Tuesday, May 27, 2014

JD Talks All the Things...Today at 4pm

Ok, so this blog is a little dusty. It has been an incredible year and lots of cool stuff has been going on, like:
  • Brebeuf Jesuit will be continuing its classroom renovation with 15 classrooms, new art center, renovated multi-purpose room and more (these classrooms are the result of collaboration with teachers on what is necessary for a BYOT room)
  • Brebeuf was also nominated for a MIRA award. This award celebrated the tech-accomplishments of businesses and organizations in Indiana. Brebeuf Jesuit was THE ONLY SCHOOL nominated in the education category.
  • The second year of BYOT saw more integration, new ways of collaborating, increased numbers of chromebooks and the movement of the tablet to secondary device.
  • Jen and JD split up the road show this year with JD speaking at FETC for the first time and Jen Keynoting the Jesuit Librarian Conference.  They came back together for the #21Learn conference in Ohio and the National Catholic Education Association.
Click to read the article and watch video
w/ the #edtech Droid and Dragon
I was also fortunate enough to be named the May Innovator of the month by THE Journal. This is definitely something very cool in part because of the list of people who have come before me, many of whom I consider good friends (even though we mostly only talk on the Twitterz).

As part of this series, I will be doing a webinar about...well...a little bit of everything...Seriously, the descriptions looks like my twitter feed without the snark:
In this wide-ranging webinar, JD Ferries-Rowe will discuss how he, as CIO of a prep school, brings together BYOT, hands-on PD, and flipped learning to help teachers create a mobile and dynamic classroom experience. He will also discuss teaching students digital citizenship (and the perils of digital distraction) and will reflect on how widespread technology integration has changed the physical design of the classroom.
So, if you are not doing anything today at 4pm and feel like listening to JD and asking some questions, I would love to chat! You can register through EdWeb.net here.

For those of you who can't make it or want a little preview, here is the slide-deck that i will be moving through :)

As always, thanks for all the comments, feedback, well-wishes, snarky retorts, and links that help us stay half-a-step ahead of the students who are navigating these #edtech waters along side us.

Thursday, January 30, 2014

Quickhit Thoughts from FETC Day 1

FETC Essentials
Following my usual pattern, I am sitting in the eye-opener session (sponsored by Google) putting
together some thought from yesterday's kick-off of the Flordia Education Technology Conference (FETC)

A Keynote on What Matters
Discovery Channel sent Architectual guru Danny Forster to give a phenomenally entertaining presentation on his life travelling around the globe discussing the great building (and in one case really deep mines) of the world.

His takeaway was that it is important to move beyond the utilitarian purpose and to consider both the context of the environment (the place, the surroundings, the history, the mission) in creating buildings that will be truly meaningful.

BRIEF INTERLUDE: Pre-show music is Daft Punk. I really don't want to think about all of these educators and vendors being "up all night to get lucky" END INTERLUDE

He did a great job of not drawing the conclusion but allowing the audience to discover for themselves. It was certainly easy to come to an anti #edreform conclusion that in our pursuit of value-added matrices and common core aligned test scores, we may have lost sight of the purpose and context of education.

Another thought that occurred to me was the importance of considering the environment when using social media (or teaching the use of social media). Facebook, Twitter, G+, Instagram all have unique use cases and we should understand their use and purpose not only in the function of the network but in also in how our kids are suing these systems as a part of their lives.

Best question and response:
 On to the Vendor Fair


Ok, I said these would be quick hits, and the show is about to begin:

Glass is Growing
I am beginning to hear a Google Glass backlash among some educators regarding limited use-case and what it cannot do or how it cannot be used. Interesting sidenote: it is very similar to the cell phone discussions that we heard a decade ago.

This is the first conference I have been to where I am seeing a decent amount of Glass Explorers (at Blackboard World this summer, I was one of two). I am still showing Glass to a lot of people seeing it for the first time, but it is growing.

BYO is Coming into its Own 
I was cherry picking the opening night of the vendor fair, but there were a lot of web-based applications and if there were native apps, they were chrome, android, and iOS -- oh what a difference a year makes.

This is not to say that there are not a lot of iPAD only vendors or that there aren't a lot of "LOCKDOWN IS GOOD" opportunities. My favorite pitch along this line was a vendor who said: "it doesn't matter if they use a Mac. They will still be using Word...WINDOWS WORD!" -- This was the same vendor who was selling a lockdown experience that took every computer, tablet, and form factor and gave you the same Icons, Desktop, and user experience. "can you imagine how easy it is when everybody is doing exactly the same thing at exactly the same time" -- Wow. It is 2014

INTERLUDE from @jcasap "It wasnt that long ago that we had to call the internet...from our home phones...and the internet was rude...it would hang up on you" END INTERLUDE

What I am thinking about - Vendor Style:
Hapara -- an LMS overlay for Google Apps for Education w/ a remote chrome viewer. Teachers can quickly share documents, view and edit documents without permission issues, and administrators have more control over viewing drive contents (a need I have rarely, but when it is there, it is usually important).

Ladybug from Lumens -- Ok, i dont often get excited about document cameras, but how about this for a feature set:

  • USB port to hold pictures
  • Attach a mouse and you can annotate WITHOUT a computer
  • HDMI Passthrough (plug your laptop into the camera and you can use the same source to the projector -- ooh
  • A gorgeous picture
  • Under $550
Hummingbird
Program in SCRATCH (or other languages) and have it actually control a robot...even a robot made from cardboard. The $200 kit comes with sensors, motors -- you provide the imagination (and the cardboard as required).
You Knew I was going to love the Dragon
WeVideo is one of my favorite products. It was awesome to hear that they had added call outs and more text-overlay capability. It was more exciting to hear that they are predicting video screen capture and better web-cam integration for Q2 -- Clearly this chromebook friendly web-based video editor is aiming squarely at TechSmith -- it might be time for them to release a Camtasia for Chrome. 

Ok, I think that is what I have for today. 

I will be pretending to be an Extrovert while presenting "CLAIM, ANALYSIS, AND CONTROVERSY" -- our #digcit unit where we begin the process of tackling infowhelm and echo-chambers with our Freshman.  2:00pm is S320B

Questions? Comments? Drop me a line. - JD (Getting back to blogging)

JD's Day One Swag - The rubber Yo-Yo is a blast



Wednesday, December 11, 2013

Advent II – By JD Ferries-Rowe | Brebeuf Jesuit Preparatory School

Lest you think I only rant about Common Core and the beauty of Robots...
I was asked to write a reflection for the school website for the 2nd Week of Advent.

After a decade at Brebeuf Jesuit, I am still sometimes struck by how much a Jesuit idea or way of thinking (we call them “Charisms”) can reveal itself in the strangest places. The idea that I have been reflecting on the most as we approach the Christmas holiday…particularly as I think about what it means to get ready for Christmas…is the idea of the counter-cultural response. 
When the Jesuits were formed, St. Ignatius did not want a cloistered monastery. He wanted priests who would be active in the affairs of the world, providing an example and occasionally guidance to a world that sometimes struggles with focusing on God. Thus, the Jesuits needed to be the counter-cultural response…living in the world, living with the people, but always pointing out when the cultural norms of the day became a stumbling block for people seeking God or trying to make the world a more just place for everyone.
That brings me to Advent.
You can read the rest here:
Advent II – By JD Ferries-Rowe | Brebeuf Jesuit Preparatory School:

Comments always welcome and appreciated.

'via Blog this'

Thursday, November 21, 2013

For the Greater Glory...On Means, Ends, and Lessons Learned from Robots

There is a Jesuit catchphrase for just about everything. One of the most common in educational circles is AMDG - an abbreviation for a latin phrase which translates to "For the Greater Glory of God". Many Jesuit schools require students to write this in the header of their papers, other schools have signs and posters, our school made it the student e-mail domain.

It's a big deal...

Interlude: What's in a Name?
Two months ago, a group of students decided to form a robot club. Their goal was to have Brebeuf Jesuit participate for the first time in the Indianapolis VEX robotics championships. This event, sponsored by the Mayor's office, offers free registration and robotics kits to any school willing to field a team.

As I was filling out the online registration, i was faced with a huge question: Team Name. I felt the cold sweat breaking out. This was HUGE. We needed something that could capture the spirit of our school, the care-free but driven attitude that made up our team, with just enough nerd-cred to show that we were the real deal. After a few panicked seconds I typed: AMDGeeks.
End Interlude.

This Saturday was the two-day culmination of our Robot Team's hard work. And it was pretty awesome:

Much has been written and will be written about the use of robots and practical "real-world" problem solving (and to be fair, i want to live in a world where building small-scale competitive robots is the "real-world" -- its like pokemon, but with robots). This is what I observed:
  1. Problem Identification: What is the scope of the problem? What are resources available?
  2. Complex, Strategic Thinking: Given the limitations in time and resources, what will be the best solution
  3. Hypothesis Testing: Build it, test it, note the results, modify, try again.
  4. Research: Yes, it started with YouTube and Google. But it also included talking to physics teachers, calling in experts in fields from welding to general construction.
  5. Cooperation: Each team member had strengths that were drawn upon throughout the tournament. Each team was allied with one or more other robot teams for individual rounds.
  6. Empathy, Emotional Control: Students were reading feelings, supporting one another, etc. 
Quite a bit different from your typical testing environment
A collection of corporate sponsors, educators, politicians and student-coaches, some as young as ten years old, were creating an environment that was a celebration of the development of college-preparatory and 21st century skills!

What struck me as I looked in the audience of hundreds of parents, students, teachers, administrators was the lack of teacher-evaluation. Stick with me here, this might be important:


iAspire: one of numerous
Teacher Evaluation Apps
  • There was no principal in the stands of the Banker's Life Fieldhouse with an iPad App that allowed her to quickly check off the common core standards that were being met.
  • There was no Lexile, no Acuity, no Terra Nova pre-test of cognitive potential.
  • The only analytics collected were in service to teams figuring out from one round to the next what was working and not working...how to work with one team in an effort to defeat two more.
Yet, in this environment with all of its chaos and shouting and stress and fun, real learning was taking place. Students from a variety of backgrounds and schools were learning to work together, communicate effectively, and devise complex strategies to achieve a common goal.
  • It was a demonstration of student learning and real-world application.
  • It was the lived experience of preparation for 21st century skills.
  • It was one of the best observable environments for implementation of many of the  common core state standards.
and yet...no evaluations were made and no test score was given.

AMDG, Common Core, and the Fight for Education
Critics of the Common Core State Standards are often painted as lazy educators who do not want their work held up to the scrutiny of science and data. Accusations often imply that any who do not support the CCSS and its integrated regime of corporate testing, textbooks, computer management systems, and teacher evaluation tools must not really want kids to succeed.

The problem that educators face in discussing this issue with politicians and parents are that the CCSS has become the ultimate goal of education -- education's AMDG. Anything that works toward the #CCSS (read, anything that is "COMMON CORE ALIGNED") is automatically GOOD because it works toward the ultimate goal. Anything that criticizes that ultimate goal is automatically EVIL.

This is what leads to the shock and almost dismissive attitude in state legislatures when teacher's try to explain the flaws in the CCSS-Testing regime. Because the CCSS has the mantle of the ultimate goal, the advocates for teachers, whether they are administrators or unions, are hesitant to go directly at the issue and instead beg for more time or increased professional development.

Educators and Parents and Politicians need to step back from the CCSS-Testing megalith and realize that despite the political spin that has deemed it as the ultimate goal -- it is actually a means to an end. In Fact, built within its purpose and rhetoric are the true ultimate goals of education according the CCSS's designers, the true ends: College and Career Readiness, Development of Leadership Potential, Citizenship.

In order to have a discussion about the role of robotics and STEM or times for reflection or appropriate use of lexiles or the need to read non-fiction vs. 18th century literature, teachers and parents and educators must first have a discussion about Goals and Ends for education. We need to discuss education's version of AMDG.

The common core state standards are a politically popular and well-funded MEANS to reach the end. Yet they are discussed as if they are the END itself. Common Core and its implementation (and all of the testing and data and expense that accompanies it) is a path, an interpretation about how to reach the ultimate goals of education. 

One can believe that the Common Core and its associated baggage is not the right direction for a school or state or nation without being against education itself. One can reject a particular MEANS without rejecting an separate END.

CCSS is not AMDG.

Need proof? Watch the robots.

(More on this tomorrow...)

Tuesday, November 5, 2013

Instinct Gone Awry: On Traffic Jams, Distracted Behavior and the Myth of MultiTasking

One of the most fascinating non-fiction books I have read in recent years was called, Traffic by Tom Vanderbilt. The book breaks down a number of behaviors that seem completely natural for creatures that developed over thousand of years, but that can be non-sensical when in control of a few tons of metal and plastic travelling 10 times faster than a normal person can run. This basic juxtaposition comes up again and again in the book: naturally evolved intuitive reactions do not always make sense behind the wheel of a car.

I have been thinking about that book and how it applies to the teaching of technology in schools, both with students and in the context of professional development with teachers.


Put simply, our natural inclinations may be wrong.


Interlude: The Data Dilemma
Our school suffered a catastrophic data loss this spring. It was one of those two-fold, perfect storm type disasters that had multiple causes both human and structural. The end result was that a number of teachers and administrators lost data permanently. It was a blow to the tech department and the trust we had built up over the years.


Flash forward five months. A teacher brings in his laptop that is no longer opening files. Long-story and much investigation later, we were able to find a crypto-locker virus on his computer that had been given permission to bypass our virus screening by the user. This particularly nasty ransom-ware encrypts files and then offers to unlock them for a payment of a few hundred dollars worth of bit-coin.


  • Me: “I think our best bet is to pull your files from backup. Did you have everything on the [School home drive]?”
  • Teacher: “No. After what happened, i don’t use that anymore.”
  • Me: “Not a problem. Where are you backing up files?”
  • Teacher: “I keep them on the computer. So they are close to me and safe.”
End Interlude


This teacher’s reaction was completely natural, completely animalistic. It is the same reaction we have regarding our children: Keep them close; keep them where we can see them. All will be well.


But in the world of data, the safest thing to do is to put copies of that data in as many places as possible, as far apart as possible, so that one or two mistakes or disasters do not cause loss of important information.


In the world of educational technology, we are not just fighting against the ignorance of “...but I didn’t know”. Sometimes, we are battling instinct and that is a much more ingrained adversary.

Which bring us to the focus of today's blog (yeah, its one of those long ones!):


Interlude: The Distraction Dilemma
While teaching a summer school #digcit class, students were given time to work independently to gather research. I became fascinated watching one girl work on her assignment while checking her phone. In a ten-minute period, she looked at her phone 18 times. Each time was less than 10 seconds, many times under 5.


Me: “Did you know that you are constantly looking at your phone?”
Student: “Not constantly...just when i get a message. I am still working”
Me: “Show me what you have done so far”
Student: “Well, I am taking notes on this webpage.”
Me: “Show me the notes.”
Student: “I just started, so I don’t have much yet.”
Me: You started that document over 10 minutes ago. You haven’t moved the screen past the first paragraph and only have 14 words typed on your notes.”
Student: “Ten minutes? No way!”
End Interlude


On the ancient plains, it was important to be able to quick-glance our environment. To stop eating or caring for the young and take a quick survey for predators. But this comfort in an ability to quickly disengage from a primary task, instinctively survey (a secondary task), and return to the primary  task at hand is VERY different from engaging in two cognitive tasks like RESEARCHING and carrying-on a time-delayed, written CONVERSATION. Put simply, human beings are bad at it. Worse, we don’t realize it:


We - the people we talk with continually said, look, when I really have to concentrate, I turn off everything and I am laser-focused. And unfortunately, they've developed habits of mind that make it impossible for them to be laser-focused. They're suckers for irrelevancy. They just can't keep on task.
- Dr. Clifford Nass, Professor of Communication at Stanford.  NPR Interview


Dr. Nass wins awesome title award
Nass continues, explaining that as the number of screens increase, we maintain a belief that we can handle the attention spread of an increasing amount of data and distraction. “There's some evidence that there's a very, very, very, very small group of people who can do two tasks at one time but there's actually no evidence that anyone can do even three.”


As teachers and technologists, part of our job is to help students develop the skills and habits of mind that they will need to survive and thrive in a world where instinct can lead them astray. As with all education that matters, this can be done with a combination of setting context, gaining experience, and promoting reflection that leads to change and action.



1. Setting Context:
As part of our professional development focus on distracted behavior, we had each adult keep a distraction journal over the weekend. Adults by and large were shocked at the amount of distracted behavior they found in themselves, analogous with the student who had no idea how much time she spend on a one screen vs. another. This personal context can be supplemented with reading research (or summaries of research, depending on the age level) so that students know this is not just the old folks complaining about the young whippersnappers and the gadgets and what not.


2. Providing Experience:
Much of this discussion will ultimately come down to whether students who have been immersed in multi-screen worlds find value in focusing their attention on one screen or, at minimum, one cognitive task at a time. Part of the development of this habit of mind will come down to a lived experience. This can take the form of neurophysiology games played in the classroom, such as this example from an NEA Article:

Remove the face cards from a standard deck and select 15–20 random numbered cards. Have your subject mentally add the black cards and subtract the red cards from a running subtotal as quickly as possible, while being timed.  (Younger students simply may add all card values.) Next, call off a list of 15–20 random alphabetic characters while the subject mentally keeps track of the number of vowels recited, while being timed.  Then add the times of both exercises.Finally, repeat the first experiment, but this time interrupt the subject’s addition periodically with recited alphabetic characters, while the student attempts to keep track of both results simultaneously.  Odds are that the final experiment will take measurably longer than each exercise conducted individually.  (It is likely that the final experiment will yield fewer correct answers, besides.) - NEA


3. Reflection and Action:
At the point that the context and experience have made an argument for single-tasking, the teacher (and parents) should be ready with some concrete suggestions about how this can be accomplished without setting the world on fire (or you know, not texting your friends, which can be the same thing emotionally).
  • Design study time around focused time and texting breaks. Research is showing that undistracted learning yields better long-term and more adaptable use of knowledge. Thus 20 minutes of concentrated studying (TV off, phone on silent) followed by 10 minutes of un-interrupted texting or pinning, should yield more efficient results than a half-hour of study and text. Done as a non-threatening experiment at the high-school and middle school level has yielded good discussion and reflection -- and even some changes in habits.
  • Work on following suggestions from the American Association of Pediatrics. There was a lot of buzz last week when the AAP released recommendations for limits on screen time, but the two strongest suggestions for families were: -- limit recreational screen time to two hours a day (this would be about a 75% reduction for the average teen). --create screen-free zones, especially in teen-and-under bedrooms to promote uninterrupted sleep. 
  • Model. Ultimately, it is difficult to advocate a focused or multi-input single-tasking while working on three different projects on two or more screens. Teenagers see through the artifice and, perhaps more importantly, there is no evidence at this point that the problem gets better with age.



Technology is a game changer.

  • It has increased the speed of our lives beyond what we are naturally able to cope.
  • It has increased the amount of data available to us in general and at any given moment
  • It has increased our need for awareness of our own habits and our instinctive reactions to the world around us.


But to shun technology entirely is not going to better prepare our students for a life of Google Glass and self-driving cars. Better to understand where our instincts will conflict with reality and where we must develop new habits and new skills.

Nass explains that the brain is plastic -- malleable and able to change, adapting as best as possible to a multi-cognitive world. But it is not elastic. Once neural habits are formed they can be very hard to change. We should begin the dialogue and the practice of screen-control young and reinforce it at home and school, training the brain to control the screens and not training it to barely keep its attention-deprived head above the distracted waters.

Thursday, October 24, 2013

Of (Mickey) Mice and Copyright -- A Teachable Moment

John Steinbeck wrote Of Mice and Men in 1938.
First Edition Cover
75 years later, it is a book that school children still read. The tale is a powerful one and it has captured a place in the American literary canon.

With a little bit of searching, you could find a .PDF copy on the internet and download the text. With a little bit more work, that PDF copy can be transformed and distributed to a classroom of iPads. An entire classroom of children could be exposed to this character study of two men in the the early 20th century...for free

But -- and this is important -- that is illegal.

Interlude: Copyright Basics
  • Society values creativity. As John Keating said in Dead Poets Society (a movie that may have inspired more wanna-be teachers than the TFA), "...medicine, law, business, engineering, these are noble pursuits and necessary to sustain life. But poetry, beauty, romance, love, these are what we stay alive for."
  • In order to encourage creative types to be creative, society allows said creative types to make money off of their work in a number of legally binding ways. This ownership of a creative work is called COPYRIGHT. (it's even in the constitution): 
"the Congress shall have power . . . to promote the progress of science and useful arts, by securing for limited times to authors and inventors the exclusive right to their respective writings and discoveries." - Article 1, Section 8, Clause 8
  • Society also acknowledges that creativity spawns creativity. Thus, after a reasonable period of time, society deems that creative works should enter THE PUBLIC DOMAIN.
  • Society also finds that there are instances where the absolute control of a creative work can be outweighed by another benefit to society, such as education, critical review, or even for parody. In the United States, these are collectively called FAIR USE EXCEPTIONS.
  • How and when creative works become a public good is a subject of debate and is ultimately determined by a society's government (and the corporations who pay lots of money to provide opinions to politicians).
End Interlude

Steinbeck, who passed away in 1968, had sold the rights to this book to a publishing house which continues to make money off of the 2 million or so copies sold each year. The copyright was renewed in the 1960s and extended to a total of 95 years. Seven years ago, his family sued to win back the rights to the book.

By all current laws, the book enters the public domain in 2033. If by some strange circumstance it becomes unavailable (e.g. goes out of print), it can be used by schools because of an exemption in the current copyright law. That is unlikely to happen.

If classes want to read this book, the schools need to pay for it.

What about Educational Fair Use?
Educational Fair Use is awesome and powerful. It allows teachers and students to use excerpts of works for educational reasons and to incorporate a variety of copyrighted materials into presentations and lessons without needing to pay copyright holders for every single work.

But it is limited. It is limited by the amount used, by the nature of the original work, and the intent and purpose of the use. And it is limited by the impact on the market: If the only reason to make twenty copies, digital or otherwise, of an entire book is to keep from buying twenty copies of that book, fair use protection does not apply.


Interlude Two: What Does this have to do with Mickey Mouse?
Used proudly under Fair Use Guidelines
Mickey Mouse debuted in 1928. By the laws of that time, he would now be freely available for use. However, the US Congress has strengthened copyright protections and extended the length of copyright in such a way that the House of Mouse can sue anyone trying to put "Steamboat Willie" on a lunchbox until 2023.

The last major debate on this issue in 1998 was nicknamed the "Mickey Mouse Protection Act". Sonny Bono (he of "& Cher" fame) held the hands of that sweet, innocent corporation and proclaimed, "I got you, Babe" and secured big-D another 20 years of mouse-exclusive merchandise.

So while there is some hope that we can one day read the almost century old works of Hemingway or Steinbeck without paying a large per-book cost, the show is not over until the politicians are paid...and Disney has deep pockets.

End Interlude


We live in a world with easy access to all sorts of media. Freshman enter the #digcit class every day with the expectation that movies, photos, stories and ideas are readily available and should be free of charge. Put bluntly, they believe some stealing, while illegal, is not really bad.

When questioned, there are a number of reasons:
  • Movies are too expensive to buy
  • What if the movie is not good? then you just wasted your money
  • I want to watch it now, not when it comes out on DVD
  • Studios make so much money anyway. 
  • I am not the one who "stole" it. I just downloaded it.
  • etc, etc...
We as educators need to take a different tact than reinforcing the idea that copyright in the modern age is meaningless and that taking what you want because it is readily available is a digital right.

At the same time, we need to empower students to understand the way that corporations and politicians can change ideas and the laws that enact them in ways that may ultimately hurt society. We need to write to politicians and publish letters to the editor. We need to show students how to change the system by becoming active. Thus, I humbly offer the following template:


Dear Politician who Accepted Money from Disney, 
I know that it's hard to believe in this day and age, but schools don't have a lot of money. We have reduced the number of teachers, eliminated librarians, and practically dismantled the unions. But tests and pre-tests cost money and between Acuity and Lexiles, we're flat broke. 
We would like to teach a book called OF MICE AND MEN. Maybe you've heard of it. I think there's a movie. But due to copyright extensions that moved Public Domain from 28 years to 70 years after the author's death (or 90 years for corporate-owned works), this book is not yet available to be freely read on our iPads or downloaded from Project Gutenberg
So we were wondering if you could send us some of that Mouse Money you got for protecting Disney from the ravages of exploitation. We checked at Half-Price Books and a paperback printed in 1993 is only $5.36 cents. If you wanted to be awesome, we could get a digital copy to read on our shiny new iPads for $9.99 - this is the digital age after all.  
Thank you for your consideration,  
Teachers and students at a school trying to show respect for all laws, even the silly ones.

On Reflection...
The extension of copyright law has added to the cost of teaching Literature and may deny some students the opportunity to learn from certain works.

But Literature's loss could be Social Studies' gain. Rather than throwing our hands up in exasperation or giving in to social pressure that pretends everything on the Internet is public domain, we can explore the impact of laws and capitalism, of creativity and social good in a real and authentic way.

We can read...
We can debate...
We can analyze...
We can persuade...

As teachers, our job is to model to and advocate for our students. But more importantly, we should create environments where they can be advocates for themselves: Students should be able to take a stand and work to make their lives and the lives of others better.

We might be able to do that by stealing a book...
but we might be able to do it better by figuring out why it is stealing in the first place.


Sources: 

Monday, October 21, 2013

Presentations, Webinars, Upcoming Appearances OR JD was feeling guilty about not posting anything

A number of you have pointed out my lack of ranting/blogging in recent months. I have lots of ideas and am still active on Twitter but am finding it hard to keep up with the writing. Call it writer's block, overwork on the other parts of my life, or just blame a household filled with three girls (that's what I do). What I have enjoyed doing a lot of recently is chatting on Twitter and Google Hangouts. As always, feel free to strike up a conversation or ask questions. I am @jdferries or +jdferries just about everywhere :)

In the meantime, below are the gSlides of some recent presentations. The first is a look at how schools can think about and begin programming for Digital Citizenship, including aspects that often get lost in the hype about cyberbullying and risky student behavior.

The second is an outline or our pilot program using G+ as the foundation for a classroom community complete with increased student ownership, tight integration with Google Calendar and gDrive, and creative use of scripting tools like gClass Folders, Autocrat, and more.

At the same conference, Jen and I unveiled our first post-1:1 presentation outlining some of the changes in the school, both in terms of teaching and infrastructure, that took place AFTER we went 1:1. So much for kicking back and eating bon-bons.

Finally, proving that JD does more than read comics and rant about the Common Core, JD presented an introduction to his favorite type of debate at the recent IHSFA coaches' clinic.

UPDATE: by request, I am also posting the Blackbaord Engage Webinar that Jen and I presented in August. JD did a live version variation of this presentation with an emphasis on BYOT called "Engaging Students in a 1:1 BYOT World" at Blackboard World 13 that was recorded by Echo360.

Measuring the Effectiveness of a Digital Classroom
Presented by Webinar for BlackBoard Engage and Regional Service Centers in Indiana w/ +Jen LaMaster August 28, 2013



Digital Citizenship: Beyond Cyberbullying and Selfies
Presented by Webinar for Jesuit Secondary Education Association w/ +Jen LaMaster
October 17, 2013


You can hear both @40ishoracle and myself in all our audio glory HERE.

Hanging Out: Creating a Classroom Community with Google+
Presented at Indiana Computer Educators on October 10th, 2013


So You've Gone 1:1 -- Now What?
Presented at Indiana Computer Educators on October 10th, 2013 w/ +Jen LaMaster 


Essentials of Lincoln-Douglas Debate
Presented September 6th, 2013 at the Indiana High School Forensic Association Coaches' Clinic



The soon-to-be-popular Jen and JD Show should have our second episode of the semester sometime this week (the school is going on Fall Break - Yay!)

What to catch us live?
November 13-15: Higher Education Computer Consortium, Indianapolis, IN
November 13-15: Jesuit Secondary Education Association, Technology Coordinators (Just JD)
November 17-21: Jesuit Secondary Education Association, Assistant Principals (Jen has this one)

January 26-29: Jesuit Secondary Education Assosciation, Librarians (Jen has the Keynote!)
January 28-31: Florida Education Technology Conference (JD has 2 sessions)

April 22-24: National Catholic Education Association (Jen and JD are back together for a roadtrip!)

...and we are waiting to hear back from ISTE :)