Simon The (Not Yet) Great

December 29, 2015 Simon McKenzie

(#Bloggermore 26/26 … Well, really 16/26)

“You’re flight time through to Hobart is 54 minutes.”

So, that’s precisely how long I had to cobble together one final blog post for 2015. Of course, I really should write several 50 word posts in a desperate last-ditch attempt to meet my own blogging aim for this year. But I won’t, and next year there will be no silly, self-imposed challenges! I have been, like everyone involved in education, exceedingly busy but I’ve also had to factor in an interstate move, home renovations, a new school, a slightly demonic new puppy, sick relatives, very cold mornings, worsening arthritis, a rabid crow in our kitchen, dust storms and bushfires. However, you can rest easy; this post is not to warn you of the impending apocalypse … That’s just my life.

Of course, I’ve also had some “wins” along the way. This year I’ve found myself increasingly sought after as a writer for Australian Teacher Magazine, Fractus Learning and others. It’s simply brilliant to receive Christmas greetings like this one:

I’ve also compiled a fortnightly eNewsletter focusing on all things educational technology for my new colleagues, conducted professional learning sessions and even made a well received appearance as “Bad Santa” at the staff Christmas lunch. In many respects the real highlight was delivering my very first keynote address at the annual HTAWA State Conference in Perth. Anyone who knows me well can tell you that I like nothing more than the sound of my own voice! Which brings me to my hopes for 2016 and my purpose in writing here. Put simply, I want to become a regular conference keynote speaker. I want to be “that guy” who educators want to listen to. I’ve been told many times that I am a humorous and engaging presenter but I’m simply not part of the “pro tour.” Unfortunately, too many conferences are still headlined by the same tired old people delivering the same tired old content in the same tired old manner. A few years back I recall reading an insightful tweet about a disappointing keynote:

“Blah, blah, blah … Sign my cheque. Blah, blah, blah … Take me back to my five star hotel.”

Now, I’ve got the old and tired bit covered but how do I get a headline gig? I’m not Sir Ken Robinson so I can’t expect the mega bucks but I do have over three decades of genuine classroom experience and my own variety of home spun wisdom. The voice of education needs to be genuine, not a rehearsed, over–priced routine.

I am most certainly excited about the enormous possibilities of the Education Nation conference which will take place in Sydney during June next year. (You can find all the details at www.educationnation.com.au) I am delighted to be part of the Advisory Team that will help shape this conference “by teachers, for teachers.”

Check out the details!

There’s also a good chance that I’ll take the stage at some time during the two days; after all, I am dropping regular hints. But, that’s not enough; I want more opportunities to put myself out there, to help shape education in Australia and worldwide. Yes, even worldwide. If you’re a megalomaniac you might as well go the whole way; I only have a few years left to match the empire building of my hero Alexander! So, if you’re organising some teacher training sessions or a conference; use the contact form on this site to bring me onboard. I don’t have a set “rate” but I know it will be reasonable. I don’t even expect a 5 star hotel, I’m prepared to slum it in a 4 star. Oh hell, let’s just admit it; if all else fails I’ll also consider offers to resurrect Santa.

Reconnecting With Connectedness

November 16, 2015May 27, 2016 Simon McKenzie

(#Bloggermore2015 15/26)

I have long been fascinated with the idea of connectedness. I have written about it previously on this blog and also penned an article on Global Connections for Australian Teacher Magazine in August 2013. It is no coincidence that this blog is called The Connected Teacher or that @connectedtchr is my Twitter handle. Recently, I have “reconnected” with the entire concept after coming across an article referencing the new book “The Relevant Educator” from Steven W. Anderson and Tom Whitby.

I am fortunate to have met both Steven (he of the bow ties) and Tom (invariably in Hawaiian prints), albeit fleetingly, at ISTE 2014 in Atlanta. I also attended a session conducted by Steven with his other long time collaborator, Kyle Pace. No surprise, the idea of connectedness (and how to achieve it) was also high on the agenda there. Of course, in October each year, the USA celebrates “Connected Educator” month whilst Australia is busy focusing on Oc-sober. (Probably says something significant!)

In “The Relevant Educator” the authors identify the 8 tenets of being a connected educator. For Steven and Tom, these teachers maintain educational relevance by …

1. Practicing and modelling lifelong learning 2. Viewing failure as part of the process of learning 3. Sharing and collaborating 4. Connecting with other educators 5. Putting relevance ahead of doctrine. 6. Exploring the possibilities of technology 7. Employing this technology to personalise professional learning and 8. Using technology to learn and teach

I would like to think that I model most of the eight but that connectedness requires many hours, huge energy and has left my life “out of balance.” It would seem to me that there is a real need for schools to start employing what I have decided to call digital specialists. These specialists could be employed to deal exclusively with numbers 6-8 on the above list and to craft digital resources on demand. They would act as an intermediary (and filter) between time poor classroom teachers and the ever expanding digital world. Would your school be prepared to invest money in such specialists?

In the interim, here’s an infographic summary of “The Relevant Educator” which was created by yours truly (the digital specialist) using Piktochart and with the permission of Tom and Steven. As always, please feel free to use this resource in your own writing or presentations.

eParalysis

October 15, 2015November 16, 2015 Simon McKenzie

(#Bloggermore2015 14/26)

And so boldly I launch into the second half of my self-imposed blogging challenge (I know, I know, it’s October!) On this occasion I want to reference two great posts that I’ve read recently; one from Guy Trainin (@tgite) and the other from the Matt Esterman (@mesterman) “Museum.” In his post “The two emotions that matter when we ask educators to integrate technology,” Guy identifies four teacher responses to the introduction of technology. The powerful graphic below identifies these responses:

The Four Teacher Responses (Sourced from the Guy Trainin blog hyperlinked above)

Guy emphasises the fact that there is an imbalance between the excitement and apprehension. He suggested that 90% of the educators that he was working with were part of the “Gung Ho” and “Careful Enthusiasm” groups. Whilst I agree that it’s these two groups that we need to cultivate and keep in schools, I suspect that eParalysis is more widespread than we would want to admit. On a daily basis I see teachers unable (or is it unwilling) to complete the most rudimentary IT tasks. This, I believe, is infringing the “digital rights” of students. (*You might like to read my 2014 article from Fractus Learning on these student rights. It is, rather cleverly, called “Declaring the Digital Rights of Students.”)

eParalysis image from www.emaze.com

On a related matter, I also read Matt Esterman’s post “Dropping the e” in which he argues, eruditely and convincingly as always, for removing the e from eLearning. Whilst I frequently read Matt’s “My Mind’s Museum,” this was an occasion when I felt compelled to also post a comment. Naturally, to make sense of my comment, you will need to read Matt’s post first! And no, I’m not being paid for driving traffic to his blog. Here’s what I had to say …

“I too have a cheque book … somewhere. We are in an era where the “screenagers” we teach have a new, ever evolving relationship with their devices. Some argue, I suspect quite rightly, that the device has become an extension of self. For older teachers (I’m an exception) technology is valued primarily as a time saver, for how it can improve our own work life. I detest the labels, most especially “21st Century Learning” … it’s just learning. But the majority will want to keep that damn “e” because they view it as other learning, a different process. My greatest frustration remains the paralysis that overcomes so many when asked to employ technology as a means of accelerating, enhancing or redefining learning.”

Of course, as always, I would welcome your comments. (Alternatively, leave one for Guy or Matt … neither of them suffer from eParalysis and will therefore reply.)

It’s All About Design

September 22, 2015October 21, 2015 Simon McKenzie

(#Bloggermore2015 12/26)

Just recently I’ve been consumed by design. In part this is because my wife wants to spend $50000 on a redesigned bathroom. Yep, you read that correctly, $50000! (Like all good husbands, I used the only two words I’ve ever needed, “Yes Dear.”) But, I’ve also been focusing on design aspects related to both this blog and education in general.

If you look to the top of the sidebar you’ll see that I have a newly designed, professional logo for “The Connected Teacher.” (Alix Schuppan is a colleague and a gifted graphic designer, you’ll find her website at http://www.schuppandesigns.com/) Of course, if you’ve been here before, you may have noticed that I also have a new, customised theme. This is all part of a process to redesign and lift my digital presence. In the months to come I will be launching a website under my recently acquired business name, “The Connected Teacher.” Was that a sharp, expectant intake of breath I heard? I make no apologies for setting out to build a “corporate image” online; I believe it is necessary for my future plans.

Buddy the Elf responds to the announcement of a Connected Teacher website
Image from www.redbubble.com

I have also, of necessity, been putting a great deal of thought into learning design. (see my Simon Breakspear inspired post immediately below.) Next year, my school will be ditching iPads in favour of a laptop program. As I’ve stated previously, my greatest fear is that teachers will not know how to unlock the potential for improved student learning within these, admittedly, very different devices. I’ve realised that the most immediate need is to have teachers (everywhere) accept the difference between digital and digitized learning design. I could go into a long explanation, but here is the distinction perfectly captured in a great graphic from Dr. Tim Clark on www.byotnetwork.com

Digital .v. Digitized Learning Design

And the other need … accepting that I will now design online, digital learning for teachers. This year, as eLearning Manager, I’ve published a fortnightly newsletter on all things learning tech. I’ve also conducted some (sparsely attended) voluntary after school PD. Teachers are “time poor” and taking our PD digital will provide them with more opportunities to tap in. And that is part of my overall plan; designing online professional development for teachers. I also know that in some education systems, teacherpreneurs are already working to create digital products for others to employ in their classrooms. So, stay tuned for “The New Adventures of The Connected Teacher.” Anyone want to buy a TShirt?

Keep It Simple, Simon

September 4, 2015September 4, 2015 Simon McKenzie

(#Bloggermore2015 11/26)

… Please insert here my usual apologies and weak excuses for not blogging recently …

I’m quite used to being the smartest Simon in the room. But then, I’m also, most often, the only Simon in the room! Recently however, I attended an exceptional seminar conducted by Simon Breakspear (@SimonBreakspear on Twitter) at Prince Alfred College. There were three Simons in the room that day and I have serious doubts that I even ranked number two in the “smart stakes.” Of course, I was easily the best looking! No … well, I was the oldest!

https://about.me/simonbreakspear

Simon’s chosen focus on the day was “Redesigning Teaching and Learning for Innovation.” He said so much that resonated with me that I know a short blog post will do him a great disservice. So, I’ve decided to focus upon just one aspect here. Simon (the smart one!) firmly believes that any effort to redesign a school must be guided by four key questions:

1. What can stay the same? 2. What should be removed? 3. What needs to be tweaked? 4. What needs to be radically redesigned?

I have long been frustrated with colleagues who seemingly don’t share my passion to harness the power of technologies to transform student learning. Then, Simon introduced the term radical incrementalism, a process of innovation that honours the past, and I had some form of an epiphany. Well, more of a recurrent epiphany. For too long I have wanted to change too much too quickly; and too often I forget this. (Have you ever seen too used four times in a single sentence?) Revolutionaries are rightly known for their passion and enthusiasm but these qualities can be counter-productive. As “Simon says” … JOIN THE EVOLUTION!

“Transformative practices need to be simple, reliable and effective. Don’t aim to change the ceiling until you have the foundation and floor in place.”

Now all I need to do is work out how I am going to re-imagine and re-design teacher professional development at my school so that we radically transform student learning, a little bit at a time. I just need to constantly remind myself to “Keep it simple, Simon.”

Viva La Evolucion
(Created with the PhotoFunia iPad app)

The iPad is Dead; Long Live Laptops

July 31, 2015 Simon McKenzie

(#Bloggermore2015 10/26)

OK, time to smash out another post because my #Bloggermore2015 project is almost dead in the water. I always have an excuse, but this time it’s a legitimate one rather than pure fantasy. I have spent considerable time these past few weeks looking at my school’s IT plan for the next three years. At this stage we have all Year 8-10 students with their own iPad provided at parent expense. Our senior students are involved in a loose, informal BYOD program. But now, that’s all going to change.

Those of you who read my rants on a regular basis would know I am an unabashed fan of the iPad as a classroom device. My wife likes to refer to my iPad as the “third person in our relationship!” However, my colleagues, our students and their parents have now voted overwhelmingly for a full, school wide laptop program. My reaction was calm and understated …

If only I still had hair to pull out!
Image Sourced from
www.wordstormpr.com.au

So, “The iPad is Dead, Long Live Laptops.” I fully expected objections from parents and teachers. The surprise was certainly the reaction from students who declared that they found their iPad a distraction and would much rather carry a laptop. One particular student survey response had us all rolling in the aisles.

“Please get rid of the iPad, it’s so distracting. If you don’t get rid of iPads I will not do well in school, resulting in bad grades, which means no good paying work, ending in not having a home, and then being homeless. IF YOU DONT CHANGE THE DEVICES IN THIS SCHOOL I WILL BE HOMELESS, I WILL BE LIVING ON THE FROZEN OVER CEMENT STREETS OF AND IT WILL BE ALL YOUR FAULT. Thank you for your concern.”

It seems that the students still see iPads as a consumption and entertainment device. Personally, I see it from a slightly different viewpoint; teachers have failed to demonstrate for students how to unlock the full learning potential of their tablet device. This is not a criticism; the pace at which technology continues to advance will inevitably leave time impoverished teachers struggling to keep pace.

My next problem; what to do now to ensure that laptops are used to redefine student learning? (Please send your fully comprehensive programs to me by November … oh, go on, please!) Otherwise, here is my Plan B.

PLAN B
Image Sourced from timenerdworld.files.wordpress.com

“You have to believe me Your Honour; they all just spontaneously burst into flames!”

#NotatISTE 2015

June 29, 2015June 29, 2015 Simon McKenzie

(#Bloggermore2015 9/26)

This time last year I was in Atlanta, Georgia for ISTE 2014. I certainly found it an astonishing experience in so many ways; not least at all because I had the opportunity to meet “face to face” with members of my Twitter PLN. The opening of ISTE 2015 has been all over my Twitter feed this morning and I’m prepared to admit to a good deal of envy. By now, some attendees will already be weighted down with ‘swag’ whilst others will be preparing for karaoke and buzz word bingo.

If only … I hate missing out!

What I’m missing the most however, is the opportunity to attend practical learning sessions with awesome educators. Last year, I chose well, attending sessions with Bill Selak (@billselak), Kyle Pace (@kylepace) and Steven Anderson (@web20classroom). If they are there this year and you have the chance … sign up to learn. I’m also disappointed to have missed seeing in person the keynote from Soledad O’Brien (@soledadobrien), the CEO of Starfish Media Group. By all accounts, she wowed the audience with Google Cardboard (if you don’t know, find out and buy them for your classroom!) More importantly one of her key messages focused upon the need to bridge not the poverty gap, but the “information gap.” Technology as an outcome in itself is a complete waste; it needs to be about arming young people with the skills to bridge the gap. In my view, education is about building capacity.

What else am I missing about Philadelphia? Well, of course, as a History tragic there would have been so much for me to explore; bring on that Liberty Bell! But I’ve also received two emailed invitations; I could have been bowling with Graphite or enjoying Philadelphia’s best Irish pub with Showbie App. Never mind; there’s always Denver, Colarado in 2016.

Lemon-ADE 2015

May 14, 2015 Simon McKenzie

(#Bloggermore2015 8/26)

I have always loved a good title; I’m a Haiku Deck Guru, an iAnnotate Power User and I’ve even been labelled an iPad Ed Evangelist. I hope that one day I will even be considered part of the Twitterati but, the one title I know I will never claim is that of ADE; an Apple Distinguished Educator. Earlier this year I invested many hours in my application to be part of this year’s ADE intake. I know it is a highly competitive program but I thought I had a genuine chance of success. After all, I’m an atypical applicant; in my fifties and living in regional Australia, I believed I could make a real impact in my new Barossa Valley location.

Of course, I can’t know how the selection process works. But I bet (like everything Apple does) it is highly secretive. I had a quite unique, even disturbing, experience in 2014 when an Apple employee threatened to evict me from their secret Brisbane office if I revealed its location in a tweet. Yep, that secretive!

What’s the Big Secret Apple? Image Sourced From: https://arewenewatthis.files.wordpress.com/2009/11/secretive.jpg

After a wait of nearly two months, I received the expected reply, that I had been “unsuccessful” in my application. The emailed rejection was as cold and soulless as every other form letter.

“Thank you for your interest … blah, blah … a record number of applicants … blah, blah … unable to provide individual feedback … BLAH, BLAH …”

My major objection to Apple’s rejection; the fact that a mega-company, which has profited so vastly from education, fails to see the critical importance of feedback in enabling growth and future success. But, they did still “… applaud (my) efforts …” and suggested that I visit ” … one of … over 450 Apple Stores worldwide.” Yes; I could drive 90 kilometres to my nearest Apple Store; maybe one of the 19 year old geniuses could tell me why my application failed.

Wait; is that the disembodied, mechanised voice of Darth Google I hear, inviting me to the dark side. No, no I say, I love my iPad and my Macbook Pro. But then again I could become a Google Certified Teacher, or a Google Trainer or own Google!

Created using PhotoFunia and Text On Photo (on my iPad.)

You Can’t Have STEAM Without HEATT

May 1, 2015 Simon McKenzie

(#Bloggermore2015 7/26)

I’m seriously behind in my endeavour to publish 26 blog posts in 2015. Four months in I should have posted at least eight or nine pieces; this is only number 7. I certainly have plenty to write about but once again time has become that elusive commodity. Before moving on to new pastures I just want to have one final rant about STE(A)M and its prominence in educational dialogue. Just last night I came across several tweets bemoaning the fact that STEAM is lagging behind in Australia. I certainly don’t object to multi-disciplinary approaches. In fact, at this time, I am involved in teaching an inquiry based amalgam of Year 9 History and English under the title of “Making a Better World.” I won’t say anything further here about MBW as we call it … it’s the focus of my next piece in Australian Teacher Magazine (so, stay tuned!)

However; rather than write a fresh rant, I have decided to (cheat and) include a short section from my recent HTAWA Keynote. Clever, eh! (The blog post you ‘write’ when you’re short of time!)

“In the US, STEAM is gaining immense bipartisan legislative support and significant funding to run decade long programs. The fastest growing employment area in the US over the next decade will be in the field of statistics, growing at two and a half times the rate of other careers. The US Bureau of Labour believes there will still be a shortfall of 190000 people with “deep analytical skills.” Now, I wonder where else you might acquire those skills? … Surely, if we endorse an educational system that is fixated solely upon employability in an imagined, technologically rich future, then it will be at the expense of so-called traditional subjects such as History. The real challenge is to transform the image of History as a subject, to demonstrate its value and relevance in a connected, digital world. For a decade, Dr. John Newton was, until the end of 2014, the Headmaster of the prestigious Taunton School in Somerset. He is now Principal of Scotch College, Adelaide and an internationally respected educator. He has rightly pointed out …

“The key to new directions in IT is original, often
tangential thinking. The study of Literature or History and the
encouragement this gives to forming one’s personal views
will help the builders of new digital systems.”

Yes, the entrepreneurs of the future will need STEAM skills but to be true visionaries they will also need the thought processes and communication ability cultivated through studying History.”

Yep; it’s a “Shameless Plug.”

And now for a quick, shameless plug. I am now running a secondary Twitter account @HEATT2015 and I certainly need more followers. So if you’re into the possibility of History Education Advanced Through Technology (HEATT) … do join us. After all, I firmly believe, you can’t have STEAM without HEATT. If you join and contribute just a few out of school minutes each night to tweeting your ideas, it will change your life. I promise; just look below!

Bring the HEATT
Become a ninja

I Was That Guy

April 1, 2015April 1, 2015 Simon McKenzie

(#Bloggermore2015 6/26)

Friday, March 27 2015

One day in late June of 2013 I had a revelation, or an epiphany or maybe it was an aneurism! Up until that particular day, I typically referred to myself as “just a teacher.” I certainly knew more than most about educational technology but I didn’t categorise myself as anything special. The Banyo Campus of the Australian Catholic University had chosen me as one of several, experienced classroom teachers to become sessional tutors. As a group, our main responsibility was to help prepare pre-service teachers for their first practicum. When my passion for EdTech was discovered, I was invited to deliver a guest lecture. On the appointed day, a senior member of the Education Faculty introduced the guest speaker and each statement was met with a murmur, a comment or the occasional, “Wow!” Clearly, the attendees viewed their guest as someone special and … I was that guy. I realised that surviving over 30 years in the classroom was an achievement in itself and these young people were a willing audience.

In the subsequent two years, I’ve become increasingly “sought after” as a speaker and writer. Indeed, these first two hundred words (well, 197 actually!) were written on a plane to Perth where, tomorrow, I’ll deliver my first Keynote address at the annual HTAWA (History Teachers Association of Western Australia) State Conference. So, how did it all go?

Launching In to My Very First Keynote

Wednesday, April 1 2015

I was pleasantly surprised by both the size of the audience and the number of familiar (Twitter) faces. My chosen focus “Turning Up the Heat: Teaching History in a Connected Digital World” was a “nice fit” for the conference theme of Connect, Engage, Respond. I did my best to provide attendees with a clear vision of what I believe a modern history classroom should look like. Most were duly impressed with the various apps and Web tools that I introduced: Haiku Deck, ThingLink, Trading Cards, TimeLine HD, Pinterest, Zaption, Nearpod and more. My main purpose however was to unveil a secondary Twitter account that I have called HEATT. As much as I normally loathe acronyms, this one stands for History Education Advanced Through Technology. (Clever, eh!) My idea is to make it a space for all History teachers to share digital resources. You can join that account @HEATT2015 It is an attempt to chip away at the image of History teachers as “parroters” of content. History must now be about collaboration and content creation. I would like to say more, but I will eventually upload the full text of my keynote.

Overall, I was pleased with my first effort as a Keynote speaker; I certainly received positive feedback. But, I was over-prepared and over-length. I lost some of the “natural ease” which I think is one of my strengths as a presenter. Either that or Alzheimers has rocked up! I do know I want to do more and better on a wider stage. After all, I am “That Guy.”