From Cruft to Useful Stuff

From Cruft to Useful Stuff

As physicists in the 1800s at Harvard worked on projects before the influx of new technology, they began to pile up any old equipment that grew unnecessary and annoying. Imagine a room full of tweed coats and wiry gray hair with piles of equipment grown rusty on the windowsill and you get the picture of what became known as ‘cruft’.

Today, techies and programmers work to remove ‘cruft’ - the unnecessary - by removing crufty annoyances like old code and old software to make your experience of viewing this website, for instance, much better. 

Step out of the techie world and into many schools and cruft has begun to fill the windowsill.

It's cruft that causes teachers, parents, and school leaders to become overwhelmed when new technology is added to the curriculum. To avoid this burnout, school's need to throw out a lot of cruft and focus on one long-term technology integration curriculum that ties in all stakeholders.

It's impossible to try to stay up-to-date with the latest and greatest and it's a bit too exhausting for teachers to try to learn new technology when a school replaces the programs every three years. 

For technology integration to work, all stakeholders in a student's education need to be involved. Think holistic and try to pull motivation from multiple streams to get students, parents, teachers, and school leaders all on board to use the technology.

Think beyond the student. Who else needs to be motivated to use this technology? 

If the ultimate goal is to get students to use the technology to enhance learning, then consider motivating more than just the student. How can the technology help improve the lives of teachers, parents, and school leaders? 

When all of these stakeholders invest time in learning the technology because it helps them, it makes it far easier for them to want to share this helpful technology with the students. Cruft becomes useful stuff. On top of improving the quality of life for parents and teachers, this modeling shows students how the skills we are teaching them are being used in the "real world". 

Consider sharing a few digital literacy tips for students and parents on the school's website. For instance, share a program like Evernote as a super-easy way to help students (and parents, school leaders, and teachers) organize their bookbags. With Evernote, students can search for any notes, including photographs with words, to find anything. It makes that super-messy book bag appear neat and organized even for the most disorganized students. And of course, it's free. 

The goal aims to get as many as possible excited to benefit from the school's technology integration (Tweet this!). Ask yourself, is the community using this? Are businesses using this? Will employers ask students to use this? Will this help students be entrepreneurial?

Think evergreen. Right now, Google is an evergreen example of a digital-literacy platform that students, businesses, and the community use. Many education companies fail to realize this and provide edu-programs to schools that are great for learning, but not necessarily tools that students will be able to use after graduation. 

Consider thinking quality over quantity. It's overwhelming to think that schools are responsible for jamming everything a student will ever need to know into the school curriculum. How silly to think that twelve years of schooling should fill a life’s worth of  education. Instead, successful school leaders think about creating life-long learners - students who will be able to build an engine instead of operate it, find any information when they need it, and have the yearning desire to grow like an evergreen.

For many schools, the products are there. We just have to show how everyone can benefit from using them. 

What do you think? What software or programs do you use that students, parents, and school leaders can all benefit from? 

Culture is Key and Bigfoot is Real

All people want to feel safe. It's part of our fight or flight mode. So, it comes to no surprise that when one's intellect feels attacked, he/she growls like a tiger and pounces. Trust me, I've seen it. I never knew a 7th grader could punch so hard. And to think he got upset because another student tried to prove that Bigfoot does exist!

In 7th grade, Bigfoot is not something to mess with. 

From day one, do your best to set up a classroom culture that cradles positivity and acceptance. This starts with empowering ice breakers and having students share a part of themselves that others can relate to. 

Here are three activities teachers can use to set up an innovative and accepting class culture:

1. On day one, have students share what superhero power they would have by writing a paragraph that describes where that superpower would be used. This could be used as the anticipatory set to a lesson or as an ice-breaker to introduce each other. Make sure to have students look at each person as they speak, acknowledging their presence in the classroom.

2. On day two, have students write a letter to themselves in the future 10 years from now in a congratulatory way. Ask them to state one or two goals they have accomplished and write as if they were journalling to themselves. What was it like? What struggles did I overcome? What does it feel like that I accomplished my goal? What does my life look like now.

I've had seniors write "Dear Graduating Senior" which they then again read on the last day of classes. It's somewhat magical and tear-jerking. Bring tissues.

Ask students to then underline their favorite line from the free write and share this with the class. 

It may help to mention that students should write "Beat-like" (a la Jack Kerouac style) and not worry about punctuation or grammar.

3. You are highly educated and so are your students. But, we all need reminders. So, here is me reminding you that you are brilliant (Tweet this!). Your turn to tell your students. What? You teach 7th-graders? Well, on a global level these students have learned more than the majority of children worldwide. Daunting, isn't it?

What do you think? Is Bigfoot real? How important is culture when setting up the classroom? What tricks have you learned?

I Dream of Schoogle

A land of slip and slide and fractions

Where teachers tango and dance and students swing from the trapeze finding out

The angle at which the acrobat propels forward 

Where the obtuse decisions that involve creative learning center on fun

Like Einstein riding in circles on a bike on light

Like DaVinci writing a secret code in his journal

Where students grow to become Jobs  - both the man and

The entrepreneur

At Schoogle, the verb learning does not exist

Because there is no unlearning

No such thing as

stale thinking- Apathy

Bright, bubbly magnet letters construct brilliant prose on the metallic walls where students discuss the hard work of making a difference and eat

brain food -the kind from a farm, not the 

microwave

It's a place where Icarus uses duct-tape and MacGyver's the teacher (Tweet this!)

Because this is how the mind sometimes works 

When we can't think in rows and need to think in amorphous shapes 

Mind maps that look like paramecium dancing under the microscope with

teachers as leaders and students with ideas 

Here, we create 

and then dance 

and then do it again.