This Ted style talk was deliver in 2014.
Q1. How do you think Leadership will change as a result of COVID19?
DP: I think that leadership will, similar to teaching, be focused more on the social and emotional side of leadership. As leaders, we have to ensure our teachers have not only the materials, curricular resources, and support they need, we have to be working to support the whole human being.
JK:
Very well stated Darrin. Your answer highlights something we not only don't have lots of best practices for but we aren't totally sure how to train. Leaders must be finding ways to support those virtual and hybrid classes similar to how we have in brick and mortar. Leaders will need to ensure counselors, aids, parents, specialized staff and themselves are very visible in all those virtual environments.
The challenge kids face with the emotional side of online experiences is they never know what is real. Emojis are different from real faces. Helping them express their feelings will be a key to their success.
DP: Absolutely James, we know that our kids are and will continue to struggle with this current version of normal and will need a lot of support from their teachers, counselors, paraprofessionals and so forth. In order for the adults to fill the bucket of their kids, we, as leaders, have to work to help them fill their own buckets. This might be through some organized strategy, planned timed for staff to disconnect, or even something as simple as one on one conversations asking, ‘how are you doing?’
Q2. What are some strategies to help schools be prepared for the start of the new school year?
JK: With all things, I think we must keep the end in mind. The number one question we have to address is how are we going to assess whatever we are teaching. This is not proposing more tests but instead schools need to have opportunities for students to demonstrate their mastery of learning. Once we understand how we can know what they know then we can look at the ways that we can teach.
The other strategy is to communicate NOW with parents, staff and students and build options. Schools need options that will address what hybrid, virtual and “normal” school can look like. How will we address connectivity? What does childcare look like? How will the community adapt to fill the need for students not in schools?. The more specific we get, the more comfortable everyone is, with dealing with the what if.
And maybe the biggest elephant we need to address, what was lost?. We need to know where students are and be clear that next year's fifth grader might be at fourth grade level.
DP: I think it is imperative that we are sharing our thinking in a very transparent way with our communities. Moving forward for next year cannot be done in isolation. From an instructional standpoint, it is important that we focus on the most important standards. We lost a fourth of a school year to COVID-19 and we will see something beyond any summer slide we’ve seen before.
JK: Transparent is a great way to phrase that Darrin. We must work together and start working on this...last week. Was part of a conversation with teachers about simply creating an at home supply list so we all could plan activities on what is truly common in home and not assume access to random things like ping pong balls.
Q3. ...What are some skills, support, PD teachers and leaders might need going into next year?
DP: We have been talking at length about blended learning professional development for our staff. It’s easy to look at the negatives from COVID-19’s impact on education. However, if we think instead of it as a shock to the system, we see opportunity. Teachers have so many strengths unique to themselves, and in blended learning they should hold fast to those skills. If we then can integrate use of technology in different ways to build on their current skill sets, the impact on student learning will be incredible. Focusing on blended learning will allow for improvement in engagement, lesson design, student ownership, and many other areas.
JK: I think you are spot on when looking at what teachers strengths are. I really feel the chance to help us all understand what engagement looks like when on-line is very important. We might need a few youtubers to help us. This is not an easy task because most of the engagement experts that deal with on-line learning are not tied to public schools. We need to reach out and build some digital training connections to assist in this process.
Q4….What do you see as the long-term impact on education from COVID-19?
JK: I guess I am hopeful that COVID-19 lights a fire under education. As a whole, the educational system has seen very little substantial structural changes in over 100 years. School content and expectations have changed but the structure and delivery have been relatively the same. As an earlier post, Never Waste a Crisis, I believe education will look different from this time forward. I believe we will see more parents taking children out of school, (for vacations, family events, etc) and as result educational delivery will be much more agile. That agility will allow us to deliver education in an engaging way that can reach students no matter where they need to be. I do think schools will redesign schedules that allow for more personalized flow through the physical environment. That will allow for schools to create more purposeful learning spaces instead of maximum capacity seating.
DP: As I mentioned earlier, this is a shock to the system. One which allows for a renaissance in education, if we will let it happen. Parents will expect more of their schools after our response to the crisis. Students should expect more flexibility and a more modern approach to learning. From an assessment stand point, accountability should and must change. We didn’t have our usual spring test-a-thon...and the world didn’t come to an end. Education continued, our system responded! Now, let’s capitalize on the love being heaped upon educators and bring a new, reborn education from this point forward.
JK I love the idea of capitalizing on the heaping of love teachers are getting, now let's do something with that support for sure.
Thank You Darrin for taking the time to help us get further on the #roadtoawesome! Always good chatting with you!
Darrin M Peppard, @DarrinMPeppard https://roadtoawesome.net/
James Kapptie @jpk38 https://ourchildrenarecalling.blogspot.com/
James is a 20 year classroom veteran. His experience includes Middle and High School, Administration, Technology Director, Education speaker and consultant, and Computer Science and “Purposeful Technology" Evangelist. Creator of #wyoedchat.
What does connecting students mean now that we have been dealing with the COVID 19 issue?
BC:
We should have been connecting students globally for the last 10 years. Connected learning is a very powerful learning environment that leverages all that is good about project / problem based learning. But powerful connected learning that utilizes social networking requires all the safety considerations that students should learn from a very young age. We wouldn’t wait until students are in middle or high school before we teach them fire, bus, stranger, first aid, using scissors, playground and other safety issues. But to a certain extent that is what we have done with technology. If students, under the guidance and modeling of a classroom teacher, starting in at least kindergarten had been learning safe, ethical use we would be in a much better place. If this was the case students could be doing so much more learning that they make choices about. All the communication skills and collaborative connections they could be utilizing under the moderation of their teachers would be a good thing right now.
This is why I like blogging as a choice now. Student blogs at any age can be set up so the teacher moderates and OK’s everything before it goes live, whether it is an outgoing post or an incoming comment. That way if students (or teachers / parents) currently lack experience, knowledge or time during a work day in keeping children safe, the teacher is there to guide students appropriately. Also blogs can be writing, photos, videos, podcasts … almost every kind of sharing and collaborating is doable on a blog.
JK:
Totally agree that we are a little behind the curve with technology. I liked blogging but feel we need to give it an image refresh. It’s like Facebook to our kids. We must show how the other pieces can connect, video,podcast, photos etc., and then highlight how blogs can be shared across the different channels ( Facebook, Instagram, Snapchat, etc) to balance the ability of monitoring safe use and allowing it to be cutting edge.
As with all things for teachers, what type of PD would help them feel more comfortable and not see it as one more thing is important to consider.
BC: Teachers have a lot, too much really on their plates these days, having said that we have an issue with educators not being willing to use these collaborative tools mostly because they don’t feel they have “permission” and that there are safety issues they might get blamed for. The PD, with total support from administration, should move teachers to new learning platforms and pedagogy and away from “the old ways.” I always say that society wants schools to change fundamentally how they do things as long as when they’re done changing they're pretty much just like school was when I was a kid so I understand them. But PD on new ways and resources typically fall flat because we don’t take any current curriculum resources or requirements off teachers plates, it just seems to be layered on. Teachers in general don’t trust that they can innovate after all the years of test and punish mentality. So education in general has to build trust and a sense of capacity and time to make real change.
How can we increase quality connections with students in a hybrid or virtual environment?
JK: I think this is a question that is very similar to the “old normal” classroom. Quality happens when students feel connected to the teacher in some way. To build those connections we have been given opportunities to connect with kids in private and personal ways. I know that there will be student safety conversations to follow about this, with good reason, but the advantage is that schools and teachers have very direct ways to connect and hear from students and families. Quality will happen when teachers find the way that works for each student/family and talk to them. Education, under the “old normal”, has often allowed one size to fit the needs of the masses. We have parent teacher conferences, we have mass robo call/email systems, we have put information out on social media, but in general we have provided information in a one way fashion. How do we improve the quality, we ask and we listen!
As an example of how we evolve. Some districts dove into Google classroom and the result ended up with students and parents getting hundreds of emails a day and overwhelming them immediately. Parents wanted less before we even got started. Schools had to come up with ways to share assignments without just posting them. One simple way was to create a “day assignment” that included all teachers the student had. This highlights the challenges schools face; what’s too much & what’s not enough?
Quality comes from two directions: staff has to work as a team and be willing to listen to students. We no longer have a CAPTIVE audience locked in a classroom so we have no choice. Are there potential software tools we can use, sure but we must protect the human side of communication. Students get feedback and communication from digital tools everyday but its not personal and quality can be debated.
BC: Despite what we are experiencing right now we have a great opportunity here to make some real, robust changes in schooling as well. We have to be careful not to end up using places like Google Classroom to do what school has looked like for too many years but just do it online instead. Let’s get students learning what they want to learn about more often. We know that when anyone is learning about something they are passionate about they will focus more, spend more time, and have more incentive to do quality work. Now they have motivation to improve reading, writing and math skills so they can share their learning AND if they collaborate with others they build a support system of collaborators that learn from each other as they go.
JK:
What a great way of saying that. Do what school has been...just now in Google Classroom. You are right. This is our chance to not just throw a new coat of paint on the house but to remodel it. And in remodeling we are not totally destroying what is there but reimaging what we can do.
What does quality interaction look like when using tools like youtube, blogs, social media, etc.
BC: Besides the ability of posting work to the world, these applications open up the possibility of collaborating with and learning with the world of learners out there. Instead of just having access to immediate classmates as collaborators, now collaborators are available globally. Teachers, again have to be there as guides and moderators (and parents and other community members have a role here too) and be ready to note when a student needs skill support or connection support or idea support and more, but teachers have always had those roles, now they’ll just happen in other venues and timeframes. And note, now a student’s address is less important because when collaborators are global the effects of where you live and socio-economic levels get blurred. I’ve lived this in my own classroom, where my at-risk, second language learner students often were pushed by their collaborators from around the world to deeper understandings and vocabulary and language skills. And when you engage globally lots of unintended learning takes place … time zones, and seasons, and weather patterns, and customs, and flora and fauna, and a whole plethora of other knowledge creeps in.
JK: Opening students work up to the world and more collaborators is so important. If we look at what the COVID19 issue has shown usat a professional level; we have the tools to connect remotely but overall there are alot of us that aren’t very good at it. Working connected, while apart is the skill that our children are going to need for their future.
The fear of something bad being commented must not keep us from exploring and using the moments to learn. Using safety features to help moderate comments and chats will help and the possibility o f messy learning is why we should explore. Students come across inappropriate communication in lots of social media but are often at a loss on how to appropriately deal with it. This is where real learning can happen to create a more skilled generation.
BC: Part of not being very good at it is the intimidation many feel about using applications, but also what could go wrong and then who is responsible. The time issue for many, that sense that they don’t have time for this, that it will take them away from “covering” all the curriculum they're supposed to cover (for THE TEST) - like this kind of learning is only an extra piece instead of learning that is really important, so we don’t have time for this added on piece. In addition, many, many educators don’t feel they REALLY have “permission” to go there despite what the administration says. Some feel their students know more about these technology pieces and they’ll look bad or students will take advantage. We have to get past all of this. Imagine doctors feeling their patients knew more about medicine than they do. You have to stay up to date on all the new tools in your field and educators have not been put in a good position to do that based on “accountability,” time and access to technology (and more). So this situation as bad as it is may have the silver lining of educators getting more acquainted with the tech and in some cases more access to tech that makes connected learning doable and powerful.
What positive impacts could be realized and carried over from this experience for teachers and students after students are back in the classroom?
JK. We never know what we are capable of until we are pushed out of our comfort zones. COVID19 took teachers, schools and education instantly from the question of: What can technology tools do for schools to how do we use all these tools to reach students? Lots of pieces of the education process had been reluctant to try or use or implement tools that had amazing potential as it might upset the apple cart of traditional education. So what now, what can be carried over? I think the vast amount of experience has shown a taste of possibilities to not only students but educators. As a result we know we need training to effectively use some of these tools past just screen time. We also have all the new questions about equity and access to work to answer as well. One thing to me that is very clear is that it should be clear that just going back to what we did isn’t enough. We have lots of new exciting ways to explore how we evolve education for sure.
BC: When first stepping into collaborative technology use I often suggest to educators to make some fairly simple connections to attain some experience and competence in utilizing it as a learning platform. Too often though, I see teachers using video-conferencing to do 10 to 50 “Mystery Conference Calls” a year around the country and not much else. Those kinds of calls are fine, especially to gain experience, that’s basically what I did (same with blogging and other social media), but if that’s more or less all you do with video-conferencing or blogging, YouTube, etc. you’re missing the point.
Educators have not embraced technology as a powerful learning tool for a number of reasons, fear, access, school policies, and more. But one of the biggest factors that drives those impediments has been lack of experience with the tools. One thing this Covid-19 experience has given us is more experience with the tools of collaboration along with more access to them and “permission to use them” because we were forced into it. Many of those experiences were not quality learning experiences, but mostly to “fill-in” during an unprecedented time. So when we get back into the classroom we should leverage the experience we’ve attained and now focus on how we can connect outside our own classrooms and schools and realize the powerful learning that makes accessible.
Studying a topic in history, science, literature, really anything? Connect with an expert anywhere and have them teach your students and answer questions or mentor a project or share data. Connect with students in a part of the world you’re studying and have them tell what it is like to live there. We used to use Google Earth to visit the locations of books we were reading, or the pyramids, or a volcano and so much more. We were reading a book that takes place in Saskatchewan, Canada, so we found a school there and video-conferenced with them about the locations in the book as we zoomed in on them with Google Earth. We also then learned about climate and culture and history of the area even though that wasn’t the main reason we were connecting. We sometimes did the same science experiment (sometimes live) in each other’s classrooms to see if location makes a difference in the result. Just collaborating in your classroom doesn’t require the tech, use the tech to get out into the world and find a plethora of collaborators.
This would be a major take-away that could be realized from this experience.
JK. There is no turning back now. You are so right, when we step back into the classroom, set goals as to how we will continue to find ways to share and work together. Model, model, model and model some more. Take your experience and build. We can work together to be ready for all that education is becoming.
Thank you Brian, your perspective is thoughtful and important. I appreciate you joining me on this adventure.
Thank you James for the opportunity. Will be interesting to see how things unfold from here.
Brian Crosby http://www.learningismessy.com/
James Kapptie https://ourchildrenarecalling.blogspot.com/
BIOS:
Brian has been an educator for 38 years. 30+ years as a classroom teacher and more recently as the K-12 STEM Learning Facilitator for northwest Nevada. He has co-written a book on blogging, Making Connections With Blogging and maintains the blog Learning Is Messy: learningismessy.com Twitter: @bcrosby
James is a 20 year classroom veteran. His experience includes Middle and High School, Administration, Technology Director, Education speaker and consultant, and Computer Science and "Purposeful Technology" Evangelist. Creator of #wyoedchat.
Once a cowboy, always a cowboy! This was a great opportunity to have a conversation with Dr. Dousay about the state of technology that has become more of a focus due to COVID19. This is only the tip of the iceberg but it’s time to start chipping away at it. Please jump in and tweet or post your comments as the conversation is more powerful than just these answers.
Technology: Parents, Teachers and students….can we get them all to the same page?
What is the first step to improve this process?
JK: This is a huge question that impacts the whole educational landscape. I think one thing that has been highlighted in the COVID19 time, is that education, really, can be delivered in different ways than we have been. Any educational debate often hinges on defining the best way. This event has hopefully changed the discussion to how many ways can we create education equitably. If we think about ice cream as an example, vanilla was the starting point but soon many flavors were developed. Ice cream shops know that they need that variety and let the consumer choose the flavor they want. We have opened a lot of eyes to educational possibilities during this time and if we develop the flavors, I think we can get parents, teachers and students all in the same conversation to start.
TD: Communication is such a complicated endeavor in the information age. COVID19 has really revealed just how many channels we have for receiving information and engaging. The buffet of flavors is what we need to try and meet everyone’s needs, but it also has an overwhelming effect that can be confusing at best and paralyzing at worst. Now, more than ever, we need states to recognize the value of instructional coaches who have been in the trenches as a teacher, feeling these pains, and now function to facilitate managing that overwhelming effect--developing portals for clearly communicating what tools are used (and why), guides for how parents can support their learners with specific tools, quick and easy guides for students on how to access and use common tools, and of course supporting our teachers with how to use (and design learning with these) tools effectively.
JK: I love the idea that instructional coaches can be used to help parents. That is great way to build unity for sure.
Is there a right way to move into this new normal for education forward?
TD: I don’t know that there are blanket right and wrong ways to go about improving our understanding and use of technology in education. However, I do see three conversations that can guide this discussion.
First, there are different ways to go about moving forward, which makes it messy and unappealing to many but also allows for flexibility and adaptation for local and regional norms and needs. Some states effectively use regional service centers to support districts with a variety of policies and initiatives. That existing structure could lend itself here–sharing coaches among rural districts and curating quality expertise. This structure also means easing off of cumbersome reporting and paper-pushing to focus on meaningful data collection and sharing, rather than adding more (you know, to document what we did even though no one will read the document and it will inform nothing). However, some states do not have anything like regional service centers while others have empty systems in name only.
Second, this effort needs to concurrently address breaking down silos to develop a new culture of open sharing rather than competition and mindfulness of privatization, including the pitfalls of fiduciary responsibility, personal privacy, and equity access when that happens. Teachers and educational leaders are microcosms of ethical practice and decision-making. As education is a humanistic endeavor and educational technology companies are largely driven by capitalistic goals, these two philosophical foundations can clash without an ethical relationship. Egos and moral compasses aside, this particular aspect requires a cultural shift that recognizes and values expertise, models ethical practice, and engages the whole learning community.
Third, we can begin by carefully equipping teachers with the knowledge they need about available tools, access considerations, and policy/ethical considerations–to include COPPA and FERPA. This requires quality instructional coaches and leaders (regional or building level) who can assist with this endeavor, but must be followed with freedom for and trust in our teachers. To borrow from business management, quality management begins with a focus on the customer, meeting their needs and exceeding their expectations. Our customers are our students. So, let teachers primarily focus on their students. The words "stakeholder" and "reporting" do not appear anywhere in these principles. Why then do we put such a priority on these two components when we talk about quality and improvement in schools? Quality performance and improvement does not begin with evaluating ourselves to death in the never-ending quest of answering to stakeholders and policy makers.
This is a time for us to reconsider norms and practices, good and bad, in light of recent events, constraints, and demands. Education as we practice it is artificial and often contrived. Now is the time to reconsider our identity as educators and build something new for the future.
JK: I think that your answer Tonia hits on a key idea...it won’t be easy. The idea of looking at this from an “end in mind” mentality is important. Can we hammer out the big ideas of what education is and needs to be? Can we get past what it has been? As I read your answer Tonia, I couldn’t help but think about a post I wrote seven years ago about using Amazon as a model for schools. Schools are not businesses but can we shift focus of education to our consumers, students and parents, and make the process meaningful for all.
TD: Ahh, yes! The Amazon model could be an entire long discussion in and of itself. But this is exactly the kind of thinking that underlies the notion of teachers being true masters of their craft and facilitating education; aware of individual and collective learner needs and issues, monitoring broader trends locally and in the field of education at large through professional development, and (of course) achieving learning outcomes. Holding us back are standardized requirements and views that fail to embrace flexibility and responsiveness, ironically facilitated and managed with technology.
Does school funding need to look at the shared cost of technology for families?
JK: If we want equity...for sure. As sources of funding change and become more constricted, I feel this question becomes more important. If technology access is going to be a key for education then we must address it. Expecting kids to go to a coffee shop or restaurant does not promote equity in education. How do we address it, what if we consider connectivity a community obligation? Can we allow cities to develop networks of access funded through ways that fit their community? The challenge comes when we are essentially taking business away from private providers. Can schools essentially issue devices that are filtered and have cellular access? Yes but in Wyoming and across the west there are lots of dead zones. This funding could divert funds from potentially less building maintenance and transportation costs but that will most likely not be enough.
TD: School funding, especially as it relates to technology, often feels like a run-down farm truck that’s now formed by spare parts and pieces from every make and model of vehicle other than the original. And when something else breaks or a fancy new feature comes out, a mismatched solution gets applied haphazardly. Enter COVID19 and a realization that too few already knew and have felt helpless to change.
The equity gap of internet (and technology) access crosses racial and class boundaries. I’m a middle-aged white woman from a low socioeconomic upbringing, drowning in student debt, currently situated firmly in the middle class. I grew up in rural East Texas and have lived in suburban/metro areas such as Bryan-College Station, TX and Athens-Clarke County, GA. I’ve also lived in rural communities as a working professional, including Laramie, WY. As a tenured faculty member at a state university, my primary source of home internet service during COVID19 stay-at-home orders has been a T-Mobile hotspot running from my cell phone. I do actually pay $70/month for satellite internet company, which is my only “broadband” provider option. You see, I live on an unpaved road, surrounded by the very fields that grow the garbanzo beans for your Sabra hummus and lentils in your dried soup mixes, in rural northern Idaho, approximately 20 miles from the University of Idaho. I live this far out so that I can afford my rent; it’s $400/month cheaper. Unfortunately, Spectrum’s fiber ends 2 miles from my house (just on the other side of the Washington state line). Frontier/Ziply fiber ends 3 miles from my house (just outside of Potlatch, ID city limits). The Palouse Valley is also littered with small mountains and hills that make fixed tower internet viable for many, tricky for some, and impossible for me. With my satellite internet provider, there are many times that I cannot even get federal and state websites to load (partially much less completely)--and that’s while having all other devices on the home network turned off to conserve bandwidth. Had T-Mobile not expanded coverage in the area within the past 18 months, I would have been rendered useless during this time. Even then, I have to make sure I close Outlook and any browser tabs so that Zoom doesn’t kick me out of my meetings and classes. I’ve started introducing myself to people by saying, “Hi, my name is Tonia and according to Zoom, my connection is unstable.” In the words of Dr. Sheldon Cooper, it’s funny because it's true.
I offer this picture to highlight that even someone with privilege, who teaches about these tools and how they can be used, struggles with consistent quality access. This isn’t something my school (a university) can simply provide. Until our telecommunications partners (and elected leaders) take the need seriously, it won’t matter if schools have funding to support their learners. We’ve spent decades building an infrastructure up and selling it as a way to make lives easier, more connected, and accessible. During this time, we’ve moved a number of essential services into this infrastructure, including our normal communication and learning activities. Yet, we’ve allowed these partners to operate under the same capitalistic framework–a commodity to be bought and sold at a premium for those who can afford it. The efforts from these partners in response to COVID19 are a start. But they’re just a start.
I was once a proponent of calling on the community to come together and help provide. My preservice teachers hear me talk every semester about the McDonald’s program that allows any K-12 learner to use their restaurant wifi at no cost and no purchase necessary. Yet, what good does that do when you can’t go inside the restaurant? Sitting on the sidewalk outside or in a car is less safe and more disconcerting than it is a solution. This also doesn’t help communities that don’t have a McDonald’s, or other community partner, to provide this service. And then there’s the whole low-cost subsidized internet service for low-income households. Sorry, but when you’re already unable to afford groceries, you also likely don’t have the $5/mo for that internet bill. In other words, relying on community support and subsidy is simply, and frankly, not sustainable. To be clear, school funding as we know it is not sustainable, but that’s another discussion for another time.
I wish I had an answer to this other than “yes.” I don’t like agreeing with this statement without being able to provide possible options and solutions. If policy makers are not willing to enact the decisions to recognize access as a rightful utility and work to make sure the infrastructure functions for all users, then it falls on the telecommunications partners themselves. While we’ve seen a slight generational shift in expecting, even demanding, companies have a conscience, I don’t see AT&T or Verizon offering to cut into their profit margins to address the problem consistently or completely any time in the near future. As it is, they, like our policy makers, are reactionary, only succumbing when social pressure reaches a tipping point.
I applaud any forward-thinking leader (political or educational) who attempts to tackle this particular issue. Since toppling or resetting the system isn’t likely to happen in the near future, it’s likely that this will have to be a regional/state-level effort. E-Rate solutions of the past will not work for the future. Parking a few school buses turned wifi routers in low-income neighborhoods only shifts the burden of cost and work. Solutions have to reach the home and extend across an entire community, taking into consideration the fact that work-life-school boundaries have largely dissolved.
JK: You summarize this topic well in that this is not a “them” issue. The COVID19 situation has highlighted that the technology infrastructure needs support and investment to be able to allow the technology we already have to reach its potential. We have lots of great tools but if they can’t connect then all options become limited. Your analogy of an old farm truck is a great visual to make what we face concrete. Take the truck one step further, and imagine it driving down a back road, and interstate or trying to keep up on a freeway.
Thank you Dr. Dousay for taking the time to chat. We must start to address where we want to go….before the old farm truck breaks down! Thanks for sharing your thoughts.
Dr. Tonia Dousay: @tadousay http://www.learninginterest.com/
James Kapptie: @jpk38 https://ourchildrenarecalling.blogspot.com/
Bios
James is a 20 year classroom veteran. His experience includes Middle and High School, Administration, Technology Director, Education speaker and consultant, and Computer Science and "Purposeful Technology" Evangelist. Creator of #wyoedchat.
This Ted style talk was deliver in 2014. Lots of things have changed since 2014. We have faced global pandemic. We have seen multiple ...
