have to be - the fate of their lives depends on it (this is no hyperbole).

Therefore, the rest of my time spent in Guangzhou was helping teachers appreciate the value of questioning, incorporating cross-curricular lessons and project-based group learning, all while infusing a bit of fun in an otherwise stale learning environment. My perceptions were again shattered at not only the students’ willingness to try and accept this frenetic, inquiry-based approach to learning but also at the Chinese teachers’ desire and appreciation for a fresh, right-brain approach to teaching and learning. At the risk of sounding of corny, I felt like I was making a difference. Sitting with my American educators at dinner, over a fresh plate of bok choy, I would smile and share the untapped love of learning and teaching the Chinese were experiencing. As an educator it was rejuvenating.

And then reality set in...

My American team and I couldn’t help dance around the irony of the Chinese government seeking out help from the perceived cutting-edge educators from the West in order to propel their country into the 21st century. I then realized that just as my perceptions were vastly skewed, so were theirs. America’s own educational system is orbiting around standardized test scores, sit-and-get pedagogy, and answers being more important than questions. Here I was doing my best trying to help Chinese teachers turn their students into the creators of the iPod not just the manufacturer, while back in the states our own academic stagnation was turning our students into regurgitation robots.

I’m frequently asked about my trip to China, and the reality is there were so many takeaways, both personally and professionally. However, only one truly keeps me awake at night: China realizes what it will take in order to be the world’s #1 powerhouse as we advance deeper into the 21st century. They even realize and respect the fact that the United States has the ideologies and pedagogies it will take in order to fulfill this prophecy. Then the irony sets back in.

Will America realize and respect the imperative ideologies and pedagogies it will take in order to compete in tomorrow’s global climate?

Leadership- A Father's Day Special

This Father's day, I am reminded of of my own Father. His passing in 2006 makes each passing Father's Day more surreal. "I cannot believe my dad is not here," I will say to myself. However, in his absence, I am prompted to think of the legacy he left me and the dozens of others who called him friend. My father, by no means was perfect, BUT what he lacked in perfection, he made up for in hard work, passion, a love for others, and most importantly... a love for his family. Looking back, this poor high school graduate would not be viewed by many (or perhaps even by himself) as a leader. However, as the second oldest of five children, I can confidently say he was. If he were here today, I would look him in the eye and say two simple words... "thank you." Thanks dad for leading me, encouraging the value of education, selflessly putting your family's desires above your own, relentlessly valuing family over fame or fortune or a 401k. I would go on to tell him that what he lacked in financial prowess he more than made up for in family focus, faithful provisions, and a feverish pursuit of a better life for his children compared to his own upbringing. His constant encouragement for his children to attend college and get a degree was paramount for me to see and hear. And, you know what... I am not so sure he was really saying quite literally "get a degree" as much as he was saying, "push yourself," "challenge yourself," better yourself," "the possibilities are endless," "you can do anything you set your mind to!" What a leader! He was a motivator and he probably did not even know it. However, it was not just his words... It was his actions. You see, my dad was present. He was there for me and the rest of my family. Look, I get it... We live very busy lives. We are at the office late, we have to deal with crises that take up our time, others NEED us, we trick ourselves into thinking others NEED us when they really don't. The list goes on and on. What if my father had chosen to believe these excuses? I am not so sure I would have been given the great life lessons of hard work, passion, and persistence he so eloquently communicated to his loved ones. I am not saying he did not work, but I am saying that after looooonnnnnggg days of working (at times up to four jobs), he still found time to BE with his family. I am grateful for that. You see, my father did not have the chance to take me on vacation for a bike ride on the beach as the picture above depicts. I get it... I am privileged to be able to take that ride with my son. However, when the going gets tough, the pressure starts to mount, the deadlines begin to come into sight; I need to remember what my own father did for me: he put all of the work minutia aside and spent time investing into family. This is perhaps what my father did best! Therefore, this next year, I encourage you to lead: to lead others, and to lead your family. And, in order to lead, you have to be present. I encourage you to leave work early some days. I encourage you to take a risk from time to time and let your boss know why: the reason being to spend more time with family. Who knows? Perhaps you will speak into the lives of the workaholics you work alongside. You could change a work culture by living a life bigger than yourself. So... next time you have a conflict between work and family, choose family. Put down the cellphone, turn off your computer, delay your plans and just BE.

What are you contributing?

The mission of Timothy Drinkwine is to exhort, teach, and give:

·         I will make every attempt to encourage others through exhortation so as to inspire, entrust, and empower those around me.

·         I will seek every possible teachable moment in order to better the world around me. I am a natural learner and seek to lead by example in the endeavor to teach others how to learn.

·         I will pursue selflessness by giving of myself: my time, my resources, my money and anything else that may distract me from an others-centered life.

Why is this my mission? My mission is to exhort, teach and give because it has the propensity and the audacity to leave an imprint on this world suggesting a contribution was made. I live a life of purpose. My purpose was blueprinted from the beginning of time. It is humbling to contribute to this whisper of a life each and every day.

As a way to contribute to this world and to the lives of others, I have been given the opportunity to serve others, primarily young people and those who lead them in the area of education. As an educational leader, strengths such as leadership, communication, flexibility, kindness, loyalty, integrity, patience, and self-control have paved a way for me to assume responsibility and seek good stewardship of the role I been given.

Now... the challenge: what are you contributing? By now means do I do any of the above perfectly. I very much acknowledge that I still have work to do in many areas including the areas listed above as strengths. The cool thing is that we are on an endless journey to become better, to leave more for others, to lead, and to contribute. Again, what are you choosing to become better/improve? What are you leaving behind as a legacy? Who are you leading? Simply put, and again... what are you contributing? 

Be inspired today, be encouraged, and go leave a legacy!

Facebook Post/Thread reveals lack of confidence in standardized testing…

Recently, I read a posting on a friend’s Facebook page that allowed me to look through the lens of a parent/community member rather than through my own lens as an educator and as a school leader. This post resonated with me in great ways. It primarily resonated with me for two reasons: 1. it reveals the public disdain for the over-emphasis on standardized testing AND 2. It shows the truly sad state for which public education has allowed itself to arrive.

Aren’t we, as an educational institution, supposed to instill confidence in our community members? Shouldn’t we push our clientele of students to be creative and innovative in their dreams and aspirations rather than focus on filling in bubbles with a #2 pencil? Don't we want students and parents to look forward ot a week of school rather than dreaded it? Some might say, “One has to look no further than relevant trailblazers such as Diane Ravitch, Daniel Pink, Eric Sheninger, Alan November, Philip Schlechty, and Tom Whitby to see that there are better ways to meet the needs of students.” However, as I have recently noticed… we may not have to look that far, but rather look closely at Facebook pages of our friends- someone local, someone practical, someone pragmatic, someone on the front lines to see that the current state of standardized testing is simply not “good business,” it does not meet our student’s needs, and it does not please our “customers.” Below, I have posted the Facebook thread (with my friend’s permission) exactly how it appears. Subsequently, I posted a solution below…

Original Poster… Since the kids are new to public school, I had forgotten how the world almost stops for TCAP testing....

Friend #1- Ridiculous isn’t it?

Friend #2- They talk about this thing the ENTIRE year.

Friend #3- They spend the whole year preparing for this week. They talk about it all year. I actually think the focus on this test is a negative when it comes to education. Teachers no longer have the ability to be creative when teaching because everything is about these tests. Sad really. It doesn't get easier either. My son is in 8th grade and all year they have threatened the 8th graders with how the tests can ruin high school if they do bad. Crazy.

Original Poster- Such pressure! Get plenty of sleep...eat a wonderfully rounded and nutritious breakfast....DON'T get sick that week......NO interruptions during school hours.....a serious snack schedule that week....cancelling softball games the night before....etc. Man, I'm so scared, AND IT'S NOT EVEN ME TAKING THEM!! LOL

Friend #4- Max is just excited that we cook him bacon and eggs that week! Sad isn't it? Good luck!

Friend #3- Yea, I am doing sausage, eggs and toast this week. My kids think they hut the lottery lol of course the 14 year old is mad he is going to bed at 8 instead of 9:30 lol the 9 year old already goes to bed between 7:30 and 8 and jumps out of bed early with no problems lol

Friend #1- Haha, our TCAP starts friday and since savannah had surgery i looked at the absence policy for TCAP and its insane!! Has to go to the county for approval, etc.. So crazy that im trying to hurry her recovery just for the test!!

Friend #5- Well in KY, we have GMADE testing. Last Friday the school sent home a letter saying the kids would be testing, get sleep, eat a good breakfast , no drs appts etc for the week of April 16-20th Really??? You send a letter home after the tests are done!!

Original Poster- We start on Friday too....ugh...Will be a LONG next week! :/

Solution: collectively put our efforts together in order to re-shape what we value in terms of teaching and learning and make our voices known. A great way to do this is through local technology mediums such as social networking. I have dedicated this blog to sharing these educational reform ideas. Specifically, twitter is a great way to share ideas. I have founded the following hashtag as a way to put minds and hearts together: #edudream. If you have a dream for how to improve education for the better, tweet your idea and tag it with #edudream