Wednesday, September 19, 2018


One of the best vocabulary lessons you'll ever get is the one where you teach yourself the difference between "lazy" and "unmotivated". When it comes to students, when they aren't getting things done or it seems like they don't care, we are quick to call them lazy. But is that really the case?

Laziness is physical. Most of our students are actually experiencing a psychological problem -- lack of motivation.

The vocabulary we use to explain this behavior is important. In our mind if a student is lazy, it ends the conversation. You can't get over that.

Unmotivated suggests there is a source to the lack of effort they give in your classroom.

One of these things has a solution. One doesn't. If our students are unmotivated, it simply becomes a case of finding the motivation. Looking for something that moves that student. Building the relationship that makes them care.

So, whether you are discussing student issues in the teachers lounge or are simply processing internally what a student's issue might be, remember to check your vocabulary.

Wednesday, August 15, 2018

EdTech PodSquad Goes Back to School!

Hey, Podcast fans! The latest episode of the EdTech PodSquad is up! We have a great conversation about back to school and starting something new in your school district. Check it out below!

Tuesday, May 15, 2018

Stop Talking Tech, Start Talking Shop

I've been doing this tech coaching thing for a while now, and recently I have come to a profound understanding about what I do.

People don't care that much about technology.

At first I this kind of bothered me. I told myself, "I do big important things! People love me! The things I care about have a profound impact!" I mean, these things ARE TRUE. But the real point I'm making here isn't that people don't find value in what I do--It's that teachers don't necessary want to sit around and shoot the breeze about technology integration in their classroom.

They don't want to talk tech. They want to talk about learning experiences.

Sometimes technology is an important part of that. And that's where I come in. This year I have tried to fundamentally change the perception of my role from "That tech guy" to more of a pedagogical mentor. My angle is tech, but our conversations need to be about TEACHING. Here's how I try to structure my conversations:

1. Ask more Questions

When I walk into a classroom, I should not consider my job to be a technology expert. I need to be a master teacher and a learning partner. I need to ask questions to understand what we're trying to do in the classroom today. The technology could absolutely make what happens today better, but why are we starting there? Let's drill down to the objectives of the unit, lesson, or activity. What do we need to get done? Now let's talk tech.

2. Focus on Instructional Goals

Through conversation we need to get to a place where we have a specific learning activity to focus on. Rather than walking in with an agenda of "cool tech tools" we should look at the goals for students first, and then plan the experiences around that. Once the components of the lesson are decided upon, then we should start talking about how technology supports those experiences. Are we collaborating? Creating? Publishing to the world? All of those things present amazing opportunities for technology integration. But the learning must come first.

3. Respect Class Time

If we are jumping in feet first with a tech enhanced project, we should understand that changes the timeline. If a teacher wants a students to make a video, we must allow for the extra time that will take plus the time needed to simply gain comfort with the new tool. Yes, there is a profound impact in having students publish video versions of written assignments, but are we going to spend 80% of the time we have on the project learning how to trim clips and insert background music? If I am singularly focused on being the tech integrator, it would be easy to allow something like that to spoil the actually student learning. And sometimes teacher's have no idea what you're getting them into. Be transparent about the time you are asking them to sacrifice.

This is the tip of the iceberg when it comes to instructional coaching, but in the long run shifting the ways you have these conversations can make a big differences in the quality of tech integration you get with teachers and students.

Friday, May 11, 2018

Oops, we Started a Podcast: The EdTech PodSquad

Sorry that I keep blogging about podcasts -- I'm kind of one dimensional with this topic lately, but gosh darn it, I just love me a good podcast!

I love them so much, in fact, that I have started a new podcast with a few other amazing tech coaches. And it's called The EdTech PodSquad. And IT'S AMAZING!!! You should listen to it!

I know that everyone and their dog has a podcast right now, so I understand when folks ask, "Why???? What do you have to offer to the podcasting world, Mr. Howard?" It's a fair question. Here's my answer -- podcasts are versatile tools for learning and inspiration. They are worth listening to and there's a ton of value in recording your own. That's right -- you should flap your gums about what you do more! Feed your passion! Connect with others! Talk critically about the things you care about! Podcasts are perfect for that!

Here's my history with podcasts: I have about a 30 minute commute to and from my office. Years I spent wasting nearly an hour of my day listening to old songs on the radio during this time! I mean, I like Lynyrd Skynyrd as much as the next guy, but you can only hear Freebird so many times before you've HEARD it. This became the perfect time to learn, explore, and be inspired. 

So I started listening to podcasts during my commute. It started with some basics --RadioLab, Freakonomics, 99% Invisible, How Stuff Works...some of the more popular podcasts out there that I still listen to this day. That translated to seeking out podcasts that more closely cover my professional passion. Now I'm listening to Ditch That Textbook, The Google Teacher Tribe, The Cult of Pedagogy, and Dads in Ed  among others-- I'm still passing the time, but I also get to learn and be inspired. And I REALLY look forward to my time in the car.

I never thought about creating my own until I was working on a project with some fellow tech coaches a few months ago. We were doing some video chatting while reviewing presentation submissions. The conversation was so natural and we were having tons of fun just shooting the breeze about using technology in classrooms. But it also felt like I do when I blog here, or when I jump into a Twitter chat, or attend at edcamp -- I'm reflecting, connecting, and hearing new ideas and perspectives -- I'm growing through a conversation. It was awesome!

It was suggested that we should start recording these things and share the fun with others. Hey! That's a podcast! I love those things! That's where the EdTech PodSquad came from.

So now, once a month we get together and discuss what's going in our schools, what's got our interest, what we are fired up about or struggling with. It's great fun, and I think, worth listening to!

The PodSquad as a killer lineup! You should totally connect with us.

Jonathon Lee - @jleeTechPercent
Erin Lawson - @Erin_Lawson3
JP Prezzavento - @JPPrezz
Samantha Hardesty Knoll @techknoll
Me - @joshchoward

And maybe even check out the latest episode here:

Tuesday, May 8, 2018

Two Minute Tech - Scanning Images into Text w/ Google Keep

Ever have paper text you'd like to have a digital copy of? Well this week's Tech Tip will show you how to turn any text into a digital format in seconds! Check it out below:

Tuesday, April 24, 2018

Two Minute Tech - Becoming a Bookmark Baller

Did you know you can save dozens of your bookmarks, right in the top of your Chrome Browser? It makes it so easy to have all your favorite websites handy and available at a moment's notice! Check out this week's Two Minute Tech Tip to find out how it works!

Tuesday, April 10, 2018

Six Principles for Classroom Discussion

I was in an ELA classroom a few days ago listening to students engaged in a discussion. I am always surprised to hear student led discussions in classrooms, because they vary wildly based on the teacher and the content. In this particular conversation, students were discussing Facebook and the issues with privacy being breached and user data being misappropriated. Very quickly things got personal and uncomfortable. There was a total breakdown in discourse because the students weren't on the same page with how classroom discussions should be managed.

I taught ELA for several years at the middle school level, and for most of those years student led discussions intimidated me quite a bit. That was until I realized that, like any other student behavior, I need to teach appropriate behaviors of discussion to ensure that students interact appropriate in that setting. Here are the six principles of discussion that I shared with my students:

1. Dignity

Above all, when we have discussions in our classrooms, we treat each other in a dignified way. This means we honor and respect others, regardless of what they think or how different their ideas or opinions are. With my 7th graders this was often a struggle, because when an argument falls apart, it's easy to resort to name calling or immature bickering. I want students to feel passionately about what they believe in and argue with conviction, but there can be no tolerance for disrespecting a classmate over a difference of opinion.

2. Listening

“Most people do not listen with the intent to understand; they listen with the intent to reply.” – Stephen Covey.

People, in general, don't listen to understand. We listen to RESPOND. We already think we are right, so there's no incentive to listen. We are oriented to make you understand our side rather than listening to understand yours. This is usually what breaks down most classroom discussions. Students stop listening because they only want to respond and attack. It takes a lot of time and practice to learn how to actively listen while another human being is speaking. Something I often required my students to do was to keep notes about other people's thoughts, and use those words to start their reply. For example, "I hear you're saying ----------, but I believe --------". Sometimes hearing the words out of your own mouth helps make them real to you. Sometimes having to fit your words into the actual context of another's argument can make you rethink what you were going to say. It's makes listening a far more valuable tool.

3. Equality

Everyone in the room has an opinion. And we are obligated to listen to every opinion equally. As teachers we totally understand this -- students share their harebrained schemes and half baked ideas with us all the time. Teachers have unending patience to listen to wackiness. But students can go from zero to indignant very fast. We must model for students that we consider every idea before dismissing it out of hand. Think critically about it. Question it. Ask for clarification. But never allow someone to be shut down just because in your heart you believe an idea has no merit.

4. Question

In my opinion, students are getting worse at asking questions every year. They just don't seem to be curious, interested in truth, or care to have things clarified. They are either accepting things as they are, or too lazy to try and know more. This is probably a reflection of the way we teach. We must do more to push students to ask more questions, particularly when in discussions with each other. When we don't agree, we should ask questions about why you believe what you do. We should SEEK understanding rather than to win an argument. The only way we can understand each other is if we ask more questions in those moments of discussion.

5. Disagree

While we should seek to understand and we should have an appreciation for those who think differently than us, we should also be unafraid to disagree. Not every discussion has to have a winner and a loser. The true power of discussion comes from the exchange of ideas given with respect to the opinions and feelings of those on the other side. Growth happens within the simple experience of the discussion.

6. Change

Even if your conviction is strong, if you realize you are wrong or you witness an undeniable truth that completely changes the footing of your own argument, it's totally acceptable to change your mind. There is little to be gained from holding on to a belief that has been proven demonstrably false or incorrect. And you're only making things needlessly personal by doing so. 

Practicing these principles with students didn't ensure productive conversation 100% of the time, but I would say we were generally successful in having respectful discourse most of the time. The most important thing here is that you shouldn't magically expect students to be able to have discussion and debate without preparation and practice, especially when those debates are led by fellow students. Find some structure to allow your students to work within and you'll see a dramatic improvement in the conversation in your classroom.

Thursday, February 22, 2018

#METC18 Reflection

I can't believe it's already been a week since the METC conference. Of course I am speaking about the Midwest Education Technology Community Conference held last week in St. Charles, MO. After reflecting on this conference, a few things stand out to me as I reflect on the experience.

1. Nothing beats networking

I don't think it matters what you do or where you do it, you need to have a support group of people that you can talk to about it. For me I am speaking about the tech coaching world. As a person that is the lone technology coach in my school district, the opportunity to network and talk about struggles is enormously helpful. These "hallway conversations" are just as valuable to me as many of the sessions I attend. I also can't say enough about getting out of your hotel room and spending time with the people at the conference. Whether you are chilling at the bar, at the silly karaoke reception, or doing a networking event in the vendor hall, these moments are full of opportunity to learn from and be inspired by others.

2. Kids can teach us

I saw several sessions and talks that emphasized student choice, voice, and autonomy in the classroom. And two of the sessions I presented dealt heavily with emphasizing student autonomy, decision making, and creation.

Standout Sessions

Sadie Lewis' pre-conference session on design was amazing. In it she covered layouts, colors, font/typeface, and a multitude of other design consideration when working with creative and practical projects. I like to learn about material like this because it's something that we often forget to emphasize in schools, typically in the name of efficiency. We wan't teachers to teach and students to complete work, and we don't care about how artfully it's done. But something that has changed in my mind in recent years is that working artfully and creating things people want to look at is an immensely valuable skill. It doesn't matter how succinct and full of information your bullet points are -- they won't make a difference if people aren't interested in looking at them. Design really does matter these days as a life skill.

Steve Dembo did a session on harnessing social media for use in education. I am a pretty avid social media user, but I still gained from great insight from what he had to share. First, he used a fascinating icebreaker to have everyone get to know each other. The concept was you gave your name and school district to the person sitting next to you. You then had 10 minutes to research that person and introduce them to the group. This was awesome. It was a great eye opener about what we broadcast of ourselves on the internet, but also the power we have to control out image in positive or negative ways. No one had anything embarrassing come out, but after that activity I would definitely be going back to make sure my name came up clean after popping it into Google.

Steve also shared a lot of great information about various social media networks and how students use social media to be documentarians of their lives. It resonated well with me because at the conference I was also presenting a session about how students should be publishing work on YouTube as "YouTubers". It made me think about how many schools completely disallow social networking or cell phone use in general without consideration of what a powerful storytelling tool these things can be.

I sat in on a panel of folks doing Q&A about starting an EdCamp. Some others in my district are looking to offer more intentional and targeted PD, which is exactly what an EdCamp is designed to do. Our problem is that EdCamp offerings are few and far between in Mid Missouri. It was a very informative experience having conversations about what it takes to get started with the EdCamp model, and some very helpful folks shared some great resources to help us get started. Don't be surprised to see EdCamp MidMo out there soon!

Eleanna Liscombe had a wonderful session about STEAM projects that she does with her middle school class. As a mentor for our new middle school tech teacher, I popped in to get some ideas for him to integrate into his classroom. However once I was in there she immediately challenged us with some STEAM challenges, grouped us together and put us to work. It was a refreshing take at a conference this size, and immediately sold me on the idea of STEAM challenges in the classroom setting.

I could go on and on about the sessions at METC, but I'll spare your time. If you are a teacher and you can get yourself to METC, you owe it to yourself to attend. And definitely check out the preconference!