Here's to Failure

This morning I saw a segment on ESPN featuring 10 amazing accomplishments by female athletes.  On the list was Diana Nyad’s recent swim from Cuba to Florida without the help of a shark cage. She was the first person to ever accomplish this feat. It took her about 53 hours to swim the 110 miles. Now this story is interesting to me on a couple of levels.

First, I am a huge advocate of passion-based learning. As an educator, I believe that when we truly understand the passions of our students and create learning experiences for them that take advantage of those passions there is no limit to what they can accomplish. Diana had a passion for swimming and a goal of setting a record by making a daunting swim through shark infested sea water. Not something that I would personally consider, but it was her passion and she was determined to make it happen.

Second, I believe that unsuccessful endeavors (failures) are sometimes the best learning experiences that we can have. You see, this wasn’t Diana’s first attempt to make this historic swim. In fact, it was her fifth-attempt with each of the previous four ending short of her goal. Diana looked at the first four attempts as learning opportunities. Each time she stepped back in the water she made adjustments based on her previous trials and managed to get a little closer to her goal.

Too often in education we don’t allow our students enough opportunities to learn from their mistakes. We see failure as the end of a learning path, an “F” on a test, and not as a pit stop on the journey. When we do this we teach students that failure is bad, when in fact it’s a natural part of learning. Failure should be viewed as an authentic learning opportunity. Imagine how different Diana’s life would have been if she had viewed her first failed attempt in 1978 as the end of her journey and not as a pit stop on the way to fulfill her passion.

When Diana emerged on the Florida beach she said, “I have three messages. One is, we should never, ever give up. Two is, you’re never too old to chase your dream. Three is, it looks like a solitary sport, but it is a team.” I think each one of these statements applies to education. One is, we should never allow our students to accept failure as the end, to give up on learning, and we can’t give up on them just because they found a pit stop we didn’t expect. Two is, we need to help our students understand their passions and enable them to reach those dreams. Three is, learning is not a solitary activity, it is a collaborative endeavor and we need to encourage that philosophy.

"It's Easier to Learn"

I first met Mentor School’s Superintendent, Matt Miller, and Director of Educational Technology and Curricular Innovation, Jeremy Shorr, in the twittersphere over a year ago.  As we continued to tweet and get to know each other professionally we learned that we had a lot in common. We all value student-centric learning environments, are passionate about the power of education, believe that the classroom teacher will always play a central role in education, see the power of technology tools to transform education, and aren’t afraid to step out of our comfort zone (or push others outside of theirs). Over the past year, I’ve had the opportunity to interact with Matt and Jeremy at various national and local conference (e.g., iNACOL, ISTE, OETC, etc...).  Each time that we run into each other we end up talking about blended learning. So, when I saw Mentor Schools named as a school to visit in a recent Getting Smart blog post, I decided it was time to stop by and see how Mentor was using blended learning.

Matt and Jeremy met me at Ridge Middle School where I was introduced to principal Megan Kinsey. We started by talking blended philosophy. Ridge Middle School’s blended learning model hinges on small group instruction. By definition, it’s a station rotation model, but what struck me from our conversation is that everything came back to small group instruction. The Mentor team understands that blended learning isn’t about the technology - it’s about using tools (many of which included technology) to allow the classroom teacher to personalize learning through small group instruction.

Blended learning is new to Ridge this year and they are starting with 7th grade students. Each student has an iPad and teachers use Schoology to organize content in the digital learning space. Classrooms have been reconfigured using flexible furniture to allow for fluid movement. Cinderblock walls have been covered with clear plexiglass so that students can use them as impromptu writing spaces when working collaboratively. The classrooms are designed so that there is no “front of the room.” This may seem trivial but it’s at the heart of what blended learning means in Mentor - it’s about putting the students in control of their learning with the teacher there to guide and redirect as needed. There is no purpose in the teacher standing in the front of the room, thus there is no front of the room.

One classroom that we visited had the learning targets posted on a board. Students in the classroom placed postage sized pictures of themselves under the target on which they were working. The students told us this was so that they knew who else was at the same place they were so that they could work collaboratively when they needed help. This also gives the teacher an easy visual of where each student is along the curriculum continuum.

As I was leaving one classroom today, I asked a student what he thought of this new learning model. His exact words to me: “It’s easier to learn this way.” I think that sums up why blended learning is so important. The student didn’t say his classes were easy, he said, “It’s easier to learn this way.” Classes shouldn’t be easy, but learning should be. When we implement high quality blended learning we personalize the classroom for individual students and remove barriers that make the act of learning difficult.

Thank you Matt, Jeremy, and Megan for giving me a chance to see how Mentor Schools is implementing blended learning and more importantly for putting the educational needs of Mentor students in the front of your classrooms.

What Gets Me Up In The Morning

I often hear educators talk about what keeps them up in the night. Sometimes it’s grading essays (why I taught mathematics), or the new standardized assessment, or that one student who knows how to play basketball on your last remaining nerve. There are lots of things that can keep educators (and other professionals) up at night. I prefer to focus on what gets me up in the morning.

My first year teaching was at an inner-city Catholic school. I know that many readers will see Catholic school and think it was a cushy gig with smiling angels for children. It wasn’t that way for an instant. It was every bit an inner-city school that focused on Catholic values within the curriculum. Many of the students were on vouchers and almost all of them were living in poverty. Now, that does not mean they were bad kids, they were just growing up in a challenging environment. In fact, when I look back at my time in the classroom, it’s one child, symbolic of many, that gets me up in the morning. Her name is Alba Kozlov*.

At the time, Alba was in sixth grade. She was quiet and a bit socially awkward at a time when fitting in with your peers is highly valued. Alba and I spent many a lunch together. Sometimes she needed a little help with her math and other times she would offer to sweep the classroom floor or anything to keep from having to go to recess with her classmates. I was always available to help students with math during lunch, but every once in a while I thought it would have been nice to have a lunch period to myself. Sure it was great to have Alba help keep the classroom tidy, but that also meant I didn’t get any downtime. As a new teacher, I didn’t realize how valuable my time with Alba was going to become to both of us.

Alba shared a lot about her home life and sixth-grade-girl drama with me. I began to understand her as a person, not just as a student. As we grew to know each other, it’s not surprising that Alba’s math scores skyrocketed. What was surprising was how excited I was to get to school each day to hear about her night and see how she was doing.

I won’t sugarcoat it. My first year teaching was rough. I paid more in gas to get to school than I was making. I had some rough times and even fled the classroom in tears one day. I thought about leaving. After all, I had just left a lucrative business career to become a teacher, so I could go back to Plan A. The teacher next door to me, who I relied on as a friend and colleague, didn’t come back from Christmas break. There were discipline issues and there were limited funds for teaching supplies and resources. On some days, I was all my students had. But thanks to Alba, I had a reason to get to school in the morning.

As a parent, I had spent lots of money and time taking my children shopping for teacher gifts each Christmas. As my first Christmas as a teacher approached, I was fully prepared to get an assortment of lotions and candles. What I wasn’t prepared for was the gift that Alba gave me. Alba couldn’t afford to buy me a traditional gift, but Alba valued my presence in her life and wanted me to know. So Alba did the best that she could. She grabbed one of those fold over plastic sandwich bags from home and filled it with things from her room. Things that mattered to her. Alba gave me a baggie with three used crayons, a sheet of Disney princess stickers, a few small colored erasers, and some paper clips. She gave it to me during one of our lunch sessions with an apology because it was all she could afford. I looked at that bag and cried, but for the first time that year I was crying because I realized how much I meant to a child.

I came home that day with a variety of teacher gifts, all of which have disappeared somewhere along time, except for Alba’s bag. It sits in a curio cabinet in my home along with Alba’s handwritten note. I pass it each day as I leave for work and it reminds me that as an educator I have an opportunity and an obligation to leave the things that keep me up at night outside my classroom and allow the things that get me up in the morning to make me the educator that my students deserve.

*Not her real name

Ode to the Swans

Let me start with an apology to my friends who are English teachers. Someone once told me that if you want to get your blog read you have to have a catchy title. Hence, I named this post “Ode to the Swans.” You have to admit that if you’re reading this now you either found the title catchy or you’re related to me by blood or marriage. My apology stems from the fact that this is not an ode, nor would I even know how to write an ode (or a haiku for that matter). You see, while I have a few friends that are amazing English teachers; I don’t recall ever having had an amazing English teacher, or a Swan of an English teacher.

As we go through life, hopefully we have all had a teacher or two who left a positive mark on our life. Sure there were the teachers who effectively performed their job duties and the rarer few who it would be a stretch to even say that about. This post isn’t about them. You see those are the ducks and the occasional ugly duckling. The ones who swim about in the pond, let the water roll of their backs, and get through each day by maintaining the current state of affairs. Every once in a while a Swan enters the pond. The Swan is the epitome of grace and manages to fit in and stand out in any crowd, all at the same time. This post is for the teachers who are that metaphorical Swan.

I don’t think it’s a surprise that a Swan is loyal for life. The Swan teachers that I know really take the time to understand each student as an individual. The Swan builds a relationship with others that serves as the foundation for learning. A Swan is there to scaffold for you when you are drowning, to challenge you when you coasting, and to celebrate with you when you make it across the pond.

The Swan is adaptable. It has a plan of action for the day, but knows that the plan may change with the winds, that each day and each stroke has to be personalized to the unique needs of the classroom and the individual students. The Swan isn’t comfortable with just sitting in the middle of the pond and reaching most students. The Swan understands that there are students wading in the shallow end and others trying to see how deep they can dive. The entire pond, with all of its inhabitants, is within the reach of the Swan.

The Swan is a symbol of strength and power in a chaotic world. The inhabitants of the pond know that they can turn to the Swan in times of need. The Swan is a confidant - loyal and trustworthy. When the waters are rough the Swan makes a large pond seem like a safe backyard blue plastic pool.

As educators, we have a choice each day to either be a Swan, a duck, or an ugly duckling. The legacy that we leave as teachers is our mark on our students. That mark can be fleeting or enduring. The Swan helps to shape a child into a remarkable adult. The Swan touches the soul of the child. What kind of teacher will you be today?

The swan stands out with

Rarest beauty leaving mark

On all who pass by

Thank you Mrs. Sawan for being a metaphorical Swan for my children.

I challenge you to share this post with your Swans. Add your Swan’s name in the comments below.

If You Build It They Will Come - LIterally!

About this time last year a group of Ohio educators collaborated on Twitter to start #OhEdChat, a weekly Twitterchat. This is a completely grassroots effort where topics are selected democratically, participants DM questions, and different educators volunteer to moderate the conversation each week. In fact, #OhEdChat is only sixty minutes long, but there are always a few hardcores continuing the famed #OhEdChatAfterParty conversation. A few of these same educators planned the first ever #OhEdChat Tweetup this summer at COSI with the support of @M_Bloom and StateImpact. Over thirty folks attended this event and even though @Dwight_Carter won Around The Horn, everyone walked away a winner. I’ve participated in #OhEdChat as both a moderator and a participant. In either case, I always felt challenged, inspired, and a better educator for the experience.


With my new career, I am often traveling and don’t get to attend #OhEdChat every Monday like I have in the past. Yesterday, I was excited to have the opportunity to attend #OhEdChat. I contacted a few friends and asked what the topic was only to see a sad tweet from @JR_Evans:

I was bummed. I promptly powered down for the night and enjoyed some family time with my son. Don’t get me wrong, I had a great time with my son (plus it’s not too often a 17-year-old is cool with hanging out with his mom).This morning I awoke to a flurry of texts from colleagues telling me about the greatest #OhEdChat ever. I missed a true Field of Dreams moment. You see, right after @JR_Evans layed down the #guilttrip, @mrwheeler rose to the occasion and tweeted:

I spent my morning reading through the tweets that happened on #OhEdChat open mic night and let me tell you the group did not fail to challenge and inspire. In fact, it looks like even open mic night flowed into an #OhEdChatAfterParty. What I learned from this experience is that when we build truly collaborative learning spaces where relationships matter, we are literally building the educational equivalent of the Field of Dreams. #OhEdChat didn’t need a moderator and clearly didn’t even need a topic to continue the learning and dialogue. The foundation had already been set with the participants valuing the contributions from one another, They had their learning space and they weren’t willing to give it up. What a contrast this is from my undergraduate days when we waited 5 minutes if a teaching assistant was late to class or 10 for a full professor before we bolted for something we were interested in. No, what #OhEdChat proved last night was that real collaboration and growth needs a teacher/leader to build a solid foundation and trust so that he or she can truly step aside from time to time and let the learners/participants take the lead role. You see the originators of #OhEdChat build it and the participants kept it alive and improved it. Instead of sitting in the stands and waiting to see whether Shoeless Joe or John Kinsella was going to step out and lead, the #OhEdChat participants were the ones who stepped out of the cornfield and up to the plate last night. In my mind, they hit a homerun!

Thanks to @mrwheeler, @tobyfisher, @yettereric, @jakramer2, @schufgb, @McLane_Ryan, @mr_rcollins, @brueckj23, @NLHSprincipal, and others for the stepping out of the corn last night.

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Picture from Flicker by Wednesday Elf - Mountainside Crochet

iNACOL13 Reflections

Reflections from iNACOL  

Three years ago I attended my first iNACOL conference. I was a little sponge soaking in every session. I had been challenged to design and implement a blended program for my school district and turned to iNACOL to learn how to make my task a reality. I had my first exposure to Keeping Pace and was hooked to the point where I managed to scurry home with about twenty copies to share. A lot has changed in the past three years and, ironically, much has stayed the same.

I still enjoy attending sessions and learning about how blended and online learning is improving educational outcomes for students across the globe. Only now, instead of just attending sessions and taking notes, I am an active learner in the sessions. Active learners listen, absorb, process, share, interact, reflect, and repeat this process to make meaning of new information. You see, three years ago I passively took notes for my own benefit. Now I use collaboration tools like Twitter and blogging for recording kernels of wisdom. When my thoughts get shared to a larger audience, I am able to interact with others, both at the conference and away, to hear their perspective on the ideas that I am sharing. I then reflect on how different people with varying experiences interpret the ideas that I am sharing. This puts things in a broader perspective and enables me to reflect and process information on a whole new level.

I share this story because successful blended learning implementations require students to be active learners. While sitting in a keynote address with a few thousand people, I was designing my own learner-centric experience and that gets to the heart of blended learning.

At my first iNACOL conference (VSS for oldtimers) I was a consumer of knowledge, plain and simple. I came to learn and since blended learning was new to me I felt I had little to share. Since that time I have been knee deep in blended learning. While I will always be learning more about blended learning, I have crossed a plane and am now a producer of knowledge. I presented at this year’s conference and had the opportunity to share my knowledge and experience with others so that we can connect and continue to learn from each other. Quality blended learning programs ask students to go beyond being consumers of knowledge and urge them to create and share, thus enabling them to be producers of knowledge much earlier in life.

Blended learning was a relatively new concept in my area three years ago. I felt like what we were doing was cutting-edge stuff until I attended iNACOL and learned that there was a worldwide network of professionals that were designing a range blended learning programs. While blended learning is not the prevalent teaching model near me, it has grown in acceptance. If your blended learning model seems cutting-edge and innovative in your locale, I can almost guarantee you that there is an iNACOL member that is doing something similar. For this reason it is critical that you become involved with organizations like iNACOL that allow us to collaborate and grow. Education is not a competition. Education should always be collaborative because it’s about enabling students across the globe to achieve at their highest levels.

As I leave iNACOL 2013, I again depart with my copy of Keeping Pace, only this time a single copy will do because I plan on sharing what I read through social media so that I can gain a better understanding of the blended and online learning landscape. You see, I still see myself as sponge, only this year I am a living sponge. One that breathes in information, processes it, and breathes it back out to share and continue the cycle. Don’t let the connections and passion for blended learning that you experienced at iNACOL fade, instead breathe it all in, process it, and breathe it back out to share. Otherwise we’re no better off than the students of the past who crammed for a final, only to forget everything the next day.

Blended Learning Benefits STEM

This post was originally published at kpk12.com/blog on October 30, 2013.

As I was doing some professional reading this morning, I was struck by the title of Taniya Mishra’s piece “ATTN Girls: Stay Interested in STEM.” As the mother of two daughters who are both studying science in college, I had an instant personal connection to the piece. Mishra holds a Ph.D. in Computer Science and works in the AT&T Labs in the Speech Algorithms and Engines Research Department. She clearly comes from a place that gives her credibility when she offers girls advice on STEM. Her advice is threefold:

• Inventory your interests - find what you are passionate about and stick with it
• Stay interested in STEM - don’t feel like you have to do what is popular and trendy; if you like STEM don’t let others woo you away
• Connect with mentors - no matter how old you are, a mentor is an invaluable resource.

But as I read the article and reflected on my daughters’ path to STEM disciplines in college, I realized that there is a piece missing in Mishra’s advice and that is advice to schools. Let me give you a little background before I share my advice for schools.

My daughters attended a suburban public school in Northeast Ohio that has consistently been rated as Excellent or Excellent with Distinction by the Ohio Department of Education. By all measures, it’s a good school with a solid core of traditional classes. The problem is that my daughters wanted more. They knew early on that their interests were veterinary medicine and aerospace engineering - not the kind of focus that you will see in most K-12 schools. But my girls, like so many, knew what they wanted and weren’t willing to settle for the status quo. This is where blended learning became vital to providing them both with the education they needed to pursue their passions..

One daughter took advantage of the Ohio Credit Flexibility law to test out of some core classes, enroll in an online advanced math class at Stanford’s Online High School, take courses at a local community college, and graduate high school in three years. The other daughter advanced herself in math by taking online courses for her foundation, advanced calculus courses from a local university, and a newly designed blended mathematics course from her high school. She graduated high school with 16 semesters of math credit. Through a combination of blended pedagogies (self-blend {a la carte}, station rotation, individual rotation) and independent study my daughters were able to create the high school curriculum that met their needs.

So, while  I wholeheartedly agree with Mishra’s advice to girls. I would be remiss if I didn’t add my own advice to schools to round out her list. It is not acceptable to only offer a core curriculum that meets the needs of some students. With blended learning, schools have access to the technology and resources to meet the unique academic needs of individual students. Schools must look at the opportunities to integrate different models of blended and online learning, in all areas of their curriculum, so that all students have an appropriately challenging curriculum that inspires them to pursue their passions After all, we’re talking about  human beings - not widgets.

Hula Hoops and Education

This post was originally published on October 18, 2013 at Keeping Pace.

I was presented with an unusual challenge this week. Every Monday I attend a fitness class with a personal trainer at a local gym. The class is generally a circuit training type of experience where we change stations every minute. There are usually about a dozen of us that attend each week. Like any good teacher, the trainer mixes things up from class to class. She says it is to keep us from getting exercise fatigue; personally I think she enjoys abusing us. This week she had a new piece of equipment, a weighted hula-hoop. We were expected to rotate the hoop, using our hips, for an entire minute. Sadly, I am one of those people who has NEVER been able to hula-hoop. Since I have been working out with this same group of people for several months, there is a deep level of trust and camaraderie amongst us - after all, we’ve seen each other without make-up. So, without reservation or embarrassment, I immediately let everyone know that I can’t hula-hoop. Like a good teacher though, the trainer wasn’t willing to let my past failures get me out of a learning (sweating) opportunity.

A few days before my hula-hoop encounter I had read an interesting article, “Entrepreneurial education must learn from start-up culture.” In this article, Afraj Gill makes the case that our educational system punishes failure, “...inhibits creativity and stifles ingenuity.” Gill talks to several diverse leaders who are known for innovation in their field and inquires how they are able to create such dynamic innovations and change in their industries. The recurring theme is that they are not afraid to take risks and are willing to accept failure as part of the change process. He then contrasts this culture of innovation to the traditional model of education where there is a consequence for failure and a general aversion to risk-taking.

Yong Zhao calls for the development of an “entrepreneurial spirit” in education in his book, World Class Learners. Zhao quotes the World Economic Forum (2011) and asserts “[i]t is not enough to add entrepreneurship on the perimeter - it needs to be at the core of the way the education operates.” Entrepreneurs look for creative solutions to problems and some even look for new problems to solve. Entrepreneurs often have more failures than successes, but they are defined by their successes. All too often in education, we allow the failures to define students and teachers. We punish the risk-takers and reward those that follow the rules. This isn’t an educational model that we can afford to maintain. As administrators we need to encourage and support teachers who are willing to adopt blended learning strategies to challenge and personalize learning for students. As teachers, we need to recognize the student who needs more time to master a concept and find ways to guide that student along the path to mastery. As educators, we need to accept that failure is a normal and vital part of the cycle of creativity and innovation.  

Gill notes that in the Silicon Valley culture “failure is success deferred, not the end of it all.” All my life I believed that I was a hula-hoop failure, a big fat “F”. But this week, because I had a trainer (teacher) willing to stand by me and support me, fellow gym rats (classmates) whom I trusted and were willing to cheer me on, and, quite honestly, nothing to lose (no grades), I went for it. I dropped the hoop immediately on my first attempt. On my second attempt I kept it up for two twirls. By the fifth attempt I was able to twirl that baby for the whole minute. I was NEVER a hula-hoop failure, I was always a hula-hooper in progress; I just needed more time to get to mastery than others. Wonder how long it will take me to become a hula-hoop dancer?

We're Talking About Human Beings - Not Widgets

This post was originally published at Keeping Pace on October 10, 2013. 

When I was in business school, many of the examples that we used centered around widgets [1], like the one pictured on the right. We would speculate how changes in the

production cycle would impact the marketability and profitability of the widget. We could retool the production machinery all we wanted and see what would happen. We could literally roll the widget dice on a whim. Actually, they weren’t even real widgets, they were simulated widgets. Sometimes our adjustments would improve the widget in some small way and other times we would desolate our widget empire. In either case, we made our changes, allowed them to run through the manufacturing cycle, evaluated our outcomes, and then went for coffee. Because, after all, these were just widgets. The next day we’d try something new and repeat the cycle.

This morning I read an article by a friend of mine, Molly Bloom. She wrote “What You Need to Know Before the Hearing on Ohio’s Anti-Common Core Bill.” Ohio, like many other states, has adopted the Common Core State Standards (CCSS). Keeping Pace recently blogged about the CCSS and potential benefits in a post entitled “Common What?”. Ohio students will begin taking state assessments during the 2014-2015 school year that are based on the CCSS. This means that over the past few years school districts across Ohio have modified their core curriculum in reading, writing, and mathematics so that they aligned to the new CCSS. Districts have spent countless resources (hours and dollars) on professional development, drafting new courses of studies, and curriculum purchases aligned to the CCSS. Ohio gave no guidance on how this work should be done in the districts; they left that to local control and funding. Now, after districts have done all of this work and followed the rules the state set, HB 237 aims to impede the implementation of the CCSS in Ohio.

As I read this article I was reminded of my business school friend, the widget. Ohio adopted the CCSS and set the wheels in motion forcing districts to make changes to their curriculum (widget equivalent of the manufacturing cycle). As a the CEO of a huge

imaginary widget empire, I can’t envision a scenario where I would adopt a research-based improvement (CCSS) to my widget production, spent countless resources making changes to the production cycle (teachers, administrators, curriculum) that produced my widgets, and then at the last minute scrap the entire project just before the product was ready to roll. My board of directors would have replaced me in an instant and my dreams of becoming the widget queen would have ended abruptly. In my mind, what makes HB 237 worse is that instead of dealing with imaginary widgets, legislators are rolling the dice with real human beings [2] and not imaginary widgets. At least in business school, we evaluated our outcomes before going out for coffee. In this case a group of legislators have decided to just go out for coffee. The CCSS have been adopted, they changes have been made, let’s take the time to see where the benefits are and adjust where needed, not scrap the entire project. After all, these are human beings - not widgets.

[1] I included the picture of the widget so that younger readers wouldn’t think I was talking about web widgets, which didn’t exist when I was in business school. Enough said!
[2] I included a picture of human beings so that any legislators reading this post could see how different they are from widgets. We owe our children the best, not the constant rolling of the dice.

Reflections on LAUSD iPad Rollout

For the past few days I have read multiple news reports on the LA Unified School District’s (LAUSD) issues with students cracking their district issued iPads so that they could play games and access social media sites. The first article I read in the LA Times blazed the headline “LAUSD halts home use of iPads for students after devices hacked.” Once the district realized that the students had gained access to materials the district deemed inappropriate, they ordered all of the iPads returned to the school.  Now, I’m not surprised that the students rose to the challenge of breaking through the restrictions on the iPads, after all that’s human nature. In my mind, these students saw an obstacle and found a way around it, like a modern day version of Lewis and Clark. I’m not suggesting that they earn a reward for their efforts, but I certainly do not condone the district recalling the devices. In fact, recalling the devices strikes me as very similar to not teaching students to read or write because one day they may read or write something outside of school that someone deems inappropriate.

Instead of being reactionary, LAUSD and the students that it serves would have been better served by proactive leadership and planning.

• First, they should have provided extensive professional development for teachers. Teaching in a classroom where students have devices is an amazing opportunity for students to receive personalized education that can be highly engaging, if the teacher is knowledgeable about the technology. If, instead, the technology is just layered on top of traditional teaching methods, with no changes in pedagogy, then this is a recipe for disaster. If you want a technology initiative to succeed at least 25% of the resources should be dedicated to professional development. In a highly technological society, the most valuable asset in any classroom is still the teacher.
• Second, they should have provided digital citizenship training to students before issuing any devices. Many districts are switching to responsible use agreements (sample) in which students are expected to act responsibly when using technology. An informed student population is essential to a successful technology initiative.
• Third, LAUSD school officials should have known that most mobile device management (MDM) systems can be disabled by deleting the profile on the device (I learned this from my son when he was twelve). Many schools are overzealous with filters, firewalls, and various blocks in the name of CIPA compliance. “CIPA requires K-12 schools and libraries using E-Rate discounts to operate "a technology protection measure with respect to any of its computers with Internet access that protects against access through such computers to visual depictions that are obscene, child pornography, or harmful to minors...".”[1] CIPA does not require wholesale blocking of social media sites or gaming. Being overzealous in the name of keeping students safe does more harm than good.
• Lastly, LAUSD school administration needed a plan to deal with individual students who had serious violations of district policies and not treated all students as though they were in the wrong. This clearly sends the message that all students will suffer educational consequences because of the actions of some students that crossed a line that the administration was too naïve to see was drawn in chalk.

I often hear people say that schools should not provide students with devices. In fact, when a local school board candidate mentioned that he would look at providing students iPads, a community member posted on Facebook the following comment “[O]ne thing I have noticed during my 30+ years in education is the fascination that the people in charge have for every new fad that comes along. These bright ideas never make the kids any smarter.”[2] This statement just shows the ignorance of some when it comes to technology in education. Devices will never make students “smarter,” instead they are the bridge that can allow teachers to provide personalized learning opportunities that are highly engaging for all students. I recently heard George Curous say “if you don’t know what a hashtag[3] is then you are becoming illiterate.” He is absolutely correct. Technology is not a fad; it is as essential to a well-rounded education as is the well-trained teacher.

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[1] http://en.wikipedia.org/wiki/Children's_Internet_Protection_Act (yes, I gladly cited Wikipedia because the FCC website is shutdown as non-essential at this time).

[2] https://www.facebook.com/pages/Medina-City-Schools-Outrage-Page/512176345494836

[3] Just added hashtag to my Word dictionary.