Reframing and Refocusing Technology for Classroom Instruction

Welcome to Unbox Innovation. I'm your host Amy Shaudrop joining us today is Nick Geering training and educational development specialist with EOS Education team at Boxlight. Welcome, Nick. Thank you so much for having me. I really appreciate it. Today, we're gonna talk about reframing and focusing technology for classroom instruction. This is a huge, huge deal in schools nationwide. Do most school districts across the country have cell phone and technology rules in place, or are we still talking about the wild, wild west? Kind of a mix of both, really. There are some really fabulous leaders out there that are, really trying to kind of set the the stage for for other schools and districts in terms of, their policies. And then there are other places, where you are seeing happen more at the, the classroom level, which is a a huge difference in terms of the success of implementation or of see. You know, if if we're kind of all on the same page with one another, we're more likely to be successful. So, unfortunately, there are still a number of schools out there that are are kind of fending for themselves at at this current time. That's surprising to me because smart phone technology has been around for years now and people have bring your own devices that they bring to school and they're using their iPads and laptops are being given to students in high school. So that's kinda surprising. It it is really rising. I think that there there's kind of two camps when it really comes to, integration of technology. I think that there are some, that are really intentional and very strategic and very cautious and careful. And I think that there are are others that have a more mindset of, it's here It's what's in the hands of our students already. Let's just figure it out and and make it work. I remember when I started teaching, I was actually, you know, empowered, to to really try new technology with my students and in my term. But when I moved to a different campus, it became much more, strict in terms of what we were able to do and and and what type, what type of technology we were able to to implement and what our processes were, for requesting a new technology. So it it just in my own personal experience, I've already seen, kind of both ends of that spectrum. So there really is a a pressing need for us to to kind of get on board with, some policy that we can all kind of agree on and then allow for that, that differentiation on you know, in the different areas of our country for for what they're using and and what what their systems look like. Strike a balance between embracing technology, allowing it in their classroom, and then ensuring that they still have control over their classroom with participation and behavior issues and equity issues as well? It really is a lot that we of teachers and technology use in the classroom is no different. It is another one of those areas that teachers are really having to navigate, almost a tight road walk between those two things. On one hand, you've got technology as a great tool to engage students. And when you engage students in meaningful ways, your behavior and your management, tends to be a little bit easier. And so you run into fewer of those issues, but at the same point, if you are not really careful and consistent with the way that you are implementing and utilizing technology in the classroom, you act you actually tend to exacerbate those problems. Right? You might allow for those opportunities students to disengage. So teachers really have a a tricky tight rope to walk. I really my personal belief is I always was in a very high-tech classroom as much tech as we could have in the kids' hands. That was really what our goal was. As long as we were keeping kids safe, that exposure to new tools and and new ways of of accomplishing tasks was really important to us. When you worked in the classroom, did you use technology that was available to all of the students because there are the equity issues too of poorer schools that don't have kids coming to school with smartphones and laptops and other technologies. Oh, man. That is so true, and it became even more prevalent, as we went through the pandemic because we really did start to see very clearly, those gaps, those inequities, across the board. When I was in the classroom, it was always about focusing on making sure that all couldn't all students could, or all students wouldn't. I didn't ever create opportunities where kids were not able to act assessed things, when students, would present challenges that they were facing in terms of, accessing technology, primarily when they had to access technology at home. We were able to strategize with those students in order to, get them technology I know that the, you know, a lot of schools and districts are really trying to supplement in a number of ways. But they found other issues of equity with that Right? So then, you know, well, you gave this student a laptop, but my student didn't get a laptop. Why is that? So there been a lot of those discussions that really, kinda came to a head during the pandemic. We understand now that the internet is a necessity, you know, in the world. We can't really avoid tech in in a lot of ways to apply for jobs, to apply for a lot of things. You need to be able to access technology. You need to have, quality WiFi connection in order to be able to do that work. But it it really for me personally when I was in the classroom was about making sure that everybody had access, to the technology and that we weren't using technology just for the sake of it. You know, there's a what's called the SAMR model, the s a m r model, which is a great model for determining how and why we're using technology with our students in order to make sure that we don't use it for the sake of using it, but we're meaningfully engaging our students with technology, so that the technology, improves the quality of the educational experience, rather than taking over. What are specific software tools that you believe can enhance the learning experience? Cause I'm sure kids in the classroom wanna be on TikTok and Snapchat all day long, but certainly that's not going to further their education. Yes, and no. I will I will advocate, and maybe some of my my former students will I'll get some some extra points with a few of them and hopefully. But but there's a a lot of really great learning that is taking place in places like TikTok. You know, when I first, started teaching and join the classroom. It was really the the early stages of YouTube, and I remember everybody being like, oh, YouTube, what are, you know, people are just gonna watch themselves be silly, and they're never gonna get anything. And YouTube over the the years really developed into this immensely powerful educational tool, as well as all of the other things that that, you know, we had concerns about. But it really did, focus they really focused on providing those those opportunities. I think TikTok really has taken that a step further. There is so much cool learning happening in that environment. I can't speak highly enough for it. That's not the only place. No. And I and I don't, you know, and I don't say that to argue. I say that because Yeah. I don't. I don't. I myself was kind of surprised at just how many things I had learned in that space that I didn't learn in school and that I, you know, I gotten through two degrees and and and I just didn't know these things and the kids that just have access to it now. In terms of other tools and and software that's out there, I mean, obviously, you know, Microsoft and Google are doing so much work in terms of accessibility and I think that that's primarily the most important thing for me, in terms of technology access and equity is is making sure that that everybody can use technology regardless of what, conditions they're working under. You know, I work for for an ed tech company. So Boxlight itself is an educational technology company. And I know that every day, my job is to come in and work really hard to make sure, that those tools, the software and the products that we provide, are really engaging students and teachers and that they are, leading to outcomes and results that are meaningful and sustainable. We've really focused a lot on STEM. So I'm gonna mention our Mimeo stem kits program because our STEM program here is is really top notch and and the focus on stem over the last ten years has been enormous, and that's only going to increase because as technology continues to, improve and grow. So too does the future change? Know you and Bryce Technology when you were in the classroom, and there were so many teachers across the country who have done the same. What do you have to say to teachers who have been a bit hesitant or resistant toward integrating technology in their classrooms. I have a lot to say to them. Those are my favorite teachers, you know, in my background, I was not only a teacher, but I also worked as an instructional coach, and that It's part of what my job here at Boxlight also is is is coaching teachers and supporting teachers as they learn new skills strategies, tools, technologies. The very first piece really is it is fair and valid to resist and feel hesitant. I think that the other part is is that we already have committed to our students, and we've committed that we are growing the future. That's our job as a teacher. Right? We have committed that we are growing tomorrow, and the kids that are gonna lead tomorrow. And in order to do that, we have to embrace to a certain degree the technology that's around us, that technology becomes more and more prevalent each day. And the more we resist, the harder it is to overcome that struggle. It's almost like we're contributing to the gap that that's that's between us. So it's really important to acknowledge why we have a gap, but then quickly develop ways that we can overcome that struggle together. There's a lot of psychology that goes into what the work we do as educators. And so dealing with the psych and the sociology of our job, both as the professionals before we have to put it in front of the students. Right? I think that that's a really important element. Think the other part is meaningful professional training and development. And I know that professional development in a number of areas, you know, that terminology might be putting for people. So however we wanna to phrase that, however we wanna refer to that, I think it's really important that we're providing meaningful training opportunities for educators so that they can dive in and and really develop comfort and proficiency with tools before they have to do it with students. There's a lot of things that contribute to not not achieving successful outcomes. So I think that building, structures and and scaffolding learning for just like we do for our students is a really important part too, but we have to embrace the development. We have to embrace the training, and we have to embrace the uncomfortable. Technology is changing so quickly, and our kids are always ten steps ahead of us. So how can teachers keep up with the technology trends both in and out of the classroom? It's a tricky question because as, you know, we we've discussed asked before, if you're in a a school or in a district where your technology is very carefully regulated, you only have access to certain tools in your environment. But oftentimes in those environments, you have a very clear process for requesting use of new technology or exploration. A lot of districts have formed tech committees that include parents and teachers and students, with the with the no the tech knowing people, you know, your IT department in schools, not just the educators, but the people that have to implement, the technical part of as well so that they are discussing the technology that's available. What's coming? What have we been using? What is, you know, the next thing that's intended to replace that and what might a benefit of that be. So a lot of schools and districts are creating, committees or teams in order to, allow the stakeholders to really do some of that work, and and to have that narrative created including all of those voices. I think that that's a really powerful way to do that. I think that that also allows our students to see the partnership between all of the components. I don't think kids see sometimes beyond the fact of what their classroom is. Right? These are this is my teacher. This is who this is who impacts my learning. But there are all these other people that have such a huge impact on on that experience for students. And I think this is another way for them really to see that the value of that. But I also think that parents get a a great benefit from that too. Parents being able to be involved in programs like that become more knowledgeable of those things. So you said, kids are are light years ahead of us all the time when it comes to these things. It would be really cool if we could continue to embrace ways that allow our students to, introduce us to technology to teach us about those things. So I think that the inclusion of students in in those committees or those group is is really the the key component of that? You you, talked about the parental component of things, and I know how I felt when my kids were in middle school, and they started saying, well, you can bring your own device. And I said to myself, what? You know, And it, and it took me a long time to be able to embrace that. So, like you said, the parents really need to be educated on what's happening in the classroom and how all this technology can help their kids? I think as much as you hear that there's there's that fear, that hesitancy of of a teacher that might have with technology. I think that that's even more so for for parents, and I don't say that because parents are less knowledgeable or less trained. They just spend less of their time having to adapt to that type of learning, whereas I think teachers, that's part of what we do day in and day out. And so I think that including parents in that component provides insight for them. I I think it provides that practice space for them, and and parents that are able to come into these environments and learn and grow, go tell other parents and those parents either get involved or they at least get that the benefit of that knowledge or the benefit of that experience. I think it's really important that schools, look at ways that we can support parents in the ways that we're using technology, how to use the technology, what are intended comes are with the technology. I think the more parents are able to understand that, the easier it becomes to embrace whatever that policy is that's being implemented. I think that if we help parents understand what technology is being used and how to be used, they will support it at home from their side as well. What do you see the future of the classroom looking like in ten years? And what would you like to look like in ten years. Oh, man. That's an exciting question. I think that there is a lot to be determined with how we are going to embrace and capitalize on AI and generative AI in the classroom. I really do think that the conversations and the policies that are gonna come out in the next couple of years regarding AI and the way that we utilize it as a society and therefore, then inside the classroom is really gonna dictate some of that. I think the pandemic gave us a good, telescope into the future to a certain degree, not that distance learning is the future, but I think that different ways to involve technology to provide, bridges across distances in time and in space are going to become even more essential. I remember being a middle school kid when the internet started. That's how old I am. And I remember the day that we connected with with a room in another country for the first time, and it was really, really exciting. That's the baseline expectation of small children now going into education. So I think that what the internet did for for my generation of learners, AI is is going to do tenfold for for this generation and what comes next. So I think that that's a really exciting challenge that we're facing. I'm really hopeful that we are intentional and that we're inclusive and that we're operative with the way that that we handle this. I hope that, you know, our government's involvement really is more so to facilitate opportunities for different group to be able to have their voices heard so that the outcomes that we reach really benefit students and really help to provide, that multiplier times ten instead of that divider times ten, you know, because I feel like anytime you implement a new tool, it can it can be, like, bonus multiplier, and it can be the thing that makes, you know, a win, a jackpot. And so that's what I'm hoping. You asked what I hope. Well, thank you so much for joining us today. Nick, you've been such a pleasure. You've given a lot to think about and a lot of great information, and we do appreciate your time today. I I appreciate you. Great questions. And anytime I would love to have more chats with you. Well, that wraps up this edition of unboxed innovation. Thank you, Nick, for joining and be sure to tune in next time.